Background: Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect for both student learning and school improvement. The current study was conducted in China, where the workplace learning of teachers is embedded in a strong tradition of…

Informal learning in blended and online settings plays an increasingly important role in the continuous professional development of individuals. Yet, how do individuals engage into these types of activities? We argue that social capital theory can provide valuable insights into how people behave and decide to take part in (in)formal learning.…

The "accomplished teacher" has emerged in educational policy as a term designed to capture the dispositions and skills of highly practised professionals. As such accomplishment is enacted within a current policy discourse of life-long, or career-long, professional learning which is concerned with continual self-development. This paper…

This study explores how university teachers perceive the features and characteristics of a good university teacher and how they self-evaluate their experienced pedagogical competency. Furthermore, this study explores how the experienced pedagogical competency and perceived features and characteristics of a good university teacher are related. The…

Transformative teacher education can support educational experiences which provide the opportunity for pupils to develop the knowledge, skills and attitudes to contribute towards tackling the significant sustainability issues with which we are faced. It is argued that for professional development programmes to be effective they need to improve…

Despite a sustainable research interest in different forms of teachers' professional development, scant international attention has been paid to forms of professional development which are implemented in South America. Based on a qualitative research design, this study explores the impact of the "ateneo" as an innovative model of…

School leadership is as challenging as it is rewarding. And, in a fast paced educational policy environment, school leaders sometimes are having to play "catchup" with the latest government mandate. This challenge is exacerbated in environments where economic and social problems and lack of parental engagement in education are a daily…

Continuous professional development is a process that requires constant and active learning for a teacher throughout his/her professional life. In this process, teachers are expected to perform activities aiming at increasing both their professional development and the quality of teaching within the classroom. One of these is lesson study. This…

Purpose: The purpose of this paper is to examine student learner perceptions of benefits, barriers and enablers in learning whilst working, specifically focussing, on learning transfer from a university MSc in human resource management to students' professional roles as human resource practitioners. Design/methodology/approach: The study used…

There are not many teachers who would argue against effective leadership for learning as a fundamental skill, necessary to ensure that all students are provided with high-quality teaching and learning. In this article, the author discusses the impact of shared leadership in primary science and how the practice was developed in her school setting.

Notwithstanding the fact that adult education is accepted as an equal subsystem in all European countries, it is still characterised by a distinct level of differentiation in the approach and offer, and by a pronouncedly disorganised legislation, which may be seen in the heterogeneity of competences and qualifications expected from adult…

This article presents the findings of an analysis of the effects of CPD initiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers…

Over the past years, Greece has been undergoing a severe financial crisis. The main purpose of this study was to examine how early childhood teachers perceive continuing professional development (CPD) under such societal turmoil. More specifically, this study examined the perceptions of 45 in-service kindergarten teachers attending the…

The article analyzes foreign experience in continuing professional development of teachers. It has been found that the system of continuing professional development of teachers in foreign countries has its own conceptual peculiarities determined by relevant contextual factors. It has been specified that all systems are characterized by…

Background: Research evidence on what makes CPD effective is accumulating. Yet, fundamental questions about the specific features that lead to programme success. Furthermore, very little research investigates the nature and quality of CPD providers' (tutors) practices. Taking a closer look at how CPD providers support teachers to learn is…