Professional Development in Education

Article	Citations
Modularity in teacher professional development – building blocks for bridging everyday teaching practices and reform ideals centered around whole tasks	30
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	24
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	22
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	22
PLC tools: promoting learning about learning in a teachers’ professional community	20
Contributors to teachers’ learning in a systems-thinking professional development programme	20
Editorial: professional learning for praxis development	20
Teacher professionalism towards transformative education: insights from a literature review	20
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	20
Schools that learn to improve student learning: the effectiveness of schools as PLCs	19
The case of the model classroom: cognition and authenticity in teacher professional development	16
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	14
Beyond tick boxes: re-imagining education for sustainable development in higher education	14
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	14
Professional development in teacher education through international collaboration: when education reform hits Ukraine	14
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	12
Why does teacher learning vary in professional development? Accounting for organisational conditions	11
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	11
Self-initiated online communities of teachers as an expanded meso space	11
Professional learning for praxis development: reflections	11
Transformative learning for racial justice: enacting radical change through professional development	10
Integrating AI in teacher education: exploring the impact on preservice teacher competencies	10
A Global Measure of Professional Learning Communities	10
Learning to see complexity: teachers designing amidst indeterminacy	10
Teacher professional development (TPD) in Ghana: constraints and solutions	10

Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	10
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	9
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	9
Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice	9
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	9
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	8
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	8
Professional development for promoting a sense of community in blended learning	8
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	8
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	8
Teachers of action: when teachers take care of their own professional development	7
Impact of a professional development program in formative assessment for mathematics teachers	7
Forging the role of the digital technology coach: flexibility, responsiveness, and resourcefulness in supporting teacher professional learning	7
What makes professional teacher development in universities effective? Lessons from an international systematised review	7
Bridging theory and practice: introducing a theoretically informed pedagogical tool for empowering educational leaders in navigating practice architectures	7
A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education	6
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	6
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	6
How medical practitioners experience development over their careers: implications for professional growth and learning	6
Climate justice and teacher professional learning … we owe it to our young people	6
Teacher collaboration: conceptualisation and practice	6
A scoping study of in-service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students	6
Strengthening inclusive leadership: insights from a professional development programme for school and childcare leaders	6
A systematic review of reciprocal peer observation in higher education	6
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	5
International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation	5
Being, becoming and sustaining: learning professional learning in teacher education	5
Towards a typology of learning and teaching professional development practice uptake by university academics in Australia	5
Enriching the professional capital of primary school teachers to assess play and learning through play	5
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	5
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review	5
The art of designing a professional development programme for teachers	5
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	5
Reviewing the past and considering the present to inform the future of professional learning	5
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	5
Towards a framework for care-full teacher learning: stories from the British art show professional development programme	4
Investigating social media-driven technology-enhanced learning for teachers’ continuing professional development: a systematic mapping review	4
‘Regard me’: a case study of learner engagement and the satisfaction of basic needs in continuing professional development	4
Exploring self-directed professional development (SDPD): from hobbyists to acknowledged tango teachers	4
Guiding thesis circles in higher education: towards a typology	4
Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	4
Divining the professional development experiences of K-12 STEM master teacher leaders in the United States	4
Professional relationships and professional learning from a generational perspective	4
Leadership matters: supportive principals and teacher recruitment in a school–university partnership	4
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	4
A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	4
Professional identity development in pre-service teachers: the impact of online informal mentoring	4
An integrative conceptual framework for analysing professional learning processes in reading groups for teachers (RGfTs)	4
Using colleague coaching to develop teacher data literacy	3
Professional learning of academics enacting work-integrated learning	3

Perceptions of problems of practice among Chilean mathematics educators	3
Action research as professional learning in and through practice	3
Informal learning through social media: exploring the experiences of teachers in virtual professional communities in Kazakhstan	3
Teachers’ professional development within art experiences: Pedagogical narratives for hopeful educational futures	3
Using design based research to shift perspectives: a model for sustainable professional development for the innovative use of digital tools	3
The importance of building teachers’ intrinsic control into the design of professional development (PD) programmes	3
Speak up or stay silent: how does teachers’ verbal participation in a professional development programme relate to instructional outcomes?	3
Overlapping complexities regarding artificial intelligence and other advanced technologies in professional learning	3
Leading professional learning: resonance, reflections, and responsibilities	3
Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies	3
Collective learning in pre-service teacher education: exploring challenges, negotiations, and co-constructed solutions towards continuing professional learning and development	3
“I give, and they give back”: teachers’ views on the professional implications of mentoring	3
The value of third sector organisations’ provision of global learning CPD in English schools	3
Improvement of students’ oral communicative competence through a reflective and collaborative teachers’ development programme	3
English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan	3
Critical reflection to develop transformative consciousness of racial differences	3
Rethinking teachers’ professional learning through unseen observation	3
‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development	3
The perception of affordances; towards an ecological-enactive model of teacher noticing, expertise and development	3
‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning	3
Continual professional development for science lecturers: using professional capital to explore lessons for academic development	3
Internationalizing curriculum through virtual exchange: critical perspectives on addressing barriers and advancing DEI in professional learning	3
Professional learning and development – change, conceptualisation, innovation and opportunities	3
Professional learning and development: sustainability in education	2
Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities	2
Correction	2
Leading professional learning: how can a journal take a leadership role?	2
Preservice teachers’ perceptions of teacher competence: the influence of national and global frameworks	2
An ecological analysis of novice EFL teacher professionalism during the COVID-19 pandemic	2
What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?	2
A scoping review of design thinking in school-based teacher professional learning and development	2
The role of mentoring programme coordinator: professional development meta-facilitator?	2
Professional learning in engineering internships: what do supervisors learn from their student supervision practices?	2
Teacher leadership for teaching improvement in professional learning communities	2
A pragmatic meta-model to navigate complexity in teachers’ professional Learning	2
The role of digital technology in facilitating epistemic fluency in professional education	2
What is the machine? Teachers’ professional learning about generative artificial intelligence as tutors for children	2
The indispensable role of the goal construct in understanding and improving teaching practice	2
Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners	2
Snacks, shoulders, and sleep: factors that influence teachers’ professional development decision-making	2
Professional learning and development: moving with the times and the human element	2
Professional development through motivational interviewing training: Lower secondary school teachers’ views and experiences	2
The contribution of personal epistemological beliefs to uptake in in-service professional development: a case-study	2
‘Being a teacher is different from working as a teacher’: evaluating pre-service primary school teachers’ practicum experiences in a Spanish context	2
Re-imagining teacher mentoring for the future	2
Understanding complexities regarding artificial intelligence and other advanced technologies in professional learning	2
Schools, data and teachers’ learning: insights of an experienced educator	2
Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems	2
Novice middle leaders navigating context: reflections on a situated middle leader development program in Hong Kong	2
Winds of change? Understandings about capacity-building among actors in the public education system in Chile	2
Supporting the development of teachers as expert learners: lessons on professional learning from large scale pedagogical innovations in Mexico and Colombia	2
Supporting teachers to lead by learning and learn by leading	2
Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach	2
Re-professionalisation or de-professionalisation: how do Chinese high school teachers respond to the new professionalism?	2
Editorial	2
Understanding professional learning in and for practice	2
Navigating identity tensions in a research community: a narrative inquiry of a teacher of Romanian	2
Post-teaching and professional learning: an investigation on teachers attitudes towards AI	2
Leading professional learning to navigate complexity	1
Dwelling in matter: flows of affect in teachers’ professional becoming-with-technology	1
Mentoring in practicum: supporting student teachers’ learning to notice with collaborative observational tools	1
Editorial: the call for a digital pedagogy	1
Enquiry as a way of being : a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful professional learning	1
Analysing the longitudinal course selection panel data (2014-2020) of K-12 teachers from Zhejiang province: a comprehensive study on in-service training needs	1
Principal preparation using a mixed theoretical and reflective approach: effects, benefits and guidelines	1
‘It’s like Freire is haunting me’: the value of study groups for critical teacher professional development	1
Professional learning in Latin America and the Caribbean: towards a Networked Learning System?	1
The fragility, complexity and interdependence of the global ecosystem of teacher professional learning	1
Formal and informal professional development during different Covid-19 periods: the role of teachers’ career stages	1
Conceptualising a data analytics framework to support targeted teacher professional development	1
Health professionals’ knowledge discourses concerning health: a qualitative study in Norway	1
Providing quality improvement workplace-based professional development to Australian general practice clinical educators: findings from a feasibility study	1
Reimagining professional development for school leaders in Brazil, Chile, and Colombia: an examination of current approaches and future directions	1
Teacher appraisal system and professional learning. Insights from Italian school principals’ and teachers’ views on multiple sources of data and indicators	1
A complex systems framework for examining the impact of school-based professional learning initiatives: emerging agentic practices in a collaborative curriculum redesign	1
Broadening the purpose of education within performance-based accountability: policy (in)coherence and professional learning opportunities	1
Teacher learning for transformation: a framework	1
Fast-tracking within formal sport coach education: the perspectives of British orienteering coaches and coach developers	1
Identity grafting: Pedagogical identities underpinning teaching practices across five Chinese cities	1
The search for evidence-based features of effective teacher professional development: a critical analysis of the literature	1

Contextual influences on the professional development experiences of lecturers in English as a foreign language at a Vietnamese university	1
Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE	1
Learning, leadership, and agency: A case study of teacher-initiated professional development	1
Publisher’s Note	1
Teachers’ creative, critical, and agentic professional learning in liminal spaces	1
The need for recognised educational infrastructures to support superintendents’ professional development	1
School leaders’ innovation-related self-efficacy: professional development and learning networks make a difference	1
Moving within learning communities as an act of performing professional wellbeing	1
University teaching induction programmes. A systematic literature review	1
No time to ‘put that in’: can we silence the ticking clock that controls teachers’ professional learning?	1
School-university partnership and teachers’ professional learning communities in China: a five-year case study of a group of schools	1