Most research and practice in teacher in-service learning focuses on formal professional
development activities. This article calls for paying greater attention to the informal …

From a teacher's perspective, teacher learning happens through a complex web of learning
experiences. However, research on teacher professional development (PD) typically …

Collaborative reflective inquiry in teacher communities of practice (CoP) supports their
professional situated learning. However, the CoP model entails at least three limitations and …

Creativity is a highly sought-after capacity in many learning discourses (Craft, 2010; Dwyer
et al., 2014). It is often positioned as vital to education futures, given the complex problems …

Classroom videos can make instructional practice public, cultivating collaborative, critical
teacher discussions. However, video-based learning also involves a risk—the risk of hurting …

School systems are increasingly working to foster more ambitious learning environments
and disrupt institutionalized educational inequities. But such efforts are complicated by a …

There is an emerging body of research about the importance of creative risk-taking and
productive failure in classroom teaching across discipline areas. However, teachers' …

Teacher collaboration is often assumed to support school's ongoing improvement, but it is
unclear how formal learning opportunities in teacher workgroups shape informal ones. In …

Perspective-taking–the consideration of others' mental states and subjective experiences–
has been acknowledged as a vital component of interpersonal interactions and …

Background: Teachers' limiting conceptualizations of students influence students' learning
opportunities. We analyze teachers' professional conversations to understand how …