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Purpose: Drawing from occupational socialization theory and social capital theory, the purpose of this study was to investigate the socialization of physical education teachers in a professional learning community during induction. Method: Because this investigation consisted of a single school, a single instrumental case study design was utilized. The school was purposely chosen given its status as a "model professional learning community." Two physical education teachers, three school administrators, and the founding principal participated in this study. Data collection consisted of a combination of dyadic interviews, focus groups, observations, and documents. Results: Data analysis revealed three overlapping themes with supportive categorical subthemes: (a) Dispersed and Inclusive Leadership, (b) Teacher Empowerment, and (c) Culture of Belonging. Discussion: Implications for physical education teachers include the necessity of ongoing collaboration with administrators, cross-curricular colleagues, and physical education teaching peers. Physical educators should seek to develop strong social capital within the school professional learning community. [ABSTRACT FROM AUTHOR]

Purpose: To investigate school principals' perceptions and applications of professional learning communities (PLCs) and how they interpret the roles of physical educators within these structures. Method: This study was conceptualized as an exploratory interview study. Eight elementary and two secondary school principals across four districts participated in semistructured interviews. Each principal had been trained and was currently utilizing the same PLC framework within their respective schools. Result: Data analysis revealed three overarching themes with supportive subthemes: (a) PLCs are Centered on and Structured for Student Learning, (b) The Roles of Physical Educators Differ in Perception and Function, and (c) Successful PLCs are Facilitated by Team Trust and Disrupted by Drift. Discussion: The findings carry implications for principals, physical educators, and physical education teacher education programs. Principals and physical educators have mutually reinforcing responsibilities in creating an equitable space for physical education in the school PLC community. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions Takeaways Social media provides new opportunities for teachers to learn, communicate and develop professional relationships. It has been proved to be a valid and helpful resource for teachers' professional learning purposes.While previous studies pursued questions like how participants feel, how to support interaction and why participants remain committed, we asked a more fundamental question: what is the structure of a massive informal online professional learning network and what dynamics can we expect regarding participants' commitment?This work presents an empirical study of massive informal online professional networks to investigate the dynamics of learning communities and participants' commitment over time. We employed social network analysis and data mining techniques on a longitudinal data set of more than 400,000 tweets published with the hashtag “#edchat.”We found that around 30% of participants remained committed to the informal learning community over time. Meanwhile, as more and more people committed to the online learning community, participants tended to form smaller communities where the internal connection was stronger.In informal online learning environments, participants can form stable connections. The 30% threshold can be used to measure massive informal online learning networks in terms of commitment or persistence. [ABSTRACT FROM AUTHOR]

AbstractThe rapid expansion of K-12 computer science education highlights the urgent need for well-prepared teachers. The Computer Science Teachers Association (CSTA) facilitates the development of local teacher professional learning communities (PLCs) through CSTA chapters. This study investigated the types of support CSTA chapters provide, how teacher leaders establish local PLCs and engage teachers of computer science, and the challenges encountered in this process. The investigation included multi-year focus group interviews with chapter leaders and teacher member surveys. The findings reveal that CSTA chapters serve as vital resources of professional support, amplify teachers’ voices, and nurture their professional identities in teaching computer science. This study provides a nuanced understanding of local PLCs for computer science educators, informing future endeavors in teacher preparation and development. [ABSTRACT FROM AUTHOR]

Background: Integration of digital tools and resources in STEM instruction has garnered significant attention due to its high potential. Digital professional development is identified as a pivotal factor for equipping teachers with necessary digital skills to effectively orchestrate digital resources. Notably, the role of professional learning communities is considered critical. However, the intricate relationships among digital professional development, professional learning communities, and digital instructional integration among STEM teachers remain underexplored. Utilizing partial least-squares–structural equation models (PLS–SEM), the present study examined links in digital professional development, professional learning communities, and digital instructional integration among STEM teachers (N = 16,072) who participated in the Programme for International Student Assessment (PISA) 2022. Results: Findings from the PLS–SEM analysis indicate that digital professional development exhibits a direct positive relationship with professional learning communities and digital instructional integration. Relatedly, professional learning communities is positively correlated with digital instructional integration. In terms of indirect effect, findings show that professional learning communities play a significant positive mediating role in linking digital professional development and digital instructional integration. Conclusions: This study reports new evidence on the influence of digital professional development on digital instructional integration through professional learning communities among 16,072 STEM teachers and concludes that, when STEM teachers regularly immerse themselves in professional learning communities, they are more likely to benefit from their digital professional development by integrating digital technologies in classroom instruction. Policymakers and educational leaders should consider promoting digital professional development and professional learning communities among STEM teachers, along with efforts to encourage digital instructional integration. [ABSTRACT FROM AUTHOR]

Language teacher associations (LTAs) serve as a platform for the personal and professional learning of language teachers. This study uses Q methodology to explore how involvement in Thailand TESOL promotes collective leadership among its committee members. Twenty current and former members participated in a card-sorting task, and six of them were further interviewed. A by-person factor analysis categorised participants into three groups based on their shared perspectives on collective leadership. Thailand TESOL provides its committee members with various forms of collective leadership, such as collaborative efforts to contribute to English education, inclusive leadership practices and shared purposes. The evolving educational landscape requires members to practice collective leadership and adaptability, encouraging a culture of continuous professional learning and innovation within and beyond the association. The findings not only illuminate distinct aspects of collective leadership promoted by the association but also contribute to LTA research, particularly concerning members' personal and professional learning. [ABSTRACT FROM AUTHOR]

To cultivate professional learning communities (PLC) has become a widely recognised strategy for school development and student learning. This case study employed multimethod qualitative data collection (focus groups, individual interviews, and document analysis) to provide insight into how PLC within two primary schools cultivated physically active learning (PAL) in Norway. Findings illustrate how PAL can be cultivated in different ways and that the process is contingent on school leadership, irrespective of participation in continuing professional development programmes. Drawing on Robinson’s student-centered leadership, we suggest that school leaders, teachers, and other staff members practice this when cultivating PAL to build capacity and ownership among staff. The study concludes that PLC could be a strategy for cultivating PAL when combined with internal and/or external PAL expertise. [ABSTRACT FROM AUTHOR]

This article reports on the findings of research that investigated the personal, organisational, and socio-political factors that affect early and mid-to-late career teachers’ well-being in Australian schools. Framed through the lens of the Job Demands-Resources Model, the study focused on both positive and negative indicators of teacher well-being. Informed by a qualitative research methodology, the study draws upon data from in-depth semi-structured interviews with early and mid-to-late career teachers which addressed four dimensions of impact on teacher well-being: (i) job/professional resources, (ii) job/professional demands, (iii) school culture, and (iv) social, cultural, and political challenges. Examination of the data indicates that both novice and experienced teachers rely significantly on accessible resources like mentorship, professional learning communities, increased autonomy, and interpersonal connections, which contribute positively to their overall well-being. However, challenges such as time constraints, administrative responsibilities, toxic school environments, and larger systemic issues exert detrimental effects on teachers’ well-being. [ABSTRACT FROM AUTHOR]

ABSTRACT This study investigates the multifaceted roles and competences of STEAM (Science, Technology, Engineering, Arts and Mathematics) educators and their engagement in Communities of Practice (CoPs). Through an online survey of Greek educators who have implemented STEAM educational projects, employing both closed and open‐ended questions, this research uncovers the complexities of the STEAM educators' role and illustrates how engagement in CoPs can be critical for their professional development and pedagogical practices. The findings highlight the benefits of collaboration, experience exchange and the adoption of best practices within these communities, emphasising CoPs' transformative potential in enhancing STEAM education. By focusing on the educators' perceptions and the contributions of CoPs to teaching, learning and professional growth, this study offers insight that may benefit other European countries without a formal STEAM curriculum, advocating for the integration of art in STEM fields and the importance of CoPs in advancing educational practices towards a more equitable, inclusive and vibrant society. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effects of school- and teacher-related factors on teachers' professional learning. A quantitative cross-sectional survey design was employed using the data collected from 810 teachers in Türkiye. Path analysis was used to examine the structural relationships among variables, including instructional leadership, learning climate, teacher self-efficacy, teacher enthusiasm, teachers' attitudes towards professional development and teacher professional learning. Results validated a mediation model in which instructional leadership had direct and indirect effects on teacher professional learning. Results showed that the instructional leadership practices of school principals foster a positive learning climate that enhances teachers' self-efficacy, enthusiasm, and attitudes, ultimately supporting their professional learning. Drawing on evidence from a non-Western educational context, this study contributes to the international knowledge base by demonstrating the effects of both school- and teacher-related factors on teachers' engagement in professional learning. [ABSTRACT FROM AUTHOR]

The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional learning community (PLC), a space with potential for promoting more equitable student outcomes. Analysis of ELL teachers' participation in PLCs at two urban high schools, and the topics addressed in PLC meetings, provides implications for teacher and student learning, and reinforces the significance of ELL teacher expertise. [ABSTRACT FROM AUTHOR]

The expansion of early language learning has fostered the need to prepare qualified teachers of English to young learners. This paper presents findings from a multi-site case study of initial teacher education programmes created in 2015 in Portugal when English became compulsory in grades 3 and 4. The study investigated intended professional learning competences and tasks as described in curricula, as well as teaching and inquiry practices developed in practicum settings. A multi-method approach was used, involving the analysis of ten higher education institutions' curricula, a sample of practicum reports, the responses of former student teachers to an online survey, and reflective records from student teachers, faculty supervisors, and cooperating teachers. Findings portray a reflective, inquiry-oriented view of professional development and the enactment of current teaching approaches. The study stresses the role of curricula and practicum arrangements in creating meaningful professional learning scenarios and promoting learner-centred teaching in schools. [ABSTRACT FROM AUTHOR]

Using a co-writing, participation-by-design approach applied to a case study methodology, this article highlights some experiences in education during the first four months of the COVID-19 pandemic. Changes in focal purpose, hierarchy of leadership, engagement between teachers and school leaders and homes focussed on student learning and achievement as well as student and family well-being, professional learning communities and communication strategies were all observed. Setting the educational environment within the bioecological system of Bronfenbrenner identified how issues in the external environment were addressed by educators at the onset of the pandemic. The innovative method, a joint academic-practitioner approach, using the strengths of each, to reflect all voices in authentic, human-centred, relationship identified a shared learning community that problem-solved together. [ABSTRACT FROM AUTHOR]

Increasingly, professional learning (PL) approaches in the U.S. and globally are reflecting highly adaptive and socially constructed views of learning. However, much remains to be learned about how professional learning groups discursively develop and sustain collaborative communities. Drawing on positioning theory in this year-long qualitative study, we sought to understand how the dialogue used in a literacy teacher learning community shaped how participants engaged in PL. Results revealed that the nature of dialogue within and across social tasks during collaborative PL meetings evolved such that the teachers in the PL community assumed and enacted more agency for their professional learning across the year. Moreover, the evolving storyline of the group across the year was informed by the way discursive practices were enacted in terms of conversant's rights and duties, the social force of their conversational turns, and the evolving identities of individuals and the group. This work matters because the more we understand the characteristics of effective PL approaches, the better we can co-construct effective PL communities with teachers that promote their learning and the learning of their students. [ABSTRACT FROM AUTHOR]

This study explores whether the relationship between departmental leadership (i.e. group-oriented and development-oriented departmental leadership) and the interpersonal characteristics of professional learning communities (PLC) (i.e. collective responsibility and reflective dialogue) varies between departments, depending on whether teachers display traditional or constructivist beliefs. The data were collected from 197 teachers in 30 departments in 26 Flemish (Belgian) secondary schools via an online teacher survey and then analysed using multi-group path analyses. The results show no differences depending on teachers' educational beliefs. However, teachers with a group-oriented departmental leader experience more collective responsibility and report a higher frequency of reflective dialogue in their department. [ABSTRACT FROM AUTHOR]

This study investigates the experiences of a professional learning community (PLC) composed of six secondary math teachers enrolled in a graduate math methods course. Through the discussion of educational texts and collaborative inquiry, the teachers identified classroom challenges they aimed to address through individual action research projects. The PLC provided a supportive environment for teachers to share their processes, receive peer feedback, and collectively reflect. This study underscores the value of action research and PLCs in driving educational improvement. By engaging in structured inquiry within a collaborative setting, teachers gained insights into pedagogical issues, developed targeted incremental interventions, and contributed to the broader discourse on math education pedagogy. The collaborative PLC model facilitated reflective practice, challenged assumptions, and empowered teachers as agents of change. Implications for teacher professional development, instructional practices, and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Kastamonu Education Journal / Kastamonu Eğitim Dergisi is the property of Kastamonu Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The development of inclusive education has become a policy priority across the world, yet the reality of enactment is inconsistent. While many barriers contribute to creating inclusive classrooms, effective teacher professional learning (PL) presents a significant challenge. Professional learning communities (PLCs) have been identified as potentially transformative models of PL but despite the growing research base on PLCs, there is limited research on their role in the context of inclusive education. We address this knowledge gap and build upon previous research that demonstrated the positive impact of a PLC on sustained PL for inclusive practice. Situated in the Republic of Ireland, PLCs for inclusive practice were developed in four schools, supported by a school-university partnership, comprising one academic and four teacher leaders. Focus group interviews with the PLC participants (n = 33) and observation of practice in two schools indicated teacher change. Of note, PLCs that transform PL for inclusive practice can be internally led when teachers are empowered through a school-university partnership. This paper strengthens the research on the potential of PLCs as transformative models of PL for inclusive practice and offers a framework that includes design principles for school-university partnerships to support the PLCs for inclusion across diverse school contexts. [ABSTRACT FROM AUTHOR]

This conceptual analysis paper discusses the characteristics of teacher leadership (TL) in Science, Technology, Engineering, and Mathematics (STEM) education, presenting benefits for its development within the professional learning communities (PLCs). We describe our STEM education approach and argue that TL in STEM is different and more complex than leadership in any particular discipline. We compare two pathways for STEM learning and professional development (PD): engineering design approach and modeling approach. Then, we answer two research questions pertaining to the characteristics of STEM teacher leaders' (TLRs) knowledge, dispositions, and skill set; the support TLRs need to empower STEM educators; and consequently, we discuss how PLCs can become vehicles for growing STEM TLRs and empowering teachers. When promoting integrated STEM, educators likely find themselves in an out‐of‐field teaching situation, where communication with their PLC's leaders and peers is crucial in developing epistemological multiliteracy and confidence. We elaborate on the four main characteristics of STEM PLCs: (1) collaborative nature; (2) focus on boosting teachers' pedagogical content knowledge and confidence; (3) evidence‐based decision making; and (4) advocacy for high‐quality STEM education, teacher education, and PD. Each feature serves different but complementary goals, suitable for developing and utilizing the seven dimensions of TL discussed in the literature. [ABSTRACT FROM AUTHOR]

Researchshows that Professional Learning Communities (PLCs) foster teachers'professional learning. However, there is little knowledge about theirimplementation among early childhood (EC) teachers in Chilean andLatin American contexts. This article seeks to characterize two PLCscomposed of EC teachers and to analyse, from the participants'perspectives, the experience as a professional learning process. Froma qualitative perspective, a multiple case study was developed. 27 ECteachers participated, 12 from PLC 1 and 15 from PLC 2. Datacollection included nonparticipant observations, interviews and focusgroups. Data were analysed by an open coding process based ongrounded theory. The results show that each PLC highlighted differentaspects related to pedagogical practice, self-care practice, trustand close relationships, and institutional validation. From theteachers' perspective, PLCs contribute to professional learning, interms of fostering complex and critical reflective practice, andcollaborative conceptual learning that promotes not only knowledgeacquisition and construction but is also empowering for teachers.Practical and investigative implications are discussed. [ABSTRACT FROM AUTHOR]

Biology teachers received professional development to effect instructional changes that ensure student cognitive engagement and knowledge acquisition at higher cognitive levels. We asked the following questions: 1) What are the initial needs of teachers to promote active learner engagement and knowledge acquisition at higher cognitive levels? 2) What changes in teaching practice does each form of support trigger? 3) Do supportive and reflection-based professional development succeed in improving pupil academic achievement? Teachers received support in the form of interactive lectures and ready-made examples in the form of a written lesson plan to develop teaching practices that promote cognitive engagement and knowledge acquisition at higher cognitive levels. Throughout the professional development programme, they reflected on the success of their teaching practices derived from the lectures and implemented according to the prepared plans based on feedback. The analysis of video recordings of lessons enabled the collection of feedback, while learning communities facilitated critical discussions. Changes in teaching were monitored and identified through (self-)evaluation of recorded lessons using the Teaching Observation Form (TOF). The impact of the training on students’ academic performance was determined using knowledge tests administered before and after the teacher training. Although teachers made positive changes in their teaching, these did not lead to an improvement in students’ academic performance. [ABSTRACT FROM AUTHOR]

The article focuses on celebrating the past, present, and future of early childhood education as the National Association for the Education of Young Children (NAEYC) approaches its centennial. Topics include honoring cultural traditions within the community, evolving professional learning opportunities, and advancing initiatives for inclusivity, accreditation, and membership growth.

The article introduces a special issue focused on the renewal and reconceptualization of supervision in TESOL. Topics include the extensive experience of the guest editors in various aspects of TESOL supervision and instruction, the common practices and challenges in classroom observation and feedback, and the gaps in scholarship concerning the cognitive and affective processes involved in supervision and its impact on teaching and learning.

The article explores the use of video-mediated post-observation conversations (VMPOC) to complement traditional preservice practicum supervision in Japan. Topics include the impact of video on enhancing evidence-based and data-led discussions during post-observation conversations, the potential of video to facilitate deeper teacher reflection and participation, and the role of university-based teacher educators in promoting reflective practices through VMPOC.

Across jurisdictions, new and experienced teachers are expected to engage in ongoing professional learning that centers context, student learning, and teachers as adaptive instructional designers. The present study examines one such professional learning opportunity. From 2017 to 2020, a university teacher education program partnered with a school division in Alberta, Canada, to create a professional learning community (PLC) for instructional design. Pre- and in-service teachers jointly participated in 12-month cycles of formal workshops, sustained practicum placements, and iterative opportunities for co-learning and reflection to strengthen their skills as instructional designers, with a specific focus on a design thinking approach. Semistructured interviews conducted between June 2020 and June 2021 with six pre- and in-service teachers who had participated in the PLC identified five key themes: (a) a sense of willingness, (b) teaching for innovation, (c) creating space to change practices, (d) a notion of 'currency', and (e) collaboration across stakeholder groups. Participants' insights offer situated examples of how such collaboration may extend knowledge sharing across pre- and in-service boundaries to provide multilevel supports for teacher-led professional learning. [ABSTRACT FROM AUTHOR]

Few existing research examines the relationship between transformational leadership and professional learning communities. This study aims to explore the relationship between transformational leadership and professional learning community components from the perspective of teachers in the Chinese context. A total of 385 primary school teachers participated in the questionnaire survey. This quantitative study used the 12-item Multifactor Leadership Questionnaire and the16-item PLC scale. The structural equation model showed a good fit. The results showed that transformational leadership had a significant positive effect on professional learning community. Moreover, it has a significant impact on all four components of PLC, namely, organizational learning, shared responsibility, reflective dialogue, de-privatized practice. Transformational leadership conflicts with Chinese Confucian culture on some core features, which provides valuable cases for research on the applicability of transformational leadership in different contexts. At the same time, it also provides empirical evidence for the study of the relationship between transformational leadership and professional learning communities. [ABSTRACT FROM AUTHOR]

Objective This research aims to identify school principals' practices in integrating technology. Methods: The methodological approach employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Qualitative or mixed studies that examined school principals' practices in integrating technology into school teaching and learning conducted between 1999 and February 2023, were eligible. Data was searched through Science Direct, Springer, ProQuest, Emerald, Web of Science, Eric, and Google Scholar search engines. Thematic analysis was used to synthesize the findings. Results: Out of 6441 results from primary and supplementary searches, 19 eligible studies were chosen within five framework domains: Establishing and conveying the vision (creating a shared vision of technology integration, sharing vision continuously, and modeling technology use); Facilitating a high-quality learning experience for students (making databased decisions, promoting technological pedagogy, and digital citizenship education); Building professional capacity (creating professional development opportunities, encouraging a professional learning community, embracing job-embedded learning, and encouraging differentiated learning); Creating a supportive organization for learning (providing appropriate resources, promoting a collaborative culture, leading change, supporting risk-taking, and fostering a positive attitude towards technology); And connecting with external partners (cultivating communication networks within society, and involving parents in education). Conclusions: The results revealed notable distinctions in school principals' practices between blended learning and traditional education. Some practices of principals, such as curriculum planning, have become less prevalent. Nonetheless, there is a heightened emphasis on practices like engaging parents in education. Additionally, school principals facilitate students' learning by directly engaging in their tasks. [ABSTRACT FROM AUTHOR]

Abstract Background Integration of digital tools and resources in STEM instruction has garnered significant attention due to its high potential. Digital professional development is identified as a pivotal factor for equipping teachers with necessary digital skills to effectively orchestrate digital resources. Notably, the role of professional learning communities is considered critical. However, the intricate relationships among digital professional development, professional learning communities, and digital instructional integration among STEM teachers remain underexplored. Utilizing partial least-squares–structural equation models (PLS–SEM), the present study examined links in digital professional development, professional learning communities, and digital instructional integration among STEM teachers (N = 16,072) who participated in the Programme for International Student Assessment (PISA) 2022. Results Findings from the PLS–SEM analysis indicate that digital professional development exhibits a direct positive relationship with professional learning communities and digital instructional integration. Relatedly, professional learning communities is positively correlated with digital instructional integration. In terms of indirect effect, findings show that professional learning communities play a significant positive mediating role in linking digital professional development and digital instructional integration. Conclusions This study reports new evidence on the influence of digital professional development on digital instructional integration through professional learning communities among 16,072 STEM teachers and concludes that, when STEM teachers regularly immerse themselves in professional learning communities, they are more likely to benefit from their digital professional development by integrating digital technologies in classroom instruction. Policymakers and educational leaders should consider promoting digital professional development and professional learning communities among STEM teachers, along with efforts to encourage digital instructional integration.

This study explores early career academics' (ECAs) professional learning in a Danish university's Professional Learning (PL) program, based on problem- and project-based learning (PBL) principles. Using a complexity theory lens, professional learning is viewed as a dynamic process involving intrapersonal, behavioral, relational, and contextual sources. Data from 38 written reflections via a questionnaire and six in-depth interviews were analyzed to assess ECAs' learning outcomes and challenges during and after the PL program. The findings indicate that the program advanced participants' PBL and pedagogical knowledge, changed their pedagogical beliefs and teaching practices, and improved their collaborative skills and interactions with students and colleagues. Several challenges ECAs confronted are reported at individual and organizational levels, namely, time management, the learning process, the actual teaching and supervision process, institutional culture, and resource allocation. The study suggests ways for ECAs, program designers and organizers, and university management in promoting more effective professional development processes. [ABSTRACT FROM AUTHOR]

Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter 'first teachers'). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers' learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run. [ABSTRACT FROM AUTHOR]

This conceptual paper discusses 'unseen observation' as an alternative model of classroom observation to support teachers' professional learning. The paper starts with a critical synopsis of how observation has been appropriated principally as a performance management tool for monitoring teacher effectiveness in the UK. It argues that the overreliance on assessment-based models has led to the hegemony of observation as a performative tool and its subsequent dilution as a catalyst for professional learning to develop teachers' pedagogic thinking and practice. As a counter narrative, this paper proposes an alternative, peer-based model, unseen observation, which reconceptualises and reconfigures observation for professional learning by prioritising collegial meaning-making and reflexive dialogue. Drawing on the concept of intersubjectivity to theorise unseen observation, the principles, purpose and practical application of this model are discussed, along with its benefits and challenges. The paper argues that unseen observation offers a structured approach for stimulating and channelling opportunities for teachers to engage in honest introspection, participatory sensemaking and reflexive dialogue of their practice. Meaningful and sustainable improvements in professional learning are arguably more likely to flourish by creating such opportunities, though further research is needed to investigate the application and impact of unseen observation as a model. [ABSTRACT FROM AUTHOR]

Professional learning may be the most significant when the teacher feels fundamentally challenged and questioned about their practices, beliefs, or identities. In this paper, the elements that cause such fundamental challenges and questions – disruptions – are called 'disruptive hooks'. In the process of addressing such disruptive hooks, teachers create various knowledge artefacts to store the meaning of the various pieces of information. However, there would not necessarily be sufficient discussions about artefacts as outcomes of reflective practices and the way for disruption to boost or ignite the creation of knowledge artefacts. This conceptual paper argued that disruptive hooks would lead teachers to professional learning, which would then result in knowledge artefacts being produced to store the information, knowledge, know-how, or even imagination. In other words, professional learning requires disruptive hooks by its nature, and the struggles in the learning and changing processes of the teachers result in producing knowledge artefacts. [ABSTRACT FROM AUTHOR]

Teacher design teams (TDTs) are professional learning communities in which teachers collaborate to (re)design innovative educational materials. When appropriately supported, TDT work stimulates the explication and use of pedagogical content knowledge, thus providing important opportunities for teachers to learn from one another. However, TDT coaches struggle to provide adequate support, largely because this concerns not only vertical leadership through the structure, clarity and quality of the team process, but also the creation of an environment in which leadership is distributed among participants. In this conceptual article, we draw on research literature from teacher design teams and team leadership to conceptualize guidelines for TDT coaches. Specifically, we address the question: How can TDT coaches support professional learning and team effectiveness? To support TDT coaches in the translation of research-based guidelines to daily practice, a concrete routine is provided and examples of enactment are given. Alignment with other design team routines is discussed, along with considerations related to the needs and perspectives of both TDT coaches and participants alike. [ABSTRACT FROM AUTHOR]

Purpose: Social media has become a popular platform for forming professional learning communities (PLCs) for educators. However, few studies have been conducted to understand physical educators' behaviors in these social media-based PLCs. This study aimed to investigate physical educators' help-seeking behaviors in a social media-based PLC on Facebook. Method: A case study was conducted to explore physical educators' help-seeking behaviors. A total of 4,323 posts were collected and analyzed using content analysis procedures. Both descriptive and qualitative analyses were performed. Findings: More than half (51.45%) of posts published in this Facebook PLC aimed to seek help. Six themes reflecting the types of help that physical educators sought were generated: teaching ideas and materials, equipment and technology, classroom management and discipline, extracurricular event and program development, career and professional development, and social and emotional support. Conclusion: The findings suggest that social media-based PLCs can provide physical educators at all levels opportunities to seek help. [ABSTRACT FROM AUTHOR]

We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4‐year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co‐evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations. We qualitatively analyzed the video/audio recordings of the PLC members' interactions in eight 75‐min PLC meetings (11 h) and a full‐day professional development (8 h) and classroom teaching (34 lessons) over the period of 6 months. We found that the contextual resources accumulated from the historical 4‐year RPP—including a culture of collaborative inquiry, collegial relationships, structures for teacher collaboration, and expertise embedded in individuals as well as co‐developed tools and practices (cultural, social, structural, and expertise resources)—were important. These resources, in combination with emerging teacher leadership (leadership resource) and timely supports, such as school leadership and district‐based funding for sustaining structures for collaboration (leadership and structural resources), enabled the teachers to launch and drive their own collaborative inquiry and shift instruction after the conclusion of the grant. The harmonized contexts led the teachers to learn across the PLC and classrooms by engaging in co‐evolution mechanisms—setting goals based on classroom data, reasoning about instructional practices using various representations of teaching, and experimenting on a set of common practices across classrooms. This paper is part of the special issue on Teacher Learning and Organizational Contexts. [ABSTRACT FROM AUTHOR]

We present a multiple case study wherein one institution established new communities of practice supporting graduate student instructors teaching coordinated courses in the presence of minimal existing resources and funding. This was accomplished by partnering with and adapting resources from another institution; one with a well-established community-driven curriculum structure. In particular, we detail a potential model for similarly seeding a new community of practice by describing amounts of time and attention for adapting curriculum materials. We also detail how a professional learning community approach can be leveraged to build curriculum structures that can sustain an equitable community among instructors. [ABSTRACT FROM AUTHOR]

Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition of collaborative support provided by professionals knowledgeable about the RTI framework, including specific elements of this model such as evidence-based practices and progress monitoring assessments. We describe the process and outcomes of a university–school partnership aimed at developing and implementing an RTI program for reading at the Tier 1 level. [ABSTRACT FROM AUTHOR]

Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers' experiences of working with students affected by trauma, and (2) consider the potential implications of this for their well-being. Through an online professional learning programme, we worked with three distinct groups of pre-service PE teachers (n = 22). The workshops generated data through individual activities and group tasks that allowed participants to reflect on their experiences. Findings revealed that pre-service teachers had several encounters during their school-based placements with young people who may have experienced trauma. These experiences were felt by the pre-service PE teachers – both emotionally and physically. Pre-service PE teachers were encouraged to develop self-care strategies; however, our participants indicated that this was not always easy to do. That said, pre-service PE teachers were able to describe some of the strategies they engaged with to take care of themselves and safeguard their own well-being. Many of these strategies were relational and involved spending time with others – such as school colleagues (teachers and/or mentors) – who were available to offer both practical and emotional guidance and support. Thus, our findings reinforce the importance of pre-service teachers learning about self-care and emotional regulation as part of initial teacher education courses. [ABSTRACT FROM AUTHOR]

The study's goals were to find out how much culturally responsive leadership headmasters are employed and how many professional learning community (PLC) are set up in small schools. It also looked into the relationship between these two variables by using a questionnaire in a quantitative survey design, which was administered to 546 respondents out of 754 that had been distributed. Descriptive statistics were used to study the level of perception of all variables, and inferential statistics used Pearson's correlation coefficient to study the relationship between the variables. The findings of the study showed that school headmasters practiced a culturally responsive leadership style, and teachers also participated a lot in PLC. Teacher participation in PLC had a significant relationship with culturally responsive leadership at the 0.05 significance level. The results of the study also showed that culturally responsive leadership accounts for 48.7% of the variance in teacher participation in PLC. This finding greatly suggests that culturally responsive leadership practices are important in contributing to teachers' practices in PLC, which in turn will improve student learning. [ABSTRACT FROM AUTHOR]

The development of bilingual education has rapidly grown in the past few decades, with v and ying implementations reflecting each country's political, social and cultural contexts. In response, the Taiwanese government launched the Bilingual 2030 policy in Taiwan to improve international competitiveness and communication. Employing the FERTILE model as the theoretical framework, this case study focuses on (1) comprehending the role of the administrative team in implementing bilingual education within schools and (2) exploring the function of bilingual teacher professional learning communities. The results indicate that the involvement of school administrative teams, along with the support from BPLCs, are essential for implementing bilingual education in schools. More importantly, this research highlights the importance of administrative teams in providing a supportive environment. Also, the support from administrative teams is significant for enhancing the function of BPLCs, which play a key role in improving teachers' instructional strategies. The findings of this study can generate both theoretical and practical contributions to bilingual education in Taiwan. First, the findings provide schools and policy makers in Taiwan with valuable insights for fostering bilingual teacher professional learning communities. Second, the findings from the two case studies, which utilised the FERTILE model to implement bilingual education, can serve as references for its nationwide promotion. [ABSTRACT FROM AUTHOR]

This study investigated the level of professional learning communities (PLCs), teachers' professional development (PD), and their relationship in Greek primary schools. This quantitative survey, which included 428 Greek public primary schools, yielded 674 and 571 responses regarding PLCs and PD, respectively. Hord's five PLC dimensions were measured using the Professional Learning Communities Assessment-Revised questionnaire. The National Staff Development Council's 12 standards/three PD dimensions were measured using the Standards Assessment Instrument. The findings revealed that primary schools function as PLCs, but at the second implementation level, thus not refining their culture or becoming mature PLCs. Teachers' PD experiences focused more on the content of their professional learning, whereas the standards of research, assessment, and learning communities presented lower averages. The non-significant, low-degree, and negative correlation between PLCs and PD indicates that, as schools do not provide sufficient job-embedded PD experiences, teachers' PD is based on individual initiatives rather than schools' needs/learning/development. [ABSTRACT FROM AUTHOR]

Education is the most important part of sustainable society development. Traditional approaches to permanent lifelong educator training often fail to produce lasting changes in teaching practices (UN, Goal 4). This paper examines how educator involvement in a professional learning community (PLC) ensures equitable quality education and promotes lifelong learning opportunities for all and a sustainable digital transformation of the teaching and learning process. Participation in PLC and the use of contemporary learning environments positively impact the quality of educators' work, thereby enhancing the overall educational process. This study utilised a quantitative methodology, employing both descriptive and inferential statistics to analyse the data. Results indicate that a balanced integration of formal PLC structures and guidance, combined with elements of a non-formal, broader PLC and external incentives and support (such as projects), can surpass mere exchanges of best practices, foster innovation, and support the sustainable digital transformation of educators. This approach leads to a sustainable shift in pedagogical paradigms. The PLC_IP model (focused on including digital technologies and effective teaching strategies) enhances collective educator efficacy, contributing to improved teaching quality. For PLCs to achieve sustainability, they must be dynamic entities that adapt to the evolving educational landscape, ensuring their continued relevance and impact with rising completion rates over time. Our findings underscore the importance of innovative PLCs in driving sustainable educational development and improvement and provide a framework for future research and practical applications in educational settings. In addition, PLCs can strengthen the means of implementation and revitalise the global partnership for sustainable development (UN, Goal 17). [ABSTRACT FROM AUTHOR]

The Partnership for the Development and Success of Science Education in Secondary Schools project seeks to improve science education by fostering a dynamic environment for professional development and teacher-led inquiry within professional learning communities (PLCs). Addressing the long-standing problem of outdated pedagogical approaches, the initiative encourages secondary science teachers to actively engage in action research to identify and/or address student misconceptions of scientific concepts. Through collaboration with professional development leaders and university experts, teachers are empowered to implement and refine evidence-based instructional strategies and cultivate a culture of ongoing professional growth and reflective practice. The partnership emphasizes the importance of bridging the gap between educational research and classroom practice to improve the quality and effectiveness of science education. The project aims to bring about a positive change in teachers’ instructional practices and reflections and an increased alignment with contemporary educational standards and evidencebased practices. [ABSTRACT FROM AUTHOR]