Faculty Learning Communities (FLCs) offer a collaborative and structured environment for professional development, enabling educators to build their capacity to incorporate service-learning into their teaching practices. This study examines the initial impact of a FLC for institutional awareness and implementation of service-learning at Slippery…

The pivot to online teaching during the pandemic brought new challenges for instructors teaching large classes. In response to instructors' need for additional support with engaging students online, two educational development units collaboratively designed the Teaching Exchange. The Teaching Exchange was a virtual series of sessions on different…

This research report details a faculty learning community (FLC) developed by three faculty teaching in a graduate program in a mid-size southern university. The purpose of the research was to engage in the study of best practices for online graduate courses by engaging in collaborative discussions on common texts related to improving the teaching…

Professional learning communities (PLCs) actioned through collaborative action research (CAR) have been found in the literature to be beneficial for both teachers and students. However, previous studies mainly examined teachers' perceived effectiveness of CAR-based PLCs, as well as identified steps and elements involved in such PLCs, either…

This case tells the story of how Superintendent Evelyn James supported her district's commitment to an equity-oriented leadership initiative while also navigating new anti-Diversity, Equity, and Inclusion legislation targeted at schools and districts. This case focuses on the impact of district-level professional learning communities, the…

Within the field of emerging philosophical practices, this publication introduces a distinctive methodology in which creative artistic processes--both vocal and corporeal--intertwine with the play of thought.

Purpose: The research, carried out with three lesson study teams in two primary schools in Malta, focuses on teachers' changing perceptions of using Generative Artificial Intelligence (GenAI) in teaching using lesson study. The study seeks to discern how teachers' interpretation and judgement towards the use of AI may lead them to its future…

This article explores the transformative potential of integrating Universal Design for Learning (UDL) with generative artificial intelligence (GenAI) in adult and continuing higher education. By aligning UDL's principles with GenAI's capabilities in content generation, personalization, and accessibility, adult educators can design uniquely…

Recalling Freire's lessons on education and teacher development, this study embraces the transformative power of dialogue. In the context of Brazilian public schools, where education faces challenges such as rigid curriculum prescriptions, the researchers implemented a Lesson Study cycle as a dialogic teacher development intervention. Despite…

Building on Woolf's (2020. "Exploring Pedagogies to Elevate Inquiry: Teaching Action Research in the Third Space." "Educational Action Research" 28 (4): 579--596) conceptions of `third space theory' this article describes how, in order to find continuity between theory and practice, the convenors of a network for educational…

Contemporary schools seek to employ teachers who are curious learners, who can employ practitioner inquiry skills to investigate, inform and grow their own classroom practice, responsive to their circumstances. As a profession, the question we must ask is how do we best prepare and continue to equip teachers with the necessary research skills to…

The challenge faced by newly graduated nurses from undergraduate study to practice is a persistent theme in nursing practice literatures. However, there is a lack of understanding about how this transition happens. This focused ethnographic study explored how newly graduated nurses (novices) interacted with experienced nurses and learnt in a…

STEAM education puts professional learning communities on the agenda by requiring teacher collaboration along with disciplinary integrity. In this study, a professional learning community in STEAM education was investigated by observing 49 teachers from different disciplines working in different districts during 16 weeks of interdisciplinary…

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:…

Since 2016, Park School in Denmark has consistently used Japanese lesson study as an approach to the professional development of its mathematics teachers. The school has moved beyond the initial adaptation of lesson study, and no longer includes external support. In this article, I investigate how three groups of teachers participated in the…