Professional Development as a Negotiated Practice: Usability, Constraints, and Teacher Navigation in China

The investigation of the collaborative culture in Greek primary schools with an emphasis put on Small rural and Urban all-day primary schools was the basis for conducting the study. The main purpose of the study is to highlight the ways in which teachers in everyday school practice act and shape school collaborative culture, so that if a redefinition of their role is required, feedback to focus their interest on the effectiveness of their schools of responsibility. The scope of the survey was the total number of teachers (N=782) in randomly selected primary schools in the country. The research tool used was the School Culture Survey - Teacher Form (S.C.S.-T.F.) questionnaire which evaluates and records the teachers' views on the six dimensions (collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support and learning partnership) that shape the model of collaborative school culture. The findings demonstrate that teachers adopt the model of collaborative culture to a relatively satisfactory degree, applying several forms of collaborative behavior, as illustrated by the descriptive analysis. The analysis of One-way variance (ANOVA), between the factors of the collaborative school culture in relation to the variable “Position in the school unit” revealed the existence of a significant difference for the “collaborative leadership”, “professional development”, “unity of purpose”, “collegial support” and “learning partnership” factors, while, there was no significant differentiation for the “teacher collaboration” factor. In addition, the analysis of ANOVA between collaborative school culture in relation to the variable "geographical location of the school unit” revealed the existence of a significant difference only for the “collaborative leadership”, “teacher collaboration” and “collegial support” factors. Via Independent Samples T-test, the comparative study of relationships between the factors of the collaborative culture in the two types of schools revealed the existence of a significant differentiation for “collaborative leadership” and “collegial support”, while no significant difference was observed for the other factors of collaborative school culture. Of course, the observed forms of collaboration do not support the existence of a genuine collaborative culture, however, they lay the foundations for the development of more meaningful partnerships.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0005/a.php" alt="Hit counter" /></p>

IntroductionIn regional Australia and New Zealand, museums and art galleries are increasingly becoming primary sites of cultural engagement. They are one of the key tourist attractions for regional towns and expected to generate much needed tourism revenue. In 2017 in New South Wales alone, there were three million visitors to regional galleries and museums (MGNSW 13). However, apart from those (partially) funded by local councils, they are often run on donations, good will, and the enthusiasm of volunteers. Regional museums and galleries provide some paid, and more unpaid, employment for ageing populations. While two-thirds of Australia’s population lives in capital cities, the remainder who live in regional towns are likely to be in the 60+ age cohort because people are choosing to retire away from the bustling, growing cities (ABS). At last count, there were about 3000 museums and galleries in Australia with about 80% of them located in regional areas (Scott). Over the last 40 years, this figure has tripled from the 1000 regional and provincial museums estimated by Peter Piggott in his 1975 report (24). According to a 2014 survey (Shaw and Davidson), New Zealand has about 470 museums and galleries and about 70% are located outside capital cities. The vast majority, 85%, have less than five, full-time paid staff, and more than half of these were run entirely by ageing volunteers. They are entrusted with managing the vast majority of the history and heritage collections of Australia and New Zealand. These ageing volunteers need a diverse range of skills and experience to care for and interpret collections. How do you find the time and budget for professional development for both paid staff and volunteers? Many professional development events are held in capital cities, which are often a significant distance from the regional museum—this adds substantially to the costs of attending and the time commitment required to get there. In addition, it is not uncommon for people working in regional museums to be responsible for everything—from security, collection management, conservation, research, interpretation and public programs to changing the light bulbs. While there are a large number of resources available online, following a manual is often more difficult than learning from other colleagues or learning in a more formal educational or vocational environment where you can receive timely feedback on your work. Further, a foundational level of prior knowledge and experience is often required to follow written instructions. This article will suggest some strategies for low cost professional development and networking. It involves planning, thinking strategically and forming partnerships with others in the region. It is time to harness the power of modern communications technology and use it as a tool for professional development. Some models of professional development in regional areas that have been implemented in the past will also be reviewed. The focus for this article is on training and professional development for workers in regional museums, heritage sites and keeping places. Regional art galleries have not been included because they tend to have separate regional networks and training opportunities. For example, there are professional development opportunities provided through the Art Galleries Association of Australia and their state branches. Regional galleries are also far more likely to have one or more paid staff members (Winkworth, “Fixing the Slums” 2). Regional Museums, Volunteers, and Social CapitalIt is widely accepted that regional museums and galleries enhance social capital and reduce social isolation (Kelly 32; Burton and Griffin 328). However, while working in a regional museum or gallery can help to build friendship networks, it can also be professionally isolating. How do you benchmark what you do against other places if you are two or more hours drive from those places? How do you learn from other colleagues if all your colleagues are also isolated by the ‘tyranny of distance’ and struggling with the same lack of access to training? In 2017 in New South Wales alone, there were 8,629 active volunteers working in regional museums and galleries giving almost five million hours, which Museums and Galleries NSW calculated was worth over $150 million per annum in unpaid labour (MGNSW 1). Providing training and professional development to this group is an investment in Australia’s social and cultural capital.Unlike other community-run groups, the museums and heritage places which have emerged in regional Australia and New Zealand are not part of a national or state branch network. Volunteers who work for the Red Cross, Scouts or Landcare benefit from being part of a national organisation which provides funding, support workers, a website, governance structure, marketing, political advocacy and training (Winkworth, “Let a Thousand Flowers” 11). In Australia and New Zealand, this role is undertaken by the Australian Museums and Galleries Association AMaGA (formerly Museums Australia) and Museums Aotearoa respectively. However, both of these groups operate at the macro policy level, for example organising annual conferences, publishing a journal and developing Indigenous policy frameworks, rather than the local, practical level. In 1995, due to their advocacy work, Landcare Australia received $500 million over five years from the federal government to fund 5000 Landcare groups, which are run by 120,000 volunteers (Oppenheimer 177). They argued successfully that the sustainable development of land resources started at the local level. What do we need to do to convince government of the need for sustainable development of our local and regional museum and heritage resources?Training for Volunteers Working in Regional Museums: The Current SituationAnother barrier to training for regional museum workers is the assumption that the 70:20:10 model of professional development should apply. That is, 70% of one’s professional development is done ‘on the job’ by completing tasks and problem-solving; 20% is achieved by learning from mentors, coaches and role models and 10% is learnt from attending conferences and symposia and enrolling in formal courses of study. However, this model pre-supposes that there are people in your workplace whom you can learn from and who can show you how to complete a task, and that you are not destroying or damaging a precious, unique object if you happen to make a mistake.Some museum volunteers come with skills in research, marketing, administration, customer service or photography, but very few come with specific museum skills like writing exhibition text, registering an acquisition or conserving artefacts. These skills need to be taught. As Kylie Winkworth has written, museum management now requires a [...] skills set, which is not so readily found in small communities, and which in many ways is less rewarding for the available volunteers, who may have left school at 15. We do not expect volunteer librarians to catalogue books, which are in any case of low intrinsic value, but we still expect volunteers in their 70s and 80s to catalogue irreplaceable heritage collections and meet ever more onerous museum standards. That so many volunteers manage to do this is extraordinary. (“Let a Thousand Flowers” 13)Workers in regional museums are constantly required to step outside their comfort zones and learn new skills with minimal professional support. While these challenging experiences can be very rewarding, they are also potentially damaging for our irreplaceable material cultural heritage.Training for museum professionals has been on the agenda of the International Council of Museums (ICOM) since 1947 (Boylan 62). However, until 1996, their work focused on recommending curricula for new museum professionals and did not include life-long learning and on-going professional development. ICOM’s International Committee for the Training of Personnel (ICTOP) and the ICOM Executive has responded to this in their new curricula—ICOM Curricula Guidelines for Professional Museum Development, but this does not address the difficulties staff or volunteers working in regional areas face in accessing training.In some parts of Australia, there are regional support and professional development programs in place. For example, in Queensland, there is the Museum Development Officer (MDO) network. However, because of the geographic size of the state and the spread of the museums, these five regionally based staff often have 60-80 museums or keeping places in their region needing support and so their time and expertise is spread very thinly. It is also predominantly a fee-for-service arrangement. That is, the museums have to pay for the MDO to come and deliver training. Usually this is done by the MDO working with a local museum to apply for a Regional Arts Development Fund (RADF) grant. In Victoria there is a roving curator program where eligible regional museums can apply to have a professional curator come and work with them for a few days to help the volunteers curate exhibitions. The roving curator can also provide advice on “develop[ing] high quality exhibitions for diverse audiences” via email, telephone and networking events. Tasmania operates a similar scheme but their two roving curators are available for up to 25 days of work each year with eligible museums, provided the local council makes a financial contribution. The New South Wales government supports the museum advisor program through which a museum professional will come to your museum for up to 20 days/year to give advice and hands-on training—provided your local council pays $7000, an amount that is matched by the state government—for this service. In 2010, in response to recommendations in the Dunn Report (2007), the Collections Council of Australia (CCA) established a pilot project with the City of Kalgoorlie-Boulder in West

In this article, I examine which organisational conditions can promote or limit the professional development of teachers in the Cypriot primary school. The discussion builds on findings from a study I conducted about Cypriot primary school teachers’ reflective practices (Loizou 2011). The study was qualitative and used semi-structured interviews with a cross section of 18 primary school teachers. The findings revealed that the kind of professional exchange in which the teachers engaged was associated with their ability to bring about substantial change in practice through reflection. Further analysis showed that the organisational conditions in each school can differentiate the teachers’ professional exchange. The aim of this article is to examine the association between organisational conditions, professional exchange and change in practice. In particular, I aim to explore how organisational conditions can underpin the development of different kinds of professional exchange and how this impacts on change and professional development. The article concludes with a discussion of implications for Cypriot teachers’ development through professional exchange in the primary school.

The growing prevalence of dementia has intensified efforts to identify modifiable risk factors that can delay its onset. Early education is increasingly recognised as a site of preventive intervention, with potential to instil health-promoting knowledge and behaviours from a young age. Despite this acknowledgement, limited research has explored how educators, central agents in curriculum delivery, perceive the integration of brain health content in schools. This study investigates primary school teachers' perspectives on implementing brain health education in the classroom. Twenty-five teachers (Mage = 29.2years, SD = 4.23) participated in semi-structured online interviews exploring their understandings of dementia and brain health, as well as their experiences with health-related teaching. Participants were recruited from public and independent schools across urban and regional Australian. Data were analysed using reflexive thematic analysis. Three overarching themes were identified: (1) Holistic brain health education, reflecting teachers' preference for holistic approaches that address physical, emotional, and cognitive wellbeing together; (2) Pedagogical considerations, highlighting the role of digital platforms and student-centred learning to support delivery; and (3) Foundations for sustainable implementation, including the need for institutional support, professional development, and parental involvement. Despite interest in integrating brain health content, participants reported barriers including a crowded curriculum, limited training, and unclear policy guidance. Findings reflect the untapped potential of primary schools as settings for brain health promotion. Supporting teachers through targeted training, curriculum alignment, and partnerships with health experts may assist the delivery brain health education in meaningful and sustainable ways. Our findings have relevance for broader public health discussions concerning lifelong brain health, while remaining grounded in the immediate educational context of primary schools.

The purpose of this research was to explore how on-site professional development (PD) addresses the goal of improved teacher practice. It was conducted within the context of a national educational reform in Australia. This reform, implemented from 2009 to 2012/13, was a National Partnership Agreement (NPA) with the Commonwealth Government that included the Smarter Schools National Partnerships (SSNP). This research was a multi-site case study of five Catholic primary schools that implemented on-site PD for four years as part of a system response to a reform agenda. Learning on-site was a change in practice for teachers that involved the establishment of professional learning communities (PLCs) and the appointment in each school of an additional school leader entitled a ‘Teacher Educator’ (TE). The interpretative paradigm of research, through the lens of symbolic interactionism and the epistemology of constructionism, was adopted to guide and inform the study. A multi-site case study methodology was chosen as the five schools constituted a single case on multiple sites that shared the phenomenon of interest, i.e., on-site PD (Huberman & Miles, 2002). The data gathering methods were semi-structured interviews, group interviews and a pre-interview self-reflection tool. Findings emerged through qualitative data analysis that utilised the Constant Comparative Method (Merriam, 1998). The major research question was: How does on-site professional development influence teacher practice? Findings from this research indicate that on-site PD influenced teacher practice in certain ways. First, underpinning the approach to changing teacher practice was collaboration. School leaders shared the instructional leadership role and worked collaboratively with teachers, primarily in classrooms, to demonstrate how teaching practice could change. The influence of system leaders on teacher practice was a secondary process mediated by school leaders. Due to a perceived lack of strategic direction, teacher consultation, or involvement in schools throughout the reform, system leaders were not seen as having a positive influence on teacher practice. Second, the structure of the in-situ leadership role of the TE was a key influence on changed teacher practice because it had a singular emphasis on teaching and learning. However, these new roles also led to tension, defensiveness and feelings of vulnerability from teachers; therefore, building trusting relationships and credibility were critical to their influence. Third, because the evolution of PLCs was an organic process, they emerged differently and did not adhere to any set structure. They morphed over time and the guiding principle that drove their creation was the articulated needs of teachers and what the data revealed to be those of the students. The use of data, the deprivatisation of teaching practice and professional dialogue were associated and instrumental in building teacher capacity, and formed the core focus of the PLCs. These three characteristics influenced teacher practice as their data skills were built along with pedagogical content knowledge. Fourth, the construct of on-site PD influenced teacher practice because the learning for teachers was coherent, active, context specific, relevant, timely, accessible and immediate.

Teachers’ continuing professional development (CPD) is a dynamic process that coordinates teachers’ external behavior and internal states. Most teachers participate in varied forms of CPD activities either voluntarily or contractually. The more motivated teachers are to engage in CPD, the more likely they achieve professional and personal growth. Against this backdrop, the current study, adopting the framework of self-determination theory (SDT), sought to investigate the types and levels of Chinese college TEFL (Teaching English as a Foreign Language, hereafter TEFL) teachers’ motivation toward CPD. The questionnaire survey was administered to 402 academics who taught the English language in diverse universities in China. The quantitative analysis showed that teachers exhibited stronger identified regulation and intrinsic motivation than external regulation. Specifically, the exploratory factor analysis identified five motivational orientations: inner-directed academic improvement and cognitive interest, academic self-fulfillment and obligation, academic and social responsibility, social recognition and promotion, lacking the intention for CPD, which corresponded to the SDT motivation continuum. To triangulate, further interviews were conducted with 12 TEFL teachers. The findings of the qualitative analysis—the thematic analysis through Nvivo (Version 12) on the open-ended question and the interviews, revealed that teachers’ struggles in CPD were mainly concerned with the school-related, CPD-related, and teacher-related problems. Moreover, a big gap between teachers’ needs and contextual support was found to be bridged. Based on the findings, this study proposed that social conditions should support teachers’ basic psychological needs in order to sustain and enhance TEFL teachers’ motivation for CPD.

Teachers in modern education face significant work challenges and must commit to continuous learning. Disruptive technological advancements require teachers to be digitally nimble and adaptive to constant changes. Educational institutions and schools must provide teachers with relevant resources for continuing professional development (CPD). Numerous past studies have shown that CPD is related to improved teaching practices and student learning outcomes. However, the success of CPD programs lies in teachers' engagement in the process. This case study explores the types of CPD activities available and investigates the factors influencing a Malaysian teacher's engagement in CPD. Malaysian teachers can access various CPD activities, including workshops, seminars, reading, and informal conversations with colleagues. The study also found that contextual and personal factors contribute to teachers' decision to participate in CPD activities. Contextual factors include available CPD opportunities, administrative and collegial support, and barriers to participation. Personal factors include teachers' preferences in learning approaches and their interest in particular topics. The features of CPD activities will affect teachers' perceptions of CPD and influence their engagement levels. These findings suggest redesigning CPD activities that promote a favourable perception of CPD and encourage engagement.

This article reports part of an empirical research project investigating the professional development, knowledge and beliefs of a number of teachers working in primary schools throughout England who were identified as effective at teaching literacy. The larger study employed a range of approaches, including a survey, interviews and observation of lessons. The article presents a detailed case study analysis of the literacy‐related professional development experience of a subsample of the effective teachers of literacy. The case studies highlight the interwoven nature of experience gained within a range of professional contexts, including classroom, school, local education authority and national loci. The importance of meso‐level support for professional learning and development, such as that provided by local education authority advisers, is highlighted. The case studies indicate the importance of the affective and personal dimensions within longer‐term professional development, and also the creative interplay between autonomy and collegiality. The non‐linear, and often long‐term, nature of career development is also emphasised: particularly in relation to primary schools, where teachers may change subject or phase orientations over time. It is argued that the long‐term nature of professional development poses particular challenges for policies that focus increasingly on measurable impact and outcomes.

Background: The increasing recognition of neurodiversity in early childhood education (ECE) highlights the need for inclusive practices and targeted professional development. Teachers’ ability to support neurodiverse learners is central to fostering equitable learning environments. Aim: This research explores early childhood teachers’ perspectives on neurodiversity and identifies their professional development needs to effectively address the diverse requirements of neurodiverse learners. Setting: The research was conducted in six urban primary schools in South Africa, reflecting on a variety of socioeconomic contexts. Methods: Using a qualitative case research approach, data were collected through semi-structured interviews conducted with six early childhood teachers. Thematic content analysis was applied to interpret the findings. Results: Teachers expressed a strong willingness to support neurodiverse learners, but highlighted significant gaps in their training and access to resources. The research identified a need for professional development in areas such as understanding neurodiverse conditions, implementing inclusive teaching strategies and fostering collaborative partnerships with families and specialists. Conclusion: Comprehensive professional development programmes addressing neurodiversity are critical for equipping early childhood teachers to create inclusive and supportive classroom environments. Contribution: This research contributes to the limited research on early childhood teachers’ experiences with neurodiversity, and provides insights for designing targeted professional development initiatives.

This book adopts a qualitative research methodology to explore novice teachers’ professional development (TPD) under the background of the New Curriculum Reform in mainland China. With a purposeful sampling strategy, in-depth, semi-structured interviews were employed to collect data from twelve novice primary school teachers. As the specific design of the qualitative method and research procedures have been demonstrated, this book could be reading material for courses such as Qualitative Research Methodology and would be beneficial for undergraduate and postgraduate students learning qualitative research. In addition, this book provides suggestions for pre-service and novice teachers. The study found that although TPD programs and better welfare are desirable, collegial support from seniors, internet resources and online courses, and self-reflection were more direct and effective in enhancing professional growth and reducing negative emotions that developed from challenges in classroom management, workload, and accountability. This book also suggests three directions for the future development of TPD to school leaders and policymakers. First, more training on classroom management and time management is helpful as poor classroom management and excessive workload were the causes of teacher burnout. Second, more school-level mentoring is wanted because it is considered more effective than the state and individual-level opportunities of TPD. Third, more development opportunities for teachers in rural areas are required to improve their professional competence and narrow their gap with their urban counterparts.

As higher education expands, research experience opportunities are increasingly explored for student enhancement. However, obstacles to providing these opportunities and varied student experiences remain a challenge. This study explored the experiences of undergraduate and postgraduate Psychology students who had participated in a volunteer-based research experience scheme using semi-structured interviews and analysed these using reflexive thematic analysis. Three central themes were identified: (1) strategic engagement for personal and professional development; (2) transformative impact on confidence, identity, and career direction; and (3) navigating challenges and workload managements. Findings highlight the benefits of student enhancement through research experience opportunities, with students reporting academic, personal, and employability benefits of participation. Several participants also highlighted improved transferable skills and greater confidence following participation. Findings are discussed in the context of the literature and constraints of working within higher education. Practical recommendations for creating and running similar schemes is provided.

While performance success is idealized in sport, most teams inevitably experience losing streaks or losing seasons, including the most successful coaches. However, how these winning coaches cope with this atypical performance has rarely been studied. Thus, in this study, we explored the post-season processes of seven University team sport coaches with outstanding performance records following an unexpectedly challenging season. The participants averaged 23.3 years of coaching experience and 37 combined National University Championship titles. Following virtual, semi-structured interviews, data was analyzed through a reflexive thematic analysis. Our findings highlighted the centrality of extensive coach reflections during the off-season, including how it contributed to their personal and professional growth. This reflexive period helped coaches develop strategies that were largely culture-focused and included shifting the team mindset. Effective communication was key for facilitating the use of other strategies, such as including athletes in developing their culture and re-setting the culture early in the following season. Indeed, coaches’ reflections and strategies led them to enter the following season feeling more prepared, and all coaches were able to return their teams to their previous standards of excellence within the following two seasons. These findings underscore the importance of coaches’ self-reflection and a proactive process for rebuilding a performative culture when faced with a challenging season. Through introspection, personal and professional development, and strategic cultural adjustments, coaches were able to transform their teams’ performance and dynamics, leading to renewed success and improved outcomes in subsequent seasons.

The purpose of this study was to examine opportunities and challenges in practicing Continuous professional Development (CPD) in selected schools in Addis Ababa City Administration. Questionnaire pilot tested in two primary schools was administered to 300 randomly selected primary school teachers in Addis Ababa. With regard to the variable "Teachers' self-reflection", male respondents tend to use self reflection techniques more than female respondents to improve their career development. The mean score for teachers teaching at the second cycle was found to be statistically higher than that of teachers working in the first cycle of primary education indicating that teachers in the second cycle tend to use peer discussion, self-assessment of one's own daily routines, and use of portfolio more often than their counterparts teaching in the first cycle. The mentoring process stood as number one contributing factor for teacher professional development followed by action research and school in-house workshops. Lack of knowledge and experience on the theoretical underpinnings, implementation inconsistencies, lack of budget to run the program at school level, lack of incentive procedures to recognize teachers who made utmost efforts to change themselves and their colleagues were major problems identified from the qualitative data. Despite these problems, the new CPD has entailed a number of opportunities and useful experiences in terms of empowering school teachers and ameliorating school-based problems related to the teaching learning process. Future implications of the research were also suggested.

PurposeThere is little research into how teachers think about and teach creative writing and its redrafting and how this might differ depending upon the age of the pupils being taught. This paper aims to compare the creative writing conceptualisations and practices of primary school teachers (5–11-year olds) and secondary school teachers (11–18-year-olds) in England through a qualitative survey. This comparison enables to think about the influence of policy on creative writing in primary and secondary schools as well as what professional development could look like for these teachers to improve the teaching of creative writing.Design/methodology/approachA qualitative survey exploring the creative writing and redrafting pedagogies and conceptualisations was responded to by primary school teachers (n = 18) and secondary school teachers (n = 19). Taking an ecological view of creative writing and teacher identity, the authors undertake a comparative analysis of the survey data using the 5A’s theory of creativity (Glaveanu, 2013) and a view of professional identity existing within “landscapes of practice” (Wenger-Trayner, Wenger-Trayner, 2015). This enables to illuminate how and why creative writing is contextually afforded, or otherwise, in primary and secondary landscapes of practice.FindingsThis analysis demonstrates how the redrafting of creative writing is marginalised in both landscapes of practice and how redrafting is largely conceptualised as a technical rather than critical or creative action. The authors show how teachers, particularly in primary school, aim for their pupils to produce “products” rather than engaging in the “process” of creative writing. This analysis also shows that whilst creative writing is overall more marginalised in the secondary school landscape, it is often taught through process approaches. In both landscapes of practice, the re-drafting of creative writing is largely taught through product approaches.Research limitations/implicationsThis research is potentially skewed by the fact that we recruited our participants through networks relating the teaching of English, including creative writing. What is worrying about this limitation, however, is that the picture of creative writing in schools in England probably leans more to a product approach than the picture this research has uncovered.Practical implicationsProfessional development for teachers in both landscapes is needed in relation to pedagogical actions for creative writing and its redrafting. Some of the key differences we have outlined in conceptualisations and practices between primary and secondary schools landscapes, notably the overuse of product-based teaching actions in primary landscapes, and some of the differences we have outlined within discrete landscapes of practice, notably how some primary school teachers feel more confident to challenge the product-based approach, with one conceptualising redrafting as “creative”, indicate that professional development should involve teachers working across schools.Social implicationsPolicy needs to be reformed to move away from the technicist view of creative writing held in both landscapes of practice. Linked to this, the way creative writing is assessed as a product in secondary schools needs to change – the re-introduction of portfolio-based coursework (Bishop, 1990) would provide the affordance of redrafting as an action central to creative writing processes.Originality/valueTo the best of the authors’ knowledge, this is a rare piece of research which compares primary and secondary school teachers’ approaches to teaching creative writing. It shows that primary school teachers can be formulaic in the way they teach creative writing, using product approaches. However, in secondary schools the picture is different: teachers, particularly those, who are writers themselves, give students more agency in redrafting and shaping their writing. This indicates how professional development should involve primary and secondary school teachers in dialogue with one another to cross boundaries of practice.

In-service teachers' professional development and instructional quality in secondary schools in Gedeo Zone, Ethiopia