This study aimed to investigate mentors’ strategies that can be used to facilitate pedagogical knowledge in the mentee. In this study, mentors outlined strategies for developing preservice teachers’ pedagogical knowledge practices. There were several or more practical strategies suggested for each mentoring practice associated with pedagogical knowledge. For example, strategies for deeper learning about planning included co-planning and reflecting verbally on planning with the mentee by deliberating on the specific learning needs of students.

In this study, the authors examine the strategies reported by naïve assessment constructors. Naïve assessment constructors refer to those individuals with limited, if any, formal preparation for constructing classroom assessments. The authors identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. The authors suggest that teacher educators can guide learners to more appropriate strategies within each family and facilitate deliberate practice on their use.

The author wondered why so many beginning teachers leave the profession. The author proposes to frame the problem as one of teacher identity making and identity shifting in order to understand the experiences of beginning teacher attrition.In what follows the author uses the stories of his experiences as a beginning teacher as a way to narratively read the ways beginning teacher attrition has been conceptualized. Through his experiences as a teacher, and his autobiographical narrative inquiry work, the author has begun to frame beginning teacher attrition as a problem that compels inquiry into teacher identity making and identity shifting as a way to narratively understand the experiences of beginning teachers.

The purpose of this research is to identify the factors within the school environment that enhance and facilitate a teachers’ innovative behavior. Furthermore, it aims to examine whether it is possible to predict a teachers’ innovative behaviour with the proposed two-layer model (with self-efficacy being the first layer and teaching practices being the second). In this study, a model for predicting teachers’ innovative behaviour was proposed, with three general factors of school environment: interaction and involvement, need for innovation and freedom for innovation. The authors conclude that a teachers’ innovative potential is developed and used in the best possible way, when the school environment provides them with possibilities for self-development, recognition for their innovative behaviour and professional development and also constructive feedback from school management and the students’ parents.

This study explores how professional learning communities (PLCs) can enhance beginning teachers’ professional learning in differentiated instruction (DI). Furthermore, it examines how structural and cultural school conditions foster the development of PLCs in the schools’ organization. A comparative analysis was carried out in three schools with high (case A), medium (case B), and low (case C) levels of beginning teachers’ professional learning in DI.The analysis indicated that the three cases could be situated at different stages of PLC development. The authors can situate case C in the ‘beginning stage’, case B can be allocated to the ‘evolving stage’, and case A can be assigned to the ‘mature stage’. Furthermore, the authors found that organizational structures and cultural school conditionsin these three cases were related to different stages of developing PLC.