Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both international and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study…

The modern teacher must respond to the needs of society in the context of Education 4.0. It seems suitable to adapt this trend to teaching children at an early age. The paper examines the usefulness of professional education for kindergarten and primary school teachers focused on personality development, emotional intelligence, and other social…

Purpose: The purpose of this study was to explore the conditions and challenges that facilitate teacher professional learning through the implementation of pedagogical mentoring (PM) within the Chilean school context. Design/methodology/approach: This study employed a qualitative methods approach, utilizing an instrumental case study. As the…

A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered…

After decades of conflict with Indonesia, Timor-Leste is gradually rebuilding its education infrastructure and reclaiming its identity as an independent country. In the first decade post-independence the education sector faced many challenges, including a lack of school buildings and resources, the need to replenish and upskill the Timorese…

This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding…

In this study we examined the impact of a year long model of professional development comprised of a monthly cycle of video-based self-reflection, peer coaching, and mentoring and bimonthly workshops focused on selected Classroom Assessment Scoring System (CLASS) dimensions. Education supervisors were trained and supported by project staff to lead…

The purpose of the case study was to explore the effects of a mentor-coach initiative among second, third, fourth, and fifth grade teachers in an urban junior-secondary school in Antigua and Barbuda. The case study design was appropriate, mainly qualitative, but supported by quantitative data collection methods. Twelve participants shared in two…

As qualified teachers are central to children receiving a high-quality preschool education, many policy initiatives aimed at improving program quality are thwarted when insufficient attention is paid to the professional development of the workforce. One response to this issue has been to create teacher leadership roles so that teachers mentor…