Professional Development in Education

Article	Citations
Towards a complex framework of teacher learning-practice	58
Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development	35
The Effect of Learning-Centred Leadership and Teacher Trust on Teacher Professional Learning: Evidence from a Centralised Education System	18
Instructional leadership, and teacher’s collective efficacy, commitment, and professional learning in primary schools: a mediation model	17
Beyond effective approaches: A rapid review response to designing professional learning	17
The practices of professional development facilitators	16
The role of the critical friend in supporting and enhancing professional learning and development	16
Reflective conversations as a basis for sport coaches’ learning: a theory-informed pedagogic design for educating reflective practitioners	15
Pre-service teachers’ professional identity transformation: a positioning theory perspective	15
The challenge of keeping teacher professional development relevant	15
Illuminating a continuum of complex perspectives in teacher development	14
What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum	13
Early career teachers’ expansion of professional learning networks with social media	13
‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development	12
A complex dynamic systems approach to the design and evaluation of teacher professional development	12
How do the leadership strategies of middle leaders affect teachers’ learning in schools? A case study from China	12
Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning	11
Exploring the role of curriculum materials in teacher professional development	10
Towards a learning community: understanding teachers’ mental models to support their professional development and learning	10
Re-imagining teacher mentoring for the future	10
The poetic humanity of teacher education: holistic mentoring for beginning teachers	10
A scoping study of in-service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students	10
Re-professionalisation or de-professionalisation: how do Chinese high school teachers respond to the new professionalism?	10
Understanding professional learning in and for practice	10
Evaluation of teacher professional learning workshops on the use of technology - a systematic review	10

An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey	10
Reconceptualizing teacher professional learning about technology integration as intra-active entanglements	10
What does making produce? Posthuman insights into documenting relationalities in maker education for teachers	9
Using design based research to shift perspectives: a model for sustainable professional development for the innovative use of digital tools	9
Professional learning that enables the development of critical praxis	9
The alchemy of teacher mindfulness: voices from veteran language teachers in China	9
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	9
Mapping the professional learning of primary teachers in Vietnam: a multi-method case study	9
‘She never actually let you walk into a trap’: exploring relational turning point events in the mentor–mentee relationship in the practicum	9
Teacher perceptions of effective professional development: insights for design	8
Being before: three Deleuzian becomings in teacher education	8
‘Crossing the bridge’: land education teacher professional development	8
Alternatively certified teachers’ perceptions of new teacher induction	8
Divining the professional development experiences of K-12 STEM master teacher leaders in the United States	8
Embracing complex adaptive practice: the potential of lesson study	7
A systems-thinking approach to evaluating a university professional development programme	7
Supporting expansive learning in preservice bilingual teachers’ zone of proximal development of the activity system: an analysis of a four-field model trajectory	7
Knowledge development in the teaching profession: an interview study of collective knowledge processes in primary schools in Norway	7
Responsive leadership within professional learning networks for sustainable professional learning	7
Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space	7
International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation	7
Obstructions in normative teacher identity development: a case study in Turkey	7
Chinese expert teachers’ critical thinking strategies for professional growth	7
Professional development in health education for primary school teachers: A systematised review of the literature	7
Teacher development through language-related innovation in a decentralised educational system	7
The search for evidence-based features of effective teacher professional development: a critical analysis of the literature	6
Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning	6
Aesthetic-ethical-political movements in professional learning: encounters with feminist new materialisms and Reggio Emilia in early childhood research	6
Teacher communities as a context for professional learning: a preschool case study	6
‘Frankly, as far as I can see, it has very little to do with teaching’. Exploring academics’ perceptions of the HEA Fellowships	6
Why does teacher learning vary in professional development? Accounting for organisational conditions	6
Continual professional development for science lecturers: using professional capital to explore lessons for academic development	6
Leveraging third space amid Chinese and Spanish student teachers’ teaching practicums: a transformative learning perspective	5
Professional development initiatives as a lever for inclusive education: a multiple case study using qualitative comparative analysis (QCA)	5
Transfer skills in teacher training programs: the question of assessment	5
Harnessing technology to enable the flow of professional capital: exploring experiences of professional learning in rural Scotland	5
Developing early childhood educators with diverse qualifications: the need for differentiated approaches	5
Exploring student teachers’ ‘stuck moments’: affect[ing] the theory-practice gap in social justice teacher education	5
The need for recognised educational infrastructures to support superintendents’ professional development	5
Learning to lead socially just schools: an exploration of candidate readiness for equity-focused principal preparation in the United States	5
Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities	5
Formal and informal professional development during different Covid-19 periods: the role of teachers’ career stages	5
Policy, culture and practice in teacher professional development in five European countries. A comparative analysis	5
Virtual team professional learning and development for practitioners in education	5
Exploring teacher leadership for professional learning in response to educational disruption in Qatar	5
Professional development for inclusive and adaptive education: Lesson Study in a Norwegian context	4
Being a fish inside and outside the waters of self-study	4
Chinese higher education-based physical education teacher educators’ professional learning needs for involvement in research activities	4
Examining the practice of elementary mathematics specialists through narratives: implications for professional learning and development	4
Technology-mediated professional development for early intervention service providers: connecting adult learning with caregiver support	4

Mediating influences in professional learning: Factors that lead to appropriation & principled adaptation	4
Self-initiated online communities of teachers as an expanded meso space	4
Exploring teacher awareness of intuition and how it affects classroom practices: conceptual and pragmatic dimensions	4
Informal learning through social media: exploring the experiences of teachers in virtual professional communities in Kazakhstan	4
Formative interventions for science teachers’ expansive learning and practices with multilingual learners: A case study from Lebanon	4
English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan	4
Professional learning and development: fit for purpose in an age of crises?	4
Moving beyond the transmission of knowledge in the lecture hall: a self study	4
A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions	4
Rethinking teachers’ professional learning through unseen observation	4
Learning, leadership, and agency: A case study of teacher-initiated professional development	4
University teachers’ professional agency for learning and leading sustainable change	4
‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning	4
Forging the role of the digital technology coach: flexibility, responsiveness, and resourcefulness in supporting teacher professional learning	4
‘I don’t want them to feel like we’re part of the establishment’: teachers’ learning to work with refugee families as entangled becomings	4
Exploring the discursive positioning of members of a literacy professional learning community	4
Balancing fidelity with agency: understanding the professional development of highly accomplished teachers	4
Feedback for teaching development: moving from a fixed to growth mindset	4
Education, collaboration and pedagogical phronesis: essential dimensions in professional learning and development	4
The role of trade union provision for critical professional learning in supporting member teachers’ social justice leadership practice	4
Teachers’ job crafting: The complicated relationship with teacher self-efficacy and teacher engagement	4
University teaching induction programmes. A systematic literature review	3
A complex systems framework for examining the impact of school-based professional learning initiatives: emerging agentic practices in a collaborative curriculum redesign	3
The roles of the academic in health sciences: where to start from a faculty development perspective	3
Student voice and its role in creating cognitive dissonance: the neglected narrative in teacher professional development	3
Interrogating the role of facilitators in promoting learning in teacher educators’ professional communities	3
Foreword: Non-linear perspectives on teacher development: complexity in professional learning and practice	3
Facilitator actions in teacher teams	3
Laying a foundation for critical professional development through a research–practice partnership	3
Snacks, shoulders, and sleep: factors that influence teachers’ professional development decision-making	3
‘It’s all there.’: Entanglements of teacher preparation and induction	3
Teacher subjectivities and multiplicities of enactment: Agential realism and the case of science teacher learning and practice with multilingual Latinx students	3
Expert learning in (micro)communities of practice: a case study examining teacher professional development	3
A Global Measure of Professional Learning Communities	3
Supporting teachers as they support each other:Lessons concerning mentor teacher feedback to teacher mentees	3
Schools, data and teachers’ learning: insights of an experienced educator	3
Plateauing of Chinese female mid-career EFL teacher educators at regional teacher education universities	3
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	3
Moving within learning communities as an act of performing professional wellbeing	3
Rethinking teacher PD: a focus on how to improve student learning	3
Professional learning of academics enacting work-integrated learning	3
The transformation of pedagogical practices into dialogic teaching: towards a dialogic notion of teacher learning	3
‘Regard me’: a case study of learner engagement and the satisfaction of basic needs in continuing professional development	3
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	3
Being, becoming and sustaining: learning professional learning in teacher education	3
Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features	3
The art of designing a professional development programme for teachers	3
Teacher leadership and teachers’ learning: actualizing the connection from day one	3
Beyond reproduction: the transformative potential of professional learning	3
Navigating identity tensions in a research community: a narrative inquiry of a teacher of Romanian	3
Towards a network learning system: reflections on a university initial teacher education and school-based collaborative initiative in Chile	3
Enhancing Huber’s evaluation framework for teacher professional development programme	2
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	2
Teachers’ creative, critical, and agentic professional learning in liminal spaces	2
Practice changing practices: influences of Master’s programme practice on school practices	2
Teacher leadership for teaching improvement in professional learning communities	2
PLC tools: promoting learning about learning in a teachers’ professional community	2
Learning leading - responsiveness in leading professional learning	2
Using colleague coaching to develop teacher data literacy	2
From school improvement to student cases: teacher collaborative work as a context for professional development	2
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	2
Afterword: inserting social justice into professional development	2
‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development	2
Teacher study groups as a collaborative platform for action research: an ecological perspective	2
The indispensable role of the goal construct in understanding and improving teaching practice	2
Identity grafting: Pedagogical identities underpinning teaching practices across five Chinese cities	2
Towards a typology of learning and teaching professional development practice uptake by university academics in Australia	2
Modularity in teacher professional development – building blocks for bridging everyday teaching practices and reform ideals centered around whole tasks	2
Online teaching labs: changes in design and facilitation for teacher learning in synchronous professional development	2
Contextual influences on the professional development experiences of lecturers in English as a foreign language at a Vietnamese university	2
Entanglement, evaluation and practice in a professional learning innovation	2
Professional learning in engineering internships: what do supervisors learn from their student supervision practices?	2
A scoping review of design thinking in school-based teacher professional learning and development	2
The complexities of assuming the ‘teacher of teachers’ role during lesson study	2
Early career teachers’ role in school development and professional learning	2
Empowering collective reflection: realistic evaluation of video enhanced reflective practice (VERP) in an early childhood setting in England	2
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	2
Action research as professional learning in and through practice	2
Exploring the effect of teacher ontological and epistemic cognition on engagement with professional development	2
Professional learning and development – change, conceptualisation, innovation and opportunities	2

Towards a model of Teachers’ Continuing Professional Development (CPD): a border crossing journey with embedded contradictions, ethical dilemmas and transformative possibilities	2
Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice	2