Professional Development in Education

Article	Citations
Towards a complex framework of teacher learning-practice	43
Exploring the landscape of educator professional activity on Twitter: an analysis of 16 education-related Twitter hashtags	43
Bringing context and educational leadership together: fostering the professional development of school principals	40
Creating conditions for professional learning communities (PLCs) in schools in China: the role of school principals	25
Teacher collaboration for change:sharing, improving, and spreading	25
Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning	24
Leadership for professional learning towards educational equity: a systematic literature review	22
Anti-racist school leadership: making ‘race’ count in leadership preparation and development	20
A comparative study of mentoring for new teachers	20
Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development	20
How do ecological perspectives help understand schools as sites for teacher learning?	19
The Effect of Learning-Centred Leadership and Teacher Trust on Teacher Professional Learning: Evidence from a Centralised Education System	18
The complexity of teacher professional growth – unravelling threads of purpose, opportunity and response	17
Instructional leadership, and teacher’s collective efficacy, commitment, and professional learning in primary schools: a mediation model	15
The practices of professional development facilitators	15
Effective characteristics of professional development programs for science and technology education	14
How to prepare preservice teachers to deal with disruptions in the classroom? Differential effects of learning with functional and dysfunctional video scenarios	14
Reflective conversations as a basis for sport coaches’ learning: a theory-informed pedagogic design for educating reflective practitioners	14
Beyond effective approaches: A rapid review response to designing professional learning	13
Illuminating a continuum of complex perspectives in teacher development	13
The role of the critical friend in supporting and enhancing professional learning and development	12
How do the leadership strategies of middle leaders affect teachers’ learning in schools? A case study from China	12
Pre-service teachers’ professional identity transformation: a positioning theory perspective	12
A complex dynamic systems approach to the design and evaluation of teacher professional development	11
Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning	10

An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey	10
Influence of professional cultures and principal leadership effects on early-career teacher leadership development in Hong Kong schools	10
Reconceptualizing teacher professional learning about technology integration as intra-active entanglements	10
Assessing the success of teacher leadership: the case for asking new questions	9
‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development	9
Supporting gender-inclusive schools: educators’ beliefs about gender diversity training and implementation plans	9
Using design based research to shift perspectives: a model for sustainable professional development for the innovative use of digital tools	9
What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum	9
The challenge of keeping teacher professional development relevant	8
Mapping the professional learning of primary teachers in Vietnam: a multi-method case study	8
Teacher perceptions of effective professional development: insights for design	8
Leadership for school improvement – linking learning to leading over time	8
A scoping study of in-service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students	8
Exploring school leaders’ dilemmas in response to tensions related to teacher professional agency	7
Embracing complex adaptive practice: the potential of lesson study	7
Can schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales	7
What does making produce? Posthuman insights into documenting relationalities in maker education for teachers	7
Re-professionalisation or de-professionalisation: how do Chinese high school teachers respond to the new professionalism?	7
International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation	7
Professional learning that enables the development of critical praxis	7
Excellence is not an island: team-based professional development in Higher Education	7
Teacher development through language-related innovation in a decentralised educational system	7
Aesthetic-ethical-political movements in professional learning: encounters with feminist new materialisms and Reggio Emilia in early childhood research	6
Evaluation of teacher professional learning workshops on the use of technology - a systematic review	6
Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space	6
Divining the professional development experiences of K-12 STEM master teacher leaders in the United States	6
Alternatively certified teachers’ perceptions of new teacher induction	6
Chinese expert teachers’ critical thinking strategies for professional growth	6
Critical professional development and the racial justice leadership possibilities of teachers of colour in K-12 schools	6
Towards a learning community: understanding teachers’ mental models to support their professional development and learning	6
Teacher communities as a context for professional learning: a preschool case study	6
Knowledge development in the teaching profession: an interview study of collective knowledge processes in primary schools in Norway	6
Exploring the role of curriculum materials in teacher professional development	6
Responsive leadership within professional learning networks for sustainable professional learning	6
‘Crossing the bridge’: land education teacher professional development	6
Virtual team professional learning and development for practitioners in education	6
Obstructions in normative teacher identity development: a case study in Turkey	6
The alchemy of teacher mindfulness: voices from veteran language teachers in China	6
Being before: three Deleuzian becomings in teacher education	5
A systems-thinking approach to evaluating a university professional development programme	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
‘She never actually let you walk into a trap’: exploring relational turning point events in the mentor–mentee relationship in the practicum	5
Harnessing technology to enable the flow of professional capital: exploring experiences of professional learning in rural Scotland	5
Continual professional development for science lecturers: using professional capital to explore lessons for academic development	5
Seeing anew: the role of student leadership in professional learning	5
The participatory dimension of teachers’ self-regulated professional learning about learning design: beliefs versus behaviours	5
A case of one-on-one coaching to differentiate mathematics instruction	5
The professional learning expectations of teachers in different professional development periods	5
What is the problem? A critical review of social justice leadership preparation and development	5

Exploring teacher leadership for professional learning in response to educational disruption in Qatar	5
Leveraging third space amid Chinese and Spanish student teachers’ teaching practicums: a transformative learning perspective	5
Education, collaboration and pedagogical phronesis: essential dimensions in professional learning and development	5
Re-imagining teacher mentoring for the future	5
Working across time and space: developing a framework for teacher leadership throughout a teaching career	5
The poetic humanity of teacher education: holistic mentoring for beginning teachers	5
Mediating influences in professional learning: Factors that lead to appropriation & principled adaptation	4
‘Frankly, as far as I can see, it has very little to do with teaching’. Exploring academics’ perceptions of the HEA Fellowships	4
Special rank teachers’ morality development in China	4
Exploring student teachers’ ‘stuck moments’: affect[ing] the theory-practice gap in social justice teacher education	4
Multivoicedness as a tool for expanding school leaders’ understandings and practices for school-based professional development	4
Supporting expansive learning in preservice bilingual teachers’ zone of proximal development of the activity system: an analysis of a four-field model trajectory	4
Professional development for inclusive and adaptive education: Lesson Study in a Norwegian context	4
Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning	4
English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan	4
Being a fish inside and outside the waters of self-study	4
Exploring teacher awareness of intuition and how it affects classroom practices: conceptual and pragmatic dimensions	4
The need for career-long professional learning for social justice leaders in affluent school contexts	4
‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning	4
Self-initiated online communities of teachers as an expanded meso space	4
Promoting professional growth to build a socially just school through participation in ethnographic research	4
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	4
Moving beyond the transmission of knowledge in the lecture hall: a self study	4
An exploration of teacher learning through reflection from a sociocultural and dialogical perspective: professional dialogue or professional monologue?	4
Learning to lead socially just schools: an exploration of candidate readiness for equity-focused principal preparation in the United States	4
The need for recognised educational infrastructures to support superintendents’ professional development	4
Leadership for professional learning	4
Professional development in health education for primary school teachers: A systematised review of the literature	4
Foreword: Non-linear perspectives on teacher development: complexity in professional learning and practice	3
Laying a foundation for critical professional development through a research–practice partnership	3
Balancing fidelity with agency: understanding the professional development of highly accomplished teachers	3
Developing early childhood educators with diverse qualifications: the need for differentiated approaches	3
Teacher subjectivities and multiplicities of enactment: Agential realism and the case of science teacher learning and practice with multilingual Latinx students	3
The contribution of teachers of research-intensive teacher education programmes to a culture of inquiry in primary schools	3
Interrogating the role of facilitators in promoting learning in teacher educators’ professional communities	3
The development of an implementation framework to support knowledge construction in online networked learning	3
Conventionality and evidence: two elements of professional development that could matter to teachers	3
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	3
Facilitator actions in teacher teams	3
The importance of collaborative professional learning and development in times of crisis and calm	3
Early career teachers’ expansion of professional learning networks with social media	3
Forging the role of the digital technology coach: flexibility, responsiveness, and resourcefulness in supporting teacher professional learning	3
Professional learning and development: fit for purpose in an age of crises?	3
A complex systems framework for examining the impact of school-based professional learning initiatives: emerging agentic practices in a collaborative curriculum redesign	3
Learning, leadership, and agency: A case study of teacher-initiated professional development	3
Leadership learning: the pessimism of complexity and the optimism of personal agency	3
Teachers’ job crafting: The complicated relationship with teacher self-efficacy and teacher engagement	3
Plateauing of Chinese female mid-career EFL teacher educators at regional teacher education universities	3
Understanding values embedded in the leadership of reciprocal professional learning by teachers	3
Examining the practice of elementary mathematics specialists through narratives: implications for professional learning and development	3
Formal and informal professional development during different Covid-19 periods: the role of teachers’ career stages	3
Policy, culture and practice in teacher professional development in five European countries. A comparative analysis	3
The roles of the academic in health sciences: where to start from a faculty development perspective	3
Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities	3
Developing school leaders: responses of school leaders to group reflective learning	3
Informal learning through social media: exploring the experiences of teachers in virtual professional communities in Kazakhstan	3
Professional learning and development – change, conceptualisation, innovation and opportunities	2
Dynamic Structural Integration: A Metaphor for Creating Conditions to Facilitate Teacher-Centered Organisational Learning	2
Using colleague coaching to develop teacher data literacy	2
Modularity in teacher professional development – building blocks for bridging everyday teaching practices and reform ideals centered around whole tasks	2
From school improvement to student cases: teacher collaborative work as a context for professional development	2
Snacks, shoulders, and sleep: factors that influence teachers’ professional development decision-making	2
Afterword: inserting social justice into professional development	2
‘It’s all there.’: Entanglements of teacher preparation and induction	2
A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions	2
Why does teacher learning vary in professional development? Accounting for organisational conditions	2
Feedback for teaching development: moving from a fixed to growth mindset	2
‘Regard me’: a case study of learner engagement and the satisfaction of basic needs in continuing professional development	2
The role of trade union provision for critical professional learning in supporting member teachers’ social justice leadership practice	2
Moving within learning communities as an act of performing professional wellbeing	2
University teachers’ professional agency for learning and leading sustainable change	2
‘I don’t want them to feel like we’re part of the establishment’: teachers’ learning to work with refugee families as entangled becomings	2
The art of designing a professional development programme for teachers	2
Rethinking teacher PD: a focus on how to improve student learning	2
‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development	2
Exploring the discursive positioning of members of a literacy professional learning community	2
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	2
University teaching induction programmes. A systematic literature review	2
The transformation of pedagogical practices into dialogic teaching: towards a dialogic notion of teacher learning	2
Practice changing practices: influences of Master’s programme practice on school practices	2

Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features	2
Student voice and its role in creating cognitive dissonance: the neglected narrative in teacher professional development	2
A cross-school PLC: how could teacher professional development of robot-based pedagogies for all students build a social-justice school?	2
Towards a typology of learning and teaching professional development practice uptake by university academics in Australia	2
Beyond reproduction: the transformative potential of professional learning	2
PLC tools: promoting learning about learning in a teachers’ professional community	2
The search for evidence-based features of effective teacher professional development: a critical analysis of the literature	2
Entanglement, evaluation and practice in a professional learning innovation	2
Towards a network learning system: reflections on a university initial teacher education and school-based collaborative initiative in Chile	2
Enhancing Huber’s evaluation framework for teacher professional development programme	2
Technology-mediated professional development for early intervention service providers: connecting adult learning with caregiver support	2
Expert learning in (micro)communities of practice: a case study examining teacher professional development	2
Professional development for school leaders in England: decision-making for social justice	2
Empowering collective reflection: realistic evaluation of video enhanced reflective practice (VERP) in an early childhood setting in England	2