Novice-expert interaction plays an important role in teacher professional development for Chinese vocational education and training (VET). Both Chinese and international research shows that expert-teachers' support is associated with the improvement of novice-teachers' teaching. However, insights into how exactly novice teachers learn with the…

This study explores the link between a mentorship program for in-service teachers and their professional development. The participants are under-qualified mathematics, science, and technology teachers employed in junior secondary schools. Using a mixed-method approach, data were collected through a questionnaire responded to by 163 mentees, and…

This study aims at: (1) reviewing the underlying causes of teacher isolation; (2) unrevealing the negative effects of isolation on teachers' professional and personal life; (2) illustrating different modes of voluntary collaboration among teachers; (4) presenting substantive evidence is support of collaboration as an efficient mode of professional…

This descriptive study identifies: 1) the factors which motivated Pennsylvania teachers to begin the National Board Certification process; 2) the factors of persistence which led teachers to successful achievement of National Board Certification and; 3) the personal transformation which took place in the process. Quantitative and qualitative…

For well over a decade, teachers have been recognized as the single most important school-level factor influencing student achievement (Darling-Hammond, 2000; McCaffrey, Lockwood, Koretz, & Hamilton, 2003; Rivkin, Hanushek, & Kain, 2000; Rowan, Correnti & Miller, 2002; Wright, Horn, & Sanders, 1997). Tremendous public resources…

In the report "From Good to Great: Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness across the Career Continuum," (See full report in ERIC at ED555657) National and State Teachers of the Year shared their views on what helped them become great teachers. This accompanying "Discussion Starter Tool" builds…

This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and…

This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding…

In the fall of 2007--aware that the continuing professional development of teachers is paramount to quality education--John Baird, head of Westtown School (Pennsylvania), asked the faculty Professional Development Committee (PDC), consisting of faculty representatives from all three divisions of the school, to design a "professional growth…

Autism spectrum disorder (ASD) is a specific disability with well defined characteristics that require teachers to utilise specific strategies to cater for the educational needs of children with ASD in the regular classroom. This paper describes an ASD school project that used a multi-faceted teacher professional development programme to train…

The author's most meaningful professional development (PD) experience was not a workshop or institute; nor did it result from a course or professional reading. Rather, it came in the form of Betsy--the second-grade teacher down the hall. This article describes the role of a mentor in professional development--and why everybody needs a Betsy!

Training and technical assistance programs for autism spectrum disorders (ASD) have emerged in many states as educators, administrators, and institutions of higher education attempt to address the increasing needs for enhancing the knowledge and skills of educators and disseminating the ever-growing knowledge of educational practices. This report…

Originating from the literature on resiliency, adult learning, and professional development, this qualitative study investigated how the relationship between resiliency and adult learning influenced professional development in one suburban-rural school district in Litchfield County, Connecticut. Data represent findings on the perceptions of…

This article explores how patterns of engagement and program design impact professional learning and development of mathematics mentor teachers as they participate in an asynchronous mentoring program, e-Mentoring for Student Success (eMSS). In specific, this study: 1) sought to determine if activity level was related to mentors' perceived…

The complexity of literacy coaching can be daunting. Coaches face a huge set of responsibilities as they work with teachers to improve practice and increase student learning. From mentoring new teachers to conducting demonstration lessons to facilitating professional development meetings, coaches get pulled in many directions at once. This…