Claims about teachers' potential to influence change tend to overlook that educational outcomes arise from complex, situated practices of many actors including teachers. This article introduces a tool for Teachers' Reflection on their Agency for Change (TRAC) for empirical analysis of teaching as a collective activity designed to 'track' the…

To facilitate transfer of teachers' learning into classroom practice, science and engineering teacher professional development (PD) experiences should increase teachers' content knowledge, disciplinary practices, and pedagogical strategies. As this can be difficult within traditional PD contexts, this study is a qualitative investigation of hybrid…

The continuing developmental process of learning mentoring, specifically regarding supporting teacher research, has received relatively little attention in fields such as English language teaching, and this qualitative case study addresses the gap. It explores how three teacher-research-mentors, who were experienced classroom practitioners but…

The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers…

This article is about personally driven professional development through the use of reflective self-study. The argument that teachers need to take responsibility for their own learning while also taking decisions on how and in what areas to develop is strongly made throughout the article. Data for this article were gathered over a 10-year period…

We offer insights for using design-based research (DBR) as a model for constructing professional development that supports curriculum and instructional knowledge regarding science and literacy integration. We spotlight experiences in the DBR process from data collected from a sample of four elementary teachers. Findings from interviews, focus…

This research study examines the impact of teacher research on participants in a large-scale educational reform initiative in the United States, No Child Left Behind, and its strand for reading teachers, Reading First. Reading First supported professional development for teachers in order to increase student scores on standardized tests. The…

A year long study group brought teachers and researchers working in urban contexts in US public schools together to examine literacy practices incorporating students' community literacies into schooled tasks. The goal was to provide teacher development in making connections across their students' community literacies and the academic literacy they…

This article is about using research from a practitioner perspective. It tells the stories of four teachers and a researcher, who were part of a collaborative project focused on connecting research and practice in relation to Education for Sustainable Development. The project started with a small advertisement placed in a practitioner newsletter,…

Informed by an amalgam of notions drawn from constructivist, socio-cultural, metacognitive and self-regulation theory, the discourse created to describe assessment to enhance learning has gone through a number of iterations or discursive shifts. As a result, the current discourse is both ambitious and complex with the roles and responsibilities…

This editorial introduces the July 2004 issue of "Teacher Development". When Sue Brindley, the principal editor of "Teacher Development", invited the General Teaching Council for England to participate in guest-editing a special issue of the journal on the theme of teachers' engagement in and with research, the GTC was…