As an alternative concept of teacher professional development, teacher professional learning has attracted increasing research attention. This study explored the relationship between teacher gender, principal support, teacher professional identity, and teacher professional learning among 608 teachers in central and western regions of China. The…

Teacher technology professional development (PD) is seen as an important component of meeting the vision for technology use in schools. This study continues Lawless and Pellegrino's (2007) work by examining which characteristics of teacher technology PD were associated with growth in teachers' technology practices and student outcomes. The…

Teachers' professional development is an important factor to improve the quality of teaching in colleges and universities. At present, teachers' professional development in colleges and universities mainly focuses on teacher training and consultation, lacking personalized attention to teachers' professional development. With the development of…

The expansion of higher education institutions (HEIs) in Cameroon, and the continuous change in the curriculum to meet national and global needs, calls for a need for continuous professional development of teachers to handle these challenges. This study examined peer coaching and reflective teaching as strategies for improving teachers'…

This quantitative study investigates the effect of instructional and distributed leadership practiced by school principals on teacher professional development in schools in Jakarta. The study also explores the causal-relation between instructional and distributed leadership. Stratified sampling was used by dividing schools in Jakarta into strata…

Recently, "double reduction policy" has been issued throughout China, which encourages English teachers in training institutions to accommodate their professional development. More researches are demanded to be done so as to cope with the challenge. This research mainly focuses on the professional development of English teachers in…

The article analyzes foreign experience in continuing professional development of teachers. It has been found that the system of continuing professional development of teachers in foreign countries has its own conceptual peculiarities determined by relevant contextual factors. It has been specified that all systems are characterized by…

The author explored the extent to which policy could be a source of sustainable professional development for elementary teachers' mathematical knowledge for teaching. The study involved three policies in England: the National Numeracy Strategy and the Primary National Strategy, introduced in response to concerns regarding mathematics teaching and…

The present study seeks to identify teachers' perceptions regarding STEM teaching professional development and to identify the factors that facilitate or hinder the success of teachers' professional development. The participants of the study were 35 teachers. A qualitative approach was used for data collection by conducting semi-structured…

Online teacher professional development is a branch of online learning, which offers educators opportunities to refine their pedagogical skills and collaboratively construct knowledge within professional learning communities. During these interactions, teachers often engage in knowledge construction while exhibiting diverse role characteristics.…

In the 21st century classroom, teachers are facilitator of student knowledge and creators of dynamic classroom environment. Teaching in the 21st century is a general different experience; website is an easiest way of sharing and exchanging knowledge and experiences for teachers. In this article the authors will introduce the professional…

In many countries around the world, stakeholders engaged in driving education reform policy use teacher professional development to improve the quality of teacher learning, expecting a positive effect on the quality of teaching. Given the high level of expectations for professional development, it is crucial to identify the characteristics of…

Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was…

This was a basic qualitative study conducted by partnering with participants from two suburban school districts. This study examined the perceptions of technology-focused professional development on teachers' confidence and focused on individuals' perceptions of professional development activities. Data were collected using selective sampling, a…

This article aims to shed light on our understanding of how teacher reflection could be fostered through online teacher professional development. In this respect, the presented article starts from three theoretical foundations, namely the characterisation of online teacher professional development, logic modelling and fostering teacher reflection.…