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de Jong, Loes; Wilderjans, Tom; Meirink, Jacobiene; Schenke, Wouter; Sligte, Henk; Admiraal, Wilfried – Journal of Professional Capital and Community, 2021
Purpose: In professional learning communities (PLCs), teachers collaborate and learn with the aim of improving students' learning. The aim of this study is to gain insight into teachers' perceptions of their schools' changing toward PLCs and conditions which support or hamper this change. Design/methodology/approach: Questionnaires were completed…
Descriptors: Teacher Attitudes, Educational Change, Communities of Practice, Faculty Development
Stammes, Hanna; Henze, Ineke; Barendsen, Erik; de Vries, Marc – International Journal of Science Education, 2020
Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry…
Descriptors: Science Teachers, Chemistry, Science Instruction, Instructional Design
Walton, Elizabeth; Carrington, Suzanne; Saggers, Beth; Edwards, Chris; Kimani, Wacango – Professional Development in Education, 2022
Implementing inclusive education requires on-going commitment to teachers' professional learning. One way of implementing professional learning is to develop learning communities based on Lave and Wenger's ideas of situated learning and learning as social practice. Learning communities, drawing on models of Professional Learning Communities and…
Descriptors: Inclusion, Communities of Practice, Faculty Development, Models
Kennedy, Bairbre – Irish Educational Studies, 2022
This article reports on a case study conducted in an urban post-primary school setting, which investigated a teaching and learning group, called a T&L Club, as a model of sustainable professional development for teachers. The group consisted of 18 members from a whole staff of 90 teachers and had been in existence for four years at the time of…
Descriptors: Communities of Practice, Faculty Development, Secondary School Teachers, Accountability
Somma, Monique; Bennett, Sheila – International Journal of Educational Methodology, 2020
Many educators hold beliefs that including students, at least to some degree, has academic and social benefits, however, they struggle with fundamental pedagogy. With a global shift from a segregated lens to that of an inclusive lens, special education teachers who once held positive beliefs towards segregated special education are now faced with…
Descriptors: Inclusion, Educational Change, Teaching Experience, Teacher Attitudes
Choktanaprasit, Narongrat; Chantarasombat, Chalard; Agsonsua, Pha – World Journal of Education, 2020
The objectives of this research were to: 1) create and specify the achievement goal of developing the innovation for enhancing the learning achievement of schools, 2) develop the potentiality of teachers and educational staffs in enhancing learning achievement of schools with the application of the ESC in coaching and mentoring, 3) monitor and…
Descriptors: Academic Achievement, Educational Innovation, Faculty Development, Mentors