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Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and communication technologies (ICTs) into their teaching and learning. Drawing from human capital theory and spillover effects, this paper examines how teachers PLCs can facilitate ICT integration.

Using a qualitative methodology, the researchers designed a phenomenological study. From semi-structured interviews, data were collected from 15 selected secondary school teachers from four selected secondary schools in Tanzania.

The study revealed that teachers use various strategies to enhance ICT integration in teaching practices, namely, community collaboration, practice-based approaches to ICT integration and the utilization of digital learning tools in instructional practices. Furthermore, the results showed several constraints on the ability of teachers’ PLCs to encourage ICT integration. These constraints were divided into three parts, i.e. major challenges at the macro, meso and micro levels.

The paper has the potential to inform policy and practice, particularly in the area of PLCs. Also, it helps to better understand the changing practices with ICTs through PLCs when there are insufficient resources for ICT integration.

To support teachers in using ICTs in their instructional practices, it is essential to build their capacities through PLCs to increase their confidence and competence in ICT integration.

The purpose of this study is to explore beginning teachers’ diverse challenges and how these are related to self-directed professional learning through social media.

The authors conducted a content analysis of 2,445 “New Teacher” tagged posts shared in the r/Teachers subreddit. With 1,246 posts relevant to beginning teachers’ challenges, the authors used a socio-ecological model to analyze and categorize the challenges.

Results showed that posts reflected diverse and complex challenges. Such challenges were found to be interrelated and associated with employment status, highlighting teacher marginalization issues. Results also show that most posts sought resources or advice rather than merely complaining about their situations, meaning that beginning teachers leveraged the anonymity and shared affinity offered by r/Teachers to overcome their challenges as self-directed professional learners.

The current study not only highlights diverse and complex challenges faced by beginning teachers but also sheds light on how they navigate their challenges in social media spaces. This research provides unique insights into how social media, particularly an anonymous affinity space – r/Teachers, can benefit teachers’ professional growth in today’s digital era.

The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

The purpose of the study was to gather data to determine whether instructional coaching partnerships can improve teachers’ implementation of learned mathematics instructional strategies. Teachers are willing to learn and implement new mathematics strategies after professional development sessions to see better student learning results. However, the implementation process can become difficult. Our purpose was to determine whether implementing mathematics strategies improved if an instructional coaching partnership supported teachers.

“Do instructional coaching partnerships improve teachers’ implementation of mathematics instructional strategies?” We gathered data to determine whether instructional coaching partnerships support teachers’ capacity to implement new learning. Data were collected using video recording or classroom observation as a pre- and post-assessment. Teachers received 4 to 6 weeks of instructional coaching support during the intervention. Teachers completed a questionnaire about their intervention experiences. Student testing data were also analyzed to determine whether the intervention increased learning outcomes.

Our findings showed improved mathematics strategies, explicitly implementing the open-ended questioning strategy used during mathematics instruction. Open-ended questions to check students’ mathematics understanding increased by 42%. Teachers responded to a qualitative survey and stated overall satisfaction with the support provided by the instructional coach. Additionally, state testing scores in Grades 3 to 5 increased proficiency levels. Grade-level growth comparisons increased between 5 and 28%.

This study adds to current research stating that instructional coaching cycles and the implementation of partnership principles can positively support the execution of learned teaching practices. The study also indicates the effects of coaching support on students’ learning.

Social networks (SNs) play a significant role as environments supporting teacher professional development. The purpose of this to analyze the motivation and participation roles that Spanish teachers have when participating in SNs for their professional development in three professional stages: preservice teachers, beginning teachers and experienced teachers.

The study uses a mixed-method approach, combining two validated surveys, one applied to 217 preservice teachers and other to 68 beginning teachers and 384 experienced teachers, with 15 interviews. A qualitative exploratory sequential strategy has been followed along with an ex post facto quantitative survey-type study of a descriptive and inferential nature.

Preservice and beginning teachers use SNs to access materials and resources with which to learn, presenting an observer and passive role in their interaction on SNs. Experienced teachers log in to learn about experiences but begin to participate more actively in SNs for searching for specific resources, establishing contacts with other teachers, contributing with their own educational materials and helping other teachers with their doubts or even forming their own communities.

These findings help understand how the evolution in teacher expertise accompanies the level of involvement in their social network interactions. The results allow us to better understand how different levels of teaching experience influence the way Spanish teachers access and participate in SNs, in some cases consuming and in others producing digital content.

Although building professional capital improves student learning and the effectiveness of schools in educating students, it needs to be explored in the area of primary schools in Ethiopia. Thus, this study was conducted to explore the practices of primary school principals to develop the professional capital of teachers and the associated challenges.

A case study was used to collect data from nine teachers and five principals of Ethiopian primary schools using a maximum variation sampling. Data obtained from interviews and two focus groups were subjected to thematic analysis.

Principals and teachers reported that to develop the human capital of teachers, principals provided teachers with opportunities to attend training, encouraged informal collaboration for professional improvement and encouraged the practice of continuous professional development programs. For the development of social capital among teachers, the principals also formed various social groups, encouraged frequent interactions between school stakeholders and created a caring school culture to strengthen the interactions between school stakeholders. For building the decision-making capital of teachers, principals promoted an environment in which teachers' professional judgment and wisdom are respected and so forth. The challenges to develop professional capital were related to teachers and principals, schools and education bureaus.

Building teachers' professional capital increases school effectiveness, although primary schools still need to investigate this further. Therefore, by improving knowledge and information on approaches to building professional capital in teachers, this study is important to administrators and other relevant school stakeholders. This also helps principals transform their leadership behavior to be more pedagogical in leading teaching and learning and enhance teachers' ability to build and exercise effective social and professional behaviors towards their students in their daily practices.

Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers’ formal and informal learning and uncover the relationship between the two.

The participants of the study are 1,886 primary and secondary in-service teachers in China. Structural equation modeling and bootstrapping are used to test the proposed model.

The study reveals complicated influencing mechanisms of formal learning on different types of informal learning among in-service teachers. Teachers’ basic psychological needs, satisfaction and challenge-seeking behavior are found to play crucial mediating roles in this process.

First, this study suggests that different configurations of intervention strategies should be formulated depending on the foci for improving teachers’ learning. Second, this study indicates that only highlighting the importance of reflection, which is the approach currently used, is not sufficient to improve teachers’ daily reflective practice. Third, there is an urgent need to design training programs to improve teachers’ abilities to purposefully expand their job boundaries, which could not only benefit teachers’ performance but also contribute to school improvement. For policymakers and school principals, we suggest that more attention be given to the satisfaction of teachers’ basic needs.

This study contributes to the literature on workplace learning by connecting formal and informal learning and elucidating how teachers’ reported formal learning influences their informal learning activities via varied paths. The findings have implications for continuous professional development policy and training programs in the workplace.

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.

In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.

Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.

This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.

This study examines the relationship between teacher leadership and learning in lesson study (LS).

A multilevel analysis of data was conducted based on the results of a questionnaire survey of 129 teachers collected through Google forms from 27 schools in the city.

First, in the sample, leadership and learning perceptions in LS did not differ depending on the school that teachers belonged to but appeared as a difference between teachers who perceived leadership and learning within their school and those who did not. Second, the influence of leadership on learning perceptions in the LS was found to be different depending on the socialization, externalization, combination and internalization phase. Third, the results suggested that principals should provide leadership supporting the research team’s leadership.

Previous research on LS has not focused on the relationship between the principal’s leadership and teacher learning. The findings of this study are significant both academically and practically, as they suggest in what settings of LS leadership can work effectively for teacher learning.

This study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.

The data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.

We found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.

This study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.