Curriculum materials (schemes of work, lesson plans, etc.) play a complex and pivotal role in school and teacher practices. The adaptation and development of curriculum materials often constitute part of teacher professional development (PD) activities. However, compared with research examining the relationship between PD and teacher professional…

The growing body of empirical studies on discourse in mathematics education have drawn on, broadly, sociocultural or situated views of learning but do not make issues of power central and/or explicit. For this reason, then, we situate the present analysis within the intersection of two bodies of literature: professional development focused on…

The current neoliberal political climate in education has narrowed the focus of teachers' professional development and reduced their work in the classroom to a simple and predictable process. In this article, we challenge this view by deploying a range of complexity thinking concepts to present an account of teachers as self-organising, inquiring,…

This paper maps the development of a response-able (Barad 2007), creative professional learning programme for in-service teachers of an unfolding relationships and sexuality education (RSE) curriculum in Wales (UK) where the authors are uniquely and deeply entangled. We chart crucial aspects of the ethical, political and creative praxis informing…

Principals need and require specific professional development that is rigorous, effective, and aligned to professional leadership standards and effective professional development constructs. This case study examined the professional development strategies, and practices, used by school districts and their alignment to the California Professional…

Studies suggest several key aspects of STEM (science, technology, engineering, mathematics) integration for teachers, but translating the findings and recommendations of these studies into fruitful changes in teachers' classroom practices remains a challenge. In this study, an assessment of teachers participated in an intensive professional…

This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed;…

The purpose of this research study was to determine whether participation in three years of professional learning in the Hope Leadership Academy (HLA) impacted the school as a caring community. The participants were schools that participated in the HLA and administered the School as a Caring Community Profile-II (SCCP-II) to students and adults in…

Through a phenomenological lens of portraiture methodology, this article explores the career experiences of a veteran acting teacher who, at the age of 85 years, remains highly passionate and dedicated to his work with younger aspiring actors. The article reveals how for this veteran teacher, his strong teacher identity characterised by a quest…

This paper reports on the evaluation of the final year of a three-year professional learning intervention underpinned by a student-centred model of feedback. School leaders, teachers, and students in 13 Australian state schools participated in the research. The professional learning was contextualised in Year 3 English, with a focus on writing.…

Teacher collaborative learning remains one of the fundamental methods of teacher professional development. Due to various factors, teachers have to be encouraged, counselled, and supported for taking part in such activities and that competence is commonly entrusted to principals. This research investigates the role of the principal in supporting…

Assessment literacy (AL) has emerged as an important research field during the past decade, yet it remains a great challenge for secondary school EFL teachers in China to appropriately enact their assessment literacy. Due attention needs to be paid to research upon teachers' conceptions of assessment (CoA) and assessment practice. Based upon a…

This article examines the use of first-person action research to improve the facilitation of a continuing professional development (CPD) project in Early Years leadership. The intention of this project was to support Early Years Leaders (EYLs) from a diverse range of Early Years settings in NW England to improve their practice and hence strengthen…

In this article, we explore the experiences and self-reflections of faculty as CANVAS Ambassadors at Morgan State University, a Historically Black University in Baltimore, Maryland, during the COVID-19 global pandemic. The university transitioned to remote/online instruction using the CANVAS™ learning management system in March of 2020. The…

This paper explores and analyses adult educators' professional development (PD) in Singapore at three levels: national, organisational (training providers) and individual and examines the gap between skills supply and demand of adult educators. Requirements for adult educators' competencies established by the government initiative…