Pub Date : 2024-09-18DOI: 10.1080/19415257.2024.2395667
Sue Swaffield
Published in Professional Development in Education (Vol. 50, No. 5, 2024)
发表于《教育专业发展》（第 50 卷第 5 期，2024 年）
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Pub Date : 2024-08-28DOI: 10.1080/19415257.2024.2394879
Helen Young
We are in an era of climate breakdown, mass extinction and global injustice. Through analysis of the new UK Professional Standards Framework (PSF) for academics, this paper explores some global cha...
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Pub Date : 2024-08-19DOI: 10.1080/19415257.2024.2390880
Laura Tuohilampi, Scarlett Li-Williams, Samantha Gooch
Studies conducted on teacher professional development over the last few decades have proposed reflective learning as a means to add depth and quality to teachers’ professional learning process. Thi...
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This paper aims to strengthen understandings of both the current status of and future directions around teacher professional learning in Canada. Bearing in mind the significant shifts in teacher pr...
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Pub Date : 2024-08-18DOI: 10.1080/19415257.2024.2390881
Emmy Vrieling-Teunter, Lars de Vreugd, Femke Nijland, Anouke Bakx, Marjan Vermeulen
Increasingly, teacher learning groups (TLGs) are considered valuable for teachers’ professional development. In TLGs, (student) teachers and teacher educators learn collectively through social inte...
{"title":"Facilitating professional development in teacher learning groups: development and validation of the ‘value creation questionnaire’","authors":"Emmy Vrieling-Teunter, Lars de Vreugd, Femke Nijland, Anouke Bakx, Marjan Vermeulen","doi":"10.1080/19415257.2024.2390881","DOIUrl":"https://doi.org/10.1080/19415257.2024.2390881","url":null,"abstract":"Increasingly, teacher learning groups (TLGs) are considered valuable for teachers’ professional development. In TLGs, (student) teachers and teacher educators learn collectively through social inte...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"3 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1080/19415257.2024.2386661
Kathleen Smithers, Leanne Gibbs
Globally, there are growing examinations of what it means to be ‘early career’ in contemporary academia. Across international contexts, the experiences of early career researchers appear to be simi...
{"title":"Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions","authors":"Kathleen Smithers, Leanne Gibbs","doi":"10.1080/19415257.2024.2386661","DOIUrl":"https://doi.org/10.1080/19415257.2024.2386661","url":null,"abstract":"Globally, there are growing examinations of what it means to be ‘early career’ in contemporary academia. Across international contexts, the experiences of early career researchers appear to be simi...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"29 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142182550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-07DOI: 10.1080/19415257.2024.2386666
Bethany Smith, Lynne Wyness
The professional development landscape for university teachers has shifted from focusing solely on self-development, to maximising engagement with activities that are developmental, on-going and sy...
大学教师的专业发展已从单纯关注自我发展，转变为最大限度地参与发展性、持续性和系统性的活动。
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Pub Date : 2024-07-20DOI: 10.1080/19415257.2024.2374340
Edmund Aspbury-Miyanishi
This article builds on nascent ecological approaches to teacher noticing by drawing on the ecological psychology and enactivist concept of ‘affordance’ – meaning opportunity for action – and offers...
{"title":"The perception of affordances; towards an ecological-enactive model of teacher noticing, expertise and development","authors":"Edmund Aspbury-Miyanishi","doi":"10.1080/19415257.2024.2374340","DOIUrl":"https://doi.org/10.1080/19415257.2024.2374340","url":null,"abstract":"This article builds on nascent ecological approaches to teacher noticing by drawing on the ecological psychology and enactivist concept of ‘affordance’ – meaning opportunity for action – and offers...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"166 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141782378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.1080/19415257.2024.2368858
Angelo Paletta
This paper studies the effectiveness of schools as Professional Learning Communities (PLCs). Specifically, it explores whether schools, as perceived by principals to meet the defining characteristi...
{"title":"Schools that learn to improve student learning: the effectiveness of schools as PLCs","authors":"Angelo Paletta","doi":"10.1080/19415257.2024.2368858","DOIUrl":"https://doi.org/10.1080/19415257.2024.2368858","url":null,"abstract":"This paper studies the effectiveness of schools as Professional Learning Communities (PLCs). Specifically, it explores whether schools, as perceived by principals to meet the defining characteristi...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"14 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.1080/19415257.2024.2374332
Kristabel Stark, Robin Sayers, Emma Angell
Given the wide range of knowledge and skills expected of teachers, andthe ongoing evolution of the teaching profession, it is imperative thatteachers continue to learn throughout their careers. To ...
{"title":"Documenting teachers’ motivation for professional learning: a systematic review","authors":"Kristabel Stark, Robin Sayers, Emma Angell","doi":"10.1080/19415257.2024.2374332","DOIUrl":"https://doi.org/10.1080/19415257.2024.2374332","url":null,"abstract":"Given the wide range of knowledge and skills expected of teachers, andthe ongoing evolution of the teaching profession, it is imperative thatteachers continue to learn throughout their careers. To ...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"41 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141576522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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