Museum education departments hold great potential to train content specialists to be scholar-educators. This article offers as a case study a doctoral support fellowship at the Museum of the City of New York that fosters the ability of historians-in-training to communicate with a wide range of audiences and deepens the connections between…

Reflective teaching (RT) is one of the core components of teacher professional development. Owing to its substantive importance in teacher education, this component has been long recognized and widely examined in various approaches. However, it is not the case in Vietnam. Thus, the present study was done to investigate how RT was perceived and…

The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with…

Novice-expert interaction plays an important role in teacher professional development for Chinese vocational education and training (VET). Both Chinese and international research shows that expert-teachers' support is associated with the improvement of novice-teachers' teaching. However, insights into how exactly novice teachers learn with the…

This qualitative study examined the effects of a coaching program as part of a professional development effort to support integration of mobile technologies in a hospital school setting. The professional development consisted of two components: (a) the researchers introduced pedagogical models for incorporating mobile technology in education and…

Several common characteristics of the journey towards tertiary teaching expertise have been deduced through a detailed analysis of transcripts that originated from interviews conducted with ten recognised excellent tertiary chemistry teachers. The interviews were structured around Loughran's CoRe questions and yielded deep insights into the topic…

This authoethnographic study explores the co-teaching experiences of an international graduate teaching assistant (IGTA) assigned to co-teach an undergraduate course at a U.S. publicly funded university. As a sociocultural theoretical framework, Dewey (1938), Vygotsky (1978), and Schön's (1983) works regarding experiential learning, interaction,…

Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE…

Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented…

This study aimed to give insights of in-service teachers' experiences of nature of science (NOS) learning and NOS teaching through a co-teaching professional learning context. For this purpose, the co-teachers were encouraged to share and discuss ideas and to improve NOS teaching through reflection and collaborative interaction in the context of a…

Studies relating to reflection and reflective practice in learning, specifically workplace learning, have gradually emerged from within the professional education literature. Evidence has seen a shift from an individualistic to a more collective approach to reflection, in an attempt to move away from viewing learning as an individual action.…

The main objective of the study was to examine the implementation of Professional Learning Communities (PLCs) in Malaysian secondary schools. The study was conducted by using quantitative method whereby a total of 971 principals, senior assistants and teachers were involved in the survey. The descriptive statistical analysis was employed to obtain…

This study examines how reflective practices can be an effective strategy in enhancing in-service teachers' Technological Pedagogical Content Knowledge (TPACK). The participants were two English teachers in high schools in Indonesia who designed and implemented technology-integrated lessons after participating in a professional development…

An arts curriculum director of an urban, Pre-K-12 school district north of Boston, Massachusetts researched literature about feelings of connectedness and professional learning among itinerant, art teachers. The study employed a framework of communities of practice for itinerant art teachers. The strands found across the literature were the state…

This book offers a selection of stories about teaching, learning, and school life that you can use in a variety of PD formats and settings. Grouped into four categories--students, teachers, administrators, and parents--these tales offer a powerful entry point for thinking and reflecting on your school environment in a new and meaningful way. Each…