This small-scale research study explores early career teachers' (ECTs) perceptions of factors shaping the quality of their early professional learning (EPL) experiences. Their perspective relating to curriculum change and its impact on EPL is considered. 14 early career secondary geography teachers in Scotland participated in this study. The data gathered indicate that departmental or faculty groupings can form the basis of post-induction support and play a crucial role in enhancing or constraining ECTs’ EPL and attitudes towards curriculum change.

In this article, the author discusses the challenges globalization may bring to teacher education. Globalization brings many challenges to schools. To meet these challenges, schools need teachers who understand the implications of globalization, are able to effectively work with the increasingly culturally and linguistically diverse student population. The author describes some essential elements of a plan that prepare teachers to teach in the globalized world. The author concludes that in order to prepare this new generation of teachers, we need a teacher education system that is globally oriented.

Action research aims to explore new ways of doing things, new ways of thinking, and new ways of relating to one another and to the world. In this article, the author wants to explore the place of action research in shaping and making history by changing what is done. The author argues that the first concern of action researchers should be the contribution of their action to history, not so much to theory. To find out what needs to be done differently, we need action research that will inform our individual praxis and inform our collective praxis.

The purpose of this article is to address the issue of Continuing Professional Development (CPD) evaluation in education. The paper focuses on what are often called ‘level’ models for evaluating development and training. These models draw on an evaluation tradition which posits that programme design and implementation involve a series of inter-related components and the role of evaluation is to assess one or more of these components and the inter-relationships between them.

The present paper describes the efforts of a group of teacher educators in a university education department in UK used action research to examine their research situation, and what conclusions they reached. Four major themes were identified in the researchers' analysis: benefits from their collaboration; greater understanding of themselves as researchers; broadened research perspectives; and barriers to their own research and how they might be surmounted. All the researchers realized that collaborative action research helped them to see their situations more clearly and they felt stronger as a result.