Promoting professional development in medical education: perspectives from the Norwegian medical school in Tromsoe

Council on Medical Student Education in Pediatrics

Teacher professional education development is actually another type of development that crosses over into a category of teacher training development that encompasses two other types of teacher training—one of which is formal and the other is informal teacher training. The other approach to teacher professional development is quite different from the professional development of professional education. The focus of the professional development of teachers is a dynamic process of development in which teachers take the initiative, actively, and consciously pursue the direction of professional development of teachers. Therefore, how to observe and study the direction of teachers’ professional development from the perspective of teachers is an urgent problem that needs to be studied and solved. The professional development of teachers should be combined with their own social and teaching lives. In addition, information technology should be integrated into teachers’ daily teaching life, so that it can be used as a tool to support teachers’ professional development. Information technology has gradually become a tool and a means that teachers cannot do without in their teaching lives, so it is important to study and think about it from various aspects, such as the teaching process and teachers’ growth experiences, and to continuously study teachers’ professional development. Therefore, it is necessary to study how information technology can be used well by teachers and used by teachers to become a useful tool in teachers’ educational and teaching work from various aspects. This paper first argues that the main goal of teachers’ professional development is to gradually grow into expert teachers, while the main content of teachers’ professional development is to understand practical knowledge, and the specific tool used by teachers in teaching is the application of social software support that can support teachers’ professional development (Romanowski and Alkhateeb, 2022). This paper envisages that information technology can be integrated into the entire teaching environment and the teaching process of teachers, as a tool and a means to make the content of teachers’ teaching more concise and clear. Through the use of information technology and other tools, teachers can gradually identify what they need to improve and add to their teaching process, lay the foundation for their future development, and pave the way to become better teachers with a clearer plan for their future development.

Study on professional development of foreign language teacher in cross-cultural communication teaching

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

University of Miami Leonard M. Miller School of Medicine

Due to historical, cultural and geographical reasons, education in multi-ethnic region in western China has, aside from common characteristics in domestic education, unique characteristics of the region. Therefore, the problems of teacher education and professional development in this region can only be solved by specialized solutions based on its regional particularity, rather than universally applicable rules. The western ethnic regions in China are a unique and complex system that involves natural ecology, human communities, economic regions, science and technology, humanity history and other elements. With numerous nationalities and great disparity in the intra-regional development, the development of economy, society and education in western China lags far behind that in eastern China. And the imbalance of educational development between the western and eastern regions has posed different requirements and challenges for teacher education and teacher professional development in the two regions. The unbalanced regional education development which could be caused by many factors is an obstacle restricting the overall level of China’s education. And the unbalanced professional development of teachers in eastern and western regions has become an important aspect affecting the gap between eastern and western education levels. Normal colleges in the western region should not only cultivate talents needed in western cities, but also provide professionals in support of educational development in ethnic and rural areas in western China. Thus promoting the educational development in western China is an important step for the implementation of National Outline for Medium and Long-term Education Reform and Development (2010–2020), during which the professional development for teachers in western China is particularly crucial. However, there have been few specific studies targeted at teacher education and professional development in western China so far.

В условиях социально-культурных и педагогических трансформаций высших образовательных организаций важным компонентом их модернизации становится реформирование системы профессионального развития педагогов, перед которой процессы глобализации и цифровизации выдвинули новые требования. Все это вызывает необходимость формирования у преподавателей вузов готовности к постоянному повышению своей профессиональной квалификации и непрерывному профессиональному развитию в контексте единого образовательного пространства. Следовательно, компаративные исследования проблем профессионального развития преподавателей вузов в России и за рубежом являются принципиально актуальными и своевременными. Данные исследования являются ответом на требования современного демократического общества к профессионально-личностным качествам педагогов и векторам их профессиональной деятельности в новых условиях. Готовность к профессиональному развитию у педагогов неразрывно связана с их стремлением к повышению профессионального мастерства и с достижением успеха в работе. Формирование данной готовности, так же как и процесс профессионального развития, в целом должны носить индивидуализированный и одновременно добровольный характер. Для этого необходимы определенные условия, в том числе реальная заинтересованность руководства вуза в профессиональном развитии каждого педагога, наличие различного рода ресурсов и развитая инфраструктура для организации данного процесса, разработанные и апробированные модели индивидуализации профессионального развития педагогов вуза. Бенчмаркинг как технология проведения сравнительно-педагогического исследования моделей профессионального развития педагогов показал свою эффективность в выявлении успешных практик в данной области и позволил выявить три основные модели в организации процесса повышения профессионального мастерства и развития в вузе. Представленные в статье зарубежные модели организации профессионального развития преподавателей вузов могут быть использованы в российских вузах при условии их адаптации к российским реалиям и образовательным традициям. In the context of socio-cultural and pedagogical transformations of higher educational organizations, the reform of the system of teachers’ professional development becomes an important component of their modernization, before which the processes of globalization and digitalization have put forward some new requirements. All this causes the need for university teachers to be ready to constantly improve their professional qualifications and be ready for continuous professional development in the context of a single educational space. Therefore, comparative studies of the problems of professional development of university teachers in Russia and abroad are fundamentally relevant and timely. These studies are a response to the requirements of modern democratic society for teachers’ professional and personal qualities and the vectors of their professional activity in new conditions. Teachers’ readiness for professional development is inextricably linked with their desire to increase their professional skill and achieve success in their activities. The formation of this readiness, as well as the process of professional development as a whole, should be individualized and, at the same time, voluntary. To do this, it is necessary to have certain conditions, including the real interest of the university leadership in the professional development of each teacher, the availability of various kinds of resources, and a developed infrastructure for organizing this process, as well as developed and tested models of individualization of the process of teachers’ professional development. Benchmarking as a technology for conducting a comparative pedagogical study of the models of teachers’ professional development has shown its effectiveness in identifying successful practices in this field and made it possible to identify three main models in organizing the process of increasing professional excellence and development at the university. Foreign models of the organization of professional development of university teachers, presented in the article, can be used in Russian universities, provided that they are adapted to the Russian realities and educational traditions.

Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
 Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development

Every year, significant resources are devoted to the professional development of educators, warranting a closer evaluation of whether professional development is effective and where it can be improved. Focussing on professional development in intercultural and multicultural education, this article presents a scoping study of relevant literature to identify factors that have been highlighted as helpful and hindering for educators. Peer-reviewed journals from the last two decades were scoped for articles about professional development aimed at Pre-K–12 educators. A literature search of four academic databases identified 159 relevant articles which were then qualitatively coded with NVivo. A numerical analysis identified areas of research concentration and those needing research attention, while a thematic analysis yielded four broad areas of results: teacher capacities and dispositions, features of professional development, professional development activities and professional development topics. Discussion is concentrated on the overall state of the field, particularly on features specific to inter/multicultural professional development such as educator resistance and reluctance, content organisation, the under-utilisation of technology, and safe opportunities for discussion, criticality and meta-cognitive reflection. The article presents results that may inform the design of inter/multicultural professional development in education along with suggested areas for future research.

As global education reform continues to advance and the knowledge economy is booming, building a learning society has become an irresistible trend of social development. In this context, improving the professional development and literacy of college teachers will inevitably become a critical link and a significant force to promote the sustainable development of higher education, and it is an essential topic of higher education research in all countries in the world. This paper uses the approach of comparative research to study the historical evolution, connotation, and organization of teachers' professional development in Chinese and British universities. It found that the professional development of teachers in Chinese and British universities is macroscopically aimed at promoting the high-quality development of education and serving students and society. On the micro level, China pays attention to the integrity of the development of teachers in colleges and builds an education and training system from top to bottom, while in the UK, the government, professional organizations, and universities establish professional development institutions for teachers, which are independent and cooperative with each other; the financial support for teachers’ professional development in the UK is flexible and diverse, while in China, the government allocates funds directly; the UK actively carries out international academic exchanges and cooperation for teachers' professional development, formulating rules and sharing experiences, while China pays more attention to domestic exchanges and cooperation for teachers' professional development, with less participation in international contacts.

This study aimed to determine effective good governance in education and a consensus of support for professional growth and development of teachers in the San Pablo City Division using a validated researcher-created questionnaire. The teacher inquired about effective governance, core behavioral competencies, and core skills. The descriptive correlation design was adopted in the investigation. Data were collected, tabulated, and subjected to statistical treatment. Descriptive statistics like mean, percentage, and SD were used. Statistical treatment of data used stepwise regression analysis. The study reveals that most respondents are female, belong to ages 30-39, Teacher III, Major in general education, under level 2 MOVs of SBM, and fall under 300 population. Perceptions of good governance are understood that teachers' professional development and progress are significantly correlated. The academic position made predictions for professional development. The effective school administration is significantly related to development. The null hypothesis stated is rejected. Good governance, alone or in combination, does not determine the consensus of support for professional growth and development. There is an essential link between excellent governance in education and teachers' professional development. Hence the null hypothesis is rejected. The profiles of respondents and schools do not reflect effective governance or support for professional progress. Correlations were identified between respondent profiles and student enrollment. It was discovered, however, that the student population significantly impacted instructors' professional development. As a result, the proposed null hypothesis is only partially accepted. School may apply good governance. Principals may advise teachers to pursue professional development. They may practice effective financial reporting system and include stakeholders in the activities. The following are recommended. Leaders might foster favorable working conditions. They should inform instructors about the use of innovative teaching. Administrators can put together SBM team leaders. They may continue SWOT analyses, examine issues, and determine the reason to create a better solution to a problem.

While a substantial body of research has helped identify key characteristics of what constitutes effective continuing professional development (CPD) in physical education at the macro level, the challenge of making CPD more relevant and meaningful to teachers at the micro level still persists. In this paper, we were interested in delving deeper into how meaningful CPD was conceptualised from a practitioner perspective to gain more knowledge about how these constructs are experienced in practice. The purpose of this study is consequently to explore how practitioners conceptualise key constructs of meaningful CPD. As a theoretical framework, we draw on Kennedy (2014, Understanding Continuing Professional Development: The Need for Theory to Impact on Police and Practice. Professional Development in Education, 40(5), 688–697. https://doi.org/10.1080/19415257.2014.955122) and Sachs’s (2011, Skilling og emancipating? Metaphors for continuing teacher professional development. In N. Mockler, & J. Sachs (Eds.), Rethinking educational practice through reflexive inquiry (pp. 153–167)) conceptualisations of different approaches to CPD to discuss the practitioners’ voices. Data collection included semi-structured focus group interviews with six PE teachers and two school superintendents conducted at the startup phase of a longitudinal project. Analysis was guided by a thematic analysis and led to the development of three ways meaningful CPD can be understood: (1) Conceptualisations of sustained existence: From project to everyday practice; (2) Conceptualisations of outcomes: Developing a shared understanding of PE; and (3) Conceptualisations of support: Prioritisation and hands-on facilitation . We discuss our findings in relation to our conceptual framework and previous research, offering new insight on how future CPD initiatives can be enacted to better align with practitioners’ needs. In conclusion, we argue that adopting a practitioner perspective on CPD allows for conceptualising meaningful CPD as an ongoing journey rather than a fixed destination.

At our first Journal Editor's Roundtable for Journal of Teacher Education (JTE) 5 years ago at the Educational Research Association (AERA) after assuming the editorship in 2010, we engaged in discussion with various attendees about the nature of the journal and our vision for the duration of our term as editors. We received several questions about whether we accepted international manuscripts because we were perceived by many to be a unique American journal with a sole interest in research on preservice teacher (PST) education and inservice professional development in the United States. Although we were disturbed by that perception, because attracting more international contributors and readers was one of our major goals, on reflection we were not surprised. The membership of our sponsoring organization, the Association of Colleges of Teacher Education (AACTE), consists of U.S. institutions and historically has closely aligned itself to matters of national accreditation and policy. Not surprisingly, the SAGE Publisher's Report to AACTE in 2010 indicated that only 1 of over 200 manuscripts submitted from countries outside of the United States to AACTE's flagship research journal had been accepted for publication and that particular manuscript was from a Canadian author. In addition, the first author of this editorial recalled that she and a colleague had conducted a review of literature in the early part of the millennium on professional development for teachers of diverse students that had explicitly restricted the review to publications of research in the United States (Knight & Wiseman, 2006). A National Advisory Team for Professional Development for Diversity established by the Center for Research on Education, Diversity & Excellence (CREDE) guided the review. The reasoning of the group around international research appears in this quotation from one of the publications. Our search for studies for the synthesis focused on research on professional development for in-service teachers in U.S. classrooms populated by diverse students. We recognize that high-quality research on professional development in other countries exists, but our rationale for excluding international studies in this review is similar to that discussed in Richardson and Placier (2002). Studies of professional development for teachers in one country may not generalize to different nations due to differences in political and cultural structures as well as ethnic composition. The reverse would also be true, in particular when the focus is on cultural, ethnic, and socioeconomic diversity. (Knight & Wiseman, 2005, p. 391) The view that generalization of studies across national contexts is limited was prevalent as recently as a decade ago. Perhaps for this reason, although it is difficult to determine the direction of the influence, schools and colleges of education have been the least internationalized units on U.S. university campuses (Longview Foundation, 2008). The consensus that preservice and inservice teacher professional development is specific to the national context influenced the kinds of articles published in JTE for many years. Only relatively recently has interest around issues of internationalization and globalization of teacher education emerged, resulting in a standing committee on Global Diversity and a Topical Action Group on the Internationalization of Teacher Education at AACTE and the establishment of a goal for JTE to attract and publish more international research on teacher education and encourage more readers in international settings. In contrast to previous views, we now consider research on teacher education in international settings as a valuable contribution and tool for improvement of teacher education in U.S. settings and suggest that the reverse is also true. Ironically, the recognition that international research can contribute to U.S. teacher education has occurred at a time when we are questioning whether teacher preparation programs should prepare teachers for multiple settings and types of students or for more specific types of settings and students. …

Purpose: The persistent academic underperformance in public secondary schools in Kenyan rural areas has raised concerns among educators, policymakers, and local communities. The purpose of the study is to evaluate how teacher professional training and development influence academic performance. One of the key factors believed to have contributed to this challenge is the lack of sufficient and effective professional training and development programs for teachers. There is a growing need to examine how teachers' professional training and development influence students' academic outcomes. The problem this study seeks to address is the unclear and under-researched relationship between teachers' professional development and students' academic performance in Ndhiwa Sub-County. Methodology: The study used descriptive research design and 15 public secondary schools, 113 teachers and 522 students were involved in the study as study respondents. The study used document analysis and semi structured questionnaires to collect the quantitative data, which was analyzed through descriptive statistics (frequencies and percentages). Findings: The study reveals that teachers' professional training and development have a significant impact on students' academic performance in public secondary schools in Ndhiwa Sub-County. The findings also indicated that teachers who undergo continuous professional development are better equipped with modern teaching strategies, content knowledge, and student engagement techniques, which in turn positively influence students' academic outcomes. Teachers with higher levels of training and access to ongoing professional development demonstrate improved classroom management, increased use of learner-centered methodologies, and more effective assessment technique. Unique Contribution to Theory, Practice and Policy: From the study findings, the study recommends that schools and educational authorities should develop more structured and regular Continuous Professional Development (CPD) programs that focus on subject-specific training, pedagogical skills, and updated teaching methodologies. This is because the study findings likely indicate that teachers who engage in regular training and development show better performance in student outcomes. The education policy makers should come up with the programs that forge partnerships between secondary schools and local universities or teacher training colleges to provide advanced training opportunities and access to educational research.

Contributors