Vol.30,No.2(2025)
Facilitating Teacher Continuous Professional Development: How, Why and by Whom?

Full Issue in PDF

Editorial

Facilitating teacher continuous professional development: how, why and by whom?

4–13

Elisa Calcagni, Leonardo Lago, Klára Šeďová

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Studies

Relations Among Teacher Perceptions of PD Elements, PD Program Satisfaction, and Implementation Success Across One and a Half School Years

14–36

Mareike Ehlert, Larissa Aust, Samuel Bellinghausen, Elmar Souvignier
https://doi.org/10.5817/SP2025-2-1

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Pedagogically Productive Dialogue in Teacher Learning Communities: From Concept to Measurement

37–72

Miriam Babichenko, Christa S. C. Asterhan
https://doi.org/10.5817/SP2025-2-2

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Can Peer Facilitation Promote Classroom Dialogue at Scale?

73–110

Elisa Calcagni, Sara Hennessy
https://doi.org/10.5817/SP2025-2-3

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Supporting Science Argumentation Through Professional Development: How Facilitators Promote Teacher Learning of Challenging Practices

111–140

Florencia Gómez Zaccarelli, Natália Cândido Vendrasco, Victoria Arriagada Jofré, Jocelyn Gaete Cornejo
https://doi.org/10.5817/SP2025-2-4

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Facilitation Strategies for Developing Mathematics Teachers' Noticing of Communicative Orchestration

141–175

Victoria Arriagada Jofré, Horacio Solar, Eder Pinto
https://doi.org/10.5817/SP2025-2-5

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Facilitating Reflective Inquiries into Dialogic Practices as Part of Vocational School Teachers' Professional Development

176–210

Chiara Piccini, Elena Boldrini, Sara Hennessy, Ruth Kershner
https://doi.org/10.5817/SP2025-2-6

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Becoming a Facilitator for Dialogic Teaching: Building Trust and Joy in Confronting Ideas as a Basis for Learning

211–233

Maribel Calderón Soto, Maximiliano Silva Barrueto, Marisol Gómez Ramírez
https://doi.org/10.5817/SP2025-2-7

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Accompanying Beginning Teachers' Professional Development: Horizontal Dynamics of Collaboration and Care

234–266

Lorena Rojas-Avilez, Carlos Vanegas-Ortega, Constanza Herrera-Seda
https://doi.org/10.5817/SP2025-2-8

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