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Teacher Development
An international journal of teachers' professional development
Volume 20, 2016 - Issue 4
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Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies

Fiona KingSchool of Inclusive and Special Education, DCU Institute of Education, St. Patrick's Campus, Dublin, IrelandCorrespondence[email protected]
Pages 574-594 | Received 01 Jan 2014, Accepted 01 Jun 2015, Published online: 08 Apr 2016

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Fiona King, Philip Poekert & Takeshia Pierre. (2023) A pragmatic meta-model to navigate complexity in teachers’ professional Learning. Professional Development in Education 49:6, pages 958-977.
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Aoife Brennan & Alan Gorman. (2023) Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities. Professional Development in Education 49:6, pages 1117-1130.
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Rebecca Cooper, Jared Carpendale, Blake Cutler, Amanda Berry & Ian Mitchell. (2023) Navigating roadblocks and gates: longitudinal experiences of highly accomplished teachers following professional development. Professional Development in Education 49:6, pages 994-1009.
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Youmen Chaaban, Hessa Al-Thani & Xiangyun Du. (2023) University teachers’ professional agency for learning and leading sustainable change. Professional Development in Education 49:6, pages 978-993.
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Mia Treacy & Aisling Leavy. (2023) Student voice and its role in creating cognitive dissonance: the neglected narrative in teacher professional development. Professional Development in Education 49:3, pages 458-477.
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Ellen Larsen & Jeanne Maree Allen. (2023) Circumventing erosion of professional learner identity development among beginning teachers. Teaching Education 34:1, pages 78-94.
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Bairbre Kennedy. (2022) Towards an organic model of collaborative practice in a post-primary school setting – insights from a teaching and learning group (T&L Club). Irish Educational Studies 41:4, pages 631-647.
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Caitríona Finlay, William Kinsella & Paula Prendeville. (2022) The professional development needs of primary teachers in special classes for children with autism in the republic of Ireland. Professional Development in Education 48:2, pages 233-253.
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Aoife Brennan & Fiona King. (2022) Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Cambridge Journal of Education 52:2, pages 175-193.
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Deidre Walker, Tena Patten & Simon Stephens. (2022) Peer observation of teaching in a post-primary context. Irish Educational Studies 0:0, pages 1-14.
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Aoife Brennan, Fiona King & Joe Travers. (2021) Supporting the enactment of inclusive pedagogy in a primary school. International Journal of Inclusive Education 25:13, pages 1540-1557.
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Katrina McChesney & Jill M. Aldridge. (2021) What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact. Professional Development in Education 47:5, pages 834-852.
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Théophile Muhayimana. (2021) Are you better off now? An investigation of perceived outcomes among teachers involved in a mentoring program. Mentoring & Tutoring: Partnership in Learning 29:2, pages 195-214.
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Miriam Hamilton. (2020) Evidence-based portfolios: a cross-sectoral approach to professional development among teachers. Professional Development in Education 46:1, pages 160-174.
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Órla Ní Bhroin & Fiona King. (2020) Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education 43:1, pages 38-63.
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Nuri Balta & Ali Eryılmaz. (2019) The effect of the ‘teacher-led PD for teachers’ professional development program on students’ achievement: an experimental study. Teacher Development 23:5, pages 588-608.
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Aisling McElearney, Christina Murphy & Deborah Radcliffe. (2019) Identifying teacher needs and preferences in accessing professional learning and support. Professional Development in Education 45:3, pages 433-455.
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Orit Avidov-Ungar & Ravit Konkes Ben Zion. (2019) The characteristics and perceptions of teachers engaged in leading professional communities. Teacher Development 23:3, pages 325-344.
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Kåre Hauge. (2019) Teachers’ collective professional development in school: A review study. Cogent Education 6:1.
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Fiona King, Orla Ní Bhroin & Anita Prunty. (2018) Professional learning and the individual education plan process: implications for teacher educators. Professional Development in Education 44:5, pages 607-621.
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Carol A. Mullen. (2018) Creative Learning: Paradox or Possibility in China’s Restrictive Preservice Teacher Classrooms?. Action in Teacher Education 40:2, pages 186-202.
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May Britt Postholm. (2018) Teachers’ professional development in school: A review study. Cogent Education 5:1.
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Anna P.M. Tappel, Cindy Louise Poortman, Kim Schildkamp & Adrie J. Visscher. (2023) Promoting sustainable educational innovation using the Sustainability Meter. Journal of Professional Capital and Community 8:3, pages 234-255.
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Mingzhe Wang & Lawrence Jun Zhang. (2023) Understanding teachers' online professional learning: A “community of inquiry” perspective on the role of Chinese middle school teachers’ sense of self-efficacy, and online learning achievement. Heliyon 9:6, pages e16932.
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Rui Zhang. (2023) The application of relational theory towards a deeper understanding of emotional variables in language education. Heliyon 9:6, pages e16758.
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Xiaojiong Ding, Lei Wang & Lingshuai Kong. (2023) The Impact of Local Versus Nonlocal Professional Development Programs for Teachers: Evidence From China’s National Teacher Training Project. SAGE Open 13:2.
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R. Prenger, A. P. M. Tappel, C. L. Poortman & K. Schildkamp. (2022) How can educational innovations become sustainable? A review of the empirical literature. Frontiers in Education 7.
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Ellen Larsen & Jeanne Maree AllenEllen Larsen & Jeanne Maree Allen. 2021. Teachers as Professional Learners. Teachers as Professional Learners 27 56 .
May Britt Postholm. (2020) Premises and Promises for Expansive Learning in Teacher Education. Frontiers in Education 5.
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Lesіa Zbaravska, Olha Chaikovska, Tetiana Bilyk, Lyubov Budnyak, Ella Dobrovolska & Diana Kirika. (2020) Strategies for effective vocational training of high school students in electrical engineering. E3S Web of Conferences 154, pages 07010.
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Tai Mei Kin, Omar Abdull Kareem & Khalip bin Musa. (2019) Examining Professional Learning Communities in National-Type Chinese Primary Schools in Perak, Malaysia. International Journal of Academic Research in Progressive Education and Development 8:2.
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Anna Elizabeth Du PlessisAnna Elizabeth Du Plessis. 2019. Professional Support Beyond Initial Teacher Education. Professional Support Beyond Initial Teacher Education 3 33 .
Jeanne Allen, Glenda McGregor & Donna Pendergast. 2019. Professionalism and Teacher Education. Professionalism and Teacher Education 199 216 .

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