This book examines significant developments in reflective practice, delving into research conducted with novice teachers. It fills a gap in existing literature by examining the 'how' of reflective practice. How do professionals learn reflective practice, fostering relearning? How do they guide students, mentees, and novices in adopting reflective…

"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…

There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches' perceived learning in a Higher Education…

Many higher education faculty members are not trained to teach during their graduate study; thus, faculty development programs (FDPs) can provide systematic opportunity for teaching training. While FDPs are prevalent in higher education today, many such programs focus on practical or pedagogical skill development while neglecting to provide…

To ensure that new teachers enter classrooms poised for success, we need more evidence regarding supports that can expedite skill development during teacher education. In this study, we capitalize on mixed-reality simulations as a setting for evaluating such supports. Using a randomized control trial, we examine the extent to which coaching…

Women are well-represented in faculty development leadership positions, yet there are inconsistent support systems in place for women leaders. Faculty development requires a unique leadership skill set to work with stakeholders across the institution. We conducted a collaborative self-study to investigate how co-mentorship provides women faculty…

Teachers' decision-making and pedagogical reasoning often become visible in their lesson planning sessions. This study explores how the professional learning opportunities presented by teacher-facilitator interactions in planning sessions. By tracing shifts in teachers' discourse in planning sessions, we examine the development of their…

With society increasingly valuing soft skills and competencies, reflective practices are more commonly adopted in higher education, particularly for experiential learning. As reflective writing is becoming a part of official assessments in many courses, an overarching question arises as to how teachers are currently assessing reflections. This…

Leaders in education are often the sole person in their particular role in a school, and have thus frequently struggled with professional isolation. In recent years, social media tools such as Facebook and Twitter have created new opportunities for educators, including instructional leaders, to expand their professional learning networks (PLN) to…

At universities where introductory physics labs are taught by graduate student teaching assistants (TAs), there is a need for specialized professional development for those TAs. This paper presents a specific instantiation of a model for lab TA professional development that uses a combination of cognitive apprenticeship and expectancy-value…

This study examined a professional development program designed to support Civics teachers in their efforts to promote empathy among Israeli Jewish students towards Israeli Arabs. The design rationale for the program is that teachers should experience empathic processes themselves before supporting their students in such an endeavor and that…

The changing landscape in Higher Education has made it more difficult for less experienced academics to find persons willing and able to invest in, and support their professional development. Mentoring and coaching provide psychosocial assistance in the work space, which assists mentees to deal more effectively with role ambiguity, role conflict…

Discoveries in the learning sciences (especially in neuroscience) have yielded a rich and growing body of knowledge about how students learn, yet this knowledge is only half of the story. The other half is "know how," i.e. the application of this knowledge. For faculty members, that means applying the discoveries of the learning sciences…

This study was designed to inform professional development in early childhood education (ECE) by examining the use of coaching to improve teacher performance in the classroom. Professional development programs that include coaching, a relationship-based method of enhancing application of newly acquired knowledge and skills, have received…

As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing…