Purpose: This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor's…

Despite the well-documented evidence on the importance of parent engagement for academic achievement, emotional well-being, and social inclusion, as well as interest among policymakers to tap into the benefits of parent engagement at the system level, there is still a widespread lack of support for teachers to be able to engage effectively with…

Shulman (1989) argued how 'outrageously complex' teaching is and how reform imperatives driving standards should not lead to standardisation and the subsequent loss of soul. We assert that framing a model of teachers' Continuing Professional Development (CPD) is similarly 'outrageously complex', a multifaceted construct that has professional,…

Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön's theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The…

The concept of an educator being legally literate began to be explored more in depth in 1963 when the first discussions began to occur around the need for greater legal literacy in the field of education. Though research has magnified the concern related to teachers and education administrators not being legally literate, not much has changed to…

This paper aims to have a critical evaluation of an online training module among pre-service and in-service teachers in Pakistan. The aim of this study was to provide a thorough examination of the various aspects that contribute to both satisfaction and dissatisfaction with the training module. This evaluation is critical in the process of…

Recent research on teacher education has highlighted the importance of teachers' noticing of students' mathematical thinking. Much remains unknown about the ways in which teachers develop noticing abilities in professional development settings. This study examines changes in teachers' noticing in the context of peer discussions in a video club.…

This article presents a review of 70 empirical articles focussing on professional learning communities (PLCs) for teachers in the Global South. The review highlights an upward trend in the quantity of the publications on PLCs from 2010 onwards. The evidence suggests that PLCs could be initiated as a result of a mandate, a project of professional…

Teaching preparation is critical to success in graduate school, as many doctoral students across disciplines are expected to teach or assist in teaching undergraduate classes as part of a graduate assistantship or in the capacity of adjunct faculty. Many go on to enter their chosen fields in the academy with the expectation that they are fully…

Purpose: Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by…

This research aimed to investigate effective approaches to teacher development as a meaningful form of professional development (PD). The objective was to assess the impact of teachers' learning as an approach to PD and to summarize best practices. The study involved teachers from two primary schools who participated in the Healthy School…

To address the question of how to develop the capacity for every instructional coach to provide job-embedded professional learning for every teacher and student, the Utah State Board of Education's quality instruction team designed and built a statewide 22 networked professional learning system that includes instructional coaches, local education…

Advancing diversity in STEM requires competent and confident faculty and staff who can lead local professional development in inclusive teaching to improve classroom instruction and support all learners. This article examines how a facilitator training model designed to promote inclusive facilitation impacted the self-reported confidence and…

Teaching "out-of-field" is a present obstacle in mathematics education in many countries, and developing professional learning programs aimed at upskilling non-specialist teachers is urgent. A teacher study group was established wherein two non-specialist teachers of mathematics (Years 7-10; aged 12-16) engaged with algebra to develop a…

A wide range of ages in teachers exist in the field of education. New teachers from Generation Z is one specific category that has received little attention. Who are these new teachers? What experiences have they grown up with being from this generation? What might we learn about them that can help us offer better support, training, and guidance…