Comprehensive Professional Development Research Articles

The Relationship between Teachers’ Motivation, Professional Development, and Mobile Technology Integration in Language Learning

This study investigates the significance of professional development and teacher motivation in the effective utilization of mobile technology in language instruction. It explores how these variables have a significant impact on the adoption and utilization of technological tools in language teaching. The study investigates the relationship between teachers’ motivation and the importance of comprehensive professional development programs that encompass pedagogical approaches and proficiency in mobile technology. The study followed a mixed-method research design with a sample of (n = 200) teachers and students. The results underscore the importance of a synergistic connection between professional development, technological integration, and teacher motivation to enhance language learning in digital learning environments. The study recommends that through targeted professional development and motivational tactics, curriculum designers and educators can optimize language instruction.

Reporting outcome measures in veterinary physiotherapy with particular reference to the treatment of canine and equine joint cases in the UK.

Outcome measures are extensively used within human physiotherapy, but a widely accepted issue in veterinary physiotherapy is that outcome measures lack sufficient evaluation and standardisation in terms of how they are implemented. This cross-sectional study aimed to provide clarity on (1) the current selection of outcome measures in canine and equine physiotherapy and (2) investigate external influences on outcome measure selection, including comparative literature availability, professional memberships and background. A structured scoping literature review consolidated current understanding and limitations. This informed a survey of qualified veterinary physiotherapists (n = 40). The statistical analysis comprised descriptive statistics. Key observations included (1) a lack of difference in outcome measure application between veterinary physiotherapists with and without a human physiotherapy background, (2) enhanced outcome measure utilisation by registry body members and (3) an overall skew towards subjective, rather than objective, outcome measure use. The study was limited by the absence of a defined veterinary physiotherapist population and subsequent convenience sample size. The apparent skew towards subjective outcome measures highlights objective outcome measure underutilisation and the need for a more extensive evidence base. In conclusion, there is a need to develop comprehensive professional development resources promoting the use of repeatable outcome measures such as goniometers and the Liverpool osteoarthritis scoring.

The Relationship Between Classroom Environment, Teacher Professional Development, and Student Academic Performance in Secondary Education

This research investigates the intricate relationships among classroom environment, teacher professional development, and student academic performance in secondary education. Recognizing the pivotal role these factors play in shaping educational outcomes, the study employs a mixed-methods approach involving surveys, interviews, and focus group discussions. The quantitative phase targets approximately 100 teachers and 150 students, using statistical analyses such as regression and structural equation modeling. Concurrently, qualitative data from interviews with 5 teachers and 5 school administrators offer deeper insights. The study's results, evaluated using PLS-SEM, reveal significant positive relationships between classroom environment and student academic performance, teacher professional development and student academic performance, emphasizing the need for inclusive and nurturing classroom spaces and comprehensive professional development programs. This research contributes nuanced insights to inform educational policies, instructional practices, and professional development initiatives in secondary education.

The Assessment Literacy for Secondary School Teachers in Tanzania

In this quantitative study, the assessment of literacy for secondary school teachers in Tanzania was examined using the Assessment Literacy Inventory (ALI), originally developed by Mertler and Campbell in 2005. Data were collected from 100 randomly selected secondary school teachers using the modified inventory which matched the local context. The purpose of employing ALI was to evaluate the levels of competence within the seven assessment standards and determine significant differences among the variables. The findings revealed that teachers had different levels of skills across these standards. Higher performance was observed in the area of "Choosing Assessment Methods that are Appropriate for Instructional Decisions," which scored an average of 1.52. In contrast, “Developing assessment methods that are appropriate for instructional decisions" had the lowest average score of 0.98. The Findings also revealed that significant differences were found in the mean competence of teachers with varying professional qualifications (p-value = 0.013). Teachers with master's degree qualifications had a mean score =10.20, which was higher assessment literacy compared to teachers with Diploma qualifications which had the mean score =7.7. However, the amount of time teachers spent in teaching (teaching experiences) had no significant impact on their assessment literacy (p-value = 0.429). Generally, the study revealed a worrying trend and indicated that Tanzania secondary school teachers have limited levels of assessment literacy. To address this, the Ministry of Education, Science and Technology should prioritise the enhancement of assessment literacy amongst secondary school teachers through comprehensive professional development programmes in collaboration with educational institutions.

EMPOWERMENT OF YOUNG LECTURERS: INDIAN CONTEXT

Empowering young lecturers is essential for the sustainable development of academic institutions. This paper examines various aspects of empowerment and highlights the need for comprehensive mentoring programs, comprehensive professional development opportunities, and comprehensive policies to promote diversity and work-life balance. Recognizing and celebrating the achievements of young faculty not only promotes a positive organizational culture but also contributes to their professional development. Providing resources for research activities and establishing leadership development programs are important to give young faculty the skills and confidence they need to make impactful contributions. By addressing administrative challenges through strategic investment in the right talent, we further strengthen our talent foundation. This article focuses on the holistic approach needed to empower young faculty, recognizing that it has a profound impact on the excellence of individual educators and the academic environment as a whole. KEY WORDS: Lecturers young lecturers, Educational System, empowerment

УПРАВЛЕНИЕ ПРОФЕССИОНАЛЬНЫМ РАЗВИТИЕМ ГОСУДАРСТВЕННЫХ ГРАЖДАНСКИХ СЛУЖАЩИХ

The article is devoted to the study of the problem of professional development of state civil servants. The validity of the influence of comprehensive professional development of state civil servants on the public administration system of the Russian Federation is analyzed, taking into account various factors in the development of regional economies. The issues of the importance of young specialists for the human resources potential of the public administration system of the Russian Federation are considered. The subject area of the regulatory legal support for the system of professional development of state civil servants is determined. Mechanisms for optimizing the system of professional development of state civil servants are proposed.

Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts

This research focuses on exploring the constraints and challenges faced by teachers and students when implementing text-based teaching in specific contexts. Text-based teaching has been proven to have a significant impact on the principles of English as a Foreign Language (EFL) teaching and learning, improving students' ability to understand the meaning and fostering communication competence in authentic environments. However, despite its benefits, various obstacles and challenges hinder the successful implementation of this approach. These constraints include a lack of vocabulary and grammar acquisition, inadequate English language skills in context, low motivation, limited learning autonomy, and lack of cooperation among students. In addition, teachers also face challenges such as selecting appropriate authentic texts, modifying and adapting them to meet instructional objectives, designing appropriate tasks, and overcoming potential student boredom with routine activities. To overcome these barriers, teachers need to engage in comprehensive professional development to acquire the knowledge and skills necessary for effective implementation of text-based teaching. In addition, policymakers are encouraged to provide advanced training opportunities in this area, allowing teachers to improve their teaching practices.

Research on reforms and methods of practical teaching in the aviation service major at vocational colleges based on the integration and innovation of new technologies

With the rapid advancement of technology and the ongoing process of globalization, the aviation industry has encountered unprecedented opportunities and challenges. Cabin crew members, as direct providers of aviation services, require comprehensive professional education and practical skill development. This paper delves into the practical teaching of the aviation service major in higher vocational education, exploring the application of new technology integration and innovation in cabin crew training. The aim is to reform traditional teaching methods, enhance students' practical abilities, and improve their employability. The article begins with an analysis of the current status and issues in cabin crew practical teaching. It then presents a strategy for educational reform based on new technologies from both theoretical and practical perspectives. The effectiveness of these reform methods is validated through case studies. The research demonstrates that innovative approaches such as simulation teaching, virtual reality (VR) technology, and team collaboration can effectively enhance students' professional skills and service awareness, thus contributing to the cultivation of highly qualified professionals for the aviation industry.

Addressing structural mentoring barriers in postdoctoral training: a qualitative study

Purpose Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study aims to better understand structural mentoring barriers at the postdoctoral training stage, which has a direct impact on faculty diversity and national efforts to retain underrepresented groups in research careers. Design/methodology/approach A diverse sample of postdoctoral scholars (“postdocs”) from across the USA were asked to participate in focus groups to discuss their training experiences. The authors conducted five 90-min focus groups with 32 biomedical postdocs, including 20 (63%) women and 15 (47%) individuals from underrepresented racial/ethnic groups (URG). Findings A social-ecological framework was used to categorize both the upstream and downstream manifestations of structural mentoring barriers, as well as mentoring barriers, overall. Notable structural barriers included: academic politics and scientific hierarchy; inequalities resulting from mentor prestige; the (over) reliance on one mentor; the lack of formal training for academic and non-academic careers; and the lack of institutional diversity and institutional mentor training. To overcome these barriers, postdocs strongly encouraged developing a network or team of mentors and recommended institutional interventions that create more comprehensive professional development, mentorship and belonging. Originality/value For postdoctoral scientists, structural mentoring barriers can permeate down to institutional, interpersonal and individual levels, impeding a successful transition to an independent research career. This work provides strong evidence for promoting mentorship networks and cultivating a “mentoring milieu” that fosters a supportive community and a strong culture of mentorship at all levels.

Pedagogical Paradigms in the AI Era: Insights from Saudi Educators on the Long-term Implications of AI Integration in Classroom Teaching

This qualitative study explores the perceptions and experiences of Saudi educators regarding the integration of Artificial Intelligence (AI) in classroom teaching. Through semi-structured interviews with a purposively sampled group of teachers, the research investigates initial experiences with AI, anticipated changes in teaching roles, support and training needs, student reactions, and concerns about long-term AI integration. Employing a constructivist grounded theory approach, the study reveals a nuanced understanding of the opportunities and challenges presented by AI in education. Findings indicate a spectrum of initial responses to AI integration, ranging from enthusiasm to apprehension, emphasizing the need for comprehensive professional development and robust support systems. Educators anticipate significant shifts in their pedagogical roles, foreseeing AI as a facilitator of personalized learning but also expressing concerns about its potential to marginalize traditional teaching practices. Student reactions were generally positive, though mixed, highlighting the need for adaptive AI implementation strategies. Concerns about ethical implications and educational equity were prominent, underscoring the necessity of a balanced, ethical approach to AI deployment. The study contributes to the emerging body of literature on AI in education and offers insights for policymakers, curriculum developers, and educational technologists on effectively harnessing AI's potential while addressing its challenges. It calls for ongoing dialogue, professional development, and ethical considerations as AI becomes more integrated into educational systems, ensuring it serves as a supportive component within the pedagogical framework.

A systematic review of online teaching competencies in higher education context: a multilevel model for professional development

The explosive growth of online learning in higher education (HE) institutions has resulted in an unprecedented need to develop comprehensive professional development programs in order to support HE instructors in online settings. The purpose of this systematic review is to identify and categorize online teaching competencies in HE and to propose a conceptual model for creating professional learning opportunities within such settings. Following a rigorous systematic search in two electronic databases (Web of Science and Scopus) between the years 1993 to 2023, 77 eligible articles were chosen and analyzed through content analysis. A total of 106 competencies were identified under seven overarching dimensions. Inspired by the emerged dimensions of the identified competencies, a three-level model for establishing professional development programs for HE institutions is presented and the implications for HE instructors and institutions are discussed.

Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning

The purpose of this study was to determine the extent to which professional development on assessment for learning improves pre-service teachers’ self-regulated learning. Helping students develop self-regulation abilities in learning and assessment remains difficult due to the widespread culture of summative assessment in teacher education. A one-group pretest-posttest quasi-experimental research design was utilized to explore the influence of professional development in implementing assessment for learning on pre-service primary mathematics teachers’ self-regulated learning skills. Three mathematics teacher educators who offered the algebra course, as well as their 52 students who attended the course, engaged in a job-embedded, context-specific, and content-based comprehensive professional development and training program on assessment for learning. A paired sample t-test result demonstrated that the self-regulated learning skills of pre-service teachers after the intervention were significantly higher than their self-regulated learning skills before the intervention, and there was a statistically significant mean difference between pre- and post-measurements of each of the achiever levels. Nevertheless, a one-way ANOVA showed that there was no statistically significant mean difference in the self-regulated learning skills across achiever levels after the intervention. This study contributes to our understanding of the influence of enhanced implementations of assessment for learning on students’ self-regulated learning skills.

Проектная деятельность в реализации непрерывного профессионального образования по физической культуре и спорту

The purpose of the study was to identify the relevance of project activities in the system of continuous education of teachers in the field of physical culture and sports. The study was conducted on the basis of the Institute of Physical Culture, Sports and Tourism of PetrSU during the implementation of the project "Academic Sports" - the winner of the "Sports Landing" contest of the "Power of Sports" charity program of the Vladimir Potanin Charitable Foundation. The project was aimed at comprehensive professional development, expansion of competencies in the field of physical and adaptive physical culture and sports, exchange of professional experience, formation of partnerships, strengthening of interaction between educational and physical culture and sports organizations and associations of Karelia. The key element of the project was the rapid implementation of the acquired practices in educational, physical culture, sports and social activities and the transfer of the acquired experience to the professional community of the region. Quantitative and qualitative results of the study carried out within the framework of the project allow us to state the expediency and relevance of the project activity in the implementation of continuous professional education of teachers in the field of physical culture and sports.

Assessment of retrained public service employees for effective performance: a professional development myth

The public sector necessitates the development of public service managers’ competencies. However, this need has received far too little attention, particularly in terms of stakeholder management and service delivery. The case study method was used to interview seven public managers from the Buffalo City Metropolitan Municipality in the Eastern Cape, South Africa. Thematic analysis revealed the following findings: insufficient education and training in public institutions, insufficient capacity building, and an insufficient comprehensive professional development mandate to address these issues. The study recommends that the government strengthen the capacity of managers in various departments in order to improve professional development and service delivery.

Distance Learning Home Experience and the Food Preparation Skills of Grade 9 Students in Technology and Livelihood Education

This study was conducted to determine the relationship between the distance learning home experience and the food preparation skills of Grade-9 students in Technology and Livelihood Education. The Descriptive-Correlational research design was adopted, and statistical tools such as Pearson r correlational analysis were utilized to test the relationship between the independent and dependent variables. Hypotheses were tested, and the findings revealed the following information: Using Pearson’s r correlation analysis, the data revealed that internet access is moderate negative significance to preparing fruits and vegetables, the use of a cooker, and cooking methods for Grade 9 TLE students. The knife is a moderate negative significance with online learning resources. Home assistance is moderate negative significance to preparing fruits and vegetables, using a cooker, and cooking techniques and thus the null hypothesis is not sustained. Hence, timely feedback, time allotment, and instructional delivery have no significant relationship with the food preparation skills of the learners thus the null hypothesis is sustained in this respect. It indicates that the learners experienced all the distance learning at home but when it comes to the food preparation skills, they still need the guidance of the teachers in performing their skills. It only shows that the teacher plays a vital role in improving the food preparation skills of the learners in distance learning. Having these findings, the study recommends that a comprehensive professional development program be implemented to ensure that online teachers will be given a chance to improve themselves in teaching virtually continuously; teachers are given technical assistance through training, workshop, coaching, and mentoring on class programming, and sharing of assignments, learning management specifically in managing online classes using the ICT and managing the school facilities and equipment may be considered as possible topics in the future learning and development programs for the teachers and future researchers may conduct a study on the distance learning experience of learners at home in the food preparation skills of the learners on a broader scale. Keywords: distance learning, home experience, food preparation skills, Technology, and Livelihood Education

The Role of Professional Development in Bridging High-Quality Social-Emotional Learning in Laboratory and Community Preschools

The current study presents an exploratory model of comprehensive professional development that provides early childhood education and care teachers with opportunities to enhance their skills in social-emotional learning (SEL). Skills development strategies include a combination of workshops, observations of high-quality university laboratory preschool classrooms, consultation with master educators, on-site coaching, and communities of practice. The study found statistically significant improvements in content knowledge, knowledge of evidence-based strategies, and self-efficacy to implement new strategies in the classroom for participants of the Promoting Prosocial Behavior workshop. Teachers and administrators who participated in observations, coaching, and/or communities of practice reported value in each component of professional development. Results of this project suggest that a multipronged approach of supporting SEL in the classroom has a positive impact on teachers’ self-regulation and modeling skills.

Relationship Between Teachers’ Attitudes, Self-Efficacy, and Teaching Practices in Sexuality Education in Public Primary Schools of Selected Districts in N’Djamena, Chad

Teachers play a significant role in the effective implementation of sexuality education programmes in schools. The purpose of the study was to examine the relationship between teachers’ attitudes, self-efficacy, and teaching practices in sexuality education in public primary schools. A survey using self-administered questionnaires was conducted. Data collected from 77 teachers were analysed using simple and multiple linear regression tests. The analyses revealed that teachers’ attitudes toward sexuality education and self-efficacy to teach this education significantly predicted their teaching practices in sexuality education. The results also revealed that the interaction between teachers’ attitudes and self-efficacy significantly predicted their way of delivering this type of education in the classroom. The study concluded by suggesting the need for comprehensive professional development to enhance teachers’ skills.

Teaching «Fundamentals of Health» with the application of cloud technologies

The aim of the article is to analyze the results of teaching the subject «Fundamentals of Health» in grades 5-9 in the conditions of distance learning with the application of cloud technologies. The following methods were used for the study: videoconferences, explanations, interviews, surveys, tests for formative and summative assessment, performing practical tasks, works, projects, compiling instructions to tasks, creating educational presentations and videos. The article substantiates the possibility of teaching the subject «Fundamentals of Health» in grades 5-9 using cloud technology and educational platforms in the conditions of distance learning, such as: Google Classroom, Zoom, Meet, Edpuzzle. The results of 5-9-grade students’ academic performance were analyzed and it was found that grades 5, 6, and 9 showed a fairly high level of academic achievement, while for the students of 7th and 8th grades this indicator was quite low. The obtained results are explained by the difference in motivation, experience of blended learning and students’ age psychological peculiarities, parents’ inclusion in the educational process, various types of practical tasks. The prospects for further use of distance education are highlighted in the article. They include application of tried and tested cloud technologies, systematic and comprehensive professional development of teachers; teacher-parent cooperation, preparing guidelines for students’ parents; adapting types of tasks and their content to the conditions of distance and blended learning; launching teachers’ own YouTube channels.

Creation of a Five-Level Model of Professional Development Management of a Specialist in the Format of a Decimal Model of Good Human Health Management

The purpose of the study is to create a Five-Level Model of full professional development (PD) management, in the format of a decimal model of management of good human health (GHH) formation. To achieve the determined goal, the concepts of «occupational human health» and «comprehensive professional development» determining full compliance of a person’s professional activity with achievements in modern science and practice were defined. This is the highest level of professional development to achieve goals in a certain type of professional activity as a result of fulfilling the professional potential. Thereafter, to meet the objectives of the study, the last tenth letter «T» of the word «management» was used in the Conceptual decimal model of full innovative GHH management. It represents the highest, tenth level of the professional activity system, consisting of five types: work — labour — business — game — employment. These five types of human profess ional activity are at the core of the Five-Level Model and are placed at five hierarchical levels, in accordance with their relevance. To create the Five-Level Model, single-type tables were built that summarize the characteristics of each of the five types of professional activity: work — labour — business — game — employment and characteristics of the corresponding subjects. Reasonable conclusions have been drawn for each type of professional activity according to its hierarchical level in the Five-Level Model. This has helped to create the Five-Level Model of comprehensive PD management, in a format of the Conceptual model of full innovative management of GHH formation and determine that the Five-Level Model is a full hierarchical management model consisting of five types of professional activities in precise order according to their relevance: work, labour, business, game, service, which together fully cover the entire professional activity. It is proved that unique properties of the Five-Level Model allow for its regular use for full professional development management in any environment, including Ukrainian society.

Strengthening the component of obtaining feedback from patients and using the same to facilitate the teaching of medical students

The process of assessment and delivering feedback to the medical students has been acknowledged as the key aspects to ensure comprehensive professional development. This calls for the need to utilize every learning opportunity and provide students with some form of constructive feedback for aiding them to attain the learning competencies. The exposure or interaction with patients plays an important role in helping the medical students establish linkage between theoretical knowledge and clinical practice and understands the practical relevance of the learned topics. Feedback received from patients can prove to be a significant add-on and help students to ascertain what has been done well and which area needs improvement. To conclude, patients are an important stakeholder and, apart from contributing to the advancement of medicine, can also help medical students learn various skills through both formal and informal ways. The need of the hour is to actively involve patients in the process of clinical teaching and make students learn medicine from the beneficiary perspective.