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Ciuffetelli Parker, Darlene – Cogent Education, 2017
The study examines the impact of professional development on the topic of poverty in one high poverty school community located in a small city in southern Ontario, Canada. It considers narrative-based experiences of teachers' collaborative inquiry on literacy practices after a significant amount of professional development was provided to…
Descriptors: Faculty Development, Poverty, Social Justice, Literacy
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Loima, Jyrki – Cogent Education, 2016
This qualitative article discussed the collaboration skills and pedagogical solutions of Thai teachers and teacher students as those were presented during the academic year 2014-15. Subsequently, the data were produced by teachers' in-service activities and students' workshops. Discussion adapted the latest research on topic, addressing two…
Descriptors: Foreign Countries, Faculty Development, Qualitative Research, Preservice Teacher Education
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Barnawi, Osman Z. – Cogent Education, 2016
The study referred to in this article adopted a dialogic approach, putting the voices of experienced teachers and supervisors into the form of a dialogue in order to examine how both parties perceive, enact and justify their pedagogical practices in actual school settings. Various sets of data were utilised, including interviews, classroom…
Descriptors: Supervisor Supervisee Relationship, Experienced Teachers, Educational Practices, Interviews
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Edge, Ken; Reynolds, Ruth; O'Toole, Mitch – Cogent Education, 2015
This research study interrogates the self-reported perceptions of seven experienced Human Society and Its Environment (HSIE) teachers about the professional learning influencing their classroom teaching after being involved in a number of initiatives to improve their teaching in New South Wales (Australia). The results indicated that the teachers'…
Descriptors: Teacher Attitudes, Teacher Improvement, Faculty Development, Foreign Countries