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Eisuke Saito – Professional Development in Education, 2024
Professional learning may be the most significant when the teacher feels fundamentally challenged and questioned about their practices, beliefs, or identities. In this paper, the elements that cause such fundamental challenges and questions -- disruptions -- are called 'disruptive hooks'. In the process of addressing such disruptive hooks,…
Descriptors: Teachers, Professional Development, Inquiry, Learning Processes
Keay, Jeanne K.; Carse, Nicola; Jess, Mike – Professional Development in Education, 2019
This article explores how ideas from complexity and ecological thinking have the potential to act as a conceptual lens to help us better understand, design and support teachers' long-term professional learning. Using primary physical education (PPE) as a curriculum context, the challenges of contemporary professional learning, particularly within…
Descriptors: Faculty Development, Physical Education Teachers, Reflective Teaching, Teaching Skills
Baan, Jan; Gaikhorst, Lisa; Volman, Monique L. L. – Professional Development in Education, 2020
In the Netherlands, academically oriented programmes for primary teacher education have recently been established. The aim of this study is to provide insight in the extent to which graduates from these academically oriented programmes are involved in different forms of inquiry-based working and which factors promote or hinder this involvement.…
Descriptors: Academic Education, Foreign Countries, Inquiry, Elementary School Teachers
Lambert, Louise – Professional Development in Education, 2021
In this paper, I propose shifts in perspective and practice in initial teacher education from the reflective to the diffractive practitioner as a productive way of supporting new teachers to prepare for the complex and non-linear nature of teaching. The reflective practitioner is a figure deeply embedded in humanist and anthropocentric discourses,…
Descriptors: Preservice Teacher Education, Educational Practices, Teacher Competencies, Reflective Teaching
Pedrosa-de-Jesus, Helena; Guerra, Cecília; Watts, Mike – Professional Development in Education, 2017
This study followed the academic growth of four university teachers, over a two-year period, with the intention of enhancing inquiry-based learning in practice. Data were generated within the natural settings of classrooms, laboratories and lecture halls, through the analysis of teaching materials, low-participation observation, informal…
Descriptors: College Faculty, Reflective Teaching, Faculty Development, Educational Practices
Minott, Mark A. – Professional Development in Education, 2010
The broad purpose of this self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development of teacher educators; and second, to forward the idea that teaching reflectively is not only an excellent framework through which self-directed professional development can be enacted, but it is also an…
Descriptors: Teacher Educators, Professional Development, Reflective Teaching, Independent Study
Poekert, Philip – Professional Development in Education, 2011
Teacher inquiry is a powerful professional development method for teachers to direct their own learning and focus on the particular needs of their own classroom. Yet, the study of effective professional development must broaden its focus beyond "what" skills and content teachers must acquire to consider "how" to best facilitate teachers' learning…
Descriptors: Elementary Schools, Elementary School Teachers, Faculty Development, Inquiry
McGee, Alyson; Lawrence, Anne – Professional Development in Education, 2009
Much has been written about teachers' professional learning through inquiry into their own practice. The emphasis has been on teachers researching, reflecting and making change in their practice. Despite the wealth of literature concerning teacher inquiry and professional development, there is little about teacher educators with respect to their…
Descriptors: Foreign Countries, Professional Development, Reflective Teaching, Teacher Educators