This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed;…

This action research is about empowering teachers to communicate positively in discourses with parents at Individual Education Plan (IEP) meetings. It builds on the premise that giving teachers communications tools will increase their motivation to communicate more effectively and to be aware of their dialogue behavior. Taking a case study…

Emergency remote teaching has accelerated the search for alternative professional development practices that could meet the immediate needs of the teachers and be effectively implemented in times of the COVID-19 pandemic. This research aims to present the Remote Collaborative Reflection (RCR) Model a group of teacher educators (TEs) developed in a…

We examined changes in how mathematics coaches facilitated debriefing conversations after learning about a debrief conversational structure we created based on the principles of our content-focused coaching model. We compared participant coaches' first debriefing conversation, which occurred prior to learning about the debrief conversational…

This article explores the concept of the post-methods era in language teaching, which advocates for moving beyond rigid, prescriptive methodologies. The author argues that no single method can address the diverse needs of all learners and contexts. Instead, teachers should adopt an eclectic and context-sensitive approach, drawing on a range of…

This paper presents the findings of a systematic literature review that answers the research question: how does current literature define effective professional development? In answering this question, a set of design principles for effective professional development have been produced for utilisation by researchers and practitioners within and…

This article reports the impact of an exploratory action research (EAR) project on developing teachers' action research competencies. Through various face-to-face and online activities, the project facilitated four English language teachers to conduct EAR in their teaching contexts. Qualitative data were collected through reflective journals and…

This article reports on a study that explored final year preservice teachers' conceptualisations of an ideal teacher for a fast-changing world. The study was framed by literature on reflective practice. A basic qualitative research design was used to examine how the preservice teachers constructed meaning of the phenomenon under study. Data were…

In this paper, we report the results of a qualitative study examining the development of leadership competencies as Montessori school leaders gain experience using a coaching protocol with their teachers. Extending previous work, the emphasis is on the school leaders' specific roles as instructional supervisors leading reflective practices.…

In a mideastern US school district, culturally and linguistically diverse elementary students were not meeting proficiency on the state reading assessments. Elementary teachers in the district were expected to use culturally relevant teaching (CRT) strategies during literacy instruction to help engage and motivate culturally and linguistically…

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…

Strong classroom management may be the key to finding success as a new teacher. Yet many teachers seek additional professional development in managing classrooms that include students with disabilities. The purpose of this article is to provide new teachers and teacher educators with a prescriptive yet self-led approach to systematically improving…

This In Practice paper reports on an autoethnographic study based on the author's 12-week teaching practicum experience in two secondary schools in an initial teacher education programme to professionally develop himself as a teacher educator. As a novice teacher educator, the author took on the role as a student teacher in the practicum. Through…

This qualitative telling case study was situated within a broader project, which explored how the research participants modified their teaching after having completed their master's program. We investigated reflective stance of a teacher-practitioner who was a graduate of a Master's Literacy Specialist program, which promoted reflective teaching…

Teacher leadership reflects leadership in schools that is distributed across the organization; is collaborative in nature; and is enacted through a process of influence. Although teacher leadership is important not only in effective school leadership but also in the development, autonomy, and well-being of teachers, existing elementary school…