In this paper we show how practices of professional learning and practices of leading can be understood as related in ecologies of practices. We will present findings from an international empirical research project that directs us to the connectivity between professional learning and leading practices that emerged as "adventitious",…

This study examines aspects of professional development experiences of 19 Greek Fulbright teachers of humanities regarding schooling, learning and teaching as documented in e-portfolios completed during a project of academic course and fieldwork in the United States during their collective participation in an international professional development…

Professional organizations exist to provide specialized networking and development opportunities to a specific profession, group of individuals or field of study. These organizations are generally broad in scope and may have a wide range of interests among its members. To support specialized research and communication, smaller subgroups within the…

The purpose of this study was to understand the ways virtual school teachers experienced professional development framed as a year-long collaborative action research endeavor. These virtual school teachers taught completely online courses for a large virtual school and did not reside within the same geographical location. Thus, the professional…

Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action's (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine…

This single case study reports on the programme of professional learning that a Canadian staff of elementary teachers (Junior Kindergarten to Grade Eight) and their school principal engaged in to learn to use a mobile multimedia device as an instructional resource. The professional learning was facilitated by two university researchers who used…

This case study, concerning peer coaching for sustainable professional practice, utilised video to enable teachers "deep learning" during peer coaching sessions. While the use of video is not a new tool for continuing professional development, this research employs a fresh way of using it. Teachers reflected on their learning process by…

This article addresses key issues in pre-service teachers' professional learning. The argument explores pre-service teachers' learning and practice, which is both informed by technology and which uses technologically enhanced practices in classrooms as learning and teaching strategies. The article is contextualized by current…

If teacher quality is the most critical factor in improving educational outcomes, then why is so little attention drawn to the knowledge and evidence base available to support teachers in improving the quality of their professional knowledge? This paper draws together findings from a range of sources to propose national models for continuing…

In an effort to explore Greek-Cypriot teachers' development of professional identities, the current study reveals the ways in which seven teachers in one primary school in Cyprus perceive themselves as agents improving their teaching and growing as professionals. In-depth interviews indicate that teachers' conceptions of good teaching reflect a…

In this paper the authors suggest that teacher educators in higher education institutions (HEIs) in England are not fully convinced that teaching should be a Masters profession. The original engagement with Masters-level provision for student-teachers in England seems to have been founded on a technicality rather than a committed philosophical…

Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The…

This paper begins with a review of an emerging set of studies, combining a critical focus on reflective teacher development in developing educational contexts, and a greater level of authorial identification (as compared with previous studies) with the contexts being researched. Next, the paper adds to this emerging literature an analysis of a…

While teachers and administrators in polytechnics in Ghana have categorically expressed the growing need for the former's knowledge and skills to be updated in the era of polytechnic transformation, little attention has been paid to the subject. This study reports a professional development intervention organised for 16 engineering teachers…

This paper draws on a range of theoretical perspectives on the construction of new teachers' professional identity. It focuses particularly on the impact of the development in many national education systems of a performative culture of the management and regulation of teachers' work. Whilst the role of interactions with professional colleagues…