Editorial – Professional Development and much more

A number of the articles in this edition of JACE focus on professional learning, starting with Anh Ngoc Quynh Phan ’ s article concerning the path towards study and agency of Vietnamese doctoral students in Australia, China, Denmark and New Zealand. Sarah Capello then considers an EdD progamme at a US university with a focus on assessment, arguing for the use of alternative comprehensive examinations that are more attuned to student growth and to intended outcomes than some traditional approaches. Elaine Hoter and Reina Rutlinger Reiner ’ s concerns relate to the continuing education of mature Israeli teachers returning to take Masters programmes. Their study based on in-depth interviews argues for a range of strategies to reduce stress and avoid academic burn-out amongst these practitioners. Continuing Professional Development (CPD) of teachers is also the focus of the article from Moses Njenga who provides a theoretical framework that links the factors that seeks to explain the relationship between participation in CPD and teacher characteristics. Katerina Tza