This study investigates teachers' understanding of how conversations between colleagues can promote the development of knowledge. Its purpose is to supplement previous research in the field of knowledge processes in respect of conversation as an integral part of teachers' everyday work. On the basis of interview data obtained from teachers in a…

This article explores the outcomes of a qualitative case study using semi-structured interviews to examine the role of the mentor in developing the knowledge, understanding and practice of secondary English trainee teachers in England. It considers to what extent current mentor practices and the initial teacher education (ITE) Mentor Standards…

Teaching philosophies provide a space for faculty to explore their practice, articulate their beliefs about teaching and learning, and express their identity as an educator. A well-developed teaching philosophy statement paints a picture of who that faculty member is in and out of the classroom. As faculty transition to different roles within…

This paper focuses on a document analysis for an Australian case study, which contributes to a larger international study on teacher leadership. The aim of this paper is to ascertain how teacher leadership is understood and conceptualised from an Australian documentary perspective spanning the national, state, regional, and local education…

Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. We have created and tested a model of collaboration. Data were drawn from: recordings of monthly group meetings; discussion threads and documents on our leaning management…

In this self-study, we look at the contribution made towards our professional learning through an aspect of teacher education work that is not commonly featured in the research literature: exploring the implications of our work as co-editors of an international collection about teacher educators' journeys of professional becoming. Through this…

This article contributes to understanding of professionalism in early childhood education and argues that in working to implement a mandated curriculum framework, professional identity and professionalism can be enhanced. While primarily focused on examining the nature of leadership practice during professional development and learning to…

This study investigates the association between teachers' exposure to different kinds of learning experiences and the degree to which they actively reflect on their teaching. We examine this association using data from 3 samples of teachers and schools in the United States. By examining multiple samples, we sought to strengthen the validity of our…

This comparative case study analyzed two styles of coaching, team and individual, and the perceived impact each style has on instructional practices. This study was conducted in two elementary schools that are part of the same charter organization in California. The study identified the challenges and benefits of each style through interviews with…

This article is based on a research and development project conducted in one upper secondary school in Norway. The participating teachers have been part of a three year longitudinal study, and the findings in the present study are from their third and final year of a professional development study. The aim of this study was to find out how…

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…

This qualitative study described the impact of collaboration and technology-based communication on the professional experiences of rural middle school classroom teachers. A hermeneutic phenomenological approach was used to determine if technology-based tools, such as online discussion boards, email, social networking sites, and short message…

The building of professional learning communities has been widely recognized as an effective strategy for schools wanting to improve student performance and enhance teachers' professional capacity. This study explored the relationship between leadership practices and professional learning communities, with a particular focus on the mediating role…

Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher-focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third-grade teachers…

The Teaching for Metacognition project, a hybrid model of PD, integrates the "training model of PD" with sustained support for teachers to integrate knowledge gained from the PD into their classroom practice. This paper is based on the work of the teachers in the project in two-tier communities of practice. It examines the perceptions of…