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Strengthening Teacher Development Programmes in Higher Education: Best Practices and Lessons Learned
Peer reviewed
Direct linkLi Yu; Yong Liu – Innovations in Education and Teaching International, 2025
This study aimed to assess the effectiveness of the implemented Teacher Development Program (TDP), encompassing these modern approaches, in short-term (after 1 month) and more long-term perspectives (after 1 year). Data on the perceived effectiveness of TDP were collected through a survey. The participants included higher education instructors who…
Descriptors: Program Improvement, Teacher Education Programs, Faculty Development, Higher Education
Bilgen Kiral – SAGE Open, 2025
Teacher empowerment is characterized as teachers' individual and professional development, supporting them, providing them with comfortable working conditions and materials, and fostering constructive communication. The study sought to understand how principals approach teacher empowerment and what constitutes optimum teacher empowerment. The…
Descriptors: Teacher Empowerment, Faculty Development, Public Schools, Teacher Administrator Relationship
Nurit Chamo; Orit Broza – European Journal of Teacher Education, 2025
This study explores milestones in the process of becoming a teacher-leader, in a way by which their teachers' professional identity expands into an all-encompassing identity. This implies into a 'hyphenated identity' where each of the 'teacher' and 'leader' labels has a unique meaning and power. Data have been collected for 2 years from 46 leading…
Descriptors: Foreign Countries, Teacher Leadership, Professional Identity, Elementary Secondary Education
Alin Croitoru; Daniel Mara; Felicia Morândau – European Journal of Teacher Education, 2025
The problem of teachers' motivations for participating in training is central in any education system because it shapes the system's capacity to adapt to the rapidly changing reality. The aim of this paper is to estimate the prevalence of this motivation among Romanian teachers and to identify certain predictors beyond such motivations for…
Descriptors: Foreign Countries, Teachers, Teacher Motivation, Faculty Development
Horacio Solar; Sara Rivera; Ceneida Fernández; Andrés Ortiz Jiménez – International Journal of Science and Mathematics Education, 2025
Professional noticing has been stressed as one of the key professional competencies that teachers must develop. To date, there is a robust amount of literature on teacher noticing with a focus on students' mathematical thinking. However, we have thus far not found any study that focuses on teacher noticing of classroom situations in which…
Descriptors: Teaching Skills, Observation, Attention, Mathematics Teachers
Download full textTebogo Magang; Tinotenda Douglas Hwara; Ayodeji Michael Obadire; Jerald Hondonga – Journal of Learning Development in Higher Education, 2025
The integration of Education for Sustainable Development (ESD) into the curricula of higher education institutions (HEIs) is critical for advancing global sustainability objectives. This study assessed the extent of ESD integration in the curricula of HEIs in Botswana, examined current practices and challenges, and identified areas for…
Descriptors: Foreign Countries, Sustainable Development, Higher Education, College Curriculum
Mutseekwa Christopher; Chikuvadze Pinias – International Journal of Inclusive Education, 2025
Global trends in teacher development now focus on teaching and learning environments in which support and care for the student teacher emphasises building relationships, empowerment, collaboration, inclusivity, and liberating pedagogies. Research has shown that nurturing relationships premised on the ethics of care, social justice, inclusion, and…
Descriptors: Foreign Countries, Faculty Development, Meta Analysis, Educational Practices
Ludmila Tyler; Peter J. Kennelly; Shelly Engelman; Kirsten F. Block; Jennifer C. Bobenko; Jaclyn Catalano; Jesica A. Jones; Margaret I. Kanipes-Spinks; Yang Mooi Lim; Jennifer Loertscher; Tejiri Olafimihan; Hailey Reiss; Territa L. Upchurch-Poole; Yufeng Wei; Kimberly J. Linenberger Cortes; Victoria Del Gaizo Moore; Daniel R. Dries – Biochemistry and Molecular Biology Education, 2024
We present as a case study the evolution of a series of participant-centered workshops designed to meet a need in the life sciences education community--the incorporation of best practices in the assessment of student learning. Initially, the ICABL (Inclusive Community for the Assessment of Biochemistry and Molecular Biology/BMB Learning) project…
Descriptors: Science Education, Science Teachers, Teacher Workshops, Biological Sciences
Joanne Larty; Vivien Hodgson – British Journal of Educational Technology, 2024
As online education continues to proliferate that there is a need to understand how institutions can better support faculty in the transition to online education. Building on work that has suggested the importance of learning spaces for faculty to engage in discussion and reflection on their move to online education, this paper employs Bakhtin's…
Descriptors: Electronic Learning, Online Courses, Educational Change, Ideology
Nathalie Gagnon; Andréanne Gagné; Julie Courcy – Mentoring & Tutoring: Partnership in Learning, 2024
In Québec (Canada), vocational training centres hire their teachers based on their occupational skills and knowledge. Often without prior pedagogical training, teachers must complete a bachelor university degree including three or four internships. Conducted in their workplace, novices are then accompanied on-site by an assistant teacher (AT).…
Descriptors: Foreign Countries, Vocational Education, Internship Programs, Teacher Motivation
Dorte Moeskaer Larsen; Camilla Hellsten Østergaard; Klaus Rasmussen – Journal of Mathematics Teacher Education, 2024
The implementation of large-scale intervention and development projects is often problematic, and the impacts of such projects usually fall somewhat short of what was expected. Additionally, the rationalities of intervention projects are not carried over into classroom teaching as directly as expected. This problem is generally known, but…
Descriptors: Mathematics Instruction, Teaching Methods, Faculty Development, Teacher Education
Roddy Walker; Bente Jensen – European Early Childhood Education Research Journal, 2024
The potential for professional development initiatives to improve quality in ECEC is an area of increasing international interest. This article presents insights from an ethnography into the manifestation of a two-year practice-based continuous professional development initiative (Educational Quality in Daycare: EQD) informed by the Abecedarian…
Descriptors: Faculty Development, Early Childhood Education, Early Childhood Teachers, Professional Continuing Education
Laila El-Hamamsy; Emilie-Charlotte Monnier; Sunny Avry; Morgane Chevalier; Barbara Bruno; Jessica Dehler Zufferey; Francesco Mondada – Education and Information Technologies, 2024
Sustaining changes in teachers' practices is a challenge that determines the success of curricular reforms, from which Digital Education (DE) is not exempt. As the literature on sustainability is considered "scarce" and "scattered", long-term studies modelling the factors impacting teachers' sustained uptake of DE pedagogical…
Descriptors: Faculty Development, Sustainability, Curriculum Development, Electronic Learning
An Exploration of How Mathematics Coaches Make Their Own Professional Learning Available to Teachers
Evthokia S. Saclarides; Britnie D. Kane – Journal of School Leadership, 2024
Mathematics coaches are often positioned as important mediators between district administrators and teachers regarding messages about ambitious and equitable instruction. Despite this, little research has sought to unpack the connection between what coaches learn at professional development and how they make their learning available to teachers.…
Descriptors: Coaching (Performance), Mathematics Instruction, Mathematics Teachers, Faculty Development
Eleonoor van Gerven – Journal for the Education of the Gifted, 2024
This article provides a strategy developed for teachers in the Netherlands who participated in a 2-year course to become specialists in twice-exceptional learners. They were taught to use the Systemic Support Program for designing customized interventions for twice-exceptional learners. The aims guiding this research were to develop a better…
Descriptors: Foreign Countries, Gifted Disabled, Inservice Teacher Education, Intervention
