In this article, we describe our experience as a racially and disciplinarily diverse, relatively junior program team who embraced the opportunity to transform a 20-year-old professional development seminar for graduate students into a remote offering in response to COVID-19. Our efforts to support our participants and champion an institutional…

This study examines a hybrid form of the Finnish Peer-Group Mentoring (PGM) merging student teachers and in-service teachers of different career stages in group meetings facilitated by an educated mentor. Experiences of the in-service participants were studied by interviewing them, and the data were analysed through thematic analysis. Four main…

This study focuses on two schools taking part in a school-based development project in Norway. The research was guided by the following research question: How does the start-up phase in school-based development influence learning and enduring change in school? Few studies focus on the start-up phase. The purpose of the current study is to show how…

Faced with a lack of formal professional development, physical educators are turning to social media networks (SMN) to access professional communities and informal professional development. Yet, to what extent physical educators who teach students with disabilities are using SMNs for PD purposes is currently unknown. Thus, the purpose of this…

Teaching chemistry as a practice rather than as a mere collection of facts demands that teachers modify their practices, particularly their approach to formative assessment (FA). In this study, we investigated how teachers' FA practices changed as a result of their participation in a professional development program designed with a Chemical…

This study joins recent research that explores the phenomenon of teacher learning through complexity and variability. Our paper furthers this line of enquiry by exploring how literacy teacher learning unfolds in self-directed professional development. In particular, we use concepts from actor-network theory (ANT) to help understand the ways two…

This paper explores how new materialist ideas informed a non-linear experimental approach to 'continuous' professional development (CPD). Experiences of professional development in the early years are diverse but remain at the heart of continuous improvement practices. In the UK, the roll-out of the 'disadvantaged two-year-old' offer increased…

Disciplinary societies have a role to play in supporting the needs of community college adjunct faculty. The potential exists to improve the professional lives of these faculty members, an underappreciated segment of the higher education workforce, and to positively influence outcomes for students enrolled in community colleges.

This study explores the value of co-creative play spaces for faculty professional learning and development. Data are drawn from the researchers' coauthored publications, which utilized arts-inspired data generation modes. The pluralist methodological route and analysis results in design elements for professional learning captured through rich…

This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed…

The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre-existing framework, including strategies for professional development, was adapted, implemented, and…

Wenger's theory of learning proposes the concepts of "participation" and "reification" as dimensions of educational design. Based on this proposal, this position paper looks at the design of one Mathematics Professional Development Program (MPDP) through the lenses of these concepts. We argue that the "reification"…

When our students told us they wanted our faculty and staff to practice the leadership competencies that we were outlining in our university's leadership competency model, we decided to take on the challenge. Based on principles of effective leadership development, the College of Business and Office of Human Resources created and continue to…

Employing a multiple instrumental case study approach, we document and analyze initiatives in Saskatchewan and New Zealand to enhance cultural responsiveness among White educators through professional learning initiatives undertaken as part of broader strategies to animate more equitable educational outcomes for Indigenous students. The findings…

Lesson study (LS) is a professional development practice that has mainly remained conducted by elementary, secondary, and preservice schoolteachers. However, in recent years, different studies have explored its practice among higher education (HE) faculty members. This article presents the first systematic review on LS among HE faculty members.…