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The purpose of this paper is to describe a review of the most frequently cited English articles of five models of collaborative professional development for mathematics teachers, aiming to describe the character of the development addressed and its quality issues.

The most frequently cited articles were chosen for their impact on the scientific discourse; they identify what aspects of the models are most focused and of interest. The research questions were: how is professional development described in the articles?, and what improvements are the models trying to increase or what problem are the models trying to solve? The review of these articles was also analyzed in relation to four quality indicators for praxis improvement (Holmqvist Olander, 2015): (A) ecological validation for predictive power, (B) generalization in theory, (C) cross-setting interventions, and (D) continuing professional development.

The result shows differences in focus. Educational action research focuses on solving the participants’ problem in the school environment while learning study tests different instructional designs to find the most powerful relationship between instruction and student learning. Lesson study and teacher research groups are collaborative professional development models integrated into the teachers’ ordinary work to develop everyday teaching and learning, and educational design research is mainly designed by researchers studying areas of interests, which can be shared by teachers.

The articles used for the analysis are a selection, and not a total sample of everything published about the models. This can be both a limitation and strength. A very small sample of typical studies is used for the analysis, even though the models are used in several other situations and contexts as well, which can be seen as a limitation. However, as the selection of articles have the strongest impact on the research of each model, as they are the most cited articles and affect the way they are used. The contexts differ and this can be seen as a limitation as the models might be more efficient in some cultural settings than other.

Based on the articles’ findings, these five models can all be recommended to develop students’ mathematical knowledge as well as teachers’ pedagogical content knowledge. The results of this review can be used to guide what model to use depending on the need for professional development.

Organisation for Economic Co-operation and Development (2015) and Hattie (2013) state that effective professional development is positioned as close to practice as possible, and that research questions should be raised and outcomes tested in teachers’ workplaces as a form of collaborative professional development. There is a contradiction between such claims and how we traditionally value research. Collaboration with teachers in research projects can, as well as aiming to have an impact on practice, sometimes be considered to be less scientific than a more objective standpoint that follows traditional indicators of scientific quality. This review shows how professional development can inform practice-based research and contribute with new knowledge of how to develop teaching and learning in the classroom.

The overview is different from an ordinary research review, as the focus is on the most cited articles. This is made to capture the main shape of how the models are presented in an international research context as the articles have an impact of how the models are understood and shared between contexts in different countries.

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.

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

The present study focused on an incubator model for the absorption of beginning teachers into the education system. This new model is based on the cooperative approach. The study examined mentoring perceptions among mentors. More specifically, the study investigated how mentors perceive the incubator and how mentors view the support provided to beginning teachers, as well as the contribution mentoring makes to fostering mentors' own sense of efficacy and professional development. These aspects were examined in comparison to the traditional dyadic model.

The study is based on quantitative and qualitative methods. In the quantitative study, 92 mentors working in incubators and 382 mentors working in a traditional dyadic setting responded to a self-report questionnaire. In the qualitative study, 28 mentors who were part of an incubator were interviewed.

The research findings indicate that the incubators create a dual effect of development and constitute a mantle of support that impacts the mentoring process, positions that as a dialogic–communal process and at the same time contributes to the professional development of both the beginning teachers and mentors.

The paper discusses the theoretical and practical contribution of the incubators as a new model for inducting beginning teachers into the profession.

The purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context.

The study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader, one academic coordinator and five teachers from each school, altogether 14 participants. The participants shared similar demographic characteristics. Semi-structured interviews were conducted to collect data, which were analysed thematically.

The findings of the study revealed that both schools have created PLCs to some extent and that school goals and culture were contributing factors in building these communities. Additionally, the SLs played a key role in promoting PLCs by encouraging teacher collaboration. The study concludes that SLs have the potential to strategize their actions to foster positive professional relations among teachers and ensure their well-being.

The study contributes to the literature on professional communities in Pakistan by validating a literature-driven PLC model. The model emphasizes collaboration among teachers, which can be facilitated by SLs. As such, the study implicates SLs in prioritizing the professional development of teachers to enhance student learning and achieve school success.

This study is unique in expanding a literature-driven PLC model within the Pakistani context, with a focus on teacher collaboration as facilitated by SLs. The model has the potential for replication in other contexts and can serve as a useful tool for future research.

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.

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.

This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.

Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.

In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.

Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.