Professional Development in Education, Volume 48, Issue 5 (2022)

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Professional Development in Education, Volume 48, Issue 5 (2022)

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Editorial

Editorial
Editorial
Sue Swaffield
Pages: 715-717
Published online: 05 Sep 2022
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Article

Article
Teachers’ learning and sense-making processes in the context of an innovation: a two year follow-up study
Saskia Stollman, Jacobiene Meirink, Michiel Westenberg & Jan Van Driel
Pages: 718-733
Published online: 27 Mar 2020
AbstractforTeachers’ learning and sense-making processes in the context of an innovation: a two year follow-up study | Full Text | References | PDF (1.3 MB) | EPUB
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Article
Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning
Tamar Shamir-Inbal & Ina Blau
Pages: 734-750
Published online: 13 May 2020
AbstractforMicro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning | Full Text | References | PDF (1.7 MB) | EPUB
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A comparative study of mentoring for new teachers
Rachel Shanks, Michelle Attard Tonna, Frede Krøjgaard, Karen Annette Paaske, Dean Robson & Eva Bjerkholt
Pages: 751-765
Published online: 09 Apr 2020
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Conventionality and evidence: two elements of professional development that could matter to teachers
Lia M. Daniels, Devon Chazan, Lauren Goegan & Julia Farmer
Pages: 766-783
Published online: 13 May 2020
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Exploring the landscape of educator professional activity on Twitter: an analysis of 16 education-related Twitter hashtags
Jeffrey Carpenter, Tania Tani, Scott Morrison & Julie Keane
Pages: 784-805
Published online: 14 Apr 2020
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Evaluating effective professional development
Albert Zeggelaar, Marjan Vermeulen & Wim Jochems
Pages: 806-826
Published online: 31 Mar 2020
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Effective characteristics of professional development programs for science and technology education
Mireille D. Hubers, Maaike D.Endedijk & Klaas Van Veen
Pages: 827-846
Published online: 16 Apr 2020
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Open Access
Article
A transformative model of continuing professional development in a day nursery: practitioners’ perspectives on the implementation of symbolic gesturing
Jenny Byrne & Amanda Norman
Pages: 847-860
Published online: 24 Mar 2020
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The contribution of teachers of research-intensive teacher education programmes to a culture of inquiry in primary schools
Louise Verhoef, Monique Volman & Lisa Gaikhorst
Pages: 861-877
Published online: 03 Apr 2020
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Article
Can schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales
Emmajane Milton, Caroline Daly, Frances Langdon, Melanie Palmer, Ken Jones & Andrew James Davies
Pages: 878-891
Published online: 14 May 2020
AbstractforCan schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales | Full Text | References | PDF (1 MB) | EPUB
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