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Focuses on the receptivity of Western Australian government teachers towards a system‐wide educational change, the use of Student Outcome Statements, that help teachers’ classroom planning, student learning and assessment. The dependent variable, teacher receptivity, is measured in four aspects: overall feelings, attitudes, behaviour intentions and behaviour. The group 1 independent variables are non‐monetary cost benefits, alleviation of fears and concerns, significant‐other support, and feelings compared to the previous system. The group 2 independent variables are shared goals, collaboration and teacher learning opportunities. Data relating to all the variables were collected in 1997 from a sample of 126 teachers some of whom had been involved in the official trial of Student Outcome Statements and analysed using correlation and regression techniques. The group 1 and group 2 independent variables accounted for 59 per cent of the variance in overall feelings, 49 per cent in attitudes, 50 per cent in behaviour intentions and 40 per cent in behaviour.

This chapter presents Virtual Exchange (VE) and Simulation as a pedagogical strategy to train pre-service teachers. Through VE, students–teachers from geographically distant locations come together with the aim of participating in a simulation. The simulation, in turn, presents a scenario and highlights several educational challenges that pre-service teachers must solve collaboratively. In so doing it, language skills, digital competence, and intercultural competence are developed. This chapter offers an overview of Virtual Exchange + Simulation, presents a complete simulation in case other teachers want to replicate the experience, and presents some of the most relevant findings out of the experience.

A scholarly collaborative partnership is a capability that develops over time. Its quality is an outcome of the collaborative context, the alignment of purpose, development of work and learning processes, development of shared language and success stories. In this chapter, the authors engage in a metalogue where their shared reflection on the formation and development of their collaborative scholarship in the field of organization development and change is itself an instance of a process of shared scholarship. By adopting the format of a metalogue, they provide the voices of their individual thinking and their reflective conversation so as to offer an expression of the process of theorizing to scholars who wish to embark upon or study shared scholarship.

Each year, hundreds of accounting doctoral students attend doctoral consortia (DC) sponsored by universities and academic organizations. This chapter reports results of a survey of consortium attendees and analysis of related consortium programs. The authors seek a better understanding of the benefits attendees perceive from these consortia, the content attendees found most valuable, and whether these consortia appear to achieve the goals of the sponsoring organizations.

Survey results show that participants perceive significant benefits from consortium activities related to research, networking, and career management. Respondents did not find their consortium experience helpful on teaching-related dimensions; however, their comments suggest a desire for additional teaching coverage. The authors make recommendations to planners of accounting DC and leadership of the American Accounting Association (AAA), a major consortium sponsor, intended first to address respondents’ desire for additional teaching coverage. Second, the authors highlight opportunities to link doctoral education to AAA’s strategic initiatives and its vision to provide global thought leadership in accounting.

Digital services can solve some problems facing print‐based academic libraries. They also provide opportunities for librarians to become proactive by adopting pivotal roles in shaping their institutions’ teaching and learning strategies. Digital collections take information outside libraries’ physical confines. As managers of digital information systems, librarians cannot remain mere intermediaries, though some find that digital collections present unwanted learning challenges and threats to current working practices. Librarians must develop new roles and working practices and initiate the cultural changes that will alter others’ perceptions of them. An electronic collection can underpin current pedagogic styles, initiate new teaching and learning practices and support lifelong learning skills through the close collaboration and interchange of professional academic and librarian roles. The potentiality of such collaboration is currently being explored through the expansion of the ResIDe Electronic Library at the University of the West of England, Bristol.

This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which lesson study has been reported in various settings so far. The chapter concludes with a qualitative study of student-teachers’ reflections drawn from their reports, written after finalising the lesson study cycle at the Universidad Católica de Valencia. The analysis provides support for the premise that lesson study significantly promotes research in ITE and develops a more critical approach to literature about pedagogy and good practice in teaching.

In 2013–2014 academic year, the authors led a Faculty Learning Community (FLC) on the Scholarship of Teaching and Learning (SoTL). The goal of the FLC was to increase participants’ knowledge of and experience with SoTL. The facilitators resided and worked in United States; the co-facilitator and the participants worked at Universidad Del Norte in Colombia South America. The facilitators in the United States spoke English; the participants spoke Spanish. While the technology was sometimes problematic, the translation difficult, and the distance inhibiting, overall the learning community was very successful in meeting its goals. We conclude with the lessons learned from this cross-cultural FLC experience.

In this study, the authors draw upon 10 years of collaborative teaching and research as two, White, women literacy teacher educators to theorize the role of humanizing pedagogies within literacy teacher education and share explicit examples of how these pedagogies might be operationalized in actual classroom settings.

This study is based on 10 years of qualitative, teacher inquiry research on authors’ shared practice as literacy teacher educators and has included focus groups with students, the collection of student work and extensive field notes on class sessions.

Contextualized within decades-old calls for humanizing teacher education practices, this study puts forward a framework for teaching literacy methods that centers critical, locally contextualized, content-rich approaches and provides detailed examples of how this study implemented this framework in two contrastive teacher education settings comprising different institutional barriers, regional student populations and program mandates.

The proposed framework of critical, locally contextualized and content-rich literacy methods offers one possibility for reconciling the divergent debates that perpetually shape literacy teaching and learning. As teachers are prepared to enter classrooms, the authors model concrete approaches and strategies for teaching reading within and against a sociopolitical landscape imbued with White supremacist ideals and racial bias.

The purpose of this paper is to explore shared workspace and professional learning community (PLC) interactions in schools. The collaborative culture and PLCs were parts of the school culture. The collaborative culture of each school was designed to ensure teachers share intellectual and physical contributions in learning to investigate the impact of teaching and learning on students. The workspace overlap for teachers was part of the culture of each school and a function of the PLC interactions. PLCs provided opportunities for collaboration and therefore opportunities to share intellectual and physical workspace.

A grounded theory research approach was taken to this investigation, primarily because of the common experiences of educators in schools (Creswell, 2013). Collaborative process between educators in schools was qualitatively investigated as a function of PLC interactions. In all, three communities, five schools, and 70 educators were purposefully selected to participate. Data were collected, including semi-structured interviews, observations, artifacts, and researcher field notes.

The workspace interactions include shared leadership, decision making, teaching and learning practice, and accountability measures. Attributes and characteristics of effective collaboration and PLCs greatly affect the outcomes of PLCs. An emergent framework is provided that includes attributes of effective collaboration and the characteristics of effective PLCs that merge into intellectual and physical shared workspace.

This paper focuses on the connections between PLCs, school culture, and professional educator collaboration. This paper proposes to provide a unique model called the shared workspace. The model combines the intellectual and physical aspects of group members to ensure the effectiveness of collaborative systems that promote quality practice in schools through functional PLCs as part of a positive school culture. This paper further offers extensions to the shared leadership concept (Carpenter, 2015) in how schools, administrators, and teachers should work together, thus more collaboratively through a continuous improvement process of the school as a workplace and a learning organization.