Developing community disaster resilience through collaborative professional development: Integrating teachers, informal educators, and emergency management personnel

BackgroundIn many educational settings, professional development (PD) for in-service teachers assumes particular significance in the wake of curricula reform. This is so that teachers are enabled to become familiar with new competencies that are aligned with new learning standards, and also that teachers may be supported in actively reflecting on their practice. In recent years, some models of PD that incorporate the qualities of sustainability, collaboration and classroom-based research have gained popularity. Classroom-based research with teachers, however, is not always considered by teachers themselves to be an attractive or meaningful model for professional development. This is due to the notion that teachers may be hesitant to engage in research, because of reasons that include a lack of time, weak motivation, a sense that it is a low priority and the belief that research results are irrelevant to the immediate needs of the teaching and learning situation.PurposeThis study aimed to challenge this perception by supporting teachers to become empowered to participate in classroom-based research. It was conducted in the context of exploring what needs to be improved in response to recent curriculum reforms in the Philippines. The study set out to analyse the reflections of in-service teachers who considered the significance of their partnership with university science researchers in a year-long, research-based collaborative professional development activity. As the professional development activity was in its early stage of implementation, it was hoped that insights could be gained into the important factors of the activity, to support its development and design.MethodsIn this qualitative study, teachers’ reflections about their collaborative research-based PD with university researchers were categorised. Data were obtained from audio and video-taped transcripts, supplemented by formal interviews. Qualitative thematic analysis of conversations was strengthened by using the constant comparison method of Grounded Theory in order to formulate themes from the data transcripts.FindingsResults suggested that through collaboration, sustainability, trust and commitment, the teachers recognised the advantages of classroom-based research in the improvement of their instructional capacities. Through the analysis of the teacher reflections, the study yielded three major themes that are significant in the consideration of classroom-based research: (1) increased understanding of classroom dynamics; (2) shared ownership and involvement; and (3) reflective practice to connect and resolve ideas against prior beliefs. With the full involvement of the teachers, it appeared that the classroom research-based PD employed in this study helped to empower teachers and assisted in eliminating negative notions of research: the PD became, instead, an opportunity for immediate learning.

Introduction Most developed countries, including Australia, have a strong focus on national, state and local strategies for emergency management and response in the face of disasters and crises. This framework can include coping with catastrophic dislocation, service disruption, injury or loss of life in the face of natural disasters such as major fires, floods, earthquakes or other large-impact natural events, as well as dealing with similar catastrophes resulting from human actions such as bombs, biological agents, cyber-attacks targeting essential services such as communications networks, or other crises affecting large populations. Emergency management frameworks for crisis and disaster response are distinguished by their focus on the domestic context for such events; that is, how to manage and assist the ways in which civilian populations, who are for the most part inexperienced and untrained in dealing with crises and disasters, are able to respond and behave in such situations so as to minimise the impacts of a catastrophic event. Even in countries like Australia that demonstrate a strong public commitment to cultural pluralism and social cohesion, ethno-cultural diversity can be seen as a risk or threat to national security and values at times of political, natural, economic and/or social tensions and crises. Australian government policymakers have recently focused, with increasing intensity, on “community resilience” as a key element in countering extremism and enhancing emergency preparedness and response. In some sense, this is the result of a tacit acknowledgement by government agencies that there are limits to what they can do for domestic communities should such a catastrophic event occur, and accordingly, the focus in recent times has shifted to how governments can best help people to help themselves in such situations, a key element of the contemporary “resilience” approach. Yet despite the robustly multicultural nature of Australian society, explicit engagement with Australia’s cultural diversity flickers only fleetingly on this agenda, which continues to pursue approaches to community resilience in the absence of understandings about how these terms and formations may themselves need to be diversified to maximise engagement by all citizens in a multicultural polity. There have been some recent efforts in Australia to move in this direction, for example the Australian Emergency Management Institute (AEMI)’s recent suite of projects with culturally and linguistically diverse (CALD) communities (2006-2010) and the current Australia-New Zealand Counter-Terrorism Committee-supported project on “Harnessing Resilience Capital in Culturally Diverse Communities to Counter Violent Extremism” (Grossman and Tahiri), which I discuss in a longer forthcoming version of this essay (Grossman). Yet the understanding of ethno-cultural identity and difference that underlies much policy thinking on resilience remains problematic for the way in which it invests in a view of the cultural dimensions of community resilience as relic rather than resource – valorising the preservation of and respect for cultural norms and traditions, but silent on what different ethno-cultural communities might contribute toward expanded definitions of both “community” and “resilience” by virtue of the transformative potential and existing cultural capital they bring with them into new national and also translocal settings. For example, a primary conclusion of the joint program between AEMI and the Australian Multicultural Commission is that CALD communities are largely “vulnerable” in the context of disasters and emergency management and need to be better integrated into majority-culture models of theorising and embedding community resilience. This focus on stronger national integration and the “vulnerability” of culturally diverse ethno-cultural communities in the Australian context echoes the work of scholars beyond Australia such as McGhee, Mouritsen (Reflections, Citizenship) and Joppke. They argue that the “civic turn” in debates around resurgent contemporary nationalism and multicultural immigration policies privileges civic integration over genuine two-way multiculturalism. This approach sidesteps the transculturational (Ortiz; Welsch; Mignolo; Bennesaieh; Robins; Stein) aspects of contemporary social identities and exchange by paying lip-service to cultural diversity while affirming a neo-liberal construct of civic values and principles as a universalising goal of Western democratic states within a global market economy. It also suggests a superficial tribute to cultural diversity that does not embed diversity comprehensively at the levels of either conceptualising or resourcing different elements of Australian transcultural communities within the generalised framework of “community resilience.” And by emphasising cultural difference as vulnerability rather than as resource or asset, it fails to acknowledge the varieties of resilience capital that many culturally diverse individuals and communities may bring with them when they resettle in new environments, by ignoring the question of what “resilience” actually means to those from culturally diverse communities. In so doing, it also avoids the critical task of incorporating intercultural definitional diversity around the concepts of both “community” and “resilience” used to promote social cohesion and the capacity to recover from disasters and crises. How we might do differently in thinking about the broader challenges for multiculturalism itself as a resilient transnational concept and practice? The Concept of Resilience The meanings of resilience vary by disciplinary perspective. While there is no universally accepted definition of the concept, it is widely acknowledged that resilience refers to the capacity of an individual to do well in spite of exposure to acute trauma or sustained adversity (Liebenberg 219). Originating in the Latin word resilio, meaning ‘to jump back’, there is general consensus that resilience pertains to an individual’s, community’s or system’s ability to adapt to and ‘bounce back’ from a disruptive event (Mohaupt 63, Longstaff et al. 3). Over the past decade there has been a dramatic rise in interest in the clinical, community and family sciences concerning resilience to a broad range of adversities (Weine 62). While debate continues over which discipline can be credited with first employing resilience as a concept, Mohaupt argues that most of the literature on resilience cites social psychology and psychiatry as the origin for the concept beginning in the mid-20th century. The pioneer researchers of what became known as resilience research studied the impact on children living in dysfunctional families. For example, the findings of work by Garmezy, Werner and Smith and Rutter showed that about one third of children in these studies were coping very well despite considerable adversities and traumas. In asking what it was that prevented the children in their research from being negatively influenced by their home environments, such research provided the basis for future research on resilience. Such work was also ground-breaking for identifying the so-called ‘protective factors’ or resources that individuals can operationalise when dealing with adversity. In essence, protective factors are those conditions in the individual that protect them from the risk of dysfunction and enable recovery from trauma. They mitigate the effects of stressors or risk factors, that is, those conditions that predispose one to harm (Hajek 15). Protective factors include the inborn traits or qualities within an individual, those defining an individual’s environment, and also the interaction between the two. Together, these factors give people the strength, skills and motivation to cope in difficult situations and re-establish (a version of) ‘normal’ life (Gunnestad). Identifying protective factors is important in terms of understanding the particular resources a given sociocultural group has at its disposal, but it is also vital to consider the interconnections between various protective mechanisms, how they might influence each other, and to what degree. An individual, for instance, might display resilience or adaptive functioning in a particular domain (e.g. emotional functioning) but experience significant deficits in another (e.g. academic achievement) (Hunter 2). It is also essential to scrutinise how the interaction between protective factors and risk factors creates patterns of resilience. Finally, a comprehensive understanding of the interrelated nature of protective mechanisms and risk factors is imperative for designing effective interventions and tailored preventive strategies (Weine 65). In short, contemporary thinking about resilience suggests it is neither entirely personal nor strictly social, but an interactive and iterative combination of the two. It is a quality of the environment as much as the individual. For Ungar, resilience is the complex entanglements between “individuals and their social ecologies [that] will determine the degree of positive outcomes experienced” (3). Thinking about resilience as context-dependent is important because research that is too trait-based or actor-centred risks ignoring any structural or institutional forces. A more ecological interpretation of resilience, one that takes into a person’s context and environment into account, is vital in order to avoid blaming the victim for any hardships they face, or relieving state and institutional structures from their responsibilities in addressing social adversity, which can “emphasise self-help in line with a neo-conservative agenda instead of stimulating state responsibility” (Mohaupt 67). Nevertheless, Ungar posits that a coherent definition of resilience has yet to be developed that adequately ‘captures the dual focus of the individual and the individual’s

The purpose of this study was to investigate and implement an effective model for reading professional development (PD) for elementary teachers. Cycle 1 data were collected from kindergarten through fifth-grade elementary teachers to understand teachers' perspectives on effective PD. The findings suggested that if PD utilizes teacher collaboration among grade-level peers to learn new content based on a specific focus or related to the teacher's personal learning needs, where the new learning is explained, modeled, and then practiced with opportunities for discussion, then PD will be effective in building teacher knowledge. Action steps were designed, implemented and evaluated in Cycle 2 to create an effective model for PD that helps kindergarten through fifth-grade teachers build their knowledge of early reading development in children. Through cycles of inquiry, action, and evaluation, the teachers co-created a viable model for PD with the researcher. Four rounds of the PD model, led by literacy facilitators, were implemented over a period of three months. The action step was evaluated by elementary classroom teachers through a series of focus groups and a Likert-scale survey. Findings suggested that the new model for PD, READ and Rehearse, was helpful in building teachers' knowledge and strengthening their practice in early reading instruction. Specifically, teachers accounted the success of the PD to three overlapping themes. The first theme focused on the design of the PD that occurred during the day and moved at a slower pace with a narrow focus selected by teacher teams for deeper learning where all learning occurred solely amongst grade-level teams. The second theme focused on the utilization of engaging learning activities including a specific focus on follow-up coaching on that piece in the classroom, feeling affirmed after the PD, and having access to resources that allow for immediate implementation of new learning. The third and final theme focused on the role of the literacy facilitator as someone who provided non-judgmental support, embedded coaching in the context of the classroom, and immediate feedback. Recommendations for practice include redesigning PD schedules, engaging teachers actively in the PD, and building human capital with literacy coaches. Implications include scaling the study to additional grade levels and content areas, understanding the perspective of literacy facilitators, engaging in action research to develop a PD model for school administrators, and measuring the impact of PD on student achievement.--Author's abstract

IntroductionIn regional Australia and New Zealand, museums and art galleries are increasingly becoming primary sites of cultural engagement. They are one of the key tourist attractions for regional towns and expected to generate much needed tourism revenue. In 2017 in New South Wales alone, there were three million visitors to regional galleries and museums (MGNSW 13). However, apart from those (partially) funded by local councils, they are often run on donations, good will, and the enthusiasm of volunteers. Regional museums and galleries provide some paid, and more unpaid, employment for ageing populations. While two-thirds of Australia’s population lives in capital cities, the remainder who live in regional towns are likely to be in the 60+ age cohort because people are choosing to retire away from the bustling, growing cities (ABS). At last count, there were about 3000 museums and galleries in Australia with about 80% of them located in regional areas (Scott). Over the last 40 years, this figure has tripled from the 1000 regional and provincial museums estimated by Peter Piggott in his 1975 report (24). According to a 2014 survey (Shaw and Davidson), New Zealand has about 470 museums and galleries and about 70% are located outside capital cities. The vast majority, 85%, have less than five, full-time paid staff, and more than half of these were run entirely by ageing volunteers. They are entrusted with managing the vast majority of the history and heritage collections of Australia and New Zealand. These ageing volunteers need a diverse range of skills and experience to care for and interpret collections. How do you find the time and budget for professional development for both paid staff and volunteers? Many professional development events are held in capital cities, which are often a significant distance from the regional museum—this adds substantially to the costs of attending and the time commitment required to get there. In addition, it is not uncommon for people working in regional museums to be responsible for everything—from security, collection management, conservation, research, interpretation and public programs to changing the light bulbs. While there are a large number of resources available online, following a manual is often more difficult than learning from other colleagues or learning in a more formal educational or vocational environment where you can receive timely feedback on your work. Further, a foundational level of prior knowledge and experience is often required to follow written instructions. This article will suggest some strategies for low cost professional development and networking. It involves planning, thinking strategically and forming partnerships with others in the region. It is time to harness the power of modern communications technology and use it as a tool for professional development. Some models of professional development in regional areas that have been implemented in the past will also be reviewed. The focus for this article is on training and professional development for workers in regional museums, heritage sites and keeping places. Regional art galleries have not been included because they tend to have separate regional networks and training opportunities. For example, there are professional development opportunities provided through the Art Galleries Association of Australia and their state branches. Regional galleries are also far more likely to have one or more paid staff members (Winkworth, “Fixing the Slums” 2). Regional Museums, Volunteers, and Social CapitalIt is widely accepted that regional museums and galleries enhance social capital and reduce social isolation (Kelly 32; Burton and Griffin 328). However, while working in a regional museum or gallery can help to build friendship networks, it can also be professionally isolating. How do you benchmark what you do against other places if you are two or more hours drive from those places? How do you learn from other colleagues if all your colleagues are also isolated by the ‘tyranny of distance’ and struggling with the same lack of access to training? In 2017 in New South Wales alone, there were 8,629 active volunteers working in regional museums and galleries giving almost five million hours, which Museums and Galleries NSW calculated was worth over $150 million per annum in unpaid labour (MGNSW 1). Providing training and professional development to this group is an investment in Australia’s social and cultural capital.Unlike other community-run groups, the museums and heritage places which have emerged in regional Australia and New Zealand are not part of a national or state branch network. Volunteers who work for the Red Cross, Scouts or Landcare benefit from being part of a national organisation which provides funding, support workers, a website, governance structure, marketing, political advocacy and training (Winkworth, “Let a Thousand Flowers” 11). In Australia and New Zealand, this role is undertaken by the Australian Museums and Galleries Association AMaGA (formerly Museums Australia) and Museums Aotearoa respectively. However, both of these groups operate at the macro policy level, for example organising annual conferences, publishing a journal and developing Indigenous policy frameworks, rather than the local, practical level. In 1995, due to their advocacy work, Landcare Australia received $500 million over five years from the federal government to fund 5000 Landcare groups, which are run by 120,000 volunteers (Oppenheimer 177). They argued successfully that the sustainable development of land resources started at the local level. What do we need to do to convince government of the need for sustainable development of our local and regional museum and heritage resources?Training for Volunteers Working in Regional Museums: The Current SituationAnother barrier to training for regional museum workers is the assumption that the 70:20:10 model of professional development should apply. That is, 70% of one’s professional development is done ‘on the job’ by completing tasks and problem-solving; 20% is achieved by learning from mentors, coaches and role models and 10% is learnt from attending conferences and symposia and enrolling in formal courses of study. However, this model pre-supposes that there are people in your workplace whom you can learn from and who can show you how to complete a task, and that you are not destroying or damaging a precious, unique object if you happen to make a mistake.Some museum volunteers come with skills in research, marketing, administration, customer service or photography, but very few come with specific museum skills like writing exhibition text, registering an acquisition or conserving artefacts. These skills need to be taught. As Kylie Winkworth has written, museum management now requires a [...] skills set, which is not so readily found in small communities, and which in many ways is less rewarding for the available volunteers, who may have left school at 15. We do not expect volunteer librarians to catalogue books, which are in any case of low intrinsic value, but we still expect volunteers in their 70s and 80s to catalogue irreplaceable heritage collections and meet ever more onerous museum standards. That so many volunteers manage to do this is extraordinary. (“Let a Thousand Flowers” 13)Workers in regional museums are constantly required to step outside their comfort zones and learn new skills with minimal professional support. While these challenging experiences can be very rewarding, they are also potentially damaging for our irreplaceable material cultural heritage.Training for museum professionals has been on the agenda of the International Council of Museums (ICOM) since 1947 (Boylan 62). However, until 1996, their work focused on recommending curricula for new museum professionals and did not include life-long learning and on-going professional development. ICOM’s International Committee for the Training of Personnel (ICTOP) and the ICOM Executive has responded to this in their new curricula—ICOM Curricula Guidelines for Professional Museum Development, but this does not address the difficulties staff or volunteers working in regional areas face in accessing training.In some parts of Australia, there are regional support and professional development programs in place. For example, in Queensland, there is the Museum Development Officer (MDO) network. However, because of the geographic size of the state and the spread of the museums, these five regionally based staff often have 60-80 museums or keeping places in their region needing support and so their time and expertise is spread very thinly. It is also predominantly a fee-for-service arrangement. That is, the museums have to pay for the MDO to come and deliver training. Usually this is done by the MDO working with a local museum to apply for a Regional Arts Development Fund (RADF) grant. In Victoria there is a roving curator program where eligible regional museums can apply to have a professional curator come and work with them for a few days to help the volunteers curate exhibitions. The roving curator can also provide advice on “develop[ing] high quality exhibitions for diverse audiences” via email, telephone and networking events. Tasmania operates a similar scheme but their two roving curators are available for up to 25 days of work each year with eligible museums, provided the local council makes a financial contribution. The New South Wales government supports the museum advisor program through which a museum professional will come to your museum for up to 20 days/year to give advice and hands-on training—provided your local council pays $7000, an amount that is matched by the state government—for this service. In 2010, in response to recommendations in the Dunn Report (2007), the Collections Council of Australia (CCA) established a pilot project with the City of Kalgoorlie-Boulder in West

The article is devoted to the peculiarities of continuing professional development of European higher education institutions teachers' in the conditions of university autonomy. It is emphasized that the relationship and interdependence of teachers' professional and career development is a necessary condition for universities' staffing autonomy, which allows them to make decisions about career development, promotion of academic and administrative staff. 9 different models of professional development are characterized, the positive and negative properties of each of them are determined. The article analyzes the experience of organizing professional development and career support for teachers at the University of Tartu (Estonia), Uppsala University (Sweden), University of Edinburgh (Scotland, UK). Estonia, Sweden and the United Kingdom are the leaders among the countries of the European Union in the level of universities' staffing autonomy. It is proved that universities are not limited to one model of teachers' professional development, but offer a combination of practices, processes and conditions from different models. Such integration of a different models' range of professional development corresponds to the university autonomy's principles and is the most favorable and effective for academic staff.

Lesson study (jyugyo kenkyu) is an approach to professional development that originated in Japan 150 years ago. It was first introduced to the United States in the late 1990s and is now widely practiced in over 50 countries. Lesson study is often perceived as an effective form of professional development aiming to improve mathematics and science instruction, motivated by the high performances of Japanese students as evaluated in the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). However, lesson study is more than a model for professional development. Lesson study has developed dynamically over time, accommodating educational contexts and the needs of practitioners, policymakers, and researchers. Nowadays, lesson study is used as an approach to lesson analysis, curriculum development, practice-oriented research, demonstration lessons, and various forms and levels of professional development. Lesson study continues to be practiced in the early 21st century as the practice is socially constructed and context-dependent; thus, lesson study is flexible in adapting to the local system. This flexibility and adaptability make it difficult to grasp the comprehensive picture of lesson study. Understanding the unique Japanese educational contexts that have supported lesson study is essential for foreign practitioners and researchers of lesson study as the lack of the necessary supporting conditions often poses challenges for implementing lesson study abroad. Lesson study continues to exist in the early 21st century as it has been facilitated by sociocultural norms in a Japanese educational context and has built upon the professional traditions of Japanese teachers. The focus is on discussing the sociocultural contexts that have supported the dynamic development of lesson study since the late 19th century. For this purpose, “sociocultural” refers to the theoretical space of social relations and cultural practice (Dowling, 2009). For example, a collaborative school culture is not a fixed state or end-product but negotiated through the social relations of the school system that regulates the daily responsibilities, actions, and interactions among managers, teachers, and students around the shared goals. Lesson study has developed under the influence of various factors, including educational theories, approaches, and ideologies, both domestically and abroad. Lesson study is supported by a holistic approach in terms of many aspects such as student learning, teacher-initiated inquiry centered on student learning, the culture of collaboration in professional development, collaboration between teachers and researchers, personal, contextual, and narrative reflection on teaching experience, and flexibility in the learning system that works to address the needs of the educational issues of the time. Nonetheless, contesting forces have contributed to the diversification of lesson study: (a) policymakers’ efforts to standardize lessons and bottom-up initiatives of teachers to experiment with practice; (b) top-down efforts to institutionalize professional development and bottom-up efforts on the part of teachers to work together to realize their educational ideals; and (c) scientific investigation by researchers and narrative, descriptive and subjective reflections on practice by teachers.

Discussion about the need for professionalization has accompanied the development of informal education from its very early stages. Some people believe informal education is staffed by temporary players whose main value derived in part from the fact that their work embodies the principles of altruism, hence they need no professional training. In contrast, others believe that work in this field is complex, hence appropriate training settings should be set up for those working in informal education as well. The aim of this research was to evaluate the perception of formal education by informal education educators. The research methodology is qualitative; it employs a structured interview of the participants and a semiotic analysis of pictures that participants were asked to provide that they felt represented the formal education system. The main findings of the semiotic analysis clearly show that the pictures chosen raise connotations of rigidity, emptiness, loneliness, sadness, insufficiency and boredom. Those images are strongly connected to the debate of recruiting resourceful and capable teachers to formal education systems in the era of accountability. Keywords: formal education, informal education, informal code, semiotics.

This chapter will utilize evaluation measures from two separate in-service teacher professional development initiatives that focused on marine science and ocean literacy. Each of these workshops presented content and provided for field-based study in regard to marine science research and applications for school classrooms. Content conveyed included coastal zone processes, marine ecology, biodiversity, fisheries management, and marine engineering and technology. The focus of this chapter will center on a unique variation that occurred in the teacher training in that content and activities were led either by an informal science educator (a trained educator that does not teach in the traditional K-12 classroom) or a highly specialized university professor or researcher. Participants were pre- and post-tested on their knowledge gains with respect to the applicable presented material. In addition, qualitative evaluation measures were utilized to gauge the participant’s perceived utility of the presentation and activities and their subsequent use in formal education settings. Considering these variables, this chapter will provide data on the differences in knowledge attainment and perceived usefulness of professional development that is conducted via an informal educator versus a subject matter expert represented by higher education faculty and or researchers. Lastly, recommendations are conveyed for improved educational outreach with respect to teacher professional development for both informal educators and higher education professionals.

PurposeThe purpose of this paper is to describe a review of the most frequently cited English articles of five models of collaborative professional development for mathematics teachers, aiming to describe the character of the development addressed and its quality issues.Design/methodology/approachThe most frequently cited articles were chosen for their impact on the scientific discourse; they identify what aspects of the models are most focused and of interest. The research questions were: how is professional development described in the articles?, and what improvements are the models trying to increase or what problem are the models trying to solve? The review of these articles was also analyzed in relation to four quality indicators for praxis improvement (Holmqvist Olander, 2015): (A) ecological validation for predictive power, (B) generalization in theory, (C) cross-setting interventions, and (D) continuing professional development.FindingsThe result shows differences in focus. Educational action research focuses on solving the participants’ problem in the school environment while learning study tests different instructional designs to find the most powerful relationship between instruction and student learning. Lesson study and teacher research groups are collaborative professional development models integrated into the teachers’ ordinary work to develop everyday teaching and learning, and educational design research is mainly designed by researchers studying areas of interests, which can be shared by teachers.Research limitations/implicationsThe articles used for the analysis are a selection, and not a total sample of everything published about the models. This can be both a limitation and strength. A very small sample of typical studies is used for the analysis, even though the models are used in several other situations and contexts as well, which can be seen as a limitation. However, as the selection of articles have the strongest impact on the research of each model, as they are the most cited articles and affect the way they are used. The contexts differ and this can be seen as a limitation as the models might be more efficient in some cultural settings than other.Practical implicationsBased on the articles’ findings, these five models can all be recommended to develop students’ mathematical knowledge as well as teachers’ pedagogical content knowledge. The results of this review can be used to guide what model to use depending on the need for professional development.Social implicationsOrganisation for Economic Co-operation and Development (2015) and Hattie (2013) state that effective professional development is positioned as close to practice as possible, and that research questions should be raised and outcomes tested in teachers’ workplaces as a form of collaborative professional development. There is a contradiction between such claims and how we traditionally value research. Collaboration with teachers in research projects can, as well as aiming to have an impact on practice, sometimes be considered to be less scientific than a more objective standpoint that follows traditional indicators of scientific quality. This review shows how professional development can inform practice-based research and contribute with new knowledge of how to develop teaching and learning in the classroom.Originality/valueThe overview is different from an ordinary research review, as the focus is on the most cited articles. This is made to capture the main shape of how the models are presented in an international research context as the articles have an impact of how the models are understood and shared between contexts in different countries.

Exponential random graph modeling of emergency collaboration networks

Investigating the Factors Affecting Community Participation to Respond to the Crisis of Covide-19

This is a systematic literature review aiming to systematically synthesize research of teachers’ collaborative professional development (CPD) for inclusive education. In total, 21 articles out of 55 from three data-based met the inclusion criteria. Cohen’s kappa was used to measure the agreement, found that the agreement between the raters was 0.72; substantial agreement. The results show that the definition of inclusive education differs, from the right to school attendance to full inclusion by participating in the same classes as other peers in the same age groups and environment. By that, models for collaborative professional development also vary. Most studies were small-scale projects without controls or data showing evidence for enhanced teacher or student outcomes or satisfaction. Accordingly, we could not obtain results showing powerful CPD models. We instead defined research gaps in systematic and evidence-based studies of collaborative professional development models for inclusive education. However, participation in professional development trainings resulted in teachers having more positive attitudes towards inclusive education. Results were also found that show that teachers who were most positive about inclusion also had the highest risks of burnout. Finally, results of the CPDs’ effect on students’ knowledge development in inclusive education was limited.

To explore how health emergency management (HEM) personnel make sense of professional development, such as education and training, in their everyday roles and responsibilities within an increasingly complex emergency management and disaster field. This in-depth qualitative study comprised of semistructured interviews with 10 Aotearoa New Zealand HEM personnel from a range of healthcare professions, including emergency managers, nurses, clinical support, and paramedics. The thematic, data-driven approach was exploratory. The research identified inductively significant thematic concepts relating to professional development from the health emergency personnel's talk about their roles and responsibilities. The authors identified four themes relating to professional development in the participants' talk: test yourself under pressure; selling what we do; under the pump; and real stuff that actually makes a difference. These themes represent shared sense-making about how the participants negotiated their professional development needs and the needs of others while performing their everyday roles and responsibilities. Our findings support the production of local and contextually driven knowledge that highlights how HEM personnel discuss professional development as strengths, tensions, challenges, and knowledge gaps. These insights contribute to a broader understanding of what needs to be taken into account when developing competencies, skill sets, and training programs to promote professional development in an increasingly complex emergency management and disaster field.

Objective: To explore how health emergency management (HEM) personnel make sense of professional development, such as education and training, in their everyday roles and responsibilities within an increasingly complex emergency management and disaster field.Design: This in-depth qualitative study comprised of semistructured interviews with 10 Aotearoa New Zealand HEM personnel from a range of healthcare professions, including emergency managers, nurses, clinical support, and paramedics. The thematic, data-driven approach was exploratory. The research identified inductively significant thematic concepts relating to professional development from the health emergency personnel’s talk about their roles and responsibilities.Results: The authors identified four themes relating to professional development in the participants’ talk: test yourself under pressure; selling what we do; under the pump; and real stuff that actually makes a difference. These themes represent shared sense-making about how the participants negotiated their professional development needs and the needs of others while performing their everyday roles and responsibilities. Conclusions: Our findings support the production of local and contextually driven knowledge that highlights how HEM personnel discuss professional development as strengths, tensions, challenges, and knowledge gaps. These insights contribute to a broader understanding of what needs to be taken into account when developing competencies, skill sets, and training programs to promote professional development in an increasingly complex emergency management and disaster field.

Objective: To explore how health emergency management (HEM) personnel make sense of professional development, such as education and training, in their everyday roles and responsibilities within an increasingly complex emergency management and disaster field.Design: This in-depth qualitative study comprised of semistructured interviews with 10 Aotearoa New Zealand HEM personnel from a range of healthcare professions, including emergency managers, nurses, clinical support, and paramedics. The thematic, data-driven approach was exploratory. The research identified inductively significant thematic concepts relating to professional development from the health emergency personnel’s talk about their roles and responsibilities.Results: The authors identified four themes relating to professional development in the participants’ talk: test yourself under pressure; selling what we do; under the pump; and real stuff that actually makes a difference. These themes represent shared sense-making about how the participants negotiated their professional development needs and the needs of others while performing their everyday roles and responsibilities. Conclusions: Our findings support the production of local and contextually driven knowledge that highlights how HEM personnel discuss professional development as strengths, tensions, challenges, and knowledge gaps. These insights contribute to a broader understanding of what needs to be taken into account when developing competencies, skill sets, and training programs to promote professional development in an increasingly complex emergency management and disaster field.