This research explores how faith-based groups experience vocational discipleship within a shared context of generative craft learning. Qualitative interviews were conducted with thirty-one participants from nine different vocational groups to understand their formative experience of collaborative work. This study attempts to gain a critical…

Recalling Freire's lessons on education and teacher development, this study embraces the transformative power of dialogue. In the context of Brazilian public schools, where education faces challenges such as rigid curriculum prescriptions, the researchers implemented a Lesson Study cycle as a dialogic teacher development intervention. Despite…

Building on Woolf's (2020. "Exploring Pedagogies to Elevate Inquiry: Teaching Action Research in the Third Space." "Educational Action Research" 28 (4): 579--596) conceptions of `third space theory' this article describes how, in order to find continuity between theory and practice, the convenors of a network for educational…

Contemporary schools seek to employ teachers who are curious learners, who can employ practitioner inquiry skills to investigate, inform and grow their own classroom practice, responsive to their circumstances. As a profession, the question we must ask is how do we best prepare and continue to equip teachers with the necessary research skills to…

The challenge faced by newly graduated nurses from undergraduate study to practice is a persistent theme in nursing practice literatures. However, there is a lack of understanding about how this transition happens. This focused ethnographic study explored how newly graduated nurses (novices) interacted with experienced nurses and learnt in a…

STEAM education puts professional learning communities on the agenda by requiring teacher collaboration along with disciplinary integrity. In this study, a professional learning community in STEAM education was investigated by observing 49 teachers from different disciplines working in different districts during 16 weeks of interdisciplinary…

Organizational tasks and processes are preconditions for organizing professional learning teams but are often neglected in research. In nine schools, we examined which organizational tasks and processes were set up for lesson study, a form of a professional learning team, and in what way. Schools set up three organizational tasks and processes:…

Since 2016, Park School in Denmark has consistently used Japanese lesson study as an approach to the professional development of its mathematics teachers. The school has moved beyond the initial adaptation of lesson study, and no longer includes external support. In this article, I investigate how three groups of teachers participated in the…

In this chapter, the authors describe the theory of change behind a regional cross-institutional community of practice (CoP) for educational developers seeking to strengthen their institution's SoTL culture and increase faculty SoTL production by providing institution-level support initiatives and programming.

Lesson study's international popularity spread as a unique, agency-oriented model of teacher professional development that is context-rich and deeply rooted in teacher subjectivities. This project aimed to answer the question, what do mathematics teacher education researchers learn about teacher learning by focusing on uncertainties as they arise…

TeachersPayTeachers.com (TpT) is an influential online education resource marketplace where users download, buy, and sell education content. How and why educators use platforms like TpT has received only limited scholarly attention. This research therefore addresses a gap in the literature by exploring educators' (N = 1359) self-reported uses and…

Existing research has highlighted the key role of observation and reflection in teacher learning during lesson study interventions, and how challenging it can be for pre-service teachers. This study focuses on the post-lesson discussion phase and on the observation of the research lesson of a lesson study process. It is carried out with early…

The work of professionals practicing in the community provides a pathway for knowledge advances to reach practice. Yet outside of medicine, little attention has been paid to this phenomenon. Similarly, professions are defined by bodies of knowledge yet studies of professions do not attend to the dynamic relationship between professionals and the…

This study was about a university course, "Mindfulness & Sustainability" (GC495), that I designed, instructed, and assessed. Twenty-one students and I went on a mindful learning journey; together we cultivated a community of Transformative Sustainability Learning (TSL). I used The Work that Reconnects (WTR) to teach mindfulness in…

The Teaching and Learning Network (TLN) at the University of Guelph, Ontario, Canada, represents an effective network model for faculty and educational leadership development. Grounded in the principles of communities of practice (Wenger, 1998), the TLN is a collaborative network that fosters interdisciplinary dialogue, relationship building,…