This paper examines teachers' views about the Highly Accomplished and Lead Teacher (HALT) Certification 2.0 Modular Model (CMM 2.0). The research reveals teachers' voices and agency in relation to HALT certification. Participants in this study included HALT certified teachers, current HALT participants, and prospective participants. The…

This paper explores the role of autonomy in teachers' Continuing Professional Development (CPD), specifically through practitioner research in the UK Further Education (FE) sector. By addressing challenges such as performativity and 'best practice,' it argues for a model of CPD that emphasises teacher autonomy, allowing for self-reflection,…

Organizational tasks and processes are preconditions for organizing professional learning teams but are often neglected in research. In nine schools, we examined which organizational tasks and processes were set up for lesson study, a form of a professional learning team, and in what way. Schools set up three organizational tasks and processes:…

Teacher agency has been explored in many studies in different contexts, however research on supporting agency is somewhat limited. In this study, we aimed to support teacher agency in a collaborative inquiry-based in-service course developed based on the ecological model of teacher agency and earlier empirical studies. We conducted a study among…

Sustaining change beyond individual teachers is challenging and understanding factors making educational change effective is needed. We aimed to identify the factors that educators and construction specialists considered influential to educational change of a general upper-secondary school that was under construction and was to meet the…

This comparative study explores the professional development (PD) landscapes of educators in Ireland and Turkey, exploring their respective needs, expectations, challenges and levels of satisfaction with the PD that is available. Employing a qualitative approach, semi-structured interviews were conducted with a diverse cohort of teachers in both…

This study investigates teachers' motivation to implement Education for Sustainable Development (ESD) in Vietnamese and international schools through the lens of Self-Determination Theory (SDT), focusing on autonomy, competence and relatedness. In-depth interviews with 31 teachers (22 from Vietnamese schools and 9 from international schools)…

State-level governments across Australia have made a commitment via public announcements to ensuring that all schools are teaching reading using 'consistent', 'compulsory', 'common practice'. Through a mixed-methods questionnaire with 51 schoolteachers from four states across Australia, this paper examines practitioner experiences of teacher…

This paper seeks to examine a specific development in the history of teacher education to explore whether it might illuminate and inform contemporary debate. It offers a historical/comparative analysis of the contribution of teachers' centres to the professional development of teachers in England and Spain during the late 1960s to the early 1990s.…

Lecturers who are actively engaged in shaping their teaching and teaching practices demonstrate agency. Teacher agency has increasingly been described as a key factor in educational development at universities. Lecturers are expected to innovatively develop courses and continuously improve their teaching practices to respond to, for example,…

The aim of this study was to investigate professional agency in the context of higher education as manifested in Swedish teacher educators' perceptions regarding their working life in a digital society and to seek to obtain insights on salient factors influencing professional agency and identity. Eighteen semi-structured interviews with teacher…

Early career teachers (ECTs) are potential resources for educational innovation and development in schools. Innovative professional potential (IPP) emerges in interaction between ECTs and their school ecology. Using semi-structured timeline interviews, we explored 105 IPP experiences of 19 ECTs in the Netherlands, aiming to understand when and how…

This study explores how teachers construct and enact agency in professional learning from an activity theory perspective. Through a qualitative case study of three language teachers' experiences within a professional development (PD) program focusing on China's Standards of English Language Ability (CSE), this research identifies agency…

The purposes of this study were (1) to examine the components and indicators for promoting the professional development abilities of psychology teachers in rural primary schools within Guangxi Province; (2) to investigate the current state, the desirable state, and the necessity for promoting professional development abilities among psychology…

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…