The stability and expertise of the teaching force are the bedrock of student success. Yet, school districts across the nation are grappling with a persistent teacher attrition crisis that undermines student achievement, disrupts school communities, and incurs significant financial costs. Addressing teacher attrition is not a single initiative but…

Under the professional obligations set by the Teaching Council of Aotearoa New Zealand, teachers are expected to undertake professional learning and development (PLD). Additionally, both the Teaching Council and the "New Zealand Curriculum" strongly encourage 'teaching as inquiry' as a framework for engaging with PLD. However, PLD can…

This paper introduces a framework of two key shifts--epistemological and authority--to conceptualise the challenges mathematics teachers face when moving from classroom teaching to professional development (PD) facilitation. I argue that while teaching and facilitation may appear similar, critical differences in how knowledge is constructed and…

Background: Teachers' professional development is a pivotal aspect of educational psychology. However, the lack of comprehensive examination into the interconnectedness of school climate, teachers' self-efficacy, and instructional practice impedes the design of targeted and impactful professional development initiatives for teachers. Therefore,…

This groundbreaking guide introduces the Awakening Developing Deepening (ADD) Impact Framework, "a revolutionary approach that challenges the traditional school reform formula" in favor of authentic, community-driven transformation. Drawing from research and real-world experience, the authors argue that transformation emerges not from…

Although global education policies increasingly emphasise the importance of teachers' digital literacy, there is still limited understanding of how to effectively enhance their digital competencies, particularly within organisational contexts. This study analyses a sample of teachers from PISA 2022 (N = 68,054) using hierarchical linear regression…

This study introduced action research to a group of 25 teachers in a K-12 school in Pakistan. The objective was to understand how teachers viewed their identity as teachers and how they perceived action research as a possible professional development tool. Data were obtained through three focused group interviews with 12 volunteers from the…

Scholarship on life cycles of teacher development posits that teachers progress through specific stages with specific developmental needs. However, this scholarship rests on studies over traditional ten-month, semester, or quarterly education cycles and does not accommodate alternative teaching frequencies or durations. This study applies this…

Drawing on anthropological conceptions of pilgrimage, our ethnography of professional development at an Israeli Holocaust Memorial follows German teachers on journeys to Israel. Seeking transformative and transferable experiences to combat anti-Semitism in schools, teachers experienced the voyage as a secular pilgrimage rooted in Christian…

In the Republic of Ireland, primary school teaching is a very attractive profession with pay being above the OECD average (Heinz and Keane 2018; Hennessey and Lynch 2017). This paper investigates how the Department of Education Inspectorate and the Teaching Council of Ireland position primary school teacher professionalism. The paper presents the…

This article reports on the development of a research attitude in secondary education teachers who are conducting teacher research. We aimed to investigate the professional development of teachers who are conducting teacher research, focusing on the development of their research attitude. We operationalised the concept "research…

This meta-analysis evaluated experimental studies testing the effectiveness of the "Self-Determined Learning Model of Instruction" (SDLMI) to improve the academic and nonacademic behaviors of students with disabilities. A total of 19 single-case experimental design studies and four group design studies met inclusion criteria. Overall,…

Thirteen years after the publication of the book "Social Network Theory and Educational Change," what can we say about the evolution of research connecting social network theory and analysis with teacher professional development? In this evolution, we can witness a conceptual shift in the literature connecting teacher professional…

Under the tenet of framing and regulatory theory, this study undertakes a comprehensive examination of the impacts of task-oriented and self-oriented teacher developmental feedback on learning outcomes, considering the moderation roles of timeliness and regulatory focus, and compares the effects between competitive and the noncompetitive…

Co-teaching has developed as a successful instructional strategy to support various learning requirements and differentiation, especially as more students with disabilities are integrated into general education classrooms. To establish efficacious co-teaching partnerships, it is important to surmount some interpersonal barriers and apply…