Teacher Professional Development Research Articles

Interrogating an implementation filter: what constraints changes in teacher practice in response to professional development

ABSTRACT It is well known that teacher professional development may not result in meaningful change to classroom instruction. A recent theoretical model by McChesney and Aldridge (2021) posited that this phenomenon may be explained on account of ‘implementation barriers’ to professional development delivery. The present study thus investigated the nature, structure, and distribution of such barriers to the impact of teacher professional development on classroom practice. Using survey data collected from three Illinois school districts (N = 274), we identified six distinct but non-orthogonal barriers (e.g. school culture, relevance, teacher resistance) and found that the most commonly perceived specific implementation barriers were time constraints and pressures, other curricular mandates or demands, and stress or burnout. Repeated-measures analysis of variance also showed some differences in the profiles of the six barriers across the school districts.

Using threshold concepts about online teaching to support novice online teachers

As online learning expands across the higher education sector, individual university lecturers are required to take on roles that incorporate responsibilities for designing and teaching online courses. Their growing capacities to fulfil these roles are sometimes supported by professional development (PD) programs within their institutions while some staff engage in staff development activities outside their home institutions. These programs and activities may take place within Communities of Practice (CoPs) while others are conducted on an individual basis. While much research has been undertaken into the field of online teaching and learning, including investigations into the most useful technological tools to incorporate into the design of online courses, the design of PD curricula to support the needs of novice teachers of online courses has not been as extensively explored. This paper reports on the outcomes of an Office for Learning and Teaching (OLT) funded project which purposely set out to identify the threshold concepts about online teaching that university lecturers develop as they engage in both the individual and communal aspects of designing and teaching online courses. The paper explains how the identification of threshold concepts about online teaching informed the development of a set of curriculum guidelines for the PD of novice online teachers. Recommendations for the design of PD for individual teachers (at the “me” level) are provided along with recommendations for the institution (at the “us” level).

SUFFICIENCY OF INSTRUCTIONAL RESOURCES AND PERFORMANCE OUTCOMES OF TECHNOLOGY AND LIVELIHOOD EDUCATION STUDENTS

In the landscape of secondary education, Technology and Livelihood Education (TLE) stands as a critical component, offering students a pathway to develop skills essential for personal and collective growth, particularly in scenarios where access to higher education is limited. The study was conducted in the Division of Panabo City, involving 200 TLE teachers explored the relationship between instructional resource sufficiency and student performance outcomes. Findings revealed a moderate extent of sufficiency in instructional resources, with certain dimensions consistently evident while others showed occasional presence. Similarly, student performance outcomes were deemed satisfactory, though with variations across different dimensions. The study underscored a significant correlation between the sufficiency of instructional resources and student performance outcomes, highlighting the critical role of resource availability in shaping student achievement. Notably, all domains of instructional resources, including textbooks, laboratory equipment, technology, physical facilities, and human resources, demonstrated a significant influence on student performance. This emphasizes the importance of targeted interventions to improve resource sufficiency and ensure a conducive learning environment for students. Recommendations were put forth to address identified areas of moderate sufficiency, advocate for resource allocation, foster collaboration among stakeholders, and enhance teacher professional development. KEYWORDS: Instructional resources; performance outcomes; Division of Panabo City

Variation in the Quality of Teacher–Child Interactions in Chinese Toddler Classrooms

Variation in the Quality of Teacher–Child Interactions in Chinese Toddler Classrooms

What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features

AbstractTo support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that different factors may guide their perception of task authenticity independently of the task that has to be mastered. Such factors could be, for example, overt design features of the learning environments on a physical level or the familiarity with the learning context and learning prerequisites, which act as important links for knowledge acquisition. In this study, preservice teachers’ perception of task authenticity is contrasted between two implementation types (video vs. role-play) of the same simulation aiming to foster diagnostic competence. The two types differ in approximating real-life practice concerning the professional task that has to be mastered. In an experimental, longitudinal study, N = 119 mathematics preservice teachers participated online in one type of the simulation four times during one semester (n = 66 video, n = 53 role-play). Perceived task authenticity was higher for the video simulation type and increased with repeated participation in the simulation independently of the implementation type. Further, preservice teachers’ task utility value positively influenced their perception of task authenticity. The results illustrate the role of learning prerequisites as well as familiarity with the task for novices’ perception. Also, they could be an initial indication that, depending on the level of learners’ professional development, the way of approximating real-life practice in simulations might influence the perception of task authenticity.

Influence of Principals’ Promotion of Professional Development of Teachers on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya

Effective professional development should take cognisance of the needs of teachers, learners and school context. It has been established by research studies that divergent and overlapping policies as well as dysfunctional schooling cultures have frustrated impact of professional development of teachers on good quality learning outcomes. The purpose of this study was to investigate the Influence of Principals’ promotion of teachers’ professional development on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools in Kisii County, Kenya The objective of this study was to: explore the influence of Principals’ promotion of professional development of teachers on learners’ academic performance in K.C.S.E.in Kisii County. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O.Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O.Ds and 252 teachers. Census sampling to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using word verbatim from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a weak positive insignificant influence between promotion of professional development of teachers (r=.011, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis were upheld. These results were supported by Principals’ interviews which indicated that professional development programmes are not context specific. It is hoped that the findings of this study would provide information that would form a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.

Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation

AbstractEffective online teacher professional development (OPD) is crucial to support teachers. The effectiveness of OPD depends on teachers’ engagement. According to offer-use models, teachers’ engagement in OPD relates to the OPD quality and teachers’ motivation to learn. However, whereas OPD activities have increased in recent years, especially during the COVID-19 pandemic, findings on the importance of OPD quality and teachers’ motivation to learn for teachers’ engagement in OPD are scarce. We analyzed data from N = 593 teachers participating in 61 OPD courses. The predictive power of perceived OPD quality (i.e., clarity and structure, practical relevance, cognitive activation, and collaboration) and teachers’ motivation to learn for their behavioral, affective, and cognitive engagement during OPD were examined using structural equation modeling. We used latent moderated structural equations to gain insights into the interaction effects between OPD quality and teachers’ motivation. Our findings indicate that OPD quality positively predicted teachers’ OPD engagement. When controlling for OPD quality, teachers’ motivation to learn also predicted teachers’ behavioral and cognitive engagement but not their affective engagement. The findings on the interactions between OPD quality and teachers’ motivation demonstrated that for the different facets of teachers’ OPD engagement, different OPD quality characteristics could compensate for low teacher motivation to learn. For instance, for behavioral engagement, opportunities for collaboration can compensate for low motivation. Implications for practice (e.g., ensuring high-quality OPD) and future directions in research (e.g., conducting longitudinal studies) in the field of OPD are discussed.

Teacher Professional Development Planning at SMAN 6 Palembang

This study delves into the topic of professional development planning for teachers at SMAN 6 Palembang. Program sustainability planning, activity planning, time planning, and financial planning are the intended topics of this research. In order to address the research question—how to organize teacher professional development in terms of activity, time, money, and program sustainability—this study used a qualitative method. Interviews, observations, and documentation studies are the methods used to gather data. Methods of purposive sampling are used in the selection of informants. Utilizing triangulation and member verification procedures, the reliability of the data is verified. Data analysis consists of four steps: gathering data, presenting it, checking it, and drawing conclusions. Results and discussion indicated that using teacher development patterns in activity planning is similar to adopting top-down policy rather than focusing on teachers' actual requirements in terms of professional development. Planning for teachers' professional development time has not been owned by schools, the Education Office, or teachers themselves. The majority of our growth time is dictated by external factors and the level of personal motivation from our teachers when it comes to self-improvement. Planning for the Teacher-Experienced Development Fund is not entirely the responsibility of teachers. Despite many school requirements, the needs of instructors are not taken into account when budgeting funds. School budgets have to go somewhere, and no one has thought about the long-term or short-term viability of teacher professional development programs while they were planning their sustainability.

Promote Innovation In Madrasah Through The Use Of Educational Technology

The research aims to explore and evaluate the application of educational technology in promoting learning innovation in the madrasah. With the increasing importance of technology integration in the world of education, madrasas also need to adapt teaching methods by integrating relevant digital tools and resources. The research digs into a range of strategies that can be applied by the matrasah to integrate educational technology effectively, including teacher training, developing technological infrastructure, revising curricula, and applying project-based learning using technology. The study uses a qualitative approach through literary research methods, by reviewing and analyzing previous studies, reports, and data on similar topics. Research results show that the use of educational technology in the madrasah has significant potential to drive innovation in the teaching learning process. The training and professional development of teachers is identified as a key factor in the successful implementation of technology, with adequate technological infrastructure as an essential prerequisite. The integration of curricula with digital resources and the implementation of technology-supported project-based learning strategies has proven to enhance student engagement and deepen their understanding of the subject matter. However, challenges such as limited access to technological resources, lack of effective teacher training, and resistance to change in traditional learning practices are also identified as obstacles to be overcome.

Exploring ICT professional development of experienced female EFL teachers

The integration of Information and Communications Technology (ICT) into language teaching and learning is mandated by the national policy in Indonesia. This study aims to describe 34 experienced female EFL teachers’ experiences ICT professional development.. This study reports on: 1) encouraging and discouraging factors of ICT use for participants, 2) solutions of ICT integration for participants’ professional development, and 3) peers’ perception on participants’ improvement of ICT competencies. In order to investigate the external and internal factors on the participants' ICT professional development experiences, a sequential explanatory design with mixed methods approach was used in the study. In the first phase, a questionnaire was used as the instrument to categorize participants into satisfactory ICT proficiency and less satisfactory ICT proficiency. The second phase was one-on-one interviews to find further information on the participants’ experiences on ICT professional development. The questionnaire was analyzed using SPSS, while interviews were analyzed using deductive content analysis which employs four stages in its process. Results show that all teachers with proper ICT proficiency and those who are less proficient in ICT have positive perceptions of the use of technology in education. However, there are differences in how they solve internal and external problems, and how they perceive guidance from peers and also support from the school environment. This study recommends universities and the government to develop programs of ICT professional development suitable for experienced female teachers.

Empowering prospective teachers’ scientific and digital literacy through exploring-resuming integrated criticizing (ERIC) in biology classroom

Prospective Science teachers need well-developed science and digital literacy to help the process of thinking, learning, communicating, working together, and working with their creativity. Unfortunately, various studies show that students' abilities regarding these two types of literacy still need to improve, especially in first-year students. This study aims to (1) analyze the potential impact of the ERIC learning model with the lesson study-based TPACK framework on science and digital literacy and (2) analyze the contribution of lesson study implementation during ERIC learning to the professional development of educators. This study used a concurrent mixed method. In-depth analysis through lesson study was conducted during the implementation of the ERIC learning model in a quasi-experimental setting. The collected data was then analyzed using the ANCOVA test to reveal the difference in mean scores between the experimental and control classes. At the same time, the results of learning observations and reflection on the lesson study phase were analyzed qualitatively. The results showed that the ERIC learning model with the TPACK framework had a significant effect on scientific and digital literacy. In addition, implementing lesson study enables educators to become more aware of students' learning difficulties and needs and, therefore, develop deeper knowledge about learning requirements

The Effectiveness of Inclusive Education Policies for Students with Disabilities

Purpose: This study sought to examine the effectiveness of inclusive education policies for students with disabilities. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the effectiveness of inclusive education policies for students with disabilities. Preliminary empirical review revealed that such policies played a vital role in promoting educational inclusion and academic success within mainstream educational settings. Despite encountering challenges such as inadequate resources and negative attitudes, inclusive education policies showed promise in creating equitable learning environments. The study emphasized the importance of addressing systemic barriers, promoting positive attitudes, and continuously monitoring and adapting policies to meet the evolving needs of students with disabilities. Overall, the findings underscored the potential of inclusive education policies to foster academic achievement and social inclusion for students with disabilities, contributing to a more equitable and supportive educational system. Unique Contribution to Theory, Practice and Policy: The Social Model of Disability, Ecological Systems theory and Critical Disability theory may be used to anchor future studies on inclusive education policies for students with disabilities. The study provided provided recommendations that enhanced theoretical frameworks, improved practice, and informed policy in inclusive education. It emphasized the importance of refining theoretical understandings of disability, providing professional development for educators, and developing comprehensive transition services for students with disabilities. Additionally, the study advocated for policy reforms that promote equity and social inclusion, fostered collaboration among stakeholders, and called for increased funding and support for inclusive education initiatives. These recommendations contributed to advancing inclusive education by promoting more responsive, equitable, and supportive educational environments for students with disabilities.

Developing classroom ICT teaching techniques, principles and practice for teachers in rural Ghana without access to computers or internet: a framework based on literature review

PurposeThis paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking computer and internet access. Bridging the rural–urban digital divide is critical for equitable quality education. This research identifies distinct infrastructure, financial, human, and socio-cultural challenges of ICT adoption in underserved Ghanaian schools through an exhaustive literature review. The framework provides tailored strategies to empower teachers to leverage ICT for innovative pedagogy despite limitations. Ultimately, the goal is to offer pragmatic, evidence-based solutions to advance ICT-enabled instruction and digital equity in marginalized settings.Design/methodology/approachThis study utilizes a qualitative literature review methodology to develop a conceptual framework for ICT teaching techniques tailored to the rural Ghanaian context. Published empirical studies, theoretical papers, and reports focused on ICT education in developing countries, particularly sub-Saharan Africa, were systematically reviewed across multidisciplinary databases. Relevant theories and models, like TPACK and SAMR, were analyzed to determine appropriate modifications for the framework design. The proposed strategies emphasize affordable technologies, teacher training, localized content, and culturally relevant pedagogies selected based on evidence from literature to address the unique barriers and needs of the rural setting.FindingsThe literature review revealed profound infrastructure, financial, human, and socio-cultural barriers to ICT adoption in rural Ghanaian schools. These include lack of electricity, internet, hardware, and software alongside inadequate teacher training and support. The proposed conceptual framework offers solutions including leveraging low-cost technologies like mobile devices, prioritizing teacher professional development, developing localized digitally-enabled resources, and fostering community participation. Culturally relevant pedagogies are also emphasized. This tailored, evidence-based approach holds promise for enhancing ICT-enabled instruction and bridging digital divides to promote equitable quality education. Further findings will emerge through framework implementation and evaluation.Research limitations/implicationsThis conceptual framework requires implementation and evaluation to truly determine its impact and effectiveness in the intended rural Ghanaian context. As a literature review, primary data collection was not undertaken. Practical application of the framework in schools can yield direct insights through surveys, interviews, observations, and analysis of key educational outcomes pre and post-implementation. Comparisons with control groups may further illuminate its efficacy. Monitoring and adaptation over time is also essential. Ultimately, this research sets the foundation for praxis-oriented work transforming ICT integration in marginalized communities to advance digital equity and inclusion.Practical implicationsThis research provides an evidence-based, context-aware framework with pragmatic solutions to enhance ICT-enabled teaching and learning in underserved rural Ghanaian schools. It offers guidance to teachers, administrators, and policymakers on integrating technology despite infrastructure and resource constraints. The emphasis on cost-effective innovations, educator training, localized content, and community participation can inform planning and investments in ICT education. Broader applications include adapting the framework for other developing country contexts facing comparable challenges. Overall, this work promotes digital equity and quality education access, catalyzing social development and aligning with the UN Sustainable Development Goals.Social implicationsThis research highlights the urgent need to address digital divides exacerbating educational inequalities between rural and urban communities in Ghana. Lack of technology access and utilization in rural schools threatens to widen gaps in skills, capabilities, and opportunities for students. Strategic integration of ICT can promote social inclusion, cultivate digital literacy, and equip youth to participate in the global digital economy, thereby enhancing prospects. More broadly, advancing digital equity and ICT-enabled education empowers marginalized groups, fosters community empowerment, and drives progressive social change. This work underscores that localized, context-appropriate solutions are pivotal for promoting development and social justice.Originality/valueThis research fills a crucial gap by proposing a conceptual framework tailored specifically for integrating ICT in teaching practices in rural Ghanaian schools lacking digital access, responding to context-specific barriers and needs. While extensive literature examines ICT education models globally, few studies offer localized strategies for resource-constrained environments. This framework adapts established models based on a systematic literature review, emphasizing affordability, capacity building, and cultural relevance. By synthesizing evidence-based, pragmatic solutions to advance ICT-enabled instruction in marginalized settings, this work provides a valuable foundation for praxis transforming rural education. The localization approach could inform frameworks for other developing regions.

Shifting the paradigm: a critical review of educational approaches for fostering learner wellbeing

This critical review explores how contemporary education is undergoing a paradigm shift by integrating learner wellbeing as a core objective. The review delves into the potential shortcomings of traditional, exam-driven educational approaches, which can inadvertently contribute to stress, anxiety, and a sense of alienation among learners. Studies have shown positive correlations between SEL programs and improvements in student mental health, academic performance, and social skills. Mindfulness interventions have also demonstrated promising results in reducing stress and anxiety while promoting emotional resilience and focus among learners. On the other hand, student-centred pedagogies have been linked to increased student engagement, motivation, and self-efficacy. However, the review acknowledges that challenges remain in fully integrating wellbeing into educational practices. Teacher training and professional development are crucial for successfully implementing these approaches. Additionally, ensuring consistency and alignment between wellbeing initiatives at the classroom level and broader school policies remains a concern. Furthermore, standardized testing and high-stakes assessments can continue to create pressure and anxiety, potentially undermining efforts to foster wellbeing. In conclusion, this critical review highlights the growing recognition of learner wellbeing as a core educational objective. By exploring various theoretical frameworks, the limitations of traditional approaches, and the potential of emerging practices, the review underscores the need for a paradigm shift in education. Ultimately, integrating wellbeing into the educational experience has the potential to nurture not only academically successful individuals but also well-rounded, resilient, and thriving learners.

Social networking sites as affordable tools for high-potential personal learning networks: the case of teachers as learners in Vietnam

AbstractWhile a great deal has been published about the educational value of social networking sites (SNSs) for teachers, less has focused on teachers who are arguably more dependent on these virtual platforms for informal professional learning due to financial constraints and a lack of regular in-service professional development. Situating this study in Vietnam and focusing on teachers teaching English as a foreign language, we examined how these teachers have adapted SNSs, a tool typically used in leisure and social life, into online personal learning networks. The evidence was collected from 393 teachers’ responses to an online survey. The results from descriptive and non-parametric inferential tests revealed three main findings: (1) Teachers engage in a variety of professional learning activities using SNSs with high frequency, regardless of their self-perceived levels of technology competence or teaching experience; (2) Teachers make use of online groups on SNSs for professional topics and their preferences of topics are not likely to be determined by their experience, except for the topics of classroom management techniques and knowledge about learners; (3) The most decisive factors these teachers associated with effective professional learning on SNSs include time availability, reliability of information and materials, personal information privacy and desire to learn. Teachers’ perceptions about these factors are influenced by the frequency of their SNS use and professional work experience. The implications of these findings for teacher professional development in Vietnam, and other countries in similar economic circumstances, are also discussed.

Using interpersonal meaning making resources to build relationships and improve engagement in online teacher professional learning

AbstractAs professional learning and development (PLD) for teachers moves online, it is increasingly important to consider what constitutes effective provision. While models of effective PLD abound, online PLD faces challenges to participant engagement. In particular, the critical need to build and maintain relationships in professional learning is complicated by the geographic and temporal distribution of online participants as well as the nuances of the technology in use. We argue that online PLD occurs in collaborative text-spaces within learning management systems, social media spaces and their attendant learning objects such as forums. As such, persistent challenges to engagement in online PLD may be met by considering the language-based interpersonal affordances of these text-spaces. We employ a small-scale corpus study and appraisal analysis to demonstrate the value of Systemic Functional Linguistics in addressing the challenges of online learning, particularly how the meaning making resources of the interpersonal metafunction can be used to improve participant engagement.

Enhancing the quality of competency assessment for elementary school students in modern education

The paper aims to explore strategies to enhance the quality of competency assessment for elementary school students in the context of modern education. Through a comprehensive study conducted from February 2022 to January 2024 in Hai Phong city, data were collected from 112 educational administrators and 564 teaching professionals. The research employed a mixed-methods approach, combining surveys and interviews to gather insights into current assessment practices and challenges. Findings underscored the critical role of competency assessments in facilitating student development. They revealed a need for tailored assessment methods aligned with contemporary educational standards and student-centered approaches. Additionally, the study highlighted the importance of continuous professional development for educators to improve their assessment literacy and competency evaluation skills. Overall, the research suggests that implementing targeted strategies can lead to more accurate and holistic assessment practices, ultimately fostering student growth and development in elementary education.

The Implementation Of Reflective Teaching Practice By Indonesian EFL Teachers

Reflective teaching is one strategy to improve professional development for teachers so that the teaching and learning process is more effective and efficient. This study aimed to find out how Indonesian EFL teachers implement reflective teaching in their classrooms, the impact of implementing reflective teaching, and what difficulties are faced when implementing reflective teaching. This study employed a qualitative, descriptive case study approach. A questionnaire and interviews were used to collect data from 18 teachers, which were then analysed using thematic content analysis. Based on the findings of the research, in the implementation of reflective teaching by EFL teachers, there are five ways: use reflective journals, ask for feedback from students, collaborate with colleagues, record videos, and record audio. Better preparation, improved teacher-student interaction, and improved classroom management are the three effects that EFL teachers notice after implementing reflective teaching. There are three teacher difficulties in implementing reflective teaching: time and workload, lack of peers to collaborate, and knowledge of reflection methods.

A Review of the Effects of Integrated Language, Science and Technology Interventions in Elementary Education on Student Achievement

This systematic literature review presents a review of the effects of integrated language arts, science and technology (ILS&T) instruction, with an inquiry- or design-based pedagogy, in elementary schools on student achievement. To this end, an overview of the characteristics of the 19 included studies and their interventions is first presented. Second, the effects of interventions in relation to the study characteristics and outcome variables were examined, by comparing the mean effect sizes. The findings demonstrate positive effects of ILS&T instruction for all reported student learning outcome variables. Third, the relation between characteristics of the intervention and effect sizes was analysed. Interventions with higher levels of integration, a short duration, and teacher professional development activities produce higher effect sizes. These findings are relevant for the design of ILS&T interventions. The analysis was challenged by a lack of detailed information in study and intervention descriptions, which prompts a call for scholars to provide more comprehensive information in their intervention studies.

Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study

AbstractIn teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co‐generation of content and pedagogical knowledge. However, less experienced teachers can face socio‐emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues, and these risks may impact the collaborative experience of both parties and the learning environment in teacher PD. This exploratory case study examines the process of productively navigating socio‐emotional risks and interpersonal tensions encountered by a veteran and pre‐service physics teacher during one episode of discussing physics content. We use a single term, comfort‐building, to encapsulate discursive moves that result in increased feelings of comfort and safety by the participants. Comfort‐building includes moves that serve to mitigate social risk, ease tension, and avoid discomfort, as well as those geared toward finding common ground and co‐navigating challenges. These moves can carve out conversational space for teachers to more confidently face risks associated with being accountable to the physics content knowledge and engage in discipline‐based conversations more deeply. The presented case was followed by video‐stimulated individual interviews to determine how consciously the teachers connected their participation to explicit risk and comfort. This case study highlights an affective dimension for consideration in the continued study and facilitation of science teacher PD, especially programs that bring together teachers with a variety of backgrounds and skill sets.