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Emily Perry; Josephine Booth – Professional Development in Education, 2024
Research into schoolteachers' professional development often focuses on its subject and pedagogical content, delivery model and mechanisms for and evaluation of professional learning. However, the role of the professional development facilitators who lead, plan and deliver professional development activities is under-researched and their…
Descriptors: Foreign Countries, Facilitators (Individuals), Teacher Educators, Professional Development
Karin Rönnerman; Anette Olin – Professional Development in Education, 2024
This article investigates how knowledge, competence and actions develop among teachers enrolled in a Master's degree programme in action research who have an interest in changing practices in the schools in which they teach. We draw upon the insights of seven teachers who completed the programme (part-time over four years) to examine how the…
Descriptors: Foreign Countries, Masters Programs, Professional Development, Educational Experience
Xianhan Huang; Chan Wang – Professional Development in Education, 2024
By innovatively applying positioning theory with reference to a framework of willingness, capability and power, this study explored how pre-service teachers' professional identities dynamically change through the negotiation of various positions. A qualitative approach was adopted using data from six Hong Kong pre-service teachers in a teacher…
Descriptors: Foreign Countries, Preservice Teachers, Professional Identity, Student Development
Evaluation of Teacher Professional Learning Workshops on the Use of Technology - A Systematic Review
Alireza Ahadi; Matt Bower; Jennifer Lai; Abhay Singh; Michael Garrett – Professional Development in Education, 2024
Teacher professional learning workshops have been frequently used to prepare in-service and pre-service teachers for effective use of technology in education. Evaluation of these workshops is crucial to identify the effectiveness of these programmes in terms of improving teaching skills, increasing knowledge, changing attitudes, and developing…
Descriptors: Professional Development, Communities of Practice, Inservice Teacher Education, Preservice Teacher Education
Youmen Chaaban; Hessa Al-Thani; Xiangyun Du – Professional Development in Education, 2024
Using social constructivist theories of adult learning, the Faculty Pedagogical Development (PD) Programme was designed to offer faculty a unique professional learning experience at one university in Qatar. This study reports on the evaluation of this PD programme that involved 24 participants from different colleges in its first round of…
Descriptors: Faculty Development, Program Evaluation, Teaching Methods, Constructivism (Learning)
Lucía Sánchez-Tarazaga; Paola Ruiz-Bernardo; Virginia Viñoles Cosentino; Francesc M. Esteve-Mon – Professional Development in Education, 2024
In recent decades, there has been growing concern about teacher preparation at university and the link to educational quality. As a result, higher education institutions have designed programmes to help faculty teachers further their development in their professional careers. However, the literature pinpoints a lack of empirical evidence on…
Descriptors: College Faculty, Beginning Teacher Induction, Faculty Development, Mentors
Kamakshi Rajagopal; Emmy Vrieling-Teunter; Ya Ping Hsiao; Inge Van Seggelen-Damen; Steven Verjans – Professional Development in Education, 2024
Although the thesis is an integral part of the study programme, the way the guidance for this work is supervised can highly differ between supervisors. Writing the thesis is a complicated process requiring tailored guidance, that is often not feasible due to increasing numbers of students and need for efficiency. One possible solution is working…
Descriptors: Guidance, Supervisor Supervisee Relationship, Metacognition, Writing (Composition)
Larysa Kolesnyk; Heidi Biseth – Professional Development in Education, 2024
This article focuses on the learning activities provided for ten experienced teacher educators from six teacher education institutions in Ukraine. The authors examine how teacher educators approach professional development when introducing a new interdisciplinary course in teacher education programmes Methods of Teaching the interdisciplinary…
Descriptors: Teacher Education, Professional Development, Global Approach, Educational Change
Jorge Chávez Rojas; Jaime Fauré Niñoles – Professional Development in Education, 2024
The relationship between theory and practice in teacher training has been discussed extensively in the world of education. Both theoretical and practical knowledge are fundamental to teachers' engagement in educational activities. However, the question of where this knowledge comes from and how it develops over time has yet to be answered. As…
Descriptors: Theory Practice Relationship, Teacher Education Programs, Sociocultural Patterns, Learning Experience
Gunilla Karlberg-Granlund; Annika Pastuhov – Professional Development in Education, 2024
In this study, we are exploring the development of professional learning of nearly qualified teachers, here referred to as prospective teachers, during their subject teacher education at a Finnish university. From a teacher educator stance, we aim to understand how teacher education practices can support prospective teachers' professional…
Descriptors: Foreign Countries, Preservice Teachers, Professional Development, Preservice Teacher Education
French, Amanda; Griffin, Stephen; Lambert, Louise – Professional Development in Education, 2023
This paper reports on a research project exploring the aspirations, assumptions and experiences of students on a Master's in Education course. Professional Learning (PL) for teachers in England has increasingly prescribed content and delivery, is highly regulated and embedded within politically sanctioned evidence-based research, structured in…
Descriptors: Graduate Students, Masters Programs, Teacher Education, Foreign Countries
Morgan, Thomas Lee; Cieminski, Amie B. – Professional Development in Education, 2023
Aspiring educational leaders must understand their own culture and the cultures of others to lead schools effectively and realise equitable outcomes for traditionally marginalised students. To explore the potential for professional learning to affect students' frames of reference regarding cultural interactions, we analysed self-reflection papers…
Descriptors: Graduate Students, Consciousness Raising, Racial Differences, Knowledge Level
Goodwin, A. Lin; Lee, Crystal Chen; Pratt, Suzanne – Professional Development in Education, 2023
This qualitative study explores the holistic approaches that seven mentors use to attend to the well-being of new professionals as they transition into the classroom. We define holistic mentoring as practices that intertwine the professional with the personal, and bring together the aesthetic, intellectual, and moral in supporting beginning…
Descriptors: Mentors, Beginning Teachers, Beginning Teacher Induction, Holistic Approach
Rice, Mary F.; Castañon, Mariana; Fiedler, Annette – Professional Development in Education, 2023
Instructional coaching in schools has historically operated as both a professional role and as a strategy used to support teachers. While the work of instructional coaching was already shifting in response to educational trends and political pressures, the conditions of the COVID-19 pandemic brought additional challenges and opportunities. The…
Descriptors: Coaching (Performance), Teacher Education, Graduate Students, Supervisors
Rawes, Kimberley; Renwick, Kerry – Professional Development in Education, 2023
Professional practice evolves as individuals reflect and theorise about their experiences, and consider their practice in new ways. The purpose of this paper is to demonstrate how self-study can be used as an approach to interrogate the professional practice of a university advisor as they coach undergraduate students to develop meaningful resumes…
Descriptors: Transformative Learning, Undergraduate Students, Faculty Advisers, Faculty Development