Whilst video has become a central reflective tool in teacher education and teacher professional development, video-based collaborative reflection is just starting to gain traction as a research approach. The authors develop their understanding of this approach by examining how teacher noticing can be extended in teacher reflection. Specifically,…

The success of implementing Common Core State Standards (CCSS) depends not only on the extent to which educators deeply understand the new standards but also on the expectations, values, and resources that support their readiness for making necessary instructional change. Educators' understanding of and beliefs about CCSS may largely drive their…

Like their counterparts in business, teachers who act as knowledge brokers play a key role in transferring and translating knowledge from those who have it to those who need it. This article reports on findings of a qualitative study which examined how four knowledge broker teachers influenced the professional development of their colleague…

In this study, collaborative lesson planning (CLP) was a positive 'dissonance' to the teachers' individual lesson planning practices. Thirty teachers grouped into grade-level teams (five members) participated in the study. Data transcripts from audio- and video-recordings, formal and informal interviews, and written evaluation forms were…

The purpose of this study is to determine the teachers' self-efficacy in terms of their former experience and professional development in the Turkish World (Turkey and Kazakhstan) based on TALIS 2018 Data. In this context, this study is conducted with the participation of 6.531 Kazakh and 3.828 Turkish teachers who teach at ISCED level 2. The data…

Because of the increase of the rigor of state standards and of accountability, the Lincoln County School District sought to become a part of the state Teacher Leader Network during the 2016-2017 school year as a way to provide teachers best practices for improving the culture and climate of their schools, participating in collaborative…

School closures in March 2020 due to COVID-19 affected over one billion students worldwide (UNESCO, 2020). Stay-home orders issued across multiple regions required schools to shift to a distance learning model for the remainder of the school year. As the health pandemic advanced into the following school year, special educators continued to…

In this paper, we report on the ways in which technology and scholarship of pedagogy emerge as interconnected within a technology-facilitated community of practice (CoP), for educators within various Faculties of Education in North American universities. The goal of the Community of Practice is to connect with and learn from one another,…

School ratings are important factors for school accountability, accreditation, state and federal funding and impacts the community view on a school. This qualitative case study was designed to address Professional Learning Community (PLC) for a Title I school in need of improvement. The problem was the lack of teacher retention, and ability to…

This study explores, through a single case qualitative study, how one school successfully leveraged academic conversation as a schoolwide instructional practice to foster rigorous learning opportunities for all learners. Furthermore, it explores the professional learning leveraged to support teachers and their professional growth in order to…

The paper utilizes the fundamental components of social capital theory. It assesses a hypothesis that higher levels of social capital result in benefits for professional development of pedagogy in higher education institutions' faculty. A year-long study was conducted that offered faculty training in increasing critical thinking skills in…

This article begins with the following quote from Harvard professor, Susan Moore Johnson: "Whatever level of human capital schools acquire through hiring can subsequently be developed through activities such as grade-level or subject-based teams of teachers, faculty committees, professional development, coaching, evaluation, and informal…

"Investigating Disciplinary Literacy" provides practical, research-based guidance for teachers seeking to strengthen students' reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related…

In this article, I report the findings from a qualitative study involving seven ecologically minded teachers who participated in a Critical Friends Group. Ecologically minded teachers are not necessarily trained or required to teach about environmental issues, yet they do so because of their values and beliefs. The participants shared the…

The following qualitative auto-ethnographic study examined the experience of two co-teaching faculty, one in childhood education and one in special education, as they planned and implemented a co-teaching model to prepare teacher candidates for inclusion. As a result of the Individuals with Disabilities Education Act (1990), schools have…