The scope of policies within universities and professional practices is becoming increasingly global and more and more networks of professionals and researchers are conducting collaborative programmes and research projects. Translating these collaborations into flourishing practices is often more challenging …

In the ambitions to upgrade the teaching profession, much attention is given to Master’s courses for teachers. As such Master’s courses ask for considerable investment in time and money, the question can be raised to what extent the upgrading of teachers to the Master’s level will lead to improvement …

As part of a government-initiated programme based on the concept of professional development schools, three secondary schools in Amsterdam decided to facilitate teachers in their schools to engage in practice research. This was based on the assumption that research conducted by teachers contributes both …

This Framework is intended to act as a guide for those individuals and organisations seeking to develop forms of lifelong learning and professional development that are rooted in a culture of reflective and reflexive practice.

Professional development needs to be understood as a spontaneous process of learning at work before moving on toward the 'desired' professional development. Learning as a result of working is often implicit, stems from social interaction and direct experience, involves the (thoughtless, implicit) reproduction …