Akinlar, AylinÖntaş, TurgayAysu, SemahatAtmaca, Taner2025-10-112025-10-1120250742-051Xhttps://doi.org/10.1016/j.tate.2025.105221https://hdl.handle.net/20.500.12684/21310This qualitative study examines how internationally award-winning teachers in Türkiye facilitate colleagues' professional development. Through interviews with 20 teachers, the research investigates mentorship, collaboration, and innovative pedagogical practices in peer development contexts. Findings reveal that award-winning teachers employ student-centered approaches and demonstrate teacher leadership, particularly through platforms like eTwinning. Global recognition enhances professional visibility and strengthens teachers' leadership roles within educational communities. However, tensions emerge from neoliberal education policies and competitive award systems that simultaneously foster collaboration and generate competition among teachers. The study demonstrates that international awards significantly impact professional learning cultures by creating dual dynamics of support and rivalry. These findings contribute to understanding how recognition mechanisms shape teacher development within Türkiye's educational landscape, revealing the complex interplay between global acknowledgment and local pedagogical practices in professional growth. © 2025 Elsevier B.V., All rights reserved.en10.1016/j.tate.2025.105221info:eu-repo/semantics/closedAccessInternational Award-winning TeachersTeacher LeadershipTeachers' Professional DevelopmentArticle1682-s2.0-105016819921Q1