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| Issue |
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| Vol 20, No 9 (2021): September 2021 |
Correlation between Lecturers’ Professional Development Activities and their Competencies in Maldives Higher Education Institutes |
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Zuha Aishath, Intan Marfarrina Omar, Waheeda Aishath |
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| Vol 21, No 8 (2022): August 2022 |
Navigating the New Covid-19 Normal: The Challenges and Attitudes of Teachers and Students during Online Learning in Qatar |
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Caleb Moyo, Selaelo Maifala |
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| Vol 20, No 2 (2021): February 2021 |
The Impact of Professional Development, Modern Technologies on Lecturers’ Self-Efficacy: Implication for Sustainable Science Education in Developing Nations |
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David Agwu Udu, Benson Ikechukwu Igboanugo, John Nmadu, Chidebe Chijioke Uwaleke, Benjamin Chukwunonso Okechineke, Adaora Phina Anudu, Precious Chisom Attamah, David Onyemaechi Ekeh, Mercy Ifunanya Ani |
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| Vol 22, No 1 (2023): January 2023 |
Contribution of Academia Colleague as a Clinical Model to the Professional Development of Pre-Service Teachers |
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Seham Hamza, Nabil Assadi, Tareq Murad, Muhammad Ibdah |
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| Vol 22, No 11 (2023): November 2023 |
Teachers’ Perceptions of the DBR-CPD Program as a Change in Pedagogical Practice in the Professional Development of EFL Teachers |
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Hasan Mohsen Al-Wadi |
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| Vol 20, No 2 (2021): February 2021 |
Portfolio as a Tool for Self- Reflection and Professional Development for Pre-Service Teachers |
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Arlinda Beka, Ganimete Kulinxha |
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| Vol 20, No 1 (2021): January 2021 |
Preparing Pre-service and In-service Teachers to Teach Mathematics and Science Using an Integrated Approach: The Role of a Six-Week Summer Course |
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Roland G. Pourdavood, Meng Yan |
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| Vol 18, No 1 (2019): January 2019 |
Impact of Instructional Alignment Workshop on Teachers’ Experience with and Beliefs on State Standards |
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Raul A Baez-Hernandez |
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| Vol 22, No 5 (2023): May 2023 |
Using Ubuntu Values in Integrating African Indigenous Knowledge into Teaching and Learning: A Review of Literature |
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Nkosinathi Ndumiso Mkosi, Mzuyanda Percival Mavuso, Kayode Babatunde Olawumi |
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| Vol 20, No 7 (2021): July 2021 |
Instructors’ Readiness to Teach Online: A Review of TPACK Standards in Online Professional Development Programmes in Higher Education |
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Amjaad Mujallid |
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| Vol 22, No 11 (2023): November 2023 |
Teacher Professional Development through the Teacher Education Program (PPG) at Islamic Education Institutions |
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Mardhiah Mardhiah, Awaliah Musgamy, Mukhlis Lubis |
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| Vol 19, No 9 (2020): September 2020 |
School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework |
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Paul Nwati Munje, Maria Tsakeni, Loyiso C. Jita |
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| Vol 22, No 9 (2023): September 2023 |
Impact of Geographical Factors on Vietnamese Teachers’ Satisfaction with “Teacher Activity Groups” Project |
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Phuong Hoang Yen, Nguyen Anh Thi, Le Thanh Thao, Pham Trut Thuy, Nguyen Huong Tra, Huynh Thi Anh-Thu |
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| Vol 22, No 8 (2023): August 2023 |
School-Based Teacher Professional Development Framework (SBTPDF): A Blueprint for School Principals in Nigeria |
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Oluwasola Babatunde Sasere, Sekitla Daniel Makhasane |
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| Vol 15, No 11 (2016): October 2016 |
Increasing Support and Job Satisfaction for Program Administrators at the Postgraduate Medical Education Program at the University of Ottawa: The Program Administrator’s Perspective |
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Dr. D. Puddester, Colla Jean MacDonald, H. Summers, Dr. A. Chaput, Dr. L. Wiesenfeld, Dr. D. Archibald |
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| Vol 22, No 7 (2023): July 2023 |
Stakeholders’ Perspectives of Early Childhood Education Language and Literacy Laboratories in the United Arab Emirates |
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Aysha AlShamsi, Phil Quirke |
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| Vol 23, No 3 (2024): March 2024 |
Enriching Professional Development in Disadvantaged Schools through the Targeting Talent Programme (TPP) Educators Enrichment Programme: Insights from Math and Science Educators |
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Nonhle Tracey Sibisi, Nomakhosi Nomathemba Sibisi |
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| Vol 23, No 1 (2024): January 2024 |
Professional Standards for Teachers Landscape in the Standpoint of Teaching Profession: Insight from Higher Education Institution (HEI) Instructors |
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Matronillo M. Martin |
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| Vol 20, No 10 (2021): October 2021 |
How to Become Experienced? The Practice of Novice Lecturer Professional Development at A Public University |
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Hong Yu, Arnida Abdullah, Soaib Asimiran, Mohd Mokhtar Muhamad |
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| Vol 22, No 5 (2023): May 2023 |
Divulging the Lived Experiences of Public School Teachers in the U.S.A. during COVID-19 Pandemic: Phenomenological Analysis |
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Jaypee R. Lopres, Glendale Y. Niadas, Geraldine P. Minez, Greatchie M. Lopres, Madeleine I. Gutierrez, Albert Marion Q. Quiap, Saturnino Renante O. Bangot Jr. |
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| Vol 22, No 12 (2023): December 2023 |
Determinants of Intention to Use ChatGPT for Professional Development among Omani EFL Pre-service Teachers |
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Amal Mohammad Alrishan |
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| Vol 16, No 11 (2017): November 2017 |
The Professional Development of Adult Educators: The Case of the Lifelong Learning Centres (L.L.C) in the Prefecture of Evros, Greece |
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Kyriaki Georgios Anthopoulou, Efthymios Valkanos, Iosif Fragkoulis |
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| Vol 21, No 8 (2022): August 2022 |
Knowledge of Some Evidence-Based Practices Utilized for Managing Behavioral Problems in Students with Disabilities and Barriers to Implementation: Educators' Perspectives |
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Hajar Almutlaq |
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| Vol 22, No 11 (2023): November 2023 |
Integrated Leadership Effect on Teacher Satisfaction: Mediating Effects of Teacher Collaboration and Professional Development |
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Fiskia Rera Baharuddin, Amiruddin Amiruddin, A. Muhammad Idkhan |
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| Vol 16, No 10 (2017): October 2017 |
Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal Study |
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Kimberly K Buch, Heather McCullough, Laura Tamberelli |
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| Vol 22, No 5 (2023): May 2023 |
Malaysian English Language Teachers’ Willingness, Readiness, Needs and Wants to Develop Graphic Oral History ELT Materials |
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Said Ahmed Mustafa Ibrahim, Azlina Abdul Aziz, Nur Ehsan Mohd Said, Hanita Hanim Ismail |
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| Vol 22, No 4 (2023): April 2023 |
Developing Early Graders' Collaborative Skills through Group-Work, Play-Based Pedagogy |
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Martin Chukwudi Ekeh |
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| Vol 22, No 4 (2023): April 2023 |
Professional Development Needs and Challenges Faced by K-12 Teachers in Delivering Effective Online Education in the United Arab Emirates |
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Hamdy A. Abdelaziz, Ahmed Ankit, Abdurrahman G. Almekhlafi, Semiyu Aderibigbe, Athra Alawani, Apollos Bitrus Goyol |
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| Vol 21, No 6 (2022): June 2022 |
Exploring the Teacher Professional Development Activities: Perspectives of Nigerian High School Teachers |
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Oluwatoyin Ayodele Ajani |
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| Vol 22, No 3 (2023): March 2023 |
Challenging Traditional Teacher Professional Development by Implementing Technology-Supported Cooperative Learning |
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Gordon Sekano, Dorothy Laubscher, Roxanne Bailey |
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| Vol 22, No 2 (2023): February 2023 |
Mindful Educators: Compassion, Community, and Adaptability Are Key |
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Molly Dunn, Kristine E. Larson |
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| Vol 17, No 5 (2018): May 2018 |
Professional Development in Science Summer Schools: How Science Motivation and Technology Interest Link in with Innovative Educational Pathways |
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Michaela Marth, Franz X. Bogner, Sofoklis Sotiriou |
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| Vol 22, No 7 (2023): July 2023 |
Teachers’ Professional Development and Pedagogical Shift towards Dialogic Teaching in Malaysian Lower Secondary ESL Classrooms |
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Sheila Adelina Ramasamy, Azlin Zaiti Zainal |
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| Vol 18, No 10 (2019): October 2019 |
Strategic Professional Development for Busy Teachers: Profile of a High-Impact Instructional Design |
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Sarah Elizabeth Bryans-Bongey, Craig Rosen |
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| Vol 17, No 1 (2018): January 2018 |
Understanding Teacher Beliefs and Instructional Decision Making Concerning Disciplinary Literacy: The Case of Secondary Teachers in an Urban School |
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Kellee D Jenkins |
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| Vol 18, No 10 (2019): October 2019 |
Impact of Teacher Professional Development on Student Attitudes and Experiences in School Learning – A Case Study of Oman |
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Amira Al Shabibi, Aisha Al Mantheri, Bahia Al Rashdi |
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| Vol 22, No 5 (2023): May 2023 |
Changes in Lesson Plans as Teachers Participate in a Professional Development on Statistical Literacy |
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Dung Tran, An Thi Tan Nguyen, Duyen Thi Nguyen, Phuong Thi Minh Ta, Nga Thi Pham, Binh Tri Huynh |
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| Vol 19, No 11 (2020): November 2020 |
Saudi EFL Teachers’ Attitudes towards Professional Development |
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Maha Alzahrani |
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| Vol 15, No 6 (2016): May 2016 |
Paparazzi and Self-awareness: Reflective Practice Using Digital Technology |
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Catherine Marie Caldwell, Heljä Inkeri Antola Crowe, Beto Michael Davison Aviles |
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| Vol 17, No 11 (2018): November 2018 |
‘It feels like its sink or swim’: Newly Qualified Teachers’ Experiences of their Induction Year |
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Jonathan Glazzard, Louise Coverdale |
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| Vol 17, No 10 (2018): October 2018 |
Professional Development Framework for Secondary Mathematics Teachers |
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Mi Sun Park, Young Rae Kim, Tamara J. Moore, Terrence Wyberg |
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| Vol 16, No 9 (2017): September 2017 |
“We Need to Give the Profession Something that No One Else Canâ€: Swedish Student Teachers’ Perceptions and Experiences of their Preschool Teacher Training Programme |
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Birgitte Malm |
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| Vol 7, No 1 (2014): August |
THE CONTRIBUTION OF IN-SERVICE TRAINING PROGRAMS TO THE PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS |
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Ilana Levenberg, Dorit Patkin |
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| Vol 5, No 1 (2014): May 2014 |
Teacher development: De facto teacher leaders for English language learners |
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Holly Hansen-Thomas, Karen Dunlap, Pat J. Casey, Teresa Starrett |
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| Vol 17, No 5 (2018): May 2018 |
Teachers’ Professional Development in Oman: Challenges, Efforts and Solutions |
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Mahfouda Juma Hamed Al Jabri, Heikki Silvennoinen, David Griffiths |
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