Continuous Professional Learning Research Articles

Telling physical education teacher education tales through pedagogical case studies

This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary PETE and PE teacher educator CPL practice or practices is particularly important if PETE programmes want to develop future PE and current teacher practitioners who are transformative agents. In setting up the pedagogical case study accounts, we recall common conversations about the bodies of knowledge in tertiary PETE programmes that have been positioned as problematic. The accounts highlight the existence of an artificial divide between PE educators as theory generators and both pre-service PE teachers and school-based PE practitioners as theory appliers. We suggest that part of the reason why this divide exists can be attributed to a general misunderstanding of theoretical and practical knowledge that have been wrongly compartmentalised into ‘theory’ and ‘practice’, and hence erroneously taught as isolated entities without any connection or direct link with each other, or the former considered to be less relevant and perhaps even irrelevant in practice.

Facebook as a method to promote a mindset of continual learning in an ambulatory care pharmacy elective course

The use of online resources and social media is commonplace among college students and practicing pharmacists. To capitalize on this trend, a Facebook group was created in a Doctor of Pharmacy elective course to promote a mindset of continual professional development and learning outside of the didactic curriculum. Doctor of Pharmacy students in their third professional year who were enrolled in an ambulatory care elective course were included in this group. A survey was developed to assess the use of Facebook to promote a mindset of continual learning. This survey was administered anonymously during the first and last weeks of the elective course to gauge students’ changing perspectives toward the use of social media to promote a continual-learning mindset. The survey results indicate a significantly higher level of agreement by students that Facebook allowed them to stay up-to-date with pharmacy information and improved their confidence in locating new information relevant to pharmacy practice, and that it could be used as an effective educational tool. This study indicates Facebook has potential as an auxiliary education source for traditional didactic pharmacy curriculum. It improved students’ perception of their knowledge and confidence in discussing up-to-date pharmacy information with each other and faculty. It also provided some guidance about the importance of learning new information in pharmacy practice. The application of Facebook, or other social media, in pharmacy education could provide enhanced faculty and student communication by capitalizing on a means of information delivery that current students are most accustomed to.

The Delphi Method for Program Enrichment: A Variation on the Theme

The aim of this paper is to illustrate how principles of the Delphi Method were used informally to evaluate and enrich a continuous professional learning (CPL) program. The program was developed to train classroom teachers to use music as support for diverse learners in an inclusive classroom. This paper explains the difference between the 'classical' Delphi method and the applied variant, and describes the method of the variant. As there is no known similar program, the first draft of the program was written by the researcher after a literature study. Experts were selected from different appropriate fields such as music education, inclusive education, creativity and materials development. An open-ended questionnaire was developed and e-mailed to experts, together with the first draft of the program. Responses were analyzed, categorized and incorporated into the program. Only one round was necessary. It can be concluded that this variant of the Delphi method was effective in ensuring that an innovative idea could be turned into a program and made available in a relatively short time to teachers in an enriched, practical format of good quality.

Profesionalni razvoj vzgojiteljev z vidika vzgojiteljevih pojmovanj

Nenehno poklicno učenje vzgojiteljev danes ni več izbira posameznih entuziastov, temveč nujnost in poklicna dolžnost slehernega vzgojitelja. Profesionalni razvoj vzgojiteljev v širšem smislu pomeni proces, ki poteka od odločitve posameznika za ta poklic oziroma od začetka izobraževanja zanj do upokojitve. V ožjem smislu pa je profesionalni razvoj vzgojitelja omejen na obdobja oziroma »kritične situacije«, v katerih se posameznik dejansko profesionalno razvija – spreminja svoja pojmovanja, stališča ter prakso delovanja. Pri raziskovanju profesionalnega razvoja razlikujemo različne pristope. Nekateri raziskovalci se usmerijo v raziskovanje faz, po katerih poteka profesionalni razvoj, druge bolj zanima raziskovanje dejavnikov, ki vpliva na razvoj, tretji dajo večjo težo oblikam poklicnega učenja. Kako vzgojitelji pristopijo k profesionalnemu učenju, koliko izkoristijo ponujene formalne priložnosti učenja oziroma koliko se učijo iz vsakodnevnih izkušenj, je pomembno odvisno tudi od njihovega razumevanja profesionalnega razvoja. V prispevku prikazujemo rezultate empirične raziskave, ki je bila narejena na vzorcu 92 vzgojiteljev na Hrvaškem. Zanimalo nas je, kako vzgojitelji pojmujejo lasten profesionalni razvoj in ali se njihova pojmovanja spreminjajo z leti delovne dobe. Ugotovili smo, da prevladujejo nižja pojmovanja profesionalnega razvoja. Ugotovitev je pomembna za vse, ki se ukvarjajo s spodbujanjem profesionalnega razvoja, in jo je smiselno upoštevati tako pri načrtovanju kot pri izvajanju izobraževalnih programov.

Deliberation, capability and action research: knowledge and becoming

In this short paper I examine whether obtaining the capability to change practice can be solely achieved through reflective action research, and how. I take as our framework of analysis that offered by Aristotelian thought, especially in the discussion of powers and potential. I conclude that action research as a way of changing practice cannot be only deliberative, but must be based on learning new, propositional knowledge. This is needed so that reflecting, as understanding, on existing practices can be better realised and, importantly, augmented by new capabilities. This may support the idea of continued professional learning taking priority over reflective practice in reaching and maintaining professional mastery.

Leading by Example: Teacher Educators' Professional Learning Through Communities of Practice

There has been a limited interest in examining physical education teacher educators’ role and practices in embedding professional responsibility and commitment to continued professional learning for both teacher educators and pre-service teachers in a physical education teacher education (PETE) program (MacPhail, 2011) Directed by a landscape of community of practice (CoP) as professional development (Parker, Patton & Tannehill, 2012), this article shares four case studies that demonstrate the extent to which PETE learning can be mapped onto the landscape. In essence, a CoP is sustained over time, involves shared member goals, involves frequent discourse, is active and social, and is characterized by problems being solved by the members. The ideas in this article in tandem with Wenger's (1998) CoP process can encourage teacher educators to consider whether opportunities undertaken in a PETE program, and with colleagues external to the PETE program, encourage an authentic CoP.

Seeking New Perspectives on the Development of Teacher Education

Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of academic and university-based teacher education in Finland. Findings revealed three major challenges: (a) obstacles in renegotiating professional identity, (b) internal competition between subject-matter groups within the department, and (c) discrepancies between individual agency and organizational development. Based on the findings, this study argues that teacher educators’ individual and collective agency must be supported to enhance their continuous professional learning and organizational change. This goal can be achieved by developing teacher education concurrently at multiple levels, including the individual, work community, and organizational levels. In addition, there is a need to construct multiple couplings between these levels.

Reviving praxis: stories of continual professional learning and practice architectures in a faculty-based teaching community of practice

Lave and Wenger’s conceptualisation of communities of practice (CoPs) has had a profound impact on the way many think about learning at work. In universities, CoPs have the potential to meet the continuing professional learning (CPL) needs of academics in ways that formal structured programmes cannot. However, participating in CoPs can be a disempowering experience, depending on the way power is exercised within and outside of the community. Using narrative methods here, we explore the nature of CPL in a faculty-based teaching community of practice, paying particular attention to the links between the individual and extra-individual. Although all 15 CoP members interviewed for this study spoke of becoming more innovative and confident teachers since joining the community, noteworthy differences emerged in their descriptions of their engagement. Long-term and new members’ stories were qualitatively different: old-timers told stories of praxis, of personally transformative CPL that involved them in collective action in the wider socio-cultural context of teaching, while newcomers spoke of a more individualistic and pragmatic approach focused on professional survival. Implications for further research and practice are discussed.

Supporting Continuous Professional Learning in the Academic Staff through Expertise Sharing

Aquest article exposa un experiment a petita escala sobre una estratègia dissenyada per recolzar l’intercanvi d’experiències acadèmiques en una universitat d’educació a distància. Dos petits grups independents compostos per personal acadèmic (un grup amb quatre professors i un altre amb cinc dissenyadors de continguts educatius, tots dos amb empleats amb i sense experiència) es van oferir voluntaris per reunir-se periòdicament durant un període d’un any per elaborar un mapa de coneixements col·lectius que representés una part dels seus coneixements professionals. Aquesta eina i activitat de tutoria entre companys de treball va establir un context d’aprenentatge en el qual es va potenciar que els participants exterioritzessin i compartissin alguns coneixements tàcits desenvolupats per mitjà de la pràctica professional, a més de determinats coneixements organitzatius explícits encara que de vegades ambigus. Les dades analitzades fins al moment inclouen l’enregistrament de les entrevistes realitzades a cada participant abans i després de l’experiment, l’enregistrament de les conclusions al final de cada reunió i el mapa de coneixements elaborat per cada grup. Els resultats suggereixen que combinar les tutories de grup amb la modelització de coneixements col·laboratius és una estratègia prometedora per a promoure l’adquisició d’experiències professionals i per tant per a donar suport al desenvolupament professional del personal acadèmic a les universitats. Aquesta estratègia pot definir-se com una activitat d’aprenentatge intencional però no formal que s’adequa a les conceptualitzacions d’aprenentatge al lloc de treball alhora com a procés d’intercanvi de coneixements i procés de creació de coneixements.

Continuous professional development and learning needs of physicians without vocational training: a cross-sectional study

T ›p e¤itimi mezuniyet oncesi (temel t›p e¤itimi), mezuniyet sonras› (uzmanl›k e¤itimi) ve surekli t›p e¤itimi (STE) olarak birbirini tamamlayan uc ana bafll›k alt›nda toplan›r. STE hekimlerin normal e¤itim surelerini tamamlad›ktan sonra kat›ld›¤› tum e¤itim etkinliklerini tan›mlar. Gunumuzde ozellikle yetiflkin o¤renme prensiplerinin on plana c›kmas›yla STE kavram›, surekli mesleksel geliflim (SMG) kavram› ile yer de¤ifltirmeye baflUzman olmayan hekimlerin surekli mesleksel geliflim ve o¤renme gereksinimleri: Kesitsel bir cal›flma Turk Aile Hek Derg 2012;16(3):113-118 © TAHUD 2012 Araflt›rma | Research Article

Reflections on an Alternative Approach to Continuing Professional Learning for Internationalization of the Curriculum Across Disciplines

Academics at the coalface of teaching and learning often feel undersupported, underprepared, and underconfident in “internationalizing the curriculum” (IoC). The formal, structured programs designed by institutions to meet the needs of academics for continuing professional learning (CPL) in our rapidly changing sector fail to engage many academics. As centrally situated higher education/student learning academics, the authors present one alternative approach to CPL, developed in the context of an Australian Learning and Teaching Fellowship: “Internationalization of the Curriculum in Action.” First, the authors reflect on the engagement of disciplinary academics throughout the project; this underscores the value of critical, reflective conversations within and across disciplines. Second, the authors reflect on their own role in creating this critical (inter)disciplinary space; this underscores the value of introducing a theoretical framework for reviewing and developing IoC, providing a structure for the process, igniting the imagination of participants, and questioning and collectively acting on institutionalized enablers and blockers to IoC.

The early childhood–school relationship: Overcoming invisible barriers

Introduction The literature on the early childhood--school relationship has identified this relationship as being dominated by differences, and--more often than not--these are unable to be reconciled (e.g., Moss, 2008). This article examines findings from a study with three early childhood teachers in an Early Learning Centre (ELC) (1) in a private school setting in Australia. The study sought to understand what it meant for early childhood teachers to engage in continuous professional learning through action research in a school setting. I begin the article by discussing the literature on the early childhood--school relationship. I then outline the action research project providing background to the study. Drawing on data, I then show how an invisible barrier was identified by the three early childhood teachers and discuss what it meant for them and their relationship with their school colleagues. Illustrating how the invisible barrier became a problematic situation driving their learning, I conclude by raising questions about what the outcomes of the action research project might mean for the early childhood--school relationship. The early childhood-school relationship The early childhood--school relationship has been researched largely from three positions: (1) school transition research drawing on ecological theories (e.g., Dockett & Perry, 2009); (2) professional literature examining interprofessional practices (e.g., Bennett & Kaga, 2010; Kaga, Bennett, & Moss, 2010; Peters, 2010; Valentine, Katz, & Griffiths, 2007); and (3) theories of boundary crossings and boundary spaces (e.g., Britt & Sumsion, 2003). This work has been important for identifying tensions that exist within the early childhood--school relationship. A consistent theme across the work is the role of pedagogical differences. Early childhood programmes embody traditions that are not the same as those in schools (Bennett & Kaga, 2010; Meade & Podmore, 2002). For example, early childhood programmes have strong links with the child study movement, where the emphasis is on understanding the child and learning processes, while schools predominantly focus on teaching specific skills and content knowledge (Meade & Podmore, 2002). Limitations exist within each of these three positions: school transition research is limited to understanding the early childhood--school relationship through the life-worlds of children; research on interprofessional practices can inadvertently perpetuate a push-down/push-up effect on the relationship (Morrison & Glenny, 2012); and research drawing on theories of boundary crossing and boundary spaces has been unable to adequately capture the intensity of the early childhood--school relationship (Moss, 2010). Moss (2008) argues that, without further research, the early childhood--school relationship will not find new ground but, rather, remain within its current three approximations: (1) a relationship dominated by the school with its downward pressure on early childhood to prepare children for school; (2) a relationship of suspicion and antagonism between early childhood and school colleagues as each defends their pedagogical differences; or (3) a relationship based on an understanding that the schooling system must change to respond to globalisation and, in this relationship, early childhood practices are advanced as being capable of supporting necessary changes. These current three approximations of the early childhood--school relationship pose difficulties because they each continue to perpetuate differences. If new ground is to be found, research must be directed towards establishing a better appreciation of differences as well as promoting a collaborative search for new and shared understandings, values and practices ... marked by mutual respect, dialogue and co-construction (Moss, 2008, p. 229). The urgency for this research is paramount, with recent policy shifts across Western countries having repositioned early childhood into a more intensive relationship with schools. …

Signifying authenticity in academic practice: a framework for better understanding and harnessing portfolio assessment

Portfolios are an assessment tool that help frame expectations of personal professional learning about teaching in higher education, a key dimension of academic practice. In this paper, we review our experiences in both supporting academic colleagues to develop a teaching portfolio, and in their assessment. We argue that the authenticity of the account offered is key: participants should aspire to render an authentic account of themselves, their context, actions and their professional stance. Likewise, assessors need to verify that an account is authentic. We posit five signifiers of authenticity: biographical/professional context; practice development and experience of practice; integration of core concepts and key ideas from the literature, especially evaluation and conceptions of teaching; purpose and values in continuing professional learning (CPL); coherence of writing, vocabulary used, writing style, etc. These are intended to help course leaders and conveners of CPL activities to articulate what it is that is being sought from participants, and hence clarify expectations for both participants doing the learning and for disciplinary colleagues assisting with the assessment.

Critical decisions and questions regarding serious case reviews – ideas from North West England

PurposeSerious case reviews (SCRs) are one means of learning the lessons arising from adverse, salient incidents and tragedies. Adult Safeguarding Boards in England are expected to have an SCR policy and procedure, to commission SCRs, to abstract and act on the learning, and to monitor the resulting action plans.Design/methodology/approachSince SCRs reflect a wide range of processes, the authors undertook a general review, drawing on their experiences of conducting and contributing to SCRs. They chose to pose sets of question‐prompts regarding the commissioning process, the management of the process, the appointment of a chair and author, the terms of reference, information‐sharing, confidentiality, involving relatives and making findings public. The compliance of the process with human rights legislation is also considered.FindingsWhilst the authors acknowledge the responsibility of organisations to promote continuous and cumulative professional learning, they do not promote SCRs as the sole means of learning about the ways in which professionals and agencies work together to safeguard adults at risk of abuse.Originality/valueThe paper challenges the perception that SCR can be streamlined, structured, codified, and constrained.

The Role of Spatial Data Management Strategies in ICZM in Ireland

This article explores how a fresh approach to integrated coastal zone management (ICZM) in Ireland might be forged through the identification of a number of key innovative cross-sectoral professional initiatives and interdisciplinary academic thinking in this sector. It includes three interlinked research themes that assess existing cross-sectoral data management issues (to include an assessment of readiness for the INSPIRE and compliance with the Re-use of Public Sector Information European Union Directives), the degree of cross-pollination between the various sectors involved in managing the Irish Coastal Zone (to identify the need (or otherwise) for capacity- building to encourage cross-fertilization of ideas, skills, and knowledge exchange), and cross-professional competencies (to assess the desire/need (if any) for those working in coastal zone management to add to their existing competencies through continuous professional development or lifelong learning opportunities). Indeed, the specific competencies for coastal practitioners are identified here and these further illustrate the need for professional recognition of the role, responsibilities, and therefore the requirement for an appropriately qualified “Coastal Manager” professional, one that is seen not merely as a nicety but rather a necessity—a core enabler in any future innovative and integrative management approach.

More than glimpses in the mirror: an argument for self-study in the professional learning of physical education teachers

The purpose of this article is to advocate for, engage with and disseminate to readers the concepts of teacher self-study as an important aspect of lifelong physical education teacher learning and education. Self-study has an important role to play by providing context and real-world understanding for physical education teachers who feel disconnected by continuing professional learning (CPL) practices. I argue that self-study, a methodological approach to understanding practice and professional learning that uncovers deeper understandings about the relationship between learning and teaching, offers opportunities that have only recently been considered. To conclude I present a rationale for self- study to be taken more seriously highlighting implications to CPL program development and physical education teacher education curriculum design and implementation.

Do career goals promote continuous learning among practicing teachers?

Practicing teachers often engage in continuous professional learning with certain career considerations. Based on achievement goal theory, this study explored the effects of career goals on teacher’s learning using a sample of practicing teachers in Hong Kong. Two forms of career goals were assessed using a questionnaire. Professional learning goals orient teachers to learn for improving professional competence by acquiring professional knowledge and understanding, and extrinsic career goals focus teachers on learning for tangible benefits such as career promotion and higher professional qualification. Results derived from regression analyses confirmed that professional learning goals were the most significant goals in predicting adaptive use of learning strategies, regulatory strategies, and positive attitudes towards learning. Extrinsic career goals predicted the use of surface strategies. This study also found that self‐efficacy mediated the effects of different goals on learning. Cluster analyses provided additional findings confirming the importance of professional learning goals in teachers’ goal profiles.

Students’ Beliefs on Mathematics and Achievement of University Students: Logistics Regression Analysis

At present, after almost more than 20-decades, Malaysia can boast of a solid National Philosophy of Education, despite tremendous struggles and hopes. Continuous professional learning opportunities are provided to students in order to enhance, support and sustain the students’ mathematics ability. Much evidence had shown that students’ beliefs in mathematics are central in developing students’ career in mathematics related areas. In addition mathematical beliefs are closely correlated to their mathematics ability among students. However, few literatures had been found related to this phenomenon among university undergraduate students. The present study involves a sample of university undergraduate mathematics students, who had completed a self-reported questionnaire related to student mathematical beliefs on three dimensions, such as: beliefs about mathematics, beliefs about importance of mathematics and beliefs about one's ability in mathematics. The authors examined students’ mathematical beliefs based on logistic regression model estimation technique, appropriate for a survey design study. The results illustrated and identified significant relationships between students’ beliefs about importance of mathematics and beliefs about one's ability in mathematics with mathematics ability. In addition, the overall model explained further that 74.6% of the sample was classified correctly.

Using audits to reduce the incidence of uterine rupture in a Malawian district hospital

Objectives To improve obstetric care and reduce the incidence of uterine rupture through the use of audits. Methods Data were collected from medical records and from questioning women who sustained uterine rupture over a 12-month period in Thyolo District Hospital, Malawi. Audit sessions were performed every 2–3 weeks for the first 3 months with relevant members of the hospital staff, after which an extended audit was held with input from two external expert obstetricians. Cases were also audited by the principal investigator for delays in referral, diagnosis, and treatment. Results Thirty-five cases of uterine rupture were diagnosed at the facility during the study period. Sixteen ruptures were diagnosed during the first 3 months, an incidence of 19.2 per 1000 deliveries. Following audit and implementation of recommendations, the incidence of uterine rupture decreased by 68% (OR 0.32; 95% CI, 0.16–0.63) to 6.1 per 1000 deliveries over the next 9 months. The overall case fatality rate was 11.4%, and the perinatal mortality rate was 829 per 1000 live births. Conclusions Audit is an inexpensive, appropriate, and effective intervention to improve the quality of facility-based maternal care and decrease the incidence of uterine rupture in low-resource settings. Ensuring constructive self-criticism, continuous professional learning, and good participation by district health managers in audit sessions may be important requirements for their success.

Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers

The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. In making the transition from student to teacher, preservice teachers create their own professional identity. Their ability to articulate this identity is examined through a new construct, a “teachers' voice”. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum. Two complementary approaches of content analysis were applied. Both methods revealed changes in preservice teachers' levels of engagement and showed that in the first semester of preservice teacher education, the majority of preservice teachers moved towards a more professional stance in their contributions.