This mixed-methods study investigated the perceptions of elementary teachers in their co-teaching relationships and the impact those relationships had on instruction. The study was based on teacher and principal questionnaire surveys and semi-structured teacher interviews. The study investigated co-teaching that took place during the 2019-2020…

Professional Learning Communities (PLCs) can provide a structure for teachers to engage in learning processes that improve their classroom practices collaboratively. If followed consistently with the literature, PLCs are a robust professional learning model that can support teachers collectively through learning and reflecting on their classroom…

Young people not only need to know about what is causing the climate to change for the worse as the Earth heats up, but also need to develop the personal skills to tackle the challenges that they may face in the future. For schools to support this effectively and in relation to community development, government control of the school curriculum…

This paper reports about professional learning related to mathematics instruction in student-teaching triads. The study focuses on how the joint work of triads offers opportunities for the professional learning of student teachers (interns), mentor teachers, and supervisors. Two elementary student-teaching triads reported different areas of and…

Teacher workshops attract teachers with common goals; they wish to improve their teaching practices and subject and information technology knowledge. The asynchronous online discussion is the main activity in teacher workshops. An analytical model was developed in this study to examine the temporal characteristics of collaborative knowledge…

As part of its project on instructional leaders at the middle tier, International Institute for Educational Planning (IIEP) and Education Development Trust (EDT) conducted case studies in five jurisdictions, exploring the professional practices and perceived impacts of instructional leaders and the enabling factors present in the systems in which…

Background: This study explored the challenges around enacting change in a STEM (Science, Technology, Engineering and Mathematics) subject at an Australian higher education institution and examined key elements required to ensure change. Purpose: The purpose of the study was to examine the barriers and levers driving change during the…

Students' opportunities to persevere in making sense of mathematical ideas have long been considered significant to learning. Building on existing literature and a case study of video-based teacher collaborative sensemaking, we propose a conceptual framework for bridging perseverance and sensemaking. This framework synthesizes dispositional,…

Research is needed to explain in more depth what happens and why in teacher-researcher collaboration. Previous research on collaboration points out issues such as asymmetric power relations and cultural differences between professions that can potentially cause problems. This paper examines a Swedish action research project in which teachers and…

Special education teachers' (SETs) views on their agency in teacher collaboration were analysed using Cultural-Historical Activity Theory (CHAT). Finnish SETs (N = 238) answered open-ended survey questions concerning successful and unsuccessful collaboration with the classroom teachers in a tiered support framework. The findings revealed that the…

Education in the 21st century has had an evolutionary impact on teachers' teaching approaches in South African schools. Teachers are continuously faced with challenges in improving teaching and learning approaches in response to addressing the particular needs of a diverse group of learners. With this article we aimed to explore life orientation…

Academic developers work with colleagues from every discipline to facilitate learning about teaching, learning and assessment. Boud and Brew (2013) called for academic development to be significantly 'closer to everyday practice' while also recognising development involves extending notions of what 'practice' is. Moreover, Loads and Campbell…

Social media has undoubtedly shifted the landscape of educator professional development in the 21st century. The establishment and development of identifiable professional learning communities (PLCs) like the #SSChat social studies community on Twitter enables educators to connect and collaborate with other professionals across the globe from…

Higher education institutions promote interfaculty collaborations in research and education projects, but few studies have examined the challenges of such collaborations. This case study investigates how a heterogeneous interfaculty group worked in a community of practice for two years curating an educational e-resource to support the professional…

This case study reflects on the first iteration of a new course in film education, titled Introduction to Film Education, which ran for the first time at Queen Margaret University in Scotland in 2021. It considers the upskilling of both teachers and film education practitioners in film education, while reflecting upon the co-creation of a film…