Teacher agency plays a vital role in professional learning. The revealing practice indicates its fluidity in the process of collaboration. Research suggests that learning through interaction happens by engaging teachers. However, the role of teacher agency remains unclear at a systemic level. This article reports a yearlong ethnographic study of…

This systematic review used framework synthesis methodology to explore literature describing problem-solving, circle and consultation groups in schools (PSGs). The review sought to understand the underlying mechanisms which contribute to the reported success of these groups. Key themes contributing to positive outcomes associated with these groups…

Purpose: This research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators' success in taking up and adapting evidence-based understandings and practices as meaningful in their contexts. Our research questions were: (1) What conditions did educators…

The purpose of this qualitative descriptive study was to explore how teachers perceived the experience of participating in the professional learning opportunity of collegial visits (CVs) as a facilitator of teacher self-efficacy (TSE) and collective teacher efficacy (CTE) in the Northeastern United States. The research questions that guided this…

An inclusive classroom requires special and general education teachers to collaborate to facilitate the learning of students with disabilities. Often, the collaboration between special and general education teachers is ineffective due to the misunderstanding of roles, superiority, conflicts, and teaching strategies. These concerns inhibit the…

Purpose: This paper explores the features of pracademic practice within online spaces where pracademics, academics and teachers interact. Design/methodology/approach: This paper uses autoethnographic case studies to showcase the boundary-spanning thinking of two pracademics, one a practicing teacher, the other an early career researcher, to…

This study focuses on post-induction mentoring as a vehicle for science teachers' training in implementing a nanotechnology teaching-learning sequence. Five mentors and 15 mentee-teachers participated in a 9-months long mentoring programme. Qualitative methods of analysis were used to examine the content of the mentoring conversations and the…

Empirical research considers teacher collaboration to be an important predictor of outcome variables at the student, teacher, and school level. Principals are responsible for shaping teachers' work environments, and in doing so, they can strengthen and support teacher collaboration. Drawing on social interdependence theory, we hypothesized that…

Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers' professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics…

English-medium instruction (EMI) has been increasingly used in higher education institutions worldwide, and therefore the collaboration between English for academic purposes (EAP) teachers and subject teachers is highly needed for the successful alignment of the EAP and subject content courses in EMI contexts. This article explores the views and…

Peter Sullivan and colleagues present a report on an initiative at a Victorian primary school which embraced opportunities offered by purposeful collaborative professional learning communities. They utilised a form of Japanese Lesson Study as part of their approach. There are three parts to the story of this initiative: (1) a description of the…

This research aimed at strengthening the visionary leadership skills of students through Participatory Action Research (PAR) methodology, which is a spiral cycle of Planning, Acting, Observing, and Reflecting (PAOR). In this study, the researchers conducted this investigation over the course of two cycles (each lasting one semester) in the…

While prior research has illustrated the strengths of collaborative teaching between sociology and English, less has examined the potential of cross-listed courses, instead largely focusing on how to bring writing instruction into the sociology classroom. Similarly, other work has explored the possible uses of literary examples "within"…

This research aimed at developing the creative thinking skills of students by using Participative Action Research methodology. The research was done in two cycles, one semester each in the Academic Year of 2021. The expected results of the study should result in changes in learning and the knowledge gained from action in the specific context of…

Emerging research shows teachers and architects perceive higher numbers of affordances for learning in innovative learning environments (ILEs) than in traditional classrooms. Yet, offering ILEs alone will not bring about significant changes to teacher practices nor students' learning experiences. Supporting teachers to perceive and utilise spaces…