Jones, an instructional coach, shares ideas for how to make changes in how PD sessions are offered to teachers. PD that empowers rather than bores teachers puts flexibility first, encourages teachers to be active within each session, and provides both sessions tied to specific school priorities and space for teachers to pursue many learning…

The authors explored five in-service teachers' experiences of professional development (PD) in Studies in Writing (30 ECTS programme at a Finnish open university) they participated in during their leisure time. Data consist of the teachers' creative writings and semi-structured interviews. Reflexive thematic analysis was employed to holistically…

With the inception of the Individuals with Disabilities Education Act (IDEA), Comprehensive Systems of Personnel Development (CSPD) programs have been the infrastructure to coordinate services under IDEA for monitoring program implementation, workforce development, policy and procedure enforcement, and technical assistance. Although no longer an…

Metacognition is an invaluable part of instruction of higher order thinking (HOT). The goal of this article is to review previous studies about teachers' knowledge and professional development (PD) in the area of metacognitive instruction in the context of teaching HOT. Part A of the article reviews 25 empirical studies assembled through a scoping…

This study examined Teacher Professional Learning (TPL) practices and obstacles identified by 17 elementary school teachers in Turkey, a country with a centralized education system. The study employed a qualitative method to gather specific reflections from individuals. Research findings revealed that a variety of professional learning activities…

This research examines how gender roles are affecting teachers' professional development (TPD) in Hungary. Are there significant differences in the career path between male and female teachers? What kind of degrees do they have? How they have chosen their in-service training? Is the longer and -- according to the literature -- more effective…

The ability of teachers to manage their classrooms is critical to achieving positive educational outcomes for students. Many teachers receive limited pre-service training in classroom management, creating a need for effective in-service professional development (PD). This literature review summarizes the results of 74 empirical studies examining…

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements,…

Although there are many disagreements about its definition and how it should be applied, reflection is an important professional development tool in teacher education. If in-service teachers think in-depth about critical incidents and reflect on them, they can develop new understandings of the teaching and learning process. The study investigated…

Dyslexia impacts an estimated 5%-17% of children in the United States is the most prevalent disability in schools in the USA (D'Mello & Gabrieli, 2018; Johnston, 2019; Peltier et al., 2020). The problem addressed in this study was that general education teachers often feel unprepared to effectively support dyslexic learners in their classrooms…

Simulations provide a unique opportunity to practice newly acquired skills in a low risk environment. For this reason, simulations have historically been used in preservice teacher education programs to enable student teachers to apply generalized pedagogical practices. This pilot study examined how simulations could be integrated with inservice…

Computational thinking (CT) is playing an increasingly relevant role within disciplinary teaching in elementary school, particularly in science. However, many teachers are unfamiliar with CT, either because their education occurred before the popularization of CT or because CT instruction was not included in their pre-service coursework. For these…

Culturally relevant pedagogy (CRP) is an approach to teaching that emphasizes teaching within the culture of the student. Culturally relevant pedagogy is proposed to help African American students increase reading achievement, yet research shows it is sometimes unclear to teachers how to implement CRP in their classrooms. Understanding teachers'…

This article analyses ECEC staffs' perspectives on the in-service professional development (PD) process aimed at improving the quality of interaction in ECEC, inspired by the Caregiver Interaction Profile (CIP) scales. The study draws on theories and research on PD and ECEC quality and falls within a pragmatic paradigm, using qualitative…

The professionalization of teachers has become increasingly prevalent in recent years, leading to increased interest in the training, working conditions, and status of educators. This study addresses this interest by examining the in-service education and training (INSET) needs of English as a foreign language teachers in Türkiye. Despite…