Abstract This article presents a systematic review of substantial body literature that considers the ways in which concept teacher identity has been used to understand and explore teachers' professional lives. The aim was go beyond limitations specific areas practice broad rich field Drawing on 412 articles from 2000–2021, demonstrates growth research, particularly since 2010. Results are categ...

The bulk of current research on teacher professional development is focused on teacher learning in the context of teacher professional learning communities (PLCs). In teacher PLCs, groups of teachers meet regularly to increase their own learning and the learning of their students. Teacher PLCs offer a learning model in which, “new ideas and strategies emerge, take root, and develop, and where c...

A MOOC is a trending concept in education that is disrupting traditional methods of learning consumption. The emergence and use of MOOCs for professional teacher development is still uncommon, but on the verge of gaining a foothold. Research regarding MOOCs typically focuses on impacts for higher education and lifelong learning. However, the specific intersection of MOOCs and professional teach...

This chapter describes the role of the online learning community named OLC4TPD (Online Learning Community for Teacher Professional Development) in building professional capacity of Indonesian teachers. OLC4TPD was contextually built to address the challenges of teacher professionalism in Indonesia, which has contributed significantly to students’ learning outcome. As an independent informal onl...

Researchers have identified the importance of understanding language teacher identity in order to understand more about language teacher education (Johnston, Pawan, & Mahan-Taylor, 2005; Varghese, Morgan, Johnston, & Johnson, 2005). The role of previous experience in shaping language teacher identity and beliefs and practices has been commented on by many writers (e.g., Crandall, 2000; Freeman ...

The International Academy of Education (IAE) is a not-for-profit scientific association that promotes educational research, and its dissemination and implementation. Founded in 1986, the Academy is dedicated to strengthening the contributions of research, solving critical educational problems throughout the world, and providing better communication among policy makers, researchers, and practiti...

This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions und...