Studies have examined teachers' experience of organisational learning in school-based contexts but have seldom investigated teachers' cross-school learning processes. This paper explores the dynamic processes of teacher learning in cross-school settings led by local teaching and research officers. Qualitative comparative case studies based on…

Language teaching activism is a political movement for educational transformation where the role of teachers and languages, as a medium of instruction and literacy, are fundamental for equity and social justice. This paper analyzes the reflections from elementary school teachers from Austin (Texas, U.S.) and Oaxaca (Mexico) during a collaborative…

Internationally, support staff with limited teacher training (Teaching Assistants [TA]) are hired to support the mainstream education of children with Special Educational Needs and/or Disabilities (SEND). Meanwhile, teachers instruct the whole class. Although TAs might help children with significant difficulties participating in the classwork…

This study aimed to identify the factors that foster a collaborative culture in the school improvement process. Estonian schools are characterized by a high degree of autonomy in developing the school curriculum and choosing the appropriate methods for its implementation. As a result, some schools are more successful, while others face…

It is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier…

With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden…

Teacher self-reports were used to investigate patterns of their self-efficacy and attitudes toward inclusive education in association with teacher emotional support, collective teacher efficacy, and collegial collaboration. Data included a sample of 100 Norwegian upper secondary school teachers from a mixed-methods cluster randomised controlled…

Scaffolded faculty development is a recognized approach for enhancing teaching practices. Aga Khan University (AKU) adopted this method to elevate the quality of teaching and learning practices, promote a culture of excellence in higher education, and establish a sustainable faculty development model. AKU's scaffolded faculty development approach…

The study presents the design and implementation of team teaching in high school geography classes and analyzes the students' opinions regarding this type of teaching approach. The didactic activity was carried out in the 9th grade, at the Earth's Atmosphere learning unit. The participants in this activity were high school students, a geography…

In theory, collaboration is a key component of education in Aotearoa New Zealand. In practice, however, cross sector collaborative relationships are not so easily established or maintained, even when collaboration is 'mandated' through government policy. This research explores the perspectives of nine teachers from one Kahui Ako/Community of…

Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to…

Purpose: In the context of professional learning networks (PLNs), there are many studies which address knowledge mobilization (KMb). The majority of these focus on how research is mobilized by various actors. This paper explores the concepts of KMb both on an individual and an organizational level and discusses the role of PLN participants and…

Propositional teacher knowledge is recognised as valuable in classroom teaching practice, yet little attention has been paid to it relative to practical knowledge. This mixed-methods study aimed to understand the relationship between teachers' propositional knowledge and their classroom teaching practice in the collaborative school context using…

The complex role of academic language and learning (ALL) professionals in higher education is poorly understood, even though it contributes to key outcomes such as improved study skills, academic language enhancement, curriculum development and student retention. In this paper, we explore the multiple professional identities of people working in…

Collective leadership employs a sociological lens to locate leadership in the context and relationships from which it emerges. It has been defi ned as a process of collective meaning making, developmental capacity building, and collaborative action. Its focus is directed toward developing groups of people empowered to act together to bring about…