Design cases as scholarly knowledge building and critical inquiry of practice, constitute the core of this manuscript. Three design cases will be described, namely, the professional development programs for English-as-a-New Language teachers in Indiana; for English-as-a-Foreign language teachers of rural-to-urban migrant children in China; and for coup-displaced Myanmar teachers and educators. This article will demonstrate the ways insight and failures from previous design cases served as precedents that informed the development of subsequent design cases. The article will conclude with a conceptual framework that emerged from the cases that reflects a post-method and context-sensitive approach to PD designs for teachers and educators in crisis situations.
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