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Reviews a range of theories, concepts and learning approaches that are relevant to the development of professionals. Goes on to take a look at how professionals actually learn, once they are in practice. The latter is based on empirical research conducted across 20 professions. Reports on the range of experiences and events that practitioners had found particularly formative in helping them become fully competent professionals; this point often not having been reached until long after their formal professional training had ended. An attempt is made to relate the formative experiences reported to particular theoretical approaches to learning. The experiences are classified into a number of general kinds of “learning mechanism” and these are placed within a “taxonomy of informal professional learning methods”. The results of the research should be of use both to professional developers and to individual professionals. They should assist developers in their planning of placements or post‐formal training. They should help individual professionals to maximise their professional learning, by seeking out particular kinds of experience and making the most of those that come their way.

This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences.

The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching.

Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps.

Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning.

Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

The purpose of this paper is to touch upon the unaddressed points regarding the practice of lesson study (LS) in the field of language teacher development in a Turkish education context by considering the challenges faced and observed by the EFL teachers, their suggestions to design a process like LS practice and benefits that LS practice could provide them in terms of teaching and professional development.

The analysis is based on the data from five EFL teachers’ collaborative work in an arrangement of lesson and learning study and from the researcher’s observations during meetings and discussions throughout the process. The data consist of interviews with participant teachers (pre and post), video recordings of the teacher workshops, field notes of the researcher and video recordings of the research lessons. The analysis was carried out through content analysis beginning with listing the responses of participants, identifying the frequency of citations, collecting similar responses under a common category to determine the categories and at last placing codes into the related categories.

The results show that the teachers had some concerns about LS practice both before and after practicing the model in the study context. They stated their concerns mostly about time, increasing responsibility and effort, being a demanding process. However, the practice seemed to meet their expectations, lead to improvements in knowledge, teaching practices and perspectives, contribute to the personal and professional development of teachers and triggered enthusiasm and a desire for students to participate actively in learning process.

This paper serves as an explicit example of LS practice with its plus and minuses in a Turkish education context as teachers’ views and the researcher’s personal reflections in the current study can guide the process of change and provide evidence and practical suggestions on the feasibility of the program for the ones attempting to experience it. Besides, the teachers’ perceptions and suggestions regarding LS practice in the present study can enable other teachers, organizers of professional development programs and the researchers an opportunity to lead future practices.

Whereas the achievement of students has closely been linked with the quality of teachers and there is a bulk of literature supporting the need of teachers' preparation in enhancing their quality, professional development (PD) of teachers has been a central focus of reform initiatives in education across the globe. This paper aims at analysing the existing literature on PD of teachers to reflect on the models and characteristics of effective PD, and to highlight the importance of context in PD of teachers.

To respond to the aim of the paper, a search in the field of pedagogy in Education Resource Information Centre (ERIC) was undertaken. The search strings used were “models of teachers' professional development”, “characteristics of teachers professional development” and “context in professional development” restricted to time period from 2000 to 2020.

The major argument this paper presents is that the models and characteristics of PD are relative and there is no uniform model to be implemented across contexts. Instead of debating the models and characteristics of effective PD, academics and practitioners have to be watchful to the context and the real needs of teachers in a particular context.

The paper critiques the generalisation of Western generated PD models to the developing world especially Pakistan which the existing research and literature is silent about.

This paper aims to build a comprehensive picture of teacher experiences as three educational institutions undertook the process of pedagogical strategy reform through professional development thus uncovering important local data to inform policy and the change process in public and private schools in the UAE. This paper compares the outcomes, successes and challenges that impacted each project.

The three studies were ethnographic case studies using autoethnographic techniques. Data were collected using the following methods: survey, semi‐structured and unstructured interviews, evaluations, observation, document analysis, and reflective journals. The data were analysed using an inductive process of identifying themes.

The findings indicate that individual and collective learning as a result of developing learning communities contributes to a new, evolving and organic model of professional learning which encourages a focus on long‐term solutions for educational leadership in the UAE. Some of the issues that arose include the role of the project manager, the value of distributed leadership, levels of decision making, work relations and processes, and training versus education.

This paper contributes to the knowledge base on professional learning in several ways including the development of a better understanding and analysis of teacher professional learning; the development and implementation of a new model of teacher professional learning; the identification of a framework that has a potential application in other contexts; and evaluation of an interdisciplinary application of teacher professional learning.

The purpose of this paper is to propose a model for holistic professional development as an alternative to practices that have been piecemeal and curriculum focused ignoring, in particular, the critical dimension of management development.

A conceptual framework for considering professional development needs is provided in the form of an holistic model. The model, with its meshed infrastructure of appropriate educational leadership, performance management and strategic management suggests that four essential dimensions – curriculum, management, school and personal development – can be adapted as a basis for planning and evaluating a school's professional development programme.

Leaders at both system and school level should be interested in the insights provided and challenged to think differently about current practice and the implications for strategic management when the active management of professional development is made a priority.

The paper fulfils a need to provide educational managers with conceptual tools for planning and evaluating professional development programmes.

The purpose of this study is to propose a contemporary-specific model entitled “sustainable development model of accounting professional ethics (SDM-APE)” and empirically investigate and quantitatively prioritize its components.

The study adopts the mixed content analysis research method and integrates both qualitative and quantitative approaches. The necessary data for the initial model are extracted after examining 569 published articles related to professional ethics of accounting in Iran during 2005-2015. Then, the ethical codes are reviewed, summarized and extracted via “content analysis.” Based on the findings of this study, a sustainable accounting model is developed, which consists of four constructs, including personal, social, economic-organizational and environmental factors, with 69 components. Afterward, the model is tested through collecting questionnaires and simple random sampling by 217 academic and professional experts. Accordingly, the second-order confirmatory factor analysis in LISREL software is used.

The paper clearly demonstrates that ethics in the professional accounting are underpinned by four major constructs: personal, social, economic-organizational and environmental factors; all four mentioned constructs of the model are interconnected and affect professional ethics in accounting and maintain a proper goodness of fit. Meanwhile, social, personal, economic-organizational and environmental features reveal the greatest fit accordingly. The variable of “avoiding the misuse of organizational property and information” is the most important variable of the model. It is followed by deontology, responsibility and accountability for environment, preventing environment degradation and emission of environmental pollutants, promoting the culture of environmental conservation, standing in the second to fifth priority levels, respectively.

This paper has developed a contemporary practical model in professional accounting ethics, which is extensive and applicable to various organizations.

Professional development aims to impact upon teacher knowledge, teacher practice and thus change student outcomes. Some of the most effective examples of professional development have focussed on active involvement of staff and administration in the process and have been extensive and progressive in nature. In this paper, we report on the implementation of a model of professional development in which school reculturing, collaboration between teaching professionals and opportunities for individual teacher learning are core themes. This study, undertaken at a disadvantaged primary school in Queensland, Australia, was a collaborative effort between the school and a university. The case study data were collected within the context of a larger research project. Analysis of the data, collected from focus group interviews with 11 teachers at the school and reflective notes taken from the second author’s research journal, revealed four major themes which focus on reflections of the process of professional development: individual focus areas chosen by the teachers; positives about the process; areas for improvement; and ideas for sustaining the professional collaboration. In conclusion, this study has shown that professional development undertaken in a climate of school reculturing and collaboration enhances a teacher’s sense of ownership and relevance of the in‐service.

The Southeast Ohio Teacher Development Collaborative (SEOTDC) represents a regional professional community-of-practice with leadership as a key component of educator and organizational capacity building. This chapter highlights the work of this collaborative partnership among five teacher preparation programs in Appalachian Ohio that responds to regional contexts in planning and delivering professional development. Individuals from representative public and private institutions of higher education, state and local educational agencies, and school districts engage in action planning to improve teacher preparation, professional development, and mentoring processes for educators. This is accomplished through recruitment, retention, identification, support, promotion, encouragement, and involvement in a variety of SEOTDC initiatives. Professional development to build educator capacities is considered in terms of people and their contributions, the synergies that are created during the process of collaboration, and organizational arrangements that are designed to support renewal, reform, and personal and interpersonal development. After setting the context within which SEOTDC operates, the chapter identifies concerns, solutions, and outcomes related to four collaborative initiatives.

This paper aims to use the results of three research initiatives to present the life‐long learning leader (4L) framework, a model for leadership development intended for use by designers and providers of leadership development programming.

The 4L model is a conceptual framework that emerged from the analysis of one study conducted in Canada and two others conducted in international settings.

The 4L framework contains eight dimensions that leadership development programming should address: career stage, career aspirations, visionary capacity, boundary breaking entrepreneurialism, professional skills, instructional design and assessment literacy, crisis management, and approaches to leadership development.

As with all research, findings are subject to researcher biases and limitations.

The 4L framework can be used as the basis for graduate programs in leadership, small‐ and large‐scale leadership development initiatives, and cross‐cultural leadership development. Implications of the 4L framework are discussed in relation to stakeholder roles, e.g. leaders, professional developers, university leadership preparation programs, employers, policy makers, and researchers.

The 4L is a framework for leadership development not only applicable within the field of education but also in broader contexts such as business and industry, health and social services, sports, and government. The 4L framework merits serious consideration by professional development providers and institutions of higher learning as a vehicle for leadership training and nurturing. It is comprehensive in that it suggests particular learning content for leadership development initiatives but it also addresses the processes for effective professional development of adult learners.