Professional learning

What are the features of a positive work environment for early career teachers? This article examines this question through interviews with secondary school early career science teachers. Findings suggest a science department that is collegial and collaborative is essential in encouraging teachers in the early stages of their career to stay in the profession and engage in practice that supports student learning.

This article reports on the effectiveness of a small-scale study that focused on the on-site development and implementation of an observation and feedback cycle that enabled professional change in mathematics teaching.

The findings reported here suggest that while teacher research can be worthwhile professional development, if it is to be a realistic option robust support systems need to be put in place for teachers.