Peer review of teaching (PRT) is often used as a mechanism for professional development
and an indicator of teaching quality. Yet there has been minimal research into establishing …

A universal lack of attention to the professional learning needs of teacher educators is the
driver for this study, which considers the most effective ways to support the professional …

Within workplace contexts, professionals learn from colleagues by engaging in informal
conversations, yet little is known about the contribution these types of conversations make to …

Engaging in informal activities, like conversations with colleagues, is one way that
professionals can learn within workplace contexts. Informal conversations present …

Many higher education institutions worldwide require that all academic staff undergo a peer
observation of teaching each academic year. Within one department in a university in the …

Against a rapidly changing policy landscape for teacher education, exacerbated by 'Brexit'in
the UK, findings are presented from an electronic survey of 272 higher-education based …

This article reports on a one year, mixed methods study of 13 teacher educators at work in
English and Scottish higher education institutions. Framed by cultural–historical activity …

Teaching is becoming increasingly complex in the 21st Century, creating a need for more
sophisticated frameworks to support teachers' professional learning. Action learning is one …

This study explores the specific characteristics of teacher-educator professional
development interventions that enhance their transformative learning towards stimulating …

This study focuses on critical incident analysis in initial teacher education and the part
played by the professional learning conversation. A reflection framework was used to …