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	41
Editorial: professional learning for praxis development	40
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	37
Teacher professionalism towards transformative education: insights from a literature review	33
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	27
PLC tools: promoting learning about learning in a teachers’ professional community	25
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	23
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	23
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	23
Professional development in teacher education through international collaboration: when education reform hits Ukraine	21
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	20
The case of the model classroom: cognition and authenticity in teacher professional development	20
Workplace learning of teacher educators: validation of a measurement instrument	20
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	18
Behind the scenes of project management in academia: reflective lessons from a teacher training project	17
Professional learning for praxis development: reflections	16
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	16
Schools that learn to improve student learning: the effectiveness of schools as PLCs	14
Transformative learning for racial justice: enacting radical change through professional development	13
Beyond tick boxes: re-imagining education for sustainable development in higher education	13
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	13
Barriers and supports for successful completion of an Emergent Literacy Micro-Credential: an analysis at three levels of the professional learning system	12
Enhancing practitioner research in school settings: insights from close-to-practice partnerships	12
Integrating AI in teacher education: exploring the impact on preservice teacher competencies	12

Collaboration and control: insights into principals’ role in establishing teacher mentoring in Finnish schools	12
Guanxi as methodology: a case study of middle leaders’ leadership building in the era of curriculum reform in rural China	12
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	12
Personalisation in teachers’ professional development: comparative analysis of knowledge construction in structured and flexible school-based professional development frameworks	12
Learning to see complexity: teachers designing amidst indeterminacy	11
Teacher professional development (TPD) in Ghana: constraints and solutions	11
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	11
Why does teacher learning vary in professional development? Accounting for organisational conditions	11
Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice	11
Self-initiated online communities of teachers as an expanded meso space	11
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	11
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	10
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	10
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	10
Professional development for promoting a sense of community in blended learning	10
Using large language models to promote teachers’ learning: an exploratory professional development programme	9
What makes professional teacher development in universities effective? Lessons from an international systematised review	9
Beyond the text: a methodological lens for critical reflection on professional learning policy in context	9
Correction	9
Impact of a professional development program in formative assessment for mathematics teachers	9
Teachers of action: when teachers take care of their own professional development	9
Teacher collaboration: conceptualisation and practice	9
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	9
Bridging theory and practice: introducing a theoretically informed pedagogical tool for empowering educational leaders in navigating practice architectures	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
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	8
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	8
A systematic review of reciprocal peer observation in higher education	8
Factors influencing improvement of vocational teacher education through school-enterprise partnerships	8
How medical practitioners experience development over their careers: implications for professional growth and learning	8
Relational and communicative leadership practices in professional learning: a case study of middle leaders in rural Pakistani high schools	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	7
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	7
Enriching the professional capital of primary school teachers to assess play and learning through play	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	7
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	7
Reviewing the past and considering the present to inform the future of professional learning	7
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	7
Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers	6
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	6
Boundary crossing or boundary space traversal? Investigating the extent to which practitioner inquiry into educational practice is enduring	6
Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	6
Professional identity development in pre-service teachers: the impact of online informal mentoring	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
Leadership matters: supportive principals and teacher recruitment in a school–university partnership	6

Investigating social media-driven technology-enhanced learning for teachers’ continuing professional development: a systematic mapping review	6
The influencing factors of music teachers’ professional development: a literature review	6
Exploring upper elementary teachers’ perceptions and practices of AI integration through a TPACK lens: a professional development case study	5
Professional learning communities in EFL teacher development: a systematic review of impacts and challenges	5
When online teacher colleagues meet in person: social-emotional connections and learning at a non-traditional professional convening	5
Overlapping complexities regarding artificial intelligence and other advanced technologies in professional learning	5
Perceptions of problems of practice among Chilean mathematics educators	5
Community-centric learning through practitioner inquiry	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
Critical reflection to develop transformative consciousness of racial differences	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
Leading professional learning: resonance, reflections, and responsibilities	5
An integrative conceptual framework for analysing professional learning processes in reading groups for teachers (RGfTs)	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
Professional relationships and professional learning from a generational perspective	5
‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development	5
English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan	4
Leading from the middle: the role of communication in implementing education for sustainable development	4
Rethinking teachers’ professional learning through unseen observation	4
Out-of-field early childhood teachers’ perceived identity and capacity: a three-year long professional development experience	4
What is the machine? Teachers’ professional learning about generative artificial intelligence as tutors for children	4
The leadership paradox: navigating leadership dilemmas at different levels in professional learning communities	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
Using colleague coaching to develop teacher data literacy	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
Internationalizing curriculum through virtual exchange: critical perspectives on addressing barriers and advancing DEI in professional learning	4
Creating the alchemy of teachers’ social, intellectual and professional capital	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
An exploration of the communicative, relational, and dialogic practices of middle leaders for teacher professional learning in four Irish primary schools	4
Collective learning in pre-service teacher education: exploring challenges, negotiations, and co-constructed solutions towards continuing professional learning and development	4
Speak up or stay silent: how does teachers’ verbal participation in a professional development programme relate to instructional outcomes?	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
Understanding professional learning in and for practice	3
Transforming teacher beliefs through professional learning for powerful learning environments	3
The role of digital technology in facilitating epistemic fluency in professional education	3
Post-teaching and professional learning: an investigation on teachers attitudes towards AI	3
Supporting teachers to lead by learning and learn by leading	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
The journey of teachers’ professional growth through reflective school practices	3
Integrating generative AI into language teachers’ professional development: a longitudinal study using the synthesis of qualitative data (SQD) model	3
Winds of change? Understandings about capacity-building among actors in the public education system in Chile	3
Teacher leadership for teaching improvement in professional learning communities	3
The role of mentoring programme coordinator: professional development meta-facilitator?	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 educators as knowledge brokers: reframing knowledge co-construction with school partners	3
Editorial	3
Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach	3
Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems	3
Teacher leaders’ coaching skills to support teachers noticing argumentation in the mathematics classroom	3
A pragmatic meta-model to navigate complexity in teachers’ professional Learning	3
Schools, data and teachers’ learning: insights of an experienced educator	3
The indispensable role of the goal construct in understanding and improving teaching practice	3
Re-imagining teacher mentoring for the future	3
Professional learning in engineering internships: what do supervisors learn from their student supervision practices?	3
Fast-tracking within formal sport coach education: the perspectives of British orienteering coaches and coach developers	2
Identity grafting: Pedagogical identities underpinning teaching practices across five Chinese cities	2
The search for evidence-based features of effective teacher professional development: a critical analysis of the literature	2
Preservice teachers’ perceptions of teacher competence: the influence of national and global frameworks	2
Snacks, shoulders, and sleep: factors that influence teachers’ professional development decision-making	2
Professional development through motivational interviewing training: Lower secondary school teachers’ views and experiences	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
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
Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE	2
Dwelling in matter: flows of affect in teachers’ professional becoming-with-technology	2
Conceptualising a data analytics framework to support targeted teacher professional development	2

Supporting the development of teachers as expert learners: lessons on professional learning from large scale pedagogical innovations in Mexico and Colombia	2
A scoping review of design thinking in school-based teacher professional learning and development	2
Beyond formal research knowledge and skills: how do teachers grow and evolve as teacher-researchers?	2
Providing quality improvement workplace-based professional development to Australian general practice clinical educators: findings from a feasibility study	2
Contextual influences on the professional development experiences of lecturers in English as a foreign language at a Vietnamese university	2
Empowering aspiring middle leaders with systems thinking: using causal loop diagrams and change models to foster collaborative professional development	2
School-university partnership and teachers’ professional learning communities in China: a five-year case study of a group of schools	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
Moving within learning communities as an act of performing professional wellbeing	2
Formal and informal professional development during different Covid-19 periods: the role of teachers’ career stages	2
Leading professional learning to navigate complexity	2
‘The person and the teaching profession’: personal-professional journeys into teaching for Danish school teachers	2
Navigating identity tensions in a research community: a narrative inquiry of a teacher of Romanian	2
An ecological analysis of novice EFL teacher professionalism during the COVID-19 pandemic	2
Health professionals’ knowledge discourses concerning health: a qualitative study in Norway	2