Professional Development in Education

Article	Citations
Contributors to teachers’ learning in a systems-thinking professional development programme	60
Editorial: professional learning for praxis development	50
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	48
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	47
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	36
Teacher professionalism towards transformative education: insights from a literature review	32
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	32
Simulaciones computacionales: potencialidades para la investigación y aprendizaje de la improvisación organizacional en la toma de decisiones de liderazgo escolar	30
Professional development in teacher education through international collaboration: when education reform hits Ukraine	29
The case of the model classroom: cognition and authenticity in teacher professional development	28
Workplace learning of teacher educators: validation of a measurement instrument	27
Schools that learn to improve student learning: the effectiveness of schools as PLCs	24
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	23
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	21
Behind the scenes of project management in academia: reflective lessons from a teacher training project	20
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	19
The impact of professional doctorates: professional development, practice and the workplace	18
Out-of-field teaching and EFL teachers’ professional identity: insights from cultural-historical activity theory	18
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	17
Professional learning for praxis development: reflections	17
Beyond tick boxes: re-imagining education for sustainable development in higher education	17
Transformative learning for racial justice: enacting radical change through professional development	16
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	14
Teacher professional development (TPD) in Ghana: constraints and solutions	13
Guanxi as methodology: a case study of middle leaders’ leadership building in the era of curriculum reform in rural China	13

Enhancing practitioner research in school settings: insights from close-to-practice partnerships	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
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
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	12
Motivational dynamics and psychological outcomes in discipline-based PLCs during periods of societal disruption: a dual SEM analysis	12
Learning to see complexity: teachers designing amidst indeterminacy	12
Integrating AI in teacher education: exploring the impact on preservice teacher competencies	12
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	12
Conformación de comunidades de aprendizaje profesional en Chile: desafíos y oportunidades para el liderazgo en contextos adversos	12
Self-initiated online communities of teachers as an expanded meso space	12
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	12
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	12
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	12
Beyond the theory-practice divide: a systems analysis of beginning teacher learning-practice through complex theoretical frameworks	11
Professional development for promoting a sense of community in blended learning	11
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	11
Using large language models to promote teachers’ learning: an exploratory professional development programme	10
Teachers of action: when teachers take care of their own professional development	10
Bridging theory and practice: introducing a theoretically informed pedagogical tool for empowering educational leaders in navigating practice architectures	10
What makes professional teacher development in universities effective? Lessons from an international systematised review	9
Correction	9
Beyond the text: a methodological lens for critical reflection on professional learning policy in context	9
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	9
Australia’s professional education ecosystem for out-of-field teachers: seeking diverse pathways for teacher learning	9
A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education	9
Teacher collaboration: conceptualisation and practice	9
Impact of a professional development program in formative assessment for mathematics teachers	9
How medical practitioners experience development over their careers: implications for professional growth and learning	9
Understanding teachers’ professional dialogue in an inquiry community: discursive patterns for research-informed inclusive practice	9
Strengthening inclusive leadership: insights from a professional development programme for school and childcare leaders	8
Circular logic? Analysing the professional standards framework for higher education	8
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	8
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	8
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	8
Factors influencing improvement of vocational teacher education through school-enterprise partnerships	8
Lesson Study in its original context: exploring Japanese teachers’ perspectives on an export hit of the Japanese education system	8
Enriching the professional capital of primary school teachers to assess play and learning through play	8
A systematic review of reciprocal peer observation in higher education	8
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review	8
Professional development, teacher job satisfaction, and work engagement: a needs–supplies fit approach	7
Relational and communicative leadership practices in professional learning: a case study of middle leaders in rural Pakistani high schools	7
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	7
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	7
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	7
Boundary crossing or boundary space traversal? Investigating the extent to which practitioner inquiry into educational practice is enduring	7
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	7
Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers	7
Being, becoming and sustaining: learning professional learning in teacher education	7

Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	6
The influencing factors of music teachers’ professional development: a literature review	6
Professional relationships and professional learning from a generational perspective	6
Liderazgo directivo escolar para el aprendizaje profesional docente en tiempos de cambio: una revisión sistemática de evidencia reciente 2020-2024	6
Understanding the heterogeneity of effects of teacher professional development: a systematic meta-review	6
A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	6
Investigating social media-driven technology-enhanced learning for teachers’ continuing professional development: a systematic mapping review	6
Team teaching (TT) as professional development (PD): gaining lecturers’ insights via a Modified Version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy	6
Leadership matters: supportive principals and teacher recruitment in a school–university partnership	6
Reviewing the past and considering the present to inform the future of professional learning	6
Towards a framework for care-full teacher learning: stories from the British art show professional development programme	6
An integrative conceptual framework for analysing professional learning processes in reading groups for teachers (RGfTs)	6
Professional identity development in pre-service teachers: the impact of online informal mentoring	6
Out-of-field early childhood teachers’ perceived identity and capacity: a three-year long professional development experience	5
Community-centric learning through practitioner inquiry	5
Leading professional learning: resonance, reflections, and responsibilities	5
Professional learning of academics enacting work-integrated learning	5
Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies	5
Overlapping complexities regarding artificial intelligence and other advanced technologies in professional learning	5
Pedagogical inertia and asynchronous specificity: a heuristic model of post-covid teaching in higher education	5
When online teacher colleagues meet in person: social-emotional connections and learning at a non-traditional professional convening	5
Constructing knowledge through talk: a lesson study analysis of four discursive forms	5
Professional learning communities in EFL teacher development: a systematic review of impacts and challenges	5
Exploring upper elementary teachers’ perceptions and practices of AI integration through a TPACK lens: a professional development case study	5
‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development	5
Critical reflection to develop transformative consciousness of racial differences	5
Leading from the middle: the role of communication in implementing education for sustainable development	5
An exploration of the communicative, relational, and dialogic practices of middle leaders for teacher professional learning in four Irish primary schools	5
Speak up or stay silent: how does teachers’ verbal participation in a professional development programme relate to instructional outcomes?	5
Perceptions of problems of practice among Chilean mathematics educators	5
‘The best resource we have is each other’- relational practices of middle leaders as ethos leads in professional Learning Communities	5
Exploring self-directed professional development (SDPD): from hobbyists to acknowledged tango teachers	5
Professional development and rural science teachers’ expanding social networks: a longitudinal analysis	5
The importance of building teachers’ intrinsic control into the design of professional development (PD) programmes	5
Middle leaders dialogic practices: facilitating professional learning for research academics in higher education settings	5
Locally established specialised teacher roles: perceptions of their impact on school development	4
The leadership paradox: navigating leadership dilemmas at different levels in professional learning communities	4
Correction	4
Creating the alchemy of teachers’ social, intellectual and professional capital	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
Professional learning and development: sustainability in education	4
Novice middle leaders navigating context: reflections on a situated middle leader development program in Hong Kong	4
Rethinking teachers’ professional learning through unseen observation	4
The perception of affordances; towards an ecological-enactive model of teacher noticing, expertise and development	4
What is the machine? Teachers’ professional learning about generative artificial intelligence as tutors for children	4
Improvement of students’ oral communicative competence through a reflective and collaborative teachers’ development programme	4
Movilización de conocimientos en redes educativas: aprendizaje profesional más allá de la difusión	3
Post-teaching and professional learning: an investigation on teachers attitudes towards AI	3
Transforming teacher beliefs through professional learning for powerful learning environments	3
Understanding complexities regarding artificial intelligence and other advanced technologies in professional learning	3
Action research as professional learning in and through practice	3
Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities	3
Beyond formal research knowledge and skills: how do teachers grow and evolve as teacher-researchers?	3
Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners	3
From self-reflection to professional transformation: an autoethnographic intervention in teacher education	3
When policy pressures practice: unpacking LETRS as a mandated professional development	3
Teacher leadership for teaching improvement in professional learning communities	3
Teacher leaders’ coaching skills to support teachers noticing argumentation in the mathematics classroom	3
The role of mentoring programme coordinator: professional development meta-facilitator?	3
Teachers’ professional development within art experiences: Pedagogical narratives for hopeful educational futures	3
Integrating generative AI into language teachers’ professional development: a longitudinal study using the synthesis of qualitative data (SQD) model	3
Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems	3
Professional development through motivational interviewing training: Lower secondary school teachers’ views and experiences	3
Re-imagining teacher mentoring for the future	3
The journey of teachers’ professional growth through reflective school practices	3
‘Being a teacher is different from working as a teacher’: evaluating pre-service primary school teachers’ practicum experiences in a Spanish context	3
The role of digital technology in facilitating epistemic fluency in professional education	3
Winds of change? Understandings about capacity-building among actors in the public education system in Chile	3
Understanding professional learning in and for practice	3
“I give, and they give back”: teachers’ views on the professional implications of mentoring	3
Schools, data and teachers’ learning: insights of an experienced educator	3
A pragmatic meta-model to navigate complexity in teachers’ professional Learning	3
A scoping review of design thinking in school-based teacher professional learning and development	3
Editorial	3
The indispensable role of the goal construct in understanding and improving teaching practice	3
“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
Leadership for professional learning: expanding our practical and methodological lenses to advance democratic values in turbulent times	2
Providing quality improvement workplace-based professional development to Australian general practice clinical educators: findings from a feasibility study	2
Professional learning in engineering internships: what do supervisors learn from their student supervision practices?	2

Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach	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
Fast-tracking within formal sport coach education: the perspectives of British orienteering coaches and coach developers	2
Embedding school leaders’ professional learning in practice: praxis development through action research in Swedish municipal adult education	2
The search for evidence-based features of effective teacher professional development: a critical analysis of the literature	2
Empowering aspiring middle leaders with systems thinking: using causal loop diagrams and change models to foster collaborative professional development	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
Leadership practices and teacher professional learning and development in public senior high schools in Ghana: insights from teachers and educational leaders	2
Conceptualising a data analytics framework to support targeted teacher professional development	2
The fragility, complexity and interdependence of the global ecosystem of teacher professional learning	2
Correction	2
Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE	2
Leading professional learning to navigate complexity	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
Contextual influences on the professional development experiences of lecturers in English as a foreign language at a Vietnamese university	2
Professional learning and development: moving with the times and the human element	2
Designing transformational professional learning opportunities: understanding participants’ experiences in an on-line and in-place imagination-focused self-study	2
Health professionals’ knowledge discourses concerning health: a qualitative study in Norway	2
School-university partnership and teachers’ professional learning communities in China: a five-year case study of a group of schools	2