Professional Development in Education

The journey of teachers’ professional growth through reflective school practices This paper aims to provide an example of how teachers’ professional growth in a general education school in Lithuania was enhanced and sustained through engagement with the principles and practices...

Just published online - The journey of teachers’ professional growth through reflective school practices by Remigijus Bubnys, Odeta Šapelytė & Tony Ghaye. More information @ bit.ly/494zOhP

Behind the scenes of project management in academia: reflective lessons from a teacher training project This collaborative autoethnography study aims to discuss our retrospective and prospective reflections on managing an in-service teacher training project in Türkiye as part of our professional deve...

Just published online - Behind the scenes of project management in academia: reflective lessons from a teacher training project by Merih Ugurel-Kamisli & Ozlem Erden-Basaran. More information @ bit.ly/48v9Y6A

Leading from the middle: the role of communication in implementing education for sustainable development This study examines how communication is formalised and enacted in two Swedish schools that have succeeded in their ESD implementation processes. Although schools are widely recognised as key drive...

Just published online, the Open Access Article - Leading from the middle: the role of communication in implementing education for sustainable development by Anette Forssten Seiser, Anna Mogren & Teresa Berglund. Read & download for free @ bit.ly/43hXaN8

Become a member of @ipda-prof-learn.bsky.social and receive the SSCI rated @pdiejournal.bsky.social and our sister journal PRACTICE as part of the membership package. Sign up @ bit.ly/2Lje7hg

@pdiejournal.bsky.social is the SSCI rated academic journal of the International Professional Development Association. It has a current Impact Factor of 2.1. More information about
@ipda-prof-learn.bsky.social @ ipda.org.uk

The development of teacher self and collective efficacy through a research practice partnership project This paper outlines the affordances provided through teacher engagement in an educational research partnership project for the development of teacher self-efficacy and collective teacher efficacy. ...

Just published online, the Open Access Article - The development of teacher self and collective efficacy through a research practice partnership project by Frances Edwards. Read & download for free @ bit.ly/4okbT2l

‘The best resource we have is each other’- relational practices of middle leaders as ethos leads in professional Learning Communities This paper explores the experiences of middle leaders in publicly managed post-primary schools in the Republic of Ireland involved in regional Professional Learning Communities (PLCs) focused on th...

Just published online - ‘The best resource we have is each other’- relational practices of middle leaders as ethos leads in professional Learning Communities by Niall Mulpeter, Joanne O’Flaherty, Orla McCormack, Megan Whyte & Séamus Conboy. More info @ bit.ly/4h4Xc0N

Professional development, teacher job satisfaction, and work engagement: a needs–supplies fit approach This study examines the relationship between teachers’ professional development needs (TPDneed) and the perceived benefits of training opportunities (TPDsupply) using the needs – supplies (N – S) f...

Just published online - Professional development, teacher job satisfaction, and work engagement: a needs–supplies fit approach by Nadia Leroy. More information @ bit.ly/48EXk55

Just 1 day to go until the @ipda-prof-learn.bsky.social England Conference
More information below

Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies Classroom discussions of social issues, ranging from gun violence and climate change to race and gender identity, have become risky and politicised, dividing parents and educators along ideological...

Just published online in Vol 51(5), Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies by Ed Madison, Ross C. Anderson, Tracy Bousselot, Melissa Wantz & Rachel Guldin. More information @ bit.ly/432zP1Y

“I give, and they give back”: teachers’ views on the professional implications of mentoring This article provides an account of how six mentor teachers in Sweden reflect on the professional development opportunities they encounter, in the act of mentoring student teachers. The interview d...

Just published online in Vol 51(5), the Open Access Article - “I give, and they give back”: teachers’ views on the professional implications of mentoring by Ilona Rinne, Sally Windsor, Anna-Maria Hipkiss, Ali Yildirim& Irma Brkovic. Read and download for free @ bit.ly/4h0kaWN

There is still time to register for the @ipda-prof-learn.bsky.social England Conference which takes place later on this week.
More information below

Very much looking forward to presenting at this conference on Friday. I am presenting findings on the impact of ‘done to’ v ‘done with’ approaches to school leadership of professional learning in the Irish context. #speirgorm #edchatie

Early career teacher mentoring in England: a case study of compliance and mediation This paper reports the findings from a small-scale study of ten mentors’ experiences of supporting Early Career Teachers (ECTs) in secondary schools in England following the introduction of the Ear...

Just published online, the Open Access Article - Early career teacher mentoring in England: a case study of compliance and mediation by Lisa Murtagh, Louisa. Dawes, Elizabeth A.C. Rushton & Claire Ball-Smith. Read & download for free @ bit.ly/42tRlw1

Not long to go until the @ipda-prof-learn.bsky.social Conference

The importance of building teachers’ intrinsic control into the design of professional development (PD) programmes Professional development (PD) programmes take a wide variety of forms. Lloyd and Davis (2018) present a model to map the diversity of PD programmes based on the extent to which intrinsic control of...

Just published online in Vol 51(5), the Open Access Article - The importance of building teachers’ intrinsic control into the design of professional development (PD) programmes by Mike Cole. Read & download for free @ bit.ly/3KU79BY

Become a member of @ipda-prof-learn.bsky.social and receive the SSCI rated @pdiejournal.bsky.social and our sister journal PRACTICE as part of the membership package. Sign up @ bit.ly/2Lje7hg

@pdiejournal.bsky.social is the SSCI rated academic journal of the International Professional Development Association. It has a current Impact Factor of 2.1. More information about
@ipda-prof-learn.bsky.social @ ipda.org.uk

Just published online in Vol 51(5) - The case of the model classroom: cognition and authenticity in teacher professional development by Meghan Comstock & Jason Margolis. More information @ bit.ly/4o88wLX

Teacher study groups as a collaborative platform for action research: an ecological perspective The interplay between teachers engaged in action research (AR) and the educational ecosystem involving the other teachers who did not conduct AR and administrators has been an issue unexplored in t...

Just published online in Vol 51(5) - Teacher study groups as a collaborative platform for action research: an ecological perspective by Serhat Başar, Irem Çomoğlu & Kenan Dikilitaş. More information @ bit.ly/4mOFUpU

Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE This study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the pr...

Just published online in Vol 51(5) - Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE by Mandy Ewen, Anna Ferreira & Marlieke G.D. Helder. More information @ bit.ly/4nX30LP

Ikaskom: a dialogic teachers’ professional development network enhancing school violence prevention: key insights from the communicative methodology School violence represents a global concern, adversely affecting the quality of education and the physical and mental well-being of children and adolescents, often leading to enduring consequences....

A secondary school girl told me: "In my life, things may have happened to me, but because I know what [violence] is, I knew how to interrupt it so that it doesn’t happen." This is possible thanks to the Zero Violence Brave Club.
Published @pdiejournal.bsky.social
www.tandfonline.com/doi/full/10....

Ikaskom: a dialogic teachers’ professional development network enhancing school violence prevention: key insights from the communicative methodology School violence represents a global concern, adversely affecting the quality of education and the physical and mental well-being of children and adolescents, often leading to enduring consequences....

Una chica de Educación Secundaria me dijo: "En mi vida me han podido pasar cosas, pero como sé lo que es [la violencia], supe cómo interrumpirla para que no ocurriera."
Esto es posible gracias al Club de Valientes Violencia 0 Publicado en @pdiejournal.bsky.social
www.tandfonline.com/doi/full/10....

Teacher self-efficacy, inclusion and professional development practices: cultivating a learning environment for all This paper explores the nature of the relationship between teacher self-efficacy for inclusion in schools, and professional development practices. The research draws on qualitative data from a larg...

Just published online in Vol 51(5), the Open Access Article - Teacher self-efficacy, inclusion and professional development practices: cultivating a learning environment for all by Stuart Woodcock & Ian Hardy. Read & download for free @ bit.ly/3IClq5N

Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach Given the complex nature of teachers’ professional development (PD) processes, it is crucial to examine how various factors surrounding teachers are associated with the evaluation of their PD exper...

Just published online in Vol 51(5) - Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach by Iksang Yoon & Minjung Kim. More information @ bit.ly/42GtAkv

Middle leaders dialogic practices: facilitating professional learning for research academics in higher education settings Professional learning for academics is an important facet for teaching development in higher education. Facilitating this development work for research-intensive academics across different facultie...

Just published online, the Open Access Article - Middle leaders dialogic practices: facilitating professional learning for research academics in higher education settings by Kirsten Petrie, Christine Edwards-Groves & Peter Grootenboer. Read & download for free @ bit.ly/4pPQDTI

Leadership professional learning for accelerating student achievement: the role of a collaborative problem-solving intervention This study explains the impact of a leadership intervention in collaborative problem-solving on the behaviour of eight middle leaders, on the teachers of those leaders, and on the reading achieveme...

Just published online in Vol 51(5) - Leadership professional learning for accelerating student achievement: the role of a collaborative problem-solving intervention by Jacqui Patuawa, Claire Sinnema, Viviane Robinson & Tong Zhu. More information @ bit.ly/48CSqFp

Collaboration and control: insights into principals’ role in establishing teacher mentoring in Finnish schools Principals play a key role in establishing professional development initiatives like teacher mentoring, which, despite its benefits in supporting early career teachers, has seldom become a permanen...

Just published online, the Open Access Article - Collaboration and control: insights into principals’ role in establishing teacher mentoring in Finnish schools by Jenni Ollila, Ville Mankki & Pekka Räihä. Read & download for free @ bit.ly/3KqAGDq

Analysing the longitudinal course selection panel data (2014-2020) of K-12 teachers from Zhejiang province: a comprehensive study on in-service training needs Effective teacher training programs rely on accurate need analysis. However, traditional data sources often limit the comprehensive understanding of teachers’ and stakeholders’ needs. This study ex...

Just published online in Vol 51(5) - Analysing the longitudinal course selection panel data (2014-2020) of K-12 teachers from Zhejiang province: a comprehensive study on in-service training needs by Yi Liu, Yajun Yan, Huixian Xia & Kun Sun. More info @ bit.ly/3IyWUT4

Become a member of @ipda-prof-learn.bsky.social and receive the SSCI rated @pdiejournal.bsky.social and our sister journal PRACTICE as part of the membership package. Sign up @ bit.ly/2Lje7hg