Jul 2026· International Journal of Education Foundations· 0 citations· 28 references
Abstract
This study examines how school-level conditions shape the translation of professional development into everyday practice within Tanzania’s TCPD in response to the Education and Training Policy (ETP) 2014 revised version of 2023 reform. It begins from the evidence that policy frameworks and professional development activities do not actively influence teaching directly rather it depends on the organisational, relational, and motivational life of schools. Using a quantitative secondary analysis of an uploaded survey workbook containing 725 respondents from six regions namely: Iringa, Njombe, Geita, Singida, Rukwa, and Mtwara, the study analysed participation patterns, understanding of head teacher practices, and multiple motivation profiles to explore how professional learning is enacted at school level. The descriptive findings indicate that weekly engagement in professional development activities is widespread, Communities of Learning (CoL) are the dominant participation modality, and that teachers generally report positive strategic leadership conditions and strong accountability routines and autonomous motivation. Regression results further reveal that school-level implementation factors such as strategic leadership, developmental support, accountability management, and the absence of passive leadership are closely related to motivation outcomes. This paper argues that these relationships should be interpreted as evidence of implementation mediation, schools interpret policy and programme inputs into everyday professional experience. The study contributes to the literature on continuous professional development by showing that the effectiveness of school-based professional development depends not only on programme design but also on the capacity of schools to adapt, support, and routinize professional learning.
Teacher digital competence (TDC) is widely recognized as a key enabler of educational digitalization, yet many professional development initiatives do not lead to sustained changes in classroom practice. This study examines the contextual and organizational determinants that should inform the design and implementation of TDC programs in school education from an implementation science (IS) perspective. Drawing on the consolidated framework for implementation research 2.0, a three-round Delphi study was conducted with 23 specialists in educational technology, including teacher educators, school leaders, and system-level advisers. Through qualitative and quantitative analyses, the study developed a model that organizes the main determinants across five domains: intervention characteristics, outer setting, inner setting, characteristics of individuals, and implementation process. The findings suggest that effective TDC programs must extend beyond a narrow focus on individual skills, as their success also depends on leadership, organizational conditions, external support, contextual adaptation, and ongoing evaluation. The model provides a structured basis for designing, implementing, and evaluating programs that are realistic, context-sensitive, and sustainable. Overall, the study demonstrates the value of IS for strengthening teacher professional development in digital education.
Jesús Valverde-Berrocoso, M. Hidalgo, Ana María Rodríguez· Contemporary Educational Tec...· 0 citations
This study investigates the influence of Teacher Professional Development (TPD) on reading outcomes in inclusive primary schools within the Dimamo Circuit, Capricorn District, Limpopo Province. Despite national initiatives to strengthen inclusive education and literacy, many learners in rural South African contexts continue to face persistent reading difficulties. Grounded in Shulman’s (1986) Theory of Pedagogical Content Knowledge (PCK), the study emphasizes the integration of subject knowledge and pedagogical skills as essential for effective reading instruction. A qualitative case study design was employed, using semi-structured interviews, classroom observations, and document analysis with Foundation Phase teachers. Thematic analysis revealed that sustainable and contextually relevant TPD improves teachers’ confidence and competence in supporting diverse learners. However, inconsistencies in programme delivery, limited follow-up support, and inadequate adaptation to inclusive contexts hinder long-term impact. The discussion highlights the need for continuous, collaborative, and practice-oriented professional development aligned with inclusive education principles. Recommendations include strengthening programme relevance, embedding mentoring and monitoring structures, and ensuring resource provision to sustain inclusive reading practices. The study contributes to scholarship by demonstrating the critical link between teacher professional growth and learner reading achievement, offering evidence-based insights for policymakers, teacher training institutions, and education stakeholders. By situating TPD within the broader discourse on literacy and equity, the research underscores professional development as a key pathway toward improving reading outcomes and advancing inclusive education in rural South African schools.
Maite E. Maebana· E-Journal of Humanities, Art...· 0 citations
This study investigates how scenario-based self-regulated learning (SRL) training influences pre-service English language teachers’ teaching confidence and professional development. Employing a qualitative phenomenological design, the study captures the lived experiences of 23 pre-service teachers participating in an eight-week SRL training integrated into a Teaching Practice course. Thematic analysis of semi-structured interviews, focus groups, and observations reveals that SRL training enhances classroom management skills, instructional adaptability, and reflective practice. Participants reported increased teaching confidence and a greater capacity to bridge theoretical knowledge with practical classroom application. However, concerns were raised regarding the sustainability of SRL implementation in real-world educational contexts due to institutional constraints. The findings highlight the transformative potential of SRL-based training while emphasizing the need for ongoing mentorship and institutional support. This study contributes to the growing body of research advocating for SRL as a foundational component of teacher education and professional development.
Muhammed Özgür Yaşar· Kuramsal Eğitimbilim· 0 citations
This mixed-methods study examined how a continuing professional development (CPD) program translated into classroom practice among physical education (PE) teachers in Kupang, Indonesia, and identified predictors of post-CPD implementation. An explanatory sequential design (QUAN → QUAL) was used. In Phase 1, 150 teachers completed a post-CPD survey on perceived CPD quality, teaching self-efficacy, school support, barriers, implementation level, and perceived learning impact. Correlation and multiple regression analyses were conducted. In Phase 2, semi-structured interviews with 10 purposefully selected teachers (high- and low-implementation profiles) were analyzed thematically and integrated with quantitative results. Implementation was moderate-to-high (M = 3.60, SD = 0.75; range 1.50–5.00). Implementation correlated positively with CPD quality (r = 0.45), self-efficacy (r = 0.60), and school support (r = 0.55), and negatively with barriers (r = −0.35; p < .05). The regression model explained 55% of the variance (R² = 0.55; F = 27.89, p < .01), with self-efficacy (β = 0.35), CPD quality (β = 0.30), and school support (β = 0.28) as significant positive predictors, and barriers as a negative predictor (β = −0.25; p < .01). Qualitative findings indicated that leadership and collegial support helped routinize new practices, contextual constraints shaped adaptation or abandonment, confidence grew through early success and feedback, and implementation quality was difficult to sustain without structured follow-up. These findings support CPD governance that combines high-quality training with school-level support and post-CPD coaching to strengthen sustained implementation.
O. Conectando, Desenvolvimento Profissional, A. Contínuoe et al.· Veredas do Direito· 0 citations
Translation education lacks empirical research on how teachers develop pedagogical content knowledge (PCK). This qualitative multi-case study investigates the initial PCK and its development in three Chinese translation teachers — two academic instructors and one translator teacher — using a framework integrating Shulman’s (1986, 1987) PCK, Chen’s (2009, 2011) practical knowledge development model, and Nonaka and Takeuchi’s (1995) SECI model. Data were collected through semi-structured interviews, classroom observations, student interviews, and questionnaires. Three findings emerged. First, all three teachers lacked adequate PCK at the outset, primarily due to inadequate disciplinary expertise. Second, their PCK growths exhibited three patterns: learning holistically from an expert model (socialization), restructuring teaching by drawing on pedagogical theory (combination plus internalization), and deriving pedagogical change from deepened subject matter understanding (externalization, combination and internalization). Third, while all three endeavored to enhance disciplinary expertise, the academic instructors appeared to approach PCK development from a pedagogical perspective, whereas the sole translator teacher in this study approached it from a subject matter standpoint — an individual-level observation that cannot be taken as representative of all practitioner-turned-teachers. Drawing on these three empirically grounded patterns as its evidential foundation, and extending them through the combinatorial logic of SECI conversion modes, the study tentatively proposes a six-pattern exploratory framework for translation teachers’ PCK development. Only three of the six patterns are directly grounded in the present data; the remaining three are provisional hypotheses that require independent empirical verification before any generalization can be made.
This study explores a school-based professional development (PD) partnership between elementary educators at a rural school in eastern Colorado and literacy researchers from a large flagship university. The partnership emerged during a distinctive moment in elementary reading policy, characterized by statewide top-down policy mandates connected to a body of research known as the Science of Reading (SOR). This study examines the research question: How do administrators, researchers, and teachers partner in revising instruction to implement SOR-inspired, state-mandated practices for teaching reading? Drawing on a range of theoretical traditions, including critical perspectives on policy and practitioner inquiry, I engaged in qualitative data collection and analysis across several data sources. Findings demonstrate how directing analytic attention toward organizational factors can resist deficit narratives about teachers and illuminate possibilities for more agentic positioning of teachers. This study has implications for future inquiry into the implementation of SOR policy, elucidating how a systems-level view of efforts to improve instruction can honor teachers’ agency, knowledge, and desire to grow their practice.
