Professional development for schools and institutions is often ineffective, and costly (Gates Foundation, 2014). When teachers are permitted to choose their own professional development, their satisfaction and adoption of new pedagogies increases. Due to the nature of personal preferences and a focus on individualized professional development to increase teacher learning, multiple pedagogies wi...

The new Sustainable Development Goals call for quality education for all. This study aims to examine the role of mobile educational technology, through the School in a Box intervention, particularly in supporting teachers skills in achieving quality education, in the context of a public primary school in Mozambique. Quality education is examined specifically in relation to participative pedagog...

Mentoring has been the focus of much attention in the recent literature on initial teacher education and induction and as such has become a ‘foundation stone’ of collaborative endeavours between universities and schools in the facilitation of teacher development. In 1998 some 220 beginning teachers and 245 supervisors and mentors in New South Wales government schools were surveyed and beginning...

Strong and healthy collegial relationship among school teachers is regarded as an essential component of school effectiveness and teacher enhancement. Based on literature review, the present article highlights the importance of collegiality among educators and determines the major outcomes and benefits of highly collaborative and collegial cultures in educational organizations. The study sugges...

Examples of mobile technologies enhancing teachers’ and pupils’ English language proficiency in developing economies like Bangladesh is uncommon. English in Action (EIA), a project designed to contribute to the growth of Bangladesh by providing English language as a tool for better access to the world economy, piloted a number of teacher professional development initiatives that have transforme...

Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures in the area...