Professional Development in Education,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 17
Published: Dec. 10, 2024
Looking
at
opportunities
for
learning
during
moments
of
chaos
and
disequilibrium
can
lead
to
the
understanding
contingency
as
a
resource
learning.
Internationally,
pandemic
enabled
new
ways
learning-practice
has
had
important
implications
development
teachers
school
leaders.
In
this
paper,
we
aim
discuss
informal
experienced
by
leaders
in
Brazil
pandemic.
This
period
provided
an
opportunity
principals
experience
about
resolving
issues
equity
within
their
schools.
New
relationships
between
schools
families
emerged
differences
social
justice
became
apparent.
When
were
closed,
many
visited
homes
students
first
time.
Experiencing
challenges
changed
mindset
caused
reconceptualise
purpose
leadership
need
think
laterally
informally
own
professional
The
intention
article,
then,
is
highlight
implicit
that
pandemic,
make
it
more
explicit
necessary,
but
limited,
value
formal
complex
cultural
situations.
Teaching and Teacher Education,
Journal Year:
2024,
Volume and Issue:
141, P. 104466 - 104466
Published: Feb. 6, 2024
Globally,
school
leaders
express
a
need
for
ongoing
professional
learning
to
support
teacher's
knowledge
and
skills
in
inclusive
education.
This
paper
reports
on
interview
data
collected
from
four
18
teachers
who
have
various
roles
Australian
schools
(four
sites)
about
their
experiences
of
operationalise
schooling.
Most
the
did
not
leadership
titles
or
designated
but
descriptions
experience
indicated
teacher
action.
Our
research
draws
Transformative
Leadership
Theory
aims
identify
how
transformative
tenets
an
additional
tenet—Relatedness,
are
evident
lead
Each
site
supports
different
model
learning:
Coaching,
Collegial
Partnership,
Community
Practice
(CoP),
Independent
Learning.
The
findings
were
analysed
consider
impacted
participant's
perceptions
influence
practices.
indicate
that
provided
comprehensive
framework
elucidate
majority
this
study.
Relatedness
as
tenet
was
important
consideration
leading
change
participants
contributed
fostered
environment,
where
could
expand
skills,
work
critically
collaboratively
with
colleagues,
promote
education
practices
communities.
Education Sciences,
Journal Year:
2025,
Volume and Issue:
15(1), P. 95 - 95
Published: Jan. 16, 2025
The
paper
aims
to
map
available
evidence
regarding
the
transfer
of
learning
from
professional
development
(PD)
into
practice.
scoping
review
is
based
on
an
analysis
key
characteristics
effective
PD,
drawing
60
meta-analyses
and
various
types
reviews
(e.g.,
systematic,
integrative,
etc.)
PD
both
in
general
fields
published
2009
2024.
Three
research
questions
are
put
forward:
What
characterises
PD?
Which
theoretical
concepts
scientific
literature
represent
adult
practice?
And
what
processes
indicators
show
ways
transferring
outcomes
methodology
organised
three
steps—preliminary
study,
main
conceptualisation—by
selecting
publications
deriving
conclusions
relevant
questions,
as
well
identifying
knowledge
gaps
for
further
exploration.
uses
characterise
practice
it
determined
by
different
contexts,
traditions,
practices.
Although
has
been
defined
several
models
have
developed,
effectiveness
related
still
ongoing.
However,
not
all
evaluations
take
these
bases
evaluate
existing
practices,
so
proposed
researchers
make
difficult
compare
results.
problem
insufficient
terms
measurable
comparable
criteria
fields.
reveals
a
variety
controversial
or
incompletely
researched
aspects
results
Sustainability,
Journal Year:
2025,
Volume and Issue:
17(6), P. 2748 - 2748
Published: March 20, 2025
This
research
investigates
the
challenges
and
opportunities
rural
elementary
teachers
perceive
in
using
AI
as
a
pedagogical
tool
to
support
student
learning
schools.
Using
convergent
parallel
mixed
methods
approach,
we
analyzed
responses
from
45
who
participated
professional
development
on
integration
education.
Through
both
closed-ended
open-ended
survey
responses,
employed
an
adaptation
of
TPACK
framework
(I-TPACK)
literacy
proposed
by
UNESCO
identify
primary
utilizing
for
purposes
The
results
highlight
resource
accessibility
teacher
critical
reduce
digital
divide
communities.
Teachers
see
inclusion
opportunity
personalize
learning,
workload,
facilitate
teaching
multigrade
classrooms
without
perceiving
it
job
threat.
At
same
time,
they
emphasize
need
technological
didactic
resources
aligned
with
specific
characteristics
their
contexts,
such
offline
adaptable
curricula
address
prevalent
issue
limited
or
absent
internet
connectivity
many
Frontiers in Education,
Journal Year:
2024,
Volume and Issue:
9
Published: Feb. 1, 2024
This
article
reports
on
an
evaluation
study
of
a
professional
development
program
to
promote
teachers’
agency
for
social
justice
and
educational
equality.
Despite
that
teachers
are
seen
as
change
agents
justice,
few
studies
have
investigated
what
empowers
them
adopt
this
role.
Therefore,
we
designed
theory
with
seven
manifestations
(e.g.,
being
committed
experts,
taking
initiatives).
Fourteen
primary
school
participated,
engaging
in
individual
reflections,
focus
group
interviews,
open-ended
questionnaire.
Thematic
analysis
was
used
code
such
commitment
initiatives.
The
results
demonstrated
empowered
sense
among
the
participants.
For
example,
they
displayed
heightened
awareness
inequalities
critical
stance
toward
their
own
actions,
policies,
education
system
relation
contributes
theoretical
knowledge
about
how
experienced
can
be
develop
justice.
Key
factors
supported
included
sufficient
time
support
familiarize
themselves
equality
concepts,
well
receiving
comprehensive
practical
interventions
dedicated
discussing
applicability
teaching
practice.
Advances in educational marketing, administration, and leadership book series,
Journal Year:
2024,
Volume and Issue:
unknown, P. 77 - 114
Published: Dec. 20, 2024
In
this
chapter
the
authors
use
impacts
of
global
pandemic
on
educational
systems
as
a
muse
to
highlight
need
for
leaders
transition
from
strategic
planning
foresight
thinking.
They
analyze
shortcomings
traditional
bureaucratic
models
and
emphasize
importance
adaptive
leadership
in
addressing
contemporary
challenges.
present
Three
Horizons
Framework
tool
envisioning
long-term
innovations
integrating
into
school
leadership.
By
examining
issues
like
teacher
shortages,
choice,
facilities
management,
provides
practical
steps
fostering
future-focused
mindset
environments,
urging
embrace
innovation,
adapt
emerging
trends,
cultivate
resilience
face
an
ever-evolving
landscape.
The
study
investigated
users'
perspectives
on
My
Path
to
Learning
(MPTL),
an
interactive
cloud
technology,
as
a
tool
for
differentiating
instruction
in
phonology
and
spelling
K-8
students.
aimed
enhance
the
digital
platform
by
incorporating
acting
upon
user
feedback.
researcher
collected
qualitative
data
examine
acceptance
perceived
satisfaction
with
using
technology
clinical
classroom
settings.
included
two
cycles
of
collection
analysis.
Cycle
1,
completed
fall
2022,
gathered
initial
feedback
embryonic
MPTL
educational
input
informed
significant
enhancements.
2,
summer
2023,
tested
improvements
original
new
users
evaluate
platform's
impact
teaching
learning.
results
indicated
that
collaboration
between
developers
generated
unique
features,
which
motivated
students,
encouraged
instructional
differentiation,
provided
performance
indicators,
led
meaningful
practice
usefulness.
User
customization
also
resulted
navigational
difficulties,
decreasing
participants'
perceptions
ease
use.
However,
student
enthusiasm
significantly
influenced
value
utility
educators.
research
shifts
view
from
challenge
catalyst
innovation,
essential
creating
dynamic
inclusive
tools.--Author's
abstract
