A boundary is a metaphor for an experience of discontinuity wherein a socio-cultural difference is perceived as a challenge or obstacle in action or interaction. This case study explores eight student teachers’ perceptions of boundaries during an international teaching internship to identify where experiences …

This article focuses on the increased relevance and urgency to pay explicit attention to complexity-informed perspectives on real-world issues in Dutch higher professional education. Moreover, it describes lessons learned from experiments with so-called Embedded Complexity Workshops. These workshops, …

This two-year longitudinal study explores how an earlier international teaching experience influences the way six newly qualified teachers perceive their current teaching practice and professional self-understanding during personally significant experiences. The concept of an experiential continuum, …

Teacher research is expected to bridge the gap between educational research and educational practice on the one hand and to improve the quality of education on the other hand. The impact of teacher research on school development is however limited. One of the reasons may be the lack of professional space …

There is more to be learned from nature as a whole. In practice ‘nature’ is often used in teaching, training, consultancy and organisational development as a metaphor, as a source of inspiration or as an example for all kinds of processes, including leadership, cooperation, relationships and the development …

There is more to be learned from nature as a whole. In practice ‘nature’ is often used in teaching, training, consultancy and organisational development as a metaphor, as a source of inspiration or as an example for all kinds of processes, including leadership, cooperation, relationships and the development …

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. …

Sociocultural and dialogic theories of education have identified the need to integrate both pedagogical content and language knowledge into teachers’ professional development to promote effective interaction with students about subject content. In this intervention study, a meta-perspective on language …

This fourth edition in the series ‘Work and life of teacher educators’ is edited by Elizabeth White. We thank her for taking this initiative and the inspiring text she has made in cooperation with eight colleagues from diverse countries. The shared experience and professional development of all colleagues …