https://tlpd.journals.publicknowledgeproject.org/index.php/tlpd <div style="font-family: 'Times New Roman'; font-size: 13px;"><em>Teacher Learning and Professional Development</em> (TLPD) is an open-access, peer-reviewed journal that is broadly concerned with the challenges and complexities of learning to teach. We frame learning to teach as a lifelong process that includes formal pre-service and continuing education programs for teachers and a variety of informal experiences that contribute to teachers’ professional knowledge. We also recognize that the term <em>teacher </em>is typically taken to refer those who work as elementary or secondary school teachers; however, we adopt an holistic definition of <em>teacher learning</em> <em>and professional development </em>that includes the learning and development activities of anyone who teaches or self-identifies as a teacher. This expanded definition thus includes, <span style="text-decoration: underline;">but is not limited to</span>, K-12 teachers, post-secondary teachers, adult educators, museum educators, community-based educators, coaches, and performing arts teachers.</div><div style="font-family: 'Times New Roman'; font-size: 13px;"> </div><div style="font-family: 'Times New Roman'; font-size: 13px;">The journal welcomes research papers that shed light on issues in teacher education and professional development from a variety of methodological approaches and disciplinary lenses.</div><div style="font-family: 'Times New Roman'; font-size: 13px;"> </div><div style="font-family: 'Times New Roman'; font-size: 13px;"><span>Nous acceptons aussi les soumissions en français. </span></div> en-US Teacher Learning and Professional Development 2371-2708 Authors who publish with this journal agree to the following terms:<br /><br /><ol type="a"><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by-nc/4.0/" target="_blank">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li></ol></ol><br /><ol type="a"><ol type="a"><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li></ol></ol><br /><ol type="a"><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol> https://tlpd.journals.publicknowledgeproject.org/index.php/tlpd/article/view/88 <p>This study examines if and how teachers learn with and from one another, given shared video-recorded lessons, virtual meetings in pairs and large groups, and specialized focus of learning content. Combining two existing and effective professional development designs, we implemented a hybrid model, Lesson Study with Video Club (LSVC). As our data demonstrate, this model met the learning needs of teachers in specialized contexts and offered teachers valuable opportunities to observe colleagues in different locations. In order to measure teachers’ perceived effectiveness of LSVC, we invited 57 elementary level Dual Language Program (DLP) teachers to plan, view and discuss each other’s recorded mathematics lessons in person and online. Teaching mathematics in DLP -- primarily in Spanish -- represents an example of the specialized instructional context for which LSVC is designed. The results of this mixed-methods, cross-state study in the United States show that LSVC helped deepen DLP teacher learning in developing teaching practices through opportunities to co-plan, deliver and discuss mathematics instruction with teachers beyond their home schools. Teachers also reported that participating in the hybrid model enhanced their professional relationships, a crucial feature for many teachers who work in specialized programs and often lack a local community of educators. We conclude the paper by noting the limitations of our research, as well as the policy implications and practical advantages of professional development that extends beyond individual schools and supports specialized learning.</p> Yuzhu Xia Adria Patthoff Marco Bravo Kip Téllez Copyright (c) 2022 Yuzhu Xia https://creativecommons.org/licenses/by/4.0 2022-09-26 2022-09-26 7 https://tlpd.journals.publicknowledgeproject.org/index.php/tlpd/article/view/83 <p>Long-term professional development (PD) initiatives are scant in the extant literature. This study examines the impact of a year-long, face-to-face teacher PD provided for teachers from a high-need elementary school to improve their personal writing and writing instruction. A mixed-methods approach was used to collect and analyze data primarily from pre- and post-surveys and interviews. Statistical analyses suggest that teachers’ self-efficacy toward writing instruction was improved, but not self-efficacy toward their personal writing. Various means of how the year-long teacher PD influenced their self-efficacy were demonstrated through qualitative analysis. Implications of conducting teacher PD on writing instruction were discussed.</p> Guang-Lea Lee Terri Brodeur Cherng-Jyh Yen Tian Luo Pauline Salim Muljana Copyright (c) 2022 Guang-Lea Lee, Terri Brodeur, Cherng-Jyh Yen, TIAN LUO, Pauline Muljana https://creativecommons.org/licenses/by/4.0 2022-09-26 2022-09-26 7