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This study explored preservice and in-service early childhood teachers' online academic learning beliefs and strategies.

Two hundred preservice and in-service teachers respectively from Taiwan participated in this research. A focus group discussion was carried out concerning the development of the questionnaires. The exploratory and confirmatory factor analysis confirmed good construct validity and reliabilities of the survey.

The survey results showed that in-service teachers generally held more sophisticated learning beliefs than the preservice teachers in all scales. Also, in-service teachers responded with a higher level of online academic learning strategies than the preservice teachers did. Regarding their online experiences, preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. However, preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. It was found that those in-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.

The findings of this study could provide insights for the development of online academic learning ability in preschool teacher training programs.

(1) In-service teachers generally held more sophisticated learning beliefs than the preservice teachers. (2) Preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. (3) Preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. (4) In-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.

Examines relationships between the role of elementary school principals in teacher in‐service activities and: what principals acquire in administrator in‐service training; and what principals do in regard to teacher follow‐up activities in the classrooms. Using interview and observation techniques, relationships are found which reflect successful efforts extended towards school improvement.

The Kenyan Government, being concerned about the quality of school education, is attempting to increase teacher effectiveness and student learning. To achieve these goals, current in‐service programs need to be improved for all head teachers and teachers. Also, the role of the head teacher in promoting relevant teacher development requires greater recognition and administrative training. Organizations such as the Kenya Education Staff Institute need to be more involved in providing up‐to‐date staff development for all educational administrators and other educators. More attention also must be paid to effective induction, internships, strategic staff placements, financing, collaboration among provider organizations, and opinions of teachers concerning in‐service needs. Head teachers can do much to improve teaching and learning by using professional formative evaluation of their teachers.

The study aims to examine the issues relating to workplace learning at the upper secondary school level. This study is based on the two questions. How should the professional/peer-learning community or PLC be developed and deployed to help strengthen in-service teacher training? The second question is what are the success factors which contribute to the continuity of the PLC within the Bangkok Metropolitan Administration (BMA) context?

This study, considered as a case study, is based on BMA’s in-service teaching training program which took place from August 2014 until September 2016. Observations and interviews represent the key tasks undertaken for this study. Observation focuses on the PLC adaptation for a teacher network and key activities relating to actual teaching and learning. Interviews with teachers and students help evaluate the suitability of the PLC’s use as a component of in-service teacher training for workplace learning. The application proposal to international funding helps outline how the data from the observation and interviews should be grouped and analyzed.

The PLC’s implementation involves a network of teachers (those teachers who traveled to Finland for pedagogical training), the selection of a common theme (i.e. a polluted waterway reflecting environmental phenomena) allowing various different subject teachers to work together and actual teaching and learning across schools with students through project work. The results of the interviews demonstrate that a PLC is a potential alternative for BMA’s in-service teacher training. The PLC allows teachers to share their experience and knowledge while simultaneously strengthening students’ life skills through the PLC’s applications.

The case study demonstrates the process through which the PLC is successfully deployed. The BMA applied the PLC alongside and in collaboration with the actual student teaching and learning, instead of separating them because the PLC was regarded as training. PLC is dependent on: the willingness of the teachers to work together, their ability to come up with a common topic that they can link their knowledge, enable several subject teachers to work together, an effective planning process to gradually involve the students in problem-based learning and public recognition to demonstrate their success.

The PLC appears to benefit workplace (or school) learning and development for both teachers and students. Additionally, the use of the PLC in this case study points to an alternative for future in-service teacher training at BMA schools. When compared with the existing practice of sitting in a room and listening to an external expert without much interaction, participating teachers feel that the PLC helps them become more motivated, through experience and knowledge sharing.

The contribution to research is the knowledge on the PLC’s implementation for in-service teaching training (as part of workplace learning). Moreover, the PLC should be applied simultaneously with actual teaching and learning through project work. Three notable lessons learned from comparing the effectiveness of the PLC use between BMA and Finnish schools point to the importance of pre- and in-service teacher training with the focus on continuous dialogue and open communication, familiarity with integrated lesson plan and teacher autonomy.

Compares the views of pre‐service and in‐service elementary school teachers regarding the effectiveness of school leaders in Cyprus. Data were collected from 66 in‐service teachers, and 79 pre‐service teachers enrolled at the University of Cyprus. The findings indicate that in‐service teachers were significantly more positive than pre‐service teachers in their assessment of school principals. The former considered the weaknesses associated with principals to be mainly the result of the limitations of the educational system in Cyprus, whereas the latter expected their future superiors to be ineffective in their management of interpersonal relationships. The paper points to the need for better training and preparation of both school leaders and teachers before their appointments.

The purpose of this study was to examine the challenges experienced by in-service English as a Second Language (ESL) teachers in an open distance learning (ODL) institution of higher learning in Malaysia. Many in-service ESL teachers who do not have the necessary teaching qualifications are seeking to obtain their teaching qualifications via the ODL mode of studies as it allows them to work as teachers while obtaining their teaching qualifications at the same time. They face multiple challenges which lead to high attrition rates, a concern for ODL institutions of higher learning worldwide.

A qualitative research design using a case study approach was used in this study where in-depth interviews were conducted with four in-service ESL teachers who are currently enrolled in an undergraduate Teaching English as a Second Language (TESL) programme conducted via ODL.

The research is exploratory in nature. Findings highlighted four major challenges by these in-service ESL teachers: (1) financial difficulties, (2) work commitments, (3) family sacrifices and (4) emotional stress. However, technological use was not considered a challenge as mentioned by literature.

Findings from the study may be useful to ODL institutions to provide relevant support to ODL students to improve student retention rates in ODL institutions.

This study may be considered as a baseline analysis on the challenges experienced by in-service ESL teachers in ODL institution of higher learning in Malaysia. Further in-depth studies are needed to understand how ODL institutions can better support their education programme students to complete their teacher education programmes.

The aim of the present study is to investigate why teachers participate in Information and Communication Technology (ICT) programmes, what their sociological approaches are, and where they focus their attention in order to achieve the objectives of their training in these new technologies.

The sample group of this research consists of 162 teachers who work in primary schools in Northern Greece. There were 70 (43.2 percent) men and 92 (56.8 percent) women. For the fulfilment of the general research an improvised questionnaire was designed concerning the training of teachers in ICT. In total, it comprises 80 questions.

The findings of the research study show that one of the main reasons for primary school teachers' participation in ICT programmes is their interest in exploiting ICT, in both their teaching and in their personal lives. They consider lifelong education as necessary to the practice of teaching and useful in settling educational inequalities, while at the same time they think that in‐service education should be in accordance with the requirements of the modern social‐cultural environment.

This is an interesting research on ICT training of teachers in Greece, developing a critical thinking approach towards ICT in‐service training. The article stresses that the in‐service training interact and are affected by the social and political orientations that prevail in social and educational policy.

The in‐service bandwagon is well on its way. But who is to be responsible for seeing that a good idea is actually put into practice?

This article aims to assess the awareness among educators of strategies put in place for peer teacher evaluation (PTE), and training opportunities availed to them in relation to PTE.

The study was conducted in secondary schools in three selected districts of Western Province of Kenya using a descriptive survey design. Data were collected from school principals, senior teachers, heads of departments and teachers using questionnaires, interview schedules and a document analysis guide.

The findings generally revealed that though all schools where PTE was practised had made some attempts to organise some awareness programmes, they were not focused as evidenced in the varied reasons that were provided to show why they were organised. The study also established that less than half of the teachers had been exposed to in-service training opportunities.

There is scarce literature based on empirical studies focusing on school-based teacher evaluation (SBTE). Most of the studies the author was able to access were descriptive and on teacher evaluation in general. Consequently, most recent studies in Kenya, for example, tend to focus on topical issues like HIV/AIDS, gender, Free primary education and how they impact on curriculum implementation while what goes on in the classrooms is ignored.

Identifying and analysing awareness strategies and in-service teacher training related factors that hinder and/or promote PTE may help in strengthening the practice if the recommendations of this study are implemented. Findings of this study if accessed may provide information to policy makers both at national, local and school levels in Kenya on the practice of PTE. National and local policy gives legality to PTE while school policy directs the process and procedures for the practice at school level. This study also provides a theoretical knowledge that precedes the practice of PTE.

Peer Teacher Evaluation embraces characteristics such as collaboration, collegiality and dialogue and so can enhance positive working relationships among teachers. Teachers in the classroom are known to maintain cultural norms of privacy and individualism. Peer Teacher Evaluation being teachers evaluating each other, therefore, removes the culture of privacy and individualism. If well practised, it may promote rapport and trust among teachers.

The study analysed the level of awareness and in-service training of teachers on PTE which is one of the modes of SBTE in secondary schools with the purpose of coming up with suggestions that may help bring about improvement in the practice in order to strengthen it in schools.

The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to withstand pressures and thrive amidst uncertainty. To this end, the pilot study reported here aims to examine mathematics educators’ initial reflections on what it means to be a risk-taker in the classroom, what prevents them from engaging in instructional risks and what would support their instructional risk-taking.

The pilot study utilized interviews with participants, including four pre-service teachers who were enrolled at the university and seven in-service teachers who were employed on active PDS campuses within the school district.

Preliminary findings suggest teacher beliefs concerning risk-taking, the barriers to engaging in such behaviors and the support needed to be able to take instructional risks. Results highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.

These findings have important implications for universities and PDS partners engaged in preparing teachers for an educational field that is unpredictable and continually changing. Additional research should be completed in varying PDS settings.

Findings highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.

Educators are currently faced with an unprecedented instructional landscape. Antifragile, risk-taking teachers are needed who are adaptable and innovative, thus better equipped to enter the challenging and uncertain realities of education.