In this article we present a case study on a group mentoring practice proven successful in earlier studies in terms of student self-regulation and collaboration. The purpose of our study was to uncover the factors behind the success by interviewing the mentor teachers. The findings showed that the group mentoring focused on four main themes: (a)…

Previous studies on Javanese language emphasized more on the use of this local language in certain communities and ignored the importance of teaching and learning at an elementary school level in order to preserve the language. The purpose of this study was to describe the lives of the participants, collect and tell stories about their lives, and…

Field experiences play a significant role in teacher preparation. Having a variety of authentic interactions in real classrooms gives teacher candidates experiences that can connect course theory and discussion with practice, creating a repertoire from which to draw and use in their future classrooms. With that background in mind, in this study,…

Purpose: Lesson study is a vital approach to improve teaching and learning that Japanese teachers have been utilizing for a century. Lesson study, however, has only recently been recognized as a teacher development strategy in Laos and started implementing in teacher training colleges (TTCs) in 2015. The purpose of this paper is to investigate the…

The research presented in this study examined what happened when I, as a building administrator, created and supported opportunities for teachers to emerge as leaders with the capacity to support each other, how my engagement with teachers as a building administrator promoted collaborative leadership and learning, and how making the classroom a…

The current relationship between early college high school and community college faculty reflects a lack of communication and collaboration in common content areas. In this disquisition, we examined the partnership of public high school and community college faculty, and how increasing opportunities for collegial feedback and focused collaborative…

Teacher co-design is found to be an effective model of teacher learning. This study is an in-depth investigation of the school-based teacher co-design teams in five schools using multiple case study approach. Using the architecture for learning framework, data collected during co-planning meetings are analyzed in terms of the discussion content…

The three authors of this article--a K-12 regional director of curriculum, instruction, and assessment responsible for orchestrating professional learning, a high school English teacher who participated in the professional learning, and an independent literacy consultant who supports four districts' professional learning--share their experiences…

In this paper, we frame the dissemination of the products of classroom design studies as a process of supporting the learning of large numbers of teachers. We argue that high-quality pull-out professional development is essential but not sufficient, and go on to consider teacher collaboration and one-on-one coaching in the classroom as additional…

This self-study is an exploratory, autoethnographic journey, aiming towards understanding my becomings through the 14 years of my collaborative experience. It provides a reflective look at the effects of this unique experience on my personal-professional self, questioning my understandings and trying to identify my becomings along these years.…

Teachers working together in learning communities is a popular aspect of school reform projects in countries around the world. However, teacher communities vary greatly from one another. This article describes two communities whose purpose is to help teachers work for equity by focusing on questions that emerge from practice and from genuine…

Teacher learning groups represent an increasingly widely used strategy for teachers' in-service professional development. While teachers have largely embraced participation in such groups, researchers have critiqued the effectiveness of the groups' practices in supporting participants' learning and their impact on instructional practice. This…

This current study based on a PhD study conducted by the researcher in 2018. The findings reported in this study were obtained from the analysis of interviews. The suggestions of engineering students and their English for Academic Purposes (EAP) and engineering teachers to overcome the challenges presented by studying through the medium of English…

This study aims to analyze how selected student and school factors may affect teacher job satisfaction, in addition to teacher factors, through multilevel regression and commonality analysis of U.S. data from the Teaching and Learning International Survey (TALIS) 2013. In the overall model of teacher job satisfaction, the factors of low achievers,…

Our study contributes to understanding teacher mentoring by exploring impacts of feedback from multiple mentoring sources as teachers with varying levels of experience learned to implement student-centered instruction. Mentees in our study learned to implement a student-centered model, supported by mentoring from students and teachers experienced…