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This paper considers the tacit dimension of teaching. Policy and research focused on teaching have addressed the explicit application of knowledge within the field. This paper views knowledge from the positions of explicit knowledge, and implicit or tacit knowledge. Although widely acknowledged as a contributing constituent of teachers' practice, there has been limited research on tacit knowledge in teaching. The nature of teachers' work generates evidence from observable behaviour and action, and has contributed significantly to contemporary research on practice. Where there is a gap in similar expanse of research is on the understanding of the non-observables and implicit or tacit knowledge which informs practice. This area of tacit knowledge in teaching remains minimally understood and under-researched. The research presented in this paper identifies underlying cognitive processes which inform practice in teaching. For the first time in research on teaching, these cognitive processes have been amalgamated to capture what happens beyond that which is observable. A call for unison on the dynamics of implicit and explicit knowledge in teaching is urgent to unearth complexity and externalise professional development stages. The findings from this paper will be beneficial to teachers, teacher educators and policymakers. [ABSTRACT FROM AUTHOR]

Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, 'What does the research literature tell us about the characteristics of research into professional learning across professions?' We identified and synthesised primary research involving post-qualification professionals' professional learning. We searched seven databases using terms such as 'professional learning', 'professional development' and 'continuing education' from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross-professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in 'style' between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication. [ABSTRACT FROM AUTHOR]

In this paper we examine contemporary academic working lives, with particular reference to teaching- only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight. [ABSTRACT FROM AUTHOR]

Discovery generally means becoming aware of something previously unknown. It would surprise me greatly if anyone who encountered George Box, either for the first time or on a later occasion, did not experience a genuine sense of discovery. He was one of the most creative and insightful people I have ever met, and thanks to him, my career during the 52 years since our first meeting has been a wonderful journey of personal discovery. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper examines secondary science teachers 'perspectives of the role that mentoring by a scientist and science educator pair played in their professional development. Multiple data sources from three years of a professional development project, including interviews, participant reflections, and a focus group, were used to examine the benefits, supporting characteristics, and challenges of the mentoring relationship. Results indicated that primary benefits of the mentoring included assistance in translating science content and inquiry- based pedagogy from the professional development into practice and breaking the isolation felt by secondary science teachers. Specific characteristics that were found to support the teachers in the mentoring relationship included: (1) mentors who were seen as objective, outside observers; (2) a sustained relationship with the mentors; and (3) accountability. Challenges included matching scientists' and science educators' content expertise with teachers' curriculum and the negotiation of roles and expectations between the teachers and mentors. [ABSTRACT FROM AUTHOR]

We provide an overview of EarlyStatistics, an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of the course content and resources. [ABSTRACT FROM AUTHOR]

This article identifies the principles of high-quality professional development based on research and explores how the principles were used to examine the Literacy Specialist Project (LSP) in Ohio. It discusses how each principle was related to literacy professional development using examples from the LSP, reports data from the project about teacher and student learning, and presents implications and additional questions related to accountability systems for professional development.

Everyone, including teachers, is prone to randomness misconceptions. In this article, we investigate the perceptions of randomness held by New Zealand secondary school teachers. The responses to a question asked in an online, anonymous questionnaire sent to New Zealand teachers will be explored. One question asked participants to create a sequence of 20 heads and tails such that it mimics a truly random process. From this, the number of heads, the longest run, and the number of runs in each sequence will be considered. Further, the mean for each of these sequence characteristics will then be compared to the findings from a previous study with Spanish pre‐service teachers. Overall, we recommend further research into the misconceptions relating to generation problems, including an exploration of professional development opportunities. [ABSTRACT FROM AUTHOR]

This chapter describes individual and institutional strategies for faculty advancement in teaching‐oriented institutions, with special attention to the experiences of Women of Color. [ABSTRACT FROM AUTHOR]

Previous research investigating both the knowledge of early childhood educators and the support for vocabulary development present in early childhood settings has indicated that both educator knowledge and enacted practice are less than optimal, which has grave implications for children's early vocabulary learning and later reading achievement. Further, the nature of the relationship between educators' knowledge and practice is unclear, making it difficult to discern the best path towards improved knowledge, practice, and children's vocabulary outcomes. The purpose of the present study was to add to the existing literature by using stimulated recall interviews and a grounded approach to examine how 10 preschool educators used their knowledge to made decisions about their moment-to-moment instruction in support of children's vocabulary development. Results indicate that educators were thinking in highly context-specific ways about their goals and strategies for supporting vocabulary learning, taking into account important knowledge of their instructional history with children and of the children themselves to inform their decision making in the moment. In addition, they reported thinking about research-based goals and strategies for supporting vocabulary learning that went beyond simply defining words for children. Implications for research and professional development are discussed. [ABSTRACT FROM AUTHOR]

Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, structured professional development settings, and literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers. [ABSTRACT FROM AUTHOR]

To evaluate the recent advances in learning progression (LP) research and identify future research directions, we reviewed LP literature from 2006 to 2018. Through a systematic search of Web of Science databases and key journals, we located 130 LP articles published between 2006 and 2018. Among these articles, we reviewed 86 studies. The review was framed around three types of coherence that LPs can provide in a system of curriculum, instruction, and assessment: developmental, vertical, and horizontal coherence. Developmental coherence refers to the idea that LPs, as cognitive models, should describe development in students from intuitive thinking to scientific thinking. It provides a foundation for building the horizontal coherence (the alignment among curriculum, instruction, and assessment) and the vertical coherence (the linkage between classroom and large‐scale assessments). The results of our review suggest significant advances in enhancing the developmental coherence. More specifically, existing LPs have captured the mechanisms of knowledge development and integrated knowledge and practice in different ways. Regarding the horizontal coherence, while the methodology for the development and validation of LPs has been established, limited attention has been given to LP‐based interventions and teachers' understanding and use of LPs. Only one study explored LP's role in building vertical coherence. The review reveals a great need for future research (a) to develop LPs for scientific reasoning that cut across multiple science topics and disciplines, (b) to use LPs in instructional interventions, teacher education, and professional development, and (c) to use LPs to link classroom assessments with large‐scale assessments. [ABSTRACT FROM AUTHOR]

Abstract: The Center for University Teaching, Learning, and Assessment facilitates an annual peer review of assessment to nurture a culture of assessment and develop faculty skill with assessment. Faculty representatives meet annually for a campus‐wide discussion of assessment and student learning. Faculty engage in peer instruction on effective assessment practices and reflect on strategies that might help students overcome challenges with specific learning outcomes. [ABSTRACT FROM AUTHOR]

Abstract: An annual Learning, Teaching, and Assessment Forum supports peer‐led conversations among faculty about their own evidence‐based assessment initiatives and promotes dialogue about the value of assessment for improving learning and teaching. [ABSTRACT FROM AUTHOR]

Ninety-one instructors reported their attitudes toward teaching a master's-level career development course. The participants represented counseling programs in 41 states. The areas of focus included the theories taught, activities and assignments used, course evaluation processes, and advice the participants would offer to other instructors. Implications for counselor education and directions for future research are also discussed. [ABSTRACT FROM AUTHOR]

In this article, I describe my career as a pracademic. Over several decades, I have been able to maintain a substantial private practice in public dispute resolution and also meet the teaching, advising, and research demands of an academic career. I have achieved this by engaging primarily in action research: I begin with 'problems' in the field and work collaboratively with stakeholders to generate 'solutions' that meet their interests. I then document and analyze these interventions to build prescriptive theory through systematic reflection on my own involvement. In this article, I discuss how I have been able to achieve success as a 'pracademic,' but also consider the challenges that young scholars who seek to engage in practice confront today. I further describe some possible strategies for successfully integrating a substantial practice component into an academic career in conflict resolution. [ABSTRACT FROM AUTHOR]

Recognizing that educational development is an important strategic lever for ensuring institutional quality, this chapter examines aspects of the careers of educational developers, including the kinds of positions they hold, the influences on their educational practice, and the factors that affect their programmatic priorities. [ABSTRACT FROM AUTHOR]

The article discusses a study which aims to investigate the development of a community of learners through a professional development program to enhance the views of teachers about the nature of science (NOS) and teaching practice. Researchers says that the teachers became aware of their changes in views about NOS at the moment when they struggled with the concepts in their own teaching and described their struggles within the professional development community. They note that the community of practice (COP) was not enough to alter teacher's practice.

Researchers observed 28 university faculty in graduate and undergraduate science and mathematics courses in a three-year longitudinal study of teaching. Subjects were selected from five higher education institutions in the state where faculty had a two- to five-year association with a reform-based NSF professional development program. Observer field notes and a researcher-designed observation instrument were used to describe and compare teaching practices. The participants in this study taught science and mathematics content courses for majors, non-majors, as well as education majors. Our observation method created a descriptive profile that enabled comparisons across a variety of teaching contexts. The main results showed that the faculty lacked practices that supported development of divergent thinking, conceptual thinking, and metacognitive thinking skills. Observed differences in the profiles of instruction included greater emphasis on real-world connections in science and greater use of cooperative problem solving in mathematics. A case study of a large lecture course describes reformed teaching practices in even the most challenging setting. [ABSTRACT FROM AUTHOR]

In this chapter, the authors consider various teaching roles that student affairs professionals may fulfill in learning communities, as well as the potential professional development that results from involvement. [ABSTRACT FROM AUTHOR]

As part of a professional development initiative helping secondary school teachers use assessment data to guide their instruction, teachers in this study changed their knowledge, skills and dispositions. Over time, they were able to identify assessments, administer these assessments, interpret the results and plan instruction. As a result, the students who were tutored by these teachers increased their achievement compared with a control group. [ABSTRACT FROM AUTHOR]

The article explores how collaborative teacher research (CTR) serves as a professional development model for practicing teachers. It examines how participation in a CTR group affects three French teachers' understanding of one state's foreign language standards, and to look at those understandings are realized in a CTR project. The CTR is recognized for promoting teacher development and change in teaching practice, and as an insightful means for contributing to the knowledge base of teaching. The CTR models provide information about teaching and learning that assist in building a knowledge base for the second language teaching profession. The article begins by forming an inquiry. This includes teacher reflection on beliefs about teaching and learning and questioning assumptions. Research purpose, a time frame, and expected outcomes are considered. This lead into forming questions that suggest multiple responses. They are structured so as to aviod including assumptions and courses of action. Data are collected from workshops, journal entries, classroom observations, lesson plans and materials, workshop evaluations, the teachers' research, and e-mail conversations. Results show that the teachers learned about the standards primarily from collaborating with their students.

To investigate cognitive schemas and schema systems used by hospital doctors to influence prescribing, particularly in terms of making appropriate prescribing decisions, and to compare the numbers and content of schemas between doctors with different levels of experience.Qualitative interviews with a purposively selected sample.Seven pre-registration (PRHOs) and 5 senior house officers (SHOs) and 5 consultants from a range of medical specialties in a teaching hospital.The qualitative analysis of the themes and patterns explored during the interviews indicated that all doctors articulated schemas that influenced their behaviour. The junior doctors seemed to have simplistic schemas, with interdoctor agreement; the consultants appeared to have more sophisticated schemas, with greater individual variation. Those schemas adopted by the PRHOs (prescribing‘novices’) could be subsumed by, rather than contradicted by, those of the consultants (prescribing‘experts’), with a transitional stage demonstrated by the SHOs. The most noticeable distinction was the greater emphasis by consultants on holistic patient care and what might be seen as their separate schemas for appropriate prescribing stemmed from that premise. In contrast, junior doctors appeared to have had a single schema that encompassed both prescribing generally and appropriate prescribing.Although the design of this study was cross-sectional rather than longitudinal, the findings suggest that the acquisition and adjustment of schemas and schema systems are significant factors in the professional development of the hospital doctor from novice through to expert. It could be hypothesised that house officers possess simpler schemas as a way of coping with their job demands, which evolve in complexity as they gain experience. However, the transitional stage found with the SHOs is critical during cognitive development, with implications for the training and support available to doctors throughout their professional careers. [ABSTRACT FROM AUTHOR]

The processes for choosing, preparing, and supporting facilitators for faculty learning communities are as unique as the campuses housing them. This chapter reports on a range of activities and highlights three preparation programs. [ABSTRACT FROM AUTHOR]

The scholarship of teaching and learning has been a primary motivator and focus of faculty learning communities. This chapter reports on the strategies, processes, and activities that foster this scholarship in FLCs. [ABSTRACT FROM AUTHOR]

Focuses on professional development for Web-based teaching. Contextual factors in Web-based teaching; Information on professional development issues.

The article presents a career development consultation skill-training program for mentors of beginning teachers. Career development consultation skill training uses developmental phases of concern to identify personal management, and impact problems faced by beginning teachers. Second, teacher mentors received instruction by counselors regarding social-influence consultation. Third, counselors in active listening, empathy, mediation, decision-making, self-managements and collaboration for helping mentees used the career development phases of concern and social-influence consultation as a foundation for providing training to mentors. Finally, evaluation of the career development interventions in terms of mentee professional growth will be reported. Counselor educators and counselors to train master teachers to skillfully influence beginning teachers to address and solve major problems faced in their first year of teaching can use the program. During the training, master teachers were also encouraged to more fully acknowledge their earned self-efficacy, thereby being more able to not only share their expertise, but to take steps to influence the direction of the teaching profession.

The article examines whether collaborative reflection could enhance teaching and learning of science. Reflection involved reflection on practice in the classroom and phenomenological reflection on the nature of science teaching and learning. Results from the study illuminated aspects of the nature of science teaching and learning, processes by which teachers improved the quality of their practice, and methods for exploring teaching and learning mechanisms and facilitating change. Central to these results was the importance of each of the two types of reflection for fostering personal and professional development. For both teachers and students, these two types of reflection acted to improve their knowledge, awareness, and control of themselves and their classroom practice.