We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research-practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers'…

Effective, engaging teacher collaboration contributes to continuous school improvement and overall student success. This formative, internal program evaluation used a combination of objectives-based and improvement-focused models to determine what worked well in mandated PLCs at MHS, what aspects of these PLCs needed improvement, and what…

Language teacher associations (LTAs) serve as a platform for the personal and professional learning of language teachers. This study uses Q methodology to explore how involvement in Thailand TESOL promotes collective leadership among its committee members. Twenty current and former members participated in a card-sorting task, and six of them were…

For decades students with hearing loss have been removed from their non-disabled, same age peers to be educated in separate settings. Segregated service delivery is fueled by several erroneous assumptions that can result in lowered expectations and quality of teaching. This Disquisition (a dissertation in practice model) details an improvement…

Elementary teachers continue to endure increased pressure as additional weights are pressed from state requirements and recommendations, local and national social burdens heighten, and confrontation with increased student needs persist; yet support structures devised for teachers to be able to enact transformational leaps lack. Questions guiding…

Purpose: The study seeks to unpack the effect of distributed leadership on teacher professionalism, and the mediating roles of collaborative learning and relational trust in the Chinese cultural context. Design/methodology/approach: The proposed framework was examined based on the questionnaire data from 522 primary and secondary school teachers…

Music teacher educators have taken different approaches to enrich teaching-specific reflective practice through peer collaboration. In this study, three music teacher educators examined their experiences with the process of pedagogical documentation, a form of collaborative professional development from the Reggio Emilia Approach (REA). They met…

Considerable research has shown professional learning communities (PLC) within schools as a beneficial way for teachers to develop professionally within the context of their own work environment. Although the positives are often highlighted in PLC's, there is limited information as to how teachers function within these spaces. This qualitative…

The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured…

Talking about teaching with colleagues is one way that academics learn about university teaching. In contexts that offer inconsistent support for teaching, what influences conversations? This study investigated mid-career academics' conversations at an Australian research-intensive university. Twenty-four academics were interviewed and the…

Despite calls for more attention to the preparation of those who prepare teachers, there have been few examples of institutionally sanctioned and structured learning opportunities created to equip faculty with the knowledge and skills necessary to become effective teacher educators. In this paper, we describe a cross-disciplinary and collaborative…

The potential of digital fabrication technology (DFT) in education has attracted the attention of many educational stakeholders over the last decade. However, there is scant literature on how in-service teachers take part in teacher professional development (TPD) to equip themselves with necessary DFT skills and knowledge. In response, this…

The COVID-19 pandemic has significantly impacted higher education institutions worldwide, particularly Catholic schools offering graduate programs. The pandemic substantially impacted faculty teaching performance at a Catholic graduate school. Many faculty members cited difficulties transitioning to online instruction. Providing continuing support…

Transformative professional learning is connected to educational and social transformation and possibilities for critical forms of teacher professionalism. Examining and fostering this connection requires greater conceptual clarity about these constructs and how they are enacted. A conceptual review, combining narrative and systematic methods, was…

Purpose: The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis. Design/methodology/approach: The…