Although teachers' learning has been increasingly recognised as nonlinear and contextually responsive, few studies have extended these understandings to the design and evaluation of professional development. In this case study, we examine nonlinear and contextual manifestations of high school science teachers' professional learning from a complex…

Teacher professional development (PD) is about change. One of the most prominent lines of research on PD addresses what makes it an effective change process. This research produces critical features of effective PD, the seemingly active ingredients of teacher change that are meant to guide professionals in the design, implementation, and…

Professional learning is considered essential for early childhood teachers, and is frequently associated with childhood outcomes and dominant constructs of quality which perpetuate neoliberal ideals and position early childhood teachers within a framework of rationality, privileging discourses of masculinity and power. By engaging with feminist…

This article describes the development process and provides psychometric properties of the Design-Based Professional Learning (DBPL) for Teachers Survey to measure teacher leaders' ratings of collaborative design and evidence-based work in their schools. Although there are other instruments that researchers could use to measure professional…

The current study is a collective self-study on how we as 15 teacher educators at a university in Norway tried to improve our teaching through working with cases with the aim of better supporting student teachers in making links between theory and practice. We wanted to address the common criticism in teacher education concerning a perceived gap…

What is the significance of closure in mentoring relationships? This small-scale study explores mentors' reflections on coming to closure in preparing to end long-term mentoring relationships. It was conducted during the final term of mentoring on a three-year accredited national programme aimed at supporting the learning and development of early…

This paper reports on the first part of a research case study that provided senior leaders and SENCOs in schools with an opportunity to reflect on, air and discuss professional practice issues in a confidential, non-judgemental setting. The project was evaluated using qualitative questionnaires at three stages of the project and via a thematic…

This article examines collaboration between teachers in the 'more teachers than classes' (PMQC) French scheme implemented from 2013 in primary schools receiving a high number of pupils with learning difficulties. Based on concepts of teacher professional learning, teachers' shared-work and the learning community, the research aims to highlight the…

High-quality early childhood education (ECE) can improve children's educational trajectories. However, the ECE field globally faces challenges that compromise its quality, with COVID-19 childcare closures further intensifying complexities. One solution to improve ECE working conditions is to use a distributed leadership framework to create…

Little is known about the integration of current neuroscience knowledge to classroom teaching, although many teachers rely on neuromyths to shape their pedagogies. Through a professional development approach, the learning study, we explored how teachers learned to apply neuroscience to teaching instruction. The teachers collaborated to design,…

The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia,…

One of the key tenets of the global education reform movement, professional standards for teachers have reshaped different aspects of teachers' work and learning in many contexts internationally over the past two decades. This paper explores the consequences of neoliberalism for teacher professional learning in contemporary times. The policies and…

This study explored how a group of higher education teachers in China used WeChat to build an online Community of Practice (OCoP), which supported their professional learning. A qualitative study was designed. Data were collected from multiple sources including online interaction excerpts, teachers' reflections, classroom observation, and…

In order to support professional development of their teachers 14 Dutch secondary schools developed and implemented a series of interventions. The concept of School as Professional Learning Community was used to frame these school interventions. Data were collected through project documents, interviews with school principals and project leaders,…

In the current educational policy context, the call for accountability has intensified efforts to raise the capacity of educators. As professional development (PD) is increasingly leveraged to improve student outcomes, state and district administrators seek ways to provide affordable and effective opportunities for educator growth. Intermediary…