Facilitating Teacher Continuous Professional Development: How, Why and by Whom?

[1] Alles, M., Seidel, T., & Gröschner, A. (2019). Establishing a positive learning atmosphere and conversation culture in the context of a video-based teacher learning community. Professional Development in Education, 45(2), 250–263. https://doi.org/10.1080/19415257.2018.1430049 | DOI 10.1080/19415257.2018.1430049

[2] Asterhan, C., & Lefstein, A. (2023). The search for evidence-based features of effective teacher professional development: A critical analysis of the literature. Professional Development in Education, 50(1), 11–23. https://doi.org/10.1080/19415257.2023.2283437 | DOI 10.1080/19415257.2023.2283437

[3] Borko, H., Koellner, K., & Jacobs, J. (2014). Examining novice teacher leaders' facilitation of mathematics professional development. The Journal of Mathematical Behavior, 33, 149–167. https://doi.org/10.1016/j.jmathb.2013.11.003 | DOI 10.1016/j.jmathb.2013.11.003

[4] Coles, A. (2012). Using video for professional development: The role of the discussion facilitator. Journal of Mathematics Teacher Education, 16(3), 165–184. https://doi.org/10.1007/s10857-012-9225-0 | DOI 10.1007/s10857-012-9225-0

[5] Guzmán, V., Grau, V., & Sebastián, C. (2019). Las funciones del humor al interior de espacios de formación docente: Análisis grupal en dos comunidades de profesores en Chile. Perspectiva Educacional, 58(3), 127–155. https://doi.org/10.4151/07189729-Vol.58-Iss.3-Art.957 | DOI 10.4151/07189729-vol.58-iss.3-art.957

[6] Hennessy, S., Kershner, R., Calcagni, E., & Ahmed, F. (2021). Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: A design-based approach. Review of Education, 9(3), e3269. https://doi.org/10.1002/rev3.3269 | DOI 10.1002/rev3.3269

[7] Lefstein, A., & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505–514. https://doi.org/10.1016/j.tate.2010.10.004

[8] OECD. (2019). TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en | DOI 10.1016/j.tate.2010.10.004

[9] Perry, E., & Booth, J. (2021). The practices of professional development facilitators. Professional Development in Education. Advance online publication. https://doi.org/10.1080/19415257.2021.1973073

[10] Prediger, S., Roesken-Winter, B., & Leuders, T. (2019). Which research can support PD facilitators? Strategies for content-related PD research in the Three-Tetrahedron Model. Journal of Mathematics Teacher Education, 22(4), 407–425. https://doi.org/10.1007/s10857-019-09434-3 | DOI 10.1007/s10857-019-09434-3

[11] Segal, A., Lefstein, A., & Vedder-Weiss, D. (2018). Appropriating protocols for the regulation of teacher professional conversations. Teaching and Teacher Education, 70, 215–226. https://doi.org/10.1016/j.tate.2017.11.018 | DOI 10.1016/j.tate.2017.11.018

[12] van Es, E., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers' analysis of video. Journal of Teacher Education, 65(4), 340–356. https://doi.org/10.1177/0022487114534266 | DOI 10.1177/0022487114534266