This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five experienced educators, a professional development…

The Change Laboratory methodology offers the potential to support expansive learning in preservice bilingual teacher education. This qualitative case study examines how ten preservice Chinese and Korean bilingual teachers, who participated in a Change Laboratory intervention, engaged one of the major Change Laboratory instruments, the four-field…

This article reports on the recognition and management of risk within the context of an intensive literacy intervention professional development programme, designed to enable expert literacy teachers become teacher-educators. The article suggests a conceptual model for recognising risk within professional learning opportunities and skills for…

This paper draws on a broader qualitative study of professional learning in schools of the Peoples of the Book (Christians, Jews and Muslims) in post-colonial Australia, addressing the role that the growing number of Australian faith-based schools play in shaping a just and inclusive Australian society. By reviewing material in the public domain,…

This qualitative case study explored the experiences of eight observing teachers, a demonstration teacher, and a program department consultant, who over a nine-month period participated in a demonstration classroom professional development initiative. Analyses of participants' experiences documented how the initiative created a catalyst for…