As a part of the United States Department of Education Teacher Quality Enhancement Grants (TQE) program, a professional development project was conducted to support selected urban teachers from a Professional Development School to think reflectively about their teaching and learning. The 24 survey items were developed based on the three domains of…

Educators in New Zealand (NZ) stand poised to shift from a humanistic to a pedagogical viewpoint in their induction practices. Survey results discussed in this research brief are part of the first study to combine qualitative and quantitative methods in low-socio-economic primary schools. As part of her research for the New Teachers Center in…

This paper describes the use of coaching as a means to enhance professional development of English-language teachers in a school involved in a partnership project in Hong Kong, which is characterised in terms of three phases. While the rationale for bringing in coaches into the school is on creating effective professional development environments…

The question what contribution action research can make to the professional development of teachers is not easy to answer. It depends firstly on the context in which action research takes shape and secondly on the conceptual principles on which educators and teachers base their view of what good action research is. In order to be able to use…

This article focuses upon the development of transformative teacher professionalism. It explores issues of teacher professional identity and the ways in which this is contributed to by teacher responsiveness to the changing and demanding educational environments in which they find themselves. It includes a review of significant literature within…

This article reports on research aimed at investigating teachers' views on their professional learning and its influencing factors. Data were gathered by means of a questionnaire (n = 627) and semi-structured interviews with teachers and head teachers in 18 schools located in northern Portugal. Findings suggest that the more formal contexts of…

The purpose of this study was to understand factors that make teacher professional development successful and what success might mean in terms of teachers' instructional practices and feelings about change. Specifically, this study focused on the impact of instructional resources on the large-scale curricular reform of 30 urban physical education…

The focus of this article is a participatory action research project funded for 2 years by the Esme Fairbairn Foundation on the Professional Development of Subject Induction Tutors working with newly qualified teachers (NQTs) in secondary schools in three local education authorities in the East Midlands. A crucial part of the Project was three…

This article discusses the impact that both conceptual and contextual problems have in inhibiting teachers' disposition towards capacity for development. These problems were highlighted from teachers' participation with a teacher educator in a collaborative culture of learning and within their schools' culture. They were challenged, supported and…

Can teacher-educators and teachers work together in community, to make a difference in society? The aim of this article is to describe a set of strategies the implementation of which will contribute towards the elaboration of a new "culture of teaching". By promoting practices that lead to the development, in students and educators…

This article analyses the nature of learning in three long-term professional development approaches from different disciplines--teacher research as used in educational contexts, action learning as used in business contexts, and problem-based learning as used in medical contexts. The lens used for analysis focuses on three dimensions or influences…