This basic qualitative study explored the intercultural development and experiences of thirteen US undergraduate faculty members. It was grounded in the theoretical frameworks of intercultural development and constructive-developmental theory. Data included two Intercultural Development Inventories® 3-6 months apart; a Subject Object Interview;…

This paper explores leadership learning of seven early career teachers who attended eight leadership for inclusion community of practice (LIn-CoP) workshops in the Republic of Ireland. A meta-model approach was used to inform this research drawing upon a community of practice approach using participatory action learning action research processes,…

Teachers' professional identity is shaped by a range of factors. Active participation in professional learning opportunities is one such factor. The purpose of this case study is to bring teachers' voice to the forefront and present the considered reflections of a small group of Zambian teachers, following their engagement with the Zambian…

Similar to many other OECD countries, contemporary policy approaches to teacher professional learning in Australia are tied to the standardisation of the profession and characterised by compliance and performativity regimes of teacher participation in prescribed modes, types and quanta of professional learning. In this paper, we argue that such…

Amid rapid social change, teacher self-development has become essential. High-quality teaching, exemplary behavior, and professional responsibilities play a crucial role in enhancing student learning. This study aimed to analyze the causal factors influencing self-development needs according to professional teaching standards in private schools…

This study aimed to understand how agriscience teachers' lived experiences during an international experience influenced their perspective changes on globally competent teaching one year later. Using a phenomenological approach, four themes emerged -- (1) personal growth, (2) intellectual growth, (3) professional growth, and (4) advocacy growth.…

Previously, most studies in this area have focused on the reciprocal effects of language teachers' emotions, identity, well-being and agency, with emotions often being portrayed as consequential entities. However, this book advances the field by exploring specifically how language teacher emotions can be used as tools for personal and professional…

"Teach with Confidence" aims to inspire new teachers to trust their ability to reflect and grow and have an improved sense of their own agency in managing dissonance. The exploration of domains weaves in stories and research from practitioners and scholars to show how beliefs, knowledge, and skills in building relationships are critical…

This research aimed to study the current conditions, desirable conditions, and needs assessment for enhancing teacher leadership among teachers in small primary schools under the Office of Basic Education Commission. Employing a quantitative research methodology, the study utilized stratified random sampling to obtain a sample of 367 teachers from…

Continuous professional development (PD) fuels teacher growth, fostering engaging classrooms and brighter futures for students. This Spotlight will help readers investigate the ins and outs of effective PD; uncover the types of PD that teachers want; learn how PD can help teachers better support English learners; evaluate the debate around hybrid…

This research investigated the role of continuing professional development (CPD) in further education (FE) through a small-scale study involving two general FE colleges and two independent training providers (ITP) in England. Teachers' experiences of their continuing development were collected through focus groups. These encouraged the teachers to…

Field experiences during teacher preparation are fundamental to helping teacher candidates understand their future roles and responsibilities and can effectively prepare them to meet diverse student needs across a variety of contexts. This multiple case study examined the perspectives of three special education dual certification teacher…

Driven by the massification and marketization of higher education, interest in experiential learning has grown as universities compete to demonstrate the vocational relevance of their programs. The authors argue that in fostering experiential learning, as opposed to simply delivering "experiences," teacher transformation can occur in…

Beyond the notion of decision-making of career choice just being rational, this article proposes the primacy of 'affect' in the decision to become teachers over time. The article explores the becoming of immigrant English language teachers as an identity formation process, focusing on the lived experiences of 16 English language teachers since…

Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers' mentor's identity. The main…