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This study aimed to examine the emotional and cognitive dimensions of teachers to elucidate how various clusters manifested their emotions and perceived their self-efficacy within the context of curriculum reform. Employing a survey design, we analyzed responses from 624 upper secondary school teachers in Taiwan. The results revealed three teacher clusters distinguished by varying levels of emotions and self-efficacy. Regression analyses indicated that self-efficacy, in comparison to emotions, emerged as a stronger predictor for teacher collaboration and learner-centered teaching practices. These findings hold implications for designing tailored professional development courses. • Varying levels of emotions and self-efficacy characterized three teacher clusters. • The degrees of emotional experiences aligned with those of self-efficacy across teacher clusters. • Self-efficacy emerged as a stronger predictor than emotions for teacher collaboration and learner-centered teaching. [ABSTRACT FROM AUTHOR]

The analysis reported here focuses on the role of a school-based facilitator in supporting weekly grade-level workgroup conversations among the second-grade and fourth-grade teams. Using qualitative methods, we examined observation data to uncover and illustrate a set of facilitation moves used to structure workgroup conversations that engage in generative joint work–including reflecting on recent teaching, generalizing to principles of teaching and learning, and planning for immediate future teaching. This study has implications for facilitating teacher workgroups that deepen teachers' understanding of teaching as they collectively make instructional decisions for their students. • Facilitators play a key role in supporting teachers' collaboration and opportunities to support teachers' development. • We used qualitative methods to explore how a school-based facilitator supported weekly grade-level workgroup conversations. • Findings illuminate a set of facilitation moves to structure workgroup conversations that engage in generative joint work. • This study has implications for facilitating teachers' learning as they collectively make instructional decisions. [ABSTRACT FROM AUTHOR]

Through the lens of social capital, this study examines the significance of collaboration among teachers and their perceived support from school leaders during the first phases of the COVID-19 pandemic. By thematically analyzing interviews with thirteen teachers in three Icelandic upper secondary schools, the findings show that teachers who were part of teacher communities or collegial relationships were more likely to get necessary support and cope with the sudden changes. The results imply that schools could better prepare for future disruptions by systematically promoting collaboration within the school and providing teachers with the foundation to establish and build collegial relationships. [ABSTRACT FROM AUTHOR]

The study explored cognitive processes and dialogic moves involved in designing task-based lessons by analysing 45 Chinese language teacher candidates (TCs)' collaborative discussions. The findings showed that TCs engaged in macro- and micro-level cognitive processes. The dialogic moves, especially challenging and building on others' ideas, facilitated the analysis processes in which TCs developed and refined the lesson plans from the perspectives of pedagogy, students, and context. The research highlights the importance of teacher education in fostering teachers' abilities to develop lesson plans through multi-faceted analysis and engage in in-depth discussion by utilising dialogic moves of challenging and building on others' ideas. [ABSTRACT FROM AUTHOR]

We investigated approaches to knowledge co-construction in teacher learning groups (TLGs), changes in teaching and understanding of teaching perceived by TLG participants, and supportive and inhibiting conditions for knowledge co-construction in TLGs. Interviews with 39 teachers revealed three approaches to knowledge co-construction in TLGs based on the knowledge source used: practice-based, research-informed, and research-based. All teachers reported changes in teaching and understanding of teaching. Participation in research-informed and research-based teacher learning groups seemed to affect teachers' teaching and understanding of teaching more deeply than participation in practice-based groups. Supportive school leadership appeared as a key condition for teachers' knowledge co-construction. • Approaches for knowledge co-construction in teacher learning groups: practice-based, research-informed, or research-based. • Participation in teacher learning groups changes teachers' teaching and understanding of teaching. • Supportive school leadership is suggested as a key factor for knowledge co-construction in teacher learning groups. [ABSTRACT FROM AUTHOR]

Abstract This study uses hierarchical linear modeling (HLM) to investigate relationships among distributed leadership, professional collaboration, and teachers' job satisfaction in U.S. schools. Data are from the Organization for Economic Cooperation and Development (OECD) 2013 Teaching and Learning International Survey (TALIS). Results revealed teachers' perceptions of distributed leadership were significantly, positively associated with their job satisfaction after accounting for other individual and school culture variables, with reciprocal mediation between distributed leadership and professional collaboration. This study has policy implications for leadership in disadvantaged schools in addition to research implications, particularly regarding how leadership is reflected in the responses of different school stakeholders. Highlights • Distributed leadership was positively related to teachers' job satisfaction. • Reciprocal mediation existed for distributed leadership and professional collaboration. • School delinquency and violence and work satisfaction were negatively related. • Different measures of distributed leadership produced distinct results. • School SES was not a significant predictor of teachers' job satisfaction. [ABSTRACT FROM AUTHOR]

This study examines transcripts of collaborations among an experienced team of sixth-grade teachers in southern California to determine the extent to which the framework for Pedagogically Productive Talk (PPT; Lefstein, Vedder-Weiss & Segal, 2020) is a useful tool for examining teachers' collaborative discourse. Based on our analysis of quantitative and qualitative data, PPT contributed to a thorough and meaningful analysis of the substance and progression of teacher collaborations. This case study highlights the value of efficient focus on a robust problem of practice and provides an operationalization of the PPT framework that tracks discourse over the course of one meeting. • The framework for Pedagogically Productive Talk aligns with the collaboration of an exemplary teacher team. • Case analysis illustrates a challenging problem of practice and the team's efficiency. • Understanding variation in talk over the course of a meeting was important for analysis. • Methods developed for this study are useful for future small and larger scale studies. [ABSTRACT FROM AUTHOR]

This paper presents a systematic review of 52 empirical studies of formally-organized and informally-developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online participation, the review explores how teacher communities are shaped by broader contexts of teaching. The review shows that while formally-organized and informally-developed communities address different needs amongst teachers and support different outcomes, they also share several common characteristics. Indeed, regardless of type, online communities can be a valuable means of developing supportive and collegial professional practices. That said, more evidence is required on the specific collaborative merits of teachers' online interactions. [ABSTRACT FROM AUTHOR]

We investigated the development of general teachers' and special education teachers' cooperation in teaching dyads in inclusive classes. At the beginning, the middle, and the end of the school year, 13 dyads reported on their cooperation behavior and 184 students rated their perception of these teaching dyads' cooperation. Multilevel analysis revealed no change in cooperation behavior for general and special education teachers. No reciprocal effects between the dyad members' cooperation behavior occurred. Students' perception of the dyadic cooperation decreased. The results indicate that the dyad members failed to harmonize as an effective teaching dyad. [ABSTRACT FROM AUTHOR]

Edcamp unconferences are a non-traditional participant-driven form of educator professional learning. Although Edcamp participation has typically been voluntary, this mixed-methods paper presents participants' ( N  = 252) perceptions regarding their experiences at Edcamps run by their school districts and where their attendance was required. The majority of participants rated their Edcamp experiences positively. Many participants compared the content and format of their Edcamps favorably to the professional development available to them. Participants also offered feedback regarding how their Edcamp experiences could have been improved. We discuss these results and their implications for the Edcamp model and educator professional learning. [ABSTRACT FROM AUTHOR]

A hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536 in-service teachers attending a professional development course. Findings show collaboration tasks represented the highest teacher efficacy in primary and secondary teachers. Managing behavior represented the lowest level of teacher efficacy but slightly more in primary than in secondary school. Hence, future training regarding inclusive practices should be specific to the school level, with a strong focus on collaborations between school, parents, and the community. [ABSTRACT FROM AUTHOR]

Edcamps are a voluntary, democratic form of unconference. This paper presents participants’ perceptions regarding the impact of Edcamps. Data were gathered from a survey and interviews ( N =105). Participants overwhelmingly reported that Edcamp experiences caused changes in their practices and in student learning. The impacts of Edcamps were often described in terms of student engagement, experiences, and dispositions, rather than traditional measures of achievement such as test scores. Participants experienced various obstacles and supports as they utilized what they had learned at Edcamps. Considering these results, the Edcamp model and its implications for other forms of teacher learning are discussed. [ABSTRACT FROM AUTHOR]

This paper examines teachers' local curriculum development by analyzing such development as a process of object construction. One team of lower secondary school teachers, mandated to develop a subject curriculum for their school, was followed closely over a year through an ethnographic approach. Data from six team meetings were analyzed to trace how the curriculum was developed through a series of object instantiations that also worked on the construction process. This process required various forms of epistemic engagement, which should be acknowledged in current discussions of teachers’ work and their extended professional responsibilities. [ABSTRACT FROM AUTHOR]

Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re)design educational materials. Although studies have indicated that leadership is vital for TDTs’ functioning, providing adequate leadership is challenging. Both shared and vertical leadership are needed, and how to combine them is not obvious. TDT participants and coaches might benefit from insight into what shared and vertical leadership look like in practice. In this study, we monitored two TDTs that used a stepwise method that integrates shared and vertical leadership. Findings reveal that combining shared and vertical leadership in TDTs is possible, but remains a challenging balancing act. [ABSTRACT FROM AUTHOR]

The article talks about discussions by teachers on their own and others instructions, focusing on sociopedagogical norms that need to be considered when designing professional development in teaching. Topics discussed include teacher participation in professional development, and collaborations between teacher educators and classroom teachers.

The article investigates ways by which a team of teachers engaged with a conversational protocol. It also discusses dynamics of protocol appropriation as situated in and interacting with local culture and entailing adaptation and fading. It is noted that research has demonstrated potential benefits of on-the-job teacher collaborative discourse for instructional improvement.

Teacher educator professional learning, like teacher education, can be messy and complex. This study's purpose was to explore physical education teacher educators' understandings of how their participation in communities of practice (CoP) supported their own professional development. More specifically, significant dynamics and group processes of CoP were explored. Results indicated that engagement in CoP provided a foundation for collaboration and reduced isolation, allowing participants to extend teaching and research capacities. Significant social dynamics and group processes that shaped their practice included a common focus, personal and professional relationships, safe but challenging spaces, and shared commitment. [ABSTRACT FROM AUTHOR]

This paper examines contextual factors shaping teacher learning in a paired-placement teaching practicum in Vietnam. The study draws on third generation activity theory and Vygotsky's concepts of mediation and genetic method to conceptualise ‘context’ and how context shapes learning. Multi-layered forces were found to shape the pre-service teachers' learning to teach in their paired-placement. These forces include the teachers' prior experience, the shift to unconventional teaching, the teacher education programmatic features, and other sociocultural aspects. Beyond reporting the contextual factors influencing teacher learning, the study offers a novel approach to conceptualising and contextualising teacher learning in such collaborative settings. [ABSTRACT FROM AUTHOR]

Teacher collaboration consists of many types of activities and interactions. This quantitative study examines how the effects of collaboration differ according to both the type and frequency of collaborative activity. TIMSS data was analyzed to determine whether five indicators of collaboration predicted student achievement, teacher job satisfaction, and teacher confidence in Japan and the United States. Collaboration during lesson planning was a significant predictor of student achievement in the United States. Time spent visiting other classrooms corresponded to higher job satisfaction ratings in the United States. The results provide insight into the effectiveness of different collaborative activities in each nation. [ABSTRACT FROM AUTHOR]

Interactions among teachers are assumed to improve the quality of teachers' data use. Grouping teachers together challenges them to a more in-depth investigation of how pupil learning outcomes can be improved. This study combines social network analysis with qualitative data out of six teacher teams to provide insight into how teacher interactions change across data discussion, interpretation, diagnosis and action. We find that teachers’ networks become smaller, and that interactions become more intense and interdependent when progressing through the different phases. [ABSTRACT FROM AUTHOR]

Despite the centrality of teacher professional learning in efforts to raise student attainment, little is known about how learning is experienced by individual teachers. This paper uses narrative approaches to explore the professional life history of a mathematics teacher who began teaching in England in the late 1990s. The significance of context is revealed, the inspection regime emerging as a powerful force, shaping professional identity and restricting opportunities for collaboration. Such professional life narratives are a rich resource for biographical work, offering a means to better understand the broader socio-political processes affecting teachers’ lives, a crucial step in increasing autonomy. [ABSTRACT FROM AUTHOR]

The current study contributes to the growing body of empirical research on the connection between motivation and teachers' learning across professional life phases. With data from 253 practicing teachers, we tested hypothesized relationships through structural equation modelling in order to answer the question: How do practicing teachers' efficacy beliefs and engagement influence their professional learning beliefs? Results highlight the positive relationship between motivational constructs and professional learning – specifically, when learning is collaborative. Conclusions include implications for future research and a proposed integrative theoretical and developmental framework for understanding teachers’ motivation and professional learning. [ABSTRACT FROM AUTHOR]

This study starts from the finding that a complex – sometimes even paradoxical - relationship exists between teacher autonomy and collaboration. Teacher autonomy is often equated to independence and individual work, excluding collaboration by definition. Hence, the first objective includes disentangling this paradoxical relationship by defining perceived autonomy and collaborative attitude as two distinct concepts. As existing autonomy measures are not equipped to capture this distinction, the second objective includes the development of a measure in line with the proposed conceptualisation. This resulted in an instrument consisting of three scales (collaborative attitude, didactical-pedagogical autonomy, curricular autonomy) with confirmed psychometric quality. [ABSTRACT FROM AUTHOR]

This article addresses the transformation of the role of the Support and Attention to Diversity Teacher (SADT), traditionally called special education faculty. The results are from a qualitative study in three inclusive preschool and elementary schools in Catalonia, Spain. The results demonstrate a transformation in the role of the SADT that mobilizes teachers, specialists and diverse agents in the community to join the work of educational support. The transformation of the SADT role fosters an improvement in the attention and learning of children in the classroom, and existing resources are optimized in collaboration with the entire educative community. [ABSTRACT FROM AUTHOR]

A systematic literature review (N = 14) was performed with a focus on the influence of collaborative teacher research on the professional development of pre-service teachers (PTs). A thematic overview of reported outcomes is presented. Collaborative teacher research has proven itself to be a promising practice for improving PTs' knowledge and attitudes regarding collaboration, reflection, inquiry, and student-centred teaching. Shared inquiry in less hierarchical partnerships between pre-service and in-service teachers, and other multiple actors, advances PT's learning more than one-to-one relationships between a mentor and a PT. [ABSTRACT FROM AUTHOR]

This paper explores the effectiveness of new technologies in developing literacy within subject disciplines of secondary school students at risk of social exclusion. The research was undertaken as a collaborative project across five schools, including qualified and pre-service teachers in the United Kingdom. This paper provides an overview of the study and presents key findings related to impact on student progression and engagement and impact on teachers. The research indicates the affordances of the software supported more flexible, collaborative and creative learning opportunities, improved literacy and engagement with learning. [ABSTRACT FROM AUTHOR]

Whereas previous studies on teacher collaboration have focused almost exclusively on improving teaching, this paper investigates collaboration in three highly important school improvement areas. Data for three collaboration networks were collected in four secondary schools in Switzerland in 2018 on teachers exploring new ideas on teaching (teaching improvement), teamwork (team improvement), and school organization (organizational improvement). Using social network analysis, we examined to what extent the collaboration networks overlap, how network structures differ, and what factors explain these differences. The results revealed substantial differences between collaboration in the three areas. This suggests that future research should examine collaboration from a multidimensional network perspective. [ABSTRACT FROM AUTHOR]

Professional learning can support teachers in developing their understanding of how to position students as agentic and authoritative – a rarity in most classrooms. We analyzed teachers' discourse during professional development focused on agency and authority in middle school mathematics classrooms. We found that teachers frequently engaged with ideas related to student agency and authority. Though less common, episodes in which teachers constructed new ideas and critiqued existing ones indicate that using activity prompts, practicing responsive facilitation, normalizing critical stances, and positioning frameworks as tentative are important for supporting deeper engagement with ideas related to student agency and authority. [ABSTRACT FROM AUTHOR]

Merging the variables from the 2018 TALIS, the 2018 PISA, and the 2004 GLOBE study, the present research investigates the associations between contextual variables and teacher collaboration across national boundaries, which is essential to understand teacher collaboration in a broader context. Employing multi-level linear models, this study specified the variance in teacher collaboration related to teacher characteristics, school factors, and country policy and cultural variations, respectively. The results revealed that the teacher-level factors are associated with a significant proportion of variance in the outcome. Meanwhile, school culture, leadership, student composition, and country-level policy are influential for teacher collaboration. • This study used the variables from the 2018 TALIS, the 2018 PISA, and the 2004 GLOBE. • Taking advantage of multiple datasets to study the influential factors for teacher collaboration across national boundaries. • Employing robust quantitative analyses to examine how teacher, school, and country variables influence teacher collaboration. • The results reveal that teacher-level factors are associated with a large proportion of variance in teacher collaboration. • School culture, school leadership, and country-level policy could be influential for teacher collaboration. [ABSTRACT FROM AUTHOR]

Collaboration on data use is expected to provide valuable opportunities for teachers to learn. Therefore, the goals of this qualitative study are to provide insight both into teachers’ learning activities (storytelling, helping, sharing, joint work) with regard to collaborative use of pupil learning outcome data, as well as into teachers’ professional learning (new or confirmed ideas, changed ideas of the self, consciousness, intention to change behavioural practice, turn new or confirmed ideas into practice) from these activities. We find that teachers mainly undertake storytelling and helping activities in terms of data use and that professional learning resulting from these activities is limited. [ABSTRACT FROM AUTHOR]

Edcamps are a free, voluntary, and participant-driven form of unconference professional development. This article reports on survey data gathered from 769 Edcamp participants. Beforehand, these educators indicated diverse motivations for their attendance, including anticipation of what, how, and with whom they would learn. Afterwards, respondents overwhelmingly gave high ratings to their Edcamp experiences, and expressed interest in participating in future Edcamps. Qualitative comments suggested that the combination of how learning occurred and with whom appeared to be the salient strength of participants' experiences. However, most participants also identified areas for improvement in the Edcamps they attended. [ABSTRACT FROM AUTHOR]

Parent-teacher communication competence, frequency of exchange on parent-related issues with colleagues and time spent working with parents were measured with questionnaires in a sample of 677 German mathematics teachers. A latent class analysis revealed four groups of teachers: 24% showed high, 36% showed medium and 16% showed lower levels of communication competence with balanced profiles. A fourth profile (24%) showed a strong focus on pragmatic problem solving in communication with parents. The profiles differed in the extent of their exchange with colleagues on parent-related issues. No relationships were found regarding the time spent talking to parents. [ABSTRACT FROM AUTHOR]

It is important to identify factors that enable teacher collaborative activities and joint work. The study aimed to investigate the relationships between teacher trust in colleagues, dimensions of professional learning communities, and collective teacher efficacy. Data were collected from 362 Serbian teachers and analyzed using the techniques of structural equation modeling. The obtained results showed that teacher trust in colleagues has a direct effect on teachers' collective efficacy. Moreover, shared responsibility, as a component of professional learning communities, was a mediator in the relationship between teacher trust and collective teacher efficacy. Practical implications and limitations were discussed. [ABSTRACT FROM AUTHOR]

Collaboration is a crucial element of effective professional development for teachers. In Teacher Design Teams (TDTs), teachers collaborate on (re)designing educational materials. To optimize their effectiveness, a strong theoretical and practical basis is required. In this study, therefore, we first developed a conceptual framework based on literature. Subsequently, we used a mixed methods approach to explore teachers' perceptions regarding the factors in this conceptual framework. The results reveal detailed insights in the functioning of TDTs, for example, regarding the role of the team coach. The resulting framework can be used to describe the functioning of TDTs and improve future TDTs. [ABSTRACT FROM AUTHOR]

Interaction and the expression of contrasting ideas are thought to be important components of teacher learning communities. However, criteria for identifying beneficial interactional practices are needed. In this paper we use the tools of conversation analysis to examine mathematics teachers' expressions of contrasting ideas in a video club setting. Using turn-by-turn analyses of talk, we describe criteria for distinguishing three forms for expressing contrasting ideas – open discussion, implicit critique, and serial turns. We consider potential implications of each form for teacher learning and conclude with suggestions to help teacher communities move between the three forms. [ABSTRACT FROM AUTHOR]

Using a discrete choice experimental approach and associated Scale-Adjusted Latent Class Model (SALCM), we quantify the relative value early career teachers (ECTs) place on various types of support in the form of affirmation, resources, collegial opportunities, mentoring, and professional development. ECTs with intentions to depart the profession, place greater relative value on the sharing of resources, cooperative teaching and planning, offsite discussions about classroom management and programming with mentors, and having a greater professional voice. In contrast, those with intentions to remain, place greater value on observation from and conversations about teaching with more experienced teachers at their school. [ABSTRACT FROM AUTHOR]

Teacher learning does not solely occur within formal professional development activities; in fact, the majority of learning occurs through daily practice. The current study focuses on this everyday learning and examines primary teachers' informal learning. Results showed that teachers learn through a variety of learning activities including ‘experimenting’, ‘reflection’, ‘learning from others without interaction’ and ‘collaboration’. In addition, differences between novice and more experienced teachers were identified. More experienced teachers learn as much as their novice colleagues, however they undertake different learning activities. Finally, results reveal that although collaboration is an important source of learning, primary teachers value their autonomy. [ABSTRACT FROM AUTHOR]

Information and communication technologies (ICT) have increased opportunities for potentially beneficial teacher collaboration across schools. One manifestation of this can be found in the Global Read Aloud (GRA), a grassroots literacy project in which teachers and students from various schools, regions, and countries use ICT to connect around common readings. This research used surveys (N = 436) and interviews (N = 21) to explore the teacher collaboration associated with the GRA. We found that GRA collaboration involved crowdsourcing and co-teaching of various degrees of depth. Participants benefited from access to resources and like-minded educators, and were challenged by logistical and internal barriers. • Teachers collaborate in the planning and teaching of the Global Read Aloud (GRA). • Teachers self-reported their collaboration experiences in this grassroots project. • Primarily qualitative data from surveys (N= 436) and interviews (N= 21) were analyzed. • Various forms of co-teaching and crowdsourcing featured in GRA collaboration. • Time and follow-through related challenges complicated collaboration efforts. [ABSTRACT FROM AUTHOR]

This paper explored teachers' progression in the use of physically active lessons (integrating physical activity into academic lessons) as didactic practice. During a two-year intervention, teachers developed physical movement activities and incorporated them into their teaching. Seven teachers participated in structured interviews, which used the Levels of Use approach to identify factors associated with sustainable implementation. All the teachers implemented physically active lessons, and five of seven became advanced users. The results indicated that collaboration with colleagues, especially experimentation and reflection, is essential for growth in teachers' skills and knowledge. To achieve sustainable implementation, active school leadership is needed, emphasising the importance of the approach in teaching, and establishing structures for collaboration and knowledge sharing. • All the teachers in this study perceived physically active lessons to be beneficial for the schoolchildren. • Lesson content development and collaboration with colleagues contribute to growth in teachers' skills and knowledge. • To achieve sustainable implementation, teachers need to develop ownership to the innovation principles. • Creating structures for collaboration and knowledge sharing is critical for implementation of physically active lessons. • The Levels of Use framework was an appropriate tool to gain insight into teachersʼ progression patterns. [ABSTRACT FROM AUTHOR]

This study examined the work of a collaborative group of six new United States-based social studies teachers from the same social justice-oriented teacher education program (SJOTEP). Shared practices and concepts introduced previously in the SJOTEP were developed and appropriated to their classrooms and schools in consideration of the local context, through the collaborative problem-solving process of the group. It is argued that SJOTEPs and TEPs committed to issues of diversity, democracy, inclusion, and/or equity should be collaboration-based, teach a coherent and consistent social justice-focused curriculum, and provide post-graduation collaborative support and research it. [Copyright &y& Elsevier]

This study is grounded in the context of English-as-a-Foreign-Language (EFL) teacher education in Taiwan and aims to promote the potential of teacher study groups. The Interconnected Model of Teacher Professional Growth provides a framework to design this teacher study group and to analyze the learning process as experienced by the participating teachers within the collaborative inquiry. The study illustrates the group's learning process by characterizing the major patterns of the teachers' changes in beliefs and practices. The results support the claim that the design of the teacher study groups plays a major role in shaping various sequences of teacher change. [Copyright &y& Elsevier]

Amid far-reaching global social and economic changes, increasing diversity and growing interdependency, teachers play important roles in creating successful futures for both individuals and society. Within the dialectic of global and local, and with increasing connectivity amongst teachers, opportunities for transformational learning fostering empathy, global citizenship, and social justice are unprecedented. Thus, teacher education reform should facilitate transcultural collaboration, collegiality and critical perspectives to counter Western hegemony of knowledge, Eurocentric education, neo-colonialism, and neoliberal/conservative agendas. This paper investigates these issues and teachers' personal practical and professional knowledge through narratives of West-to-East and East-to-West transcultural journeys as teacher educators. [Copyright &y& Elsevier]

Abstract: The study aimed to explore Chinese language teachers'' perception and implementation of instruction based on self-regulated learning (SRL) in a researcher–teacher collaborative project. The participants were 31 teachers and their 10th grade students, from six secondary schools in Hong Kong. The findings of questionnaires, interviews, and observations indicated the teachers had a positive perception of SRL-based instruction and altered their instructional tasks and instrumental support following the project. Important factors affecting the teachers'' perception and implementation of this new instructional approach, including the nature of SRL-based instruction, cultural, teacher and student factors, and external constraints and support, are discussed. [Copyright &y& Elsevier]

Abstract: Lesson study has been implemented as a viable approach to support teachers'' professional development. Yet, this approach has not been thoroughly examined in relation to key micro-political power relations that are arguably endemic to the use of this collaborative learning model. Accordingly, this paper discusses post-structural concepts that might be used to envision and underpin how teachers come to engage with their students, with their peers, and with external consultants. Taken together, the findings in this paper illustrate how a micro-political perspective can be linked with teachers'' professional development as well as their practices of identity construction. [Copyright &y& Elsevier]

Abstract: There has been an increasing trend to promote partnerships for inclusive education that share responsibility for teachers'' and students'' learning. Yet, the complexities of collaborating across institutions and professions as well as the identity work that goes with it has been under theorized in inclusive education partnerships. Drawing from Cultural Historical Activity Theory (CHAT) and the literature on boundary practices, this paper advances theoretical tools to examine and further understand the work of inclusive education partnerships. We conceptualize partnerships as a fertile ground for learning and identity development as professionals work across institutional boundaries and face tensions and contradictions created by the overlap of different communities of practice and their respective policies and mediating tools. We illustrate theory with examples from our own work in a professional learning school for inclusive education and provide recommendations for teacher learning in teacher education programs. [Copyright &y& Elsevier]

Abstract: This paper examines the evolution of the professional identities of student teachers (STs) in a paired-placement teaching practicum in Vietnam. The study draws on activity theory, its notion of contradiction, and Vygotsky''s concepts of ZPD and perezhivanie, to identify the factors driving the intricate learning process. Opportunities for learning were initially manifested in conflicts within the teacher pair, for example negotiation of their multiple identities, as friends, students and teachers in training. However, within the framework of planned and supervised collaboration, the STs resolved most of their conflicts constructively and experienced qualitative development in their teaching identities. [Copyright &y& Elsevier]

Modern economics has placed lifelong learning (LLL) at the center of an intensive ongoing political debate. Evidenced-based interventions are needed, not only in continuing education courses for teachers, but also in schools. This paper introduces evaluation results of TALK, a teacher education program for professional teachers with the objective of fostering LLL in schools. Two main goals were investigated: effects on teacher competences and cooperation. 40 secondary-school teachers participated. Repeated measures in a control group design established the gains of TALK: It must be evaluated as a program which is successful in the robust enhancement of teacher competences and cooperation. [Copyright &y& Elsevier]

This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' learning through reading to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to address three questions: (1) What did inquiry look like within this community?; (2) How was collaboration implicated in teachers' inquiry?; and (3) How was engagement in inquiry related to meaningful shifts in teachers' practice and learning? This research contributes by uncovering important links between teacher inquiry, collaboration, and educational change. [Copyright &y& Elsevier]

This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and learning outcomes to occur in their collaboration with colleagues. Moreover, the focus of collaboration explained a considerable amount of between-schools differences in teachers'' reported learning activities and learning outcomes. These results suggest that the school context and the focus of collaboration are related and that these both influence collaborative teacher learning. [Copyright &y& Elsevier]