Teacher Development

Critical reflection through personal pronoun analysis (critical analysis) to identify and individualise teacher professional development

Large-scale assessment as professional development: teachers’ motivations, ability beliefs, and values

Challenging ESP teacher beliefs about active learning in a Vietnamese university

Facilitating evidence-informed practice

The Teacher Behavior Inventory: validation of teacher behavior in an interactive lecture environment

The functions of consonance and dissonance in the dialogue of secondary-level literacy coaching

Facebook as a mechanism for informal teacher professional learning in Indonesia

How a trainee mathematics teacher develops teacher self-efficacy

Transformational professional development: (re)claiming agency and change (in the margins)

Examining focus, duration, and classroom impact of literacy and mathematics professional development

The four o’clock faculty: a rogue guide to revolutionizing professional development

Lost in research: educators’ attitudes towards research and professional development

The impact of professional development training on teachers’ performance in Abu Dhabi Cycle Two and Three schools

Shulman, or Shulman and Shulman? How communities and contexts affect the development of pre-service teachers’ subject knowledge

Prospective primary teachers’ perceptions about the use of mathematics homework

Secondary students’ perceptions of their teachers’ pedagogical content knowledge: a scale development study

Conceptions of teachership in the professional identity construction of adult educator graduates

Middle school mathematics pre-service teachers’ content knowledge, confidence and self-efficacy

Struggling to ‘see the big picture’: professional learning, policy and precarious employment

The challenge for school-based teacher educators: establishing teaching and supervision goals

Ren-de agency in international faculty professional development: a China case study of glocal identity integration

Professional development in schools: predictors of effectiveness and implications for statewide PBIS trainings

Integrating evidence-based reading practices into middle-school content instruction: exploring a facet of sustainability

Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios

Transition practices as an arena for the development of relational expertise

Revisiting the future: educating school teachers in science education for sustainability

Transitioning from practicing teacher to teacher leader: a case study

The effect of the ‘teacher-led PD for teachers’ professional development program on students’ achievement: an experimental study

The characteristics and perceptions of teachers engaged in leading professional communities

US voluntary advanced teacher certification: towards the Dakar notion of EFA

‘Everyone thinks that I just need to know a few words and sing some songs to teach English to the kids’: primary school English language teachers struggled for their professional legitimacy