Professional Development in Education

Article	Citations
Contributors to teachers’ learning in a systems-thinking professional development programme	50
Simulaciones computacionales: potencialidades para la investigación y aprendizaje de la improvisación organizacional en la toma de decisiones de liderazgo escolar	43
Editorial: professional learning for praxis development	41
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	38
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	33
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	27
Teacher professionalism towards transformative education: insights from a literature review	25
The case of the model classroom: cognition and authenticity in teacher professional development	23
Professional development in teacher education through international collaboration: when education reform hits Ukraine	23
Workplace learning of teacher educators: validation of a measurement instrument	23
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	23
Schools that learn to improve student learning: the effectiveness of schools as PLCs	22
Beyond tick boxes: re-imagining education for sustainable development in higher education	22
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	20
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	19
Professional learning for praxis development: reflections	17
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	16
Behind the scenes of project management in academia: reflective lessons from a teacher training project	16
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	15
Transformative learning for racial justice: enacting radical change through professional development	15
Teacher professional development (TPD) in Ghana: constraints and solutions	14
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	14
Guanxi as methodology: a case study of middle leaders’ leadership building in the era of curriculum reform in rural China	13
Collaboration and control: insights into principals’ role in establishing teacher mentoring in Finnish schools	13
Personalisation in teachers’ professional development: comparative analysis of knowledge construction in structured and flexible school-based professional development frameworks	13

Integrating AI in teacher education: exploring the impact on preservice teacher competencies	12
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	12
Barriers and supports for successful completion of an Emergent Literacy Micro-Credential: an analysis at three levels of the professional learning system	12
Why does teacher learning vary in professional development? Accounting for organisational conditions	12
Learning to see complexity: teachers designing amidst indeterminacy	12
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	12
Self-initiated online communities of teachers as an expanded meso space	12
Enhancing practitioner research in school settings: insights from close-to-practice partnerships	12
Professional development for promoting a sense of community in blended learning	11
Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice	11
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	11
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	11
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	11
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	10
Teachers of action: when teachers take care of their own professional development	10
What makes professional teacher development in universities effective? Lessons from an international systematised review	9
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	9
A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education	9
Strengthening inclusive leadership: insights from a professional development programme for school and childcare leaders	9
Impact of a professional development program in formative assessment for mathematics teachers	9
Australia’s professional education ecosystem for out-of-field teachers: seeking diverse pathways for teacher learning	9
Beyond the text: a methodological lens for critical reflection on professional learning policy in context	9
Correction	9
Bridging theory and practice: introducing a theoretically informed pedagogical tool for empowering educational leaders in navigating practice architectures	9
Using large language models to promote teachers’ learning: an exploratory professional development programme	9
How medical practitioners experience development over their careers: implications for professional growth and learning	9
Professional development, teacher job satisfaction, and work engagement: a needs–supplies fit approach	8
Enriching the professional capital of primary school teachers to assess play and learning through play	8
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review	8
Factors influencing improvement of vocational teacher education through school-enterprise partnerships	8
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	8
Teacher collaboration: conceptualisation and practice	8
Circular logic? Analysing the professional standards framework for higher education	8
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	8
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	8
Reviewing the past and considering the present to inform the future of professional learning	7
Relational and communicative leadership practices in professional learning: a case study of middle leaders in rural Pakistani high schools	7
A systematic review of reciprocal peer observation in higher education	7
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	7
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	7
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	7
Towards a framework for care-full teacher learning: stories from the British art show professional development programme	6
Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	6
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	6
Professional relationships and professional learning from a generational perspective	6
Investigating social media-driven technology-enhanced learning for teachers’ continuing professional development: a systematic mapping review	6
Being, becoming and sustaining: learning professional learning in teacher education	6
A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	6
Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers	6
Boundary crossing or boundary space traversal? Investigating the extent to which practitioner inquiry into educational practice is enduring	6

The influencing factors of music teachers’ professional development: a literature review	6
Professional identity development in pre-service teachers: the impact of online informal mentoring	6
Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies	5
Exploring self-directed professional development (SDPD): from hobbyists to acknowledged tango teachers	5
Critical reflection to develop transformative consciousness of racial differences	5
‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development	5
Community-centric learning through practitioner inquiry	5
‘The best resource we have is each other’- relational practices of middle leaders as ethos leads in professional Learning Communities	5
Leadership matters: supportive principals and teacher recruitment in a school–university partnership	5
Professional learning of academics enacting work-integrated learning	5
The importance of building teachers’ intrinsic control into the design of professional development (PD) programmes	5
An integrative conceptual framework for analysing professional learning processes in reading groups for teachers (RGfTs)	5
Professional learning communities in EFL teacher development: a systematic review of impacts and challenges	5
Leading professional learning: resonance, reflections, and responsibilities	5
Exploring upper elementary teachers’ perceptions and practices of AI integration through a TPACK lens: a professional development case study	5
When online teacher colleagues meet in person: social-emotional connections and learning at a non-traditional professional convening	5
Professional development and rural science teachers’ expanding social networks: a longitudinal analysis	5
Perceptions of problems of practice among Chilean mathematics educators	5
An exploration of the communicative, relational, and dialogic practices of middle leaders for teacher professional learning in four Irish primary schools	4
Leading from the middle: the role of communication in implementing education for sustainable development	4
Rethinking teachers’ professional learning through unseen observation	4
Overlapping complexities regarding artificial intelligence and other advanced technologies in professional learning	4
What is the machine? Teachers’ professional learning about generative artificial intelligence as tutors for children	4
Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities	4
Improvement of students’ oral communicative competence through a reflective and collaborative teachers’ development programme	4
“I give, and they give back”: teachers’ views on the professional implications of mentoring	4
Out-of-field early childhood teachers’ perceived identity and capacity: a three-year long professional development experience	4
Pedagogical inertia and asynchronous specificity: a heuristic model of post-covid teaching in higher education	4
The perception of affordances; towards an ecological-enactive model of teacher noticing, expertise and development	4
Middle leaders dialogic practices: facilitating professional learning for research academics in higher education settings	4
Correction	4
Informal learning through social media: exploring the experiences of teachers in virtual professional communities in Kazakhstan	4
Understanding complexities regarding artificial intelligence and other advanced technologies in professional learning	4
Professional learning and development: sustainability in education	4
Collective learning in pre-service teacher education: exploring challenges, negotiations, and co-constructed solutions towards continuing professional learning and development	4
Internationalizing curriculum through virtual exchange: critical perspectives on addressing barriers and advancing DEI in professional learning	4
Speak up or stay silent: how does teachers’ verbal participation in a professional development programme relate to instructional outcomes?	4
The leadership paradox: navigating leadership dilemmas at different levels in professional learning communities	4
Creating the alchemy of teachers’ social, intellectual and professional capital	4
Teachers’ professional development within art experiences: Pedagogical narratives for hopeful educational futures	4
Novice middle leaders navigating context: reflections on a situated middle leader development program in Hong Kong	4
Action research as professional learning in and through practice	4
The role of digital technology in facilitating epistemic fluency in professional education	3
The role of mentoring programme coordinator: professional development meta-facilitator?	3
Schools, data and teachers’ learning: insights of an experienced educator	3
Winds of change? Understandings about capacity-building among actors in the public education system in Chile	3
The indispensable role of the goal construct in understanding and improving teaching practice	3
The journey of teachers’ professional growth through reflective school practices	3
Editorial	3
Professional development through motivational interviewing training: Lower secondary school teachers’ views and experiences	3
A pragmatic meta-model to navigate complexity in teachers’ professional Learning	3
Teacher leaders’ coaching skills to support teachers noticing argumentation in the mathematics classroom	3
Integrating generative AI into language teachers’ professional development: a longitudinal study using the synthesis of qualitative data (SQD) model	3
Understanding professional learning in and for practice	3
When policy pressures practice: unpacking LETRS as a mandated professional development	3
From self-reflection to professional transformation: an autoethnographic intervention in teacher education	3
A scoping review of design thinking in school-based teacher professional learning and development	3
‘Being a teacher is different from working as a teacher’: evaluating pre-service primary school teachers’ practicum experiences in a Spanish context	3
Teacher leadership for teaching improvement in professional learning communities	3
Transforming teacher beliefs through professional learning for powerful learning environments	3
Post-teaching and professional learning: an investigation on teachers attitudes towards AI	3
Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems	3
Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners	3
Re-imagining teacher mentoring for the future	3
Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach	3
The fragility, complexity and interdependence of the global ecosystem of teacher professional learning	2
Designing transformational professional learning opportunities: understanding participants’ experiences in an on-line and in-place imagination-focused self-study	2
Moving within learning communities as an act of performing professional wellbeing	2
An ecological analysis of novice EFL teacher professionalism during the COVID-19 pandemic	2
Leading professional learning to navigate complexity	2
Navigating identity tensions in a research community: a narrative inquiry of a teacher of Romanian	2
Beyond formal research knowledge and skills: how do teachers grow and evolve as teacher-researchers?	2
Snacks, shoulders, and sleep: factors that influence teachers’ professional development decision-making	2
Formal and informal professional development during different Covid-19 periods: the role of teachers’ career stages	2
The search for evidence-based features of effective teacher professional development: a critical analysis of the literature	2
Health professionals’ knowledge discourses concerning health: a qualitative study in Norway	2
Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE	2
“An incentive for innovation”: the impact of being a subject-specific secondary ITE mentor within an HEI partnership on the professional learning of teacher mentors	2
Contextual influences on the professional development experiences of lecturers in English as a foreign language at a Vietnamese university	2
Providing quality improvement workplace-based professional development to Australian general practice clinical educators: findings from a feasibility study	2

Preservice teachers’ perceptions of teacher competence: the influence of national and global frameworks	2
Professional learning in engineering internships: what do supervisors learn from their student supervision practices?	2
Conceptualising a data analytics framework to support targeted teacher professional development	2
Reimagining professional development for school leaders in Brazil, Chile, and Colombia: an examination of current approaches and future directions	2
Identity grafting: Pedagogical identities underpinning teaching practices across five Chinese cities	2
Mentoring in practicum: supporting student teachers’ learning to notice with collaborative observational tools	2
School-university partnership and teachers’ professional learning communities in China: a five-year case study of a group of schools	2
Fast-tracking within formal sport coach education: the perspectives of British orienteering coaches and coach developers	2
Empowering aspiring middle leaders with systems thinking: using causal loop diagrams and change models to foster collaborative professional development	2
Dwelling in matter: flows of affect in teachers’ professional becoming-with-technology	2
‘The person and the teaching profession’: personal-professional journeys into teaching for Danish school teachers	2
Supporting the development of teachers as expert learners: lessons on professional learning from large scale pedagogical innovations in Mexico and Colombia	2
Professional learning and development: moving with the times and the human element	2
Professional learning in Latin America and the Caribbean: towards a Networked Learning System?	2
No time to ‘put that in’: can we silence the ticking clock that controls teachers’ professional learning?	2