Continuous Professional Learning Research Articles

Adapting to Change: A Qualitative Study on Continuous Professional Learning among Adult Learners

Adapting to Change: A Qualitative Study on Continuous Professional Learning among Adult Learners

Collective learning in pre-service teacher education: exploring challenges, negotiations, and co-constructed solutions towards continuing professional learning and development

ABSTRACT Despite extensive research on professional learning and development in education, there is a significant gap in adopting action research methods as a localised approach to explore professional learning, especially in the pre-service domain. This article delves into the process of collective experiences, joint negotiations, co-constructed solutions, and reflective practices among pre-service teachers, cooperating teachers, and the university mentor throughout the five-phase teaching practicum, driven by action research methods. Through first- and second-person inquiries, observations, reflective notes and sharing sessions as research instruments, findings reveal that joint reflective discourse among stakeholders led to a deeper understanding of unvoiced challenges in teaching practicum, including teaching approaches, classroom management, diversity, learner differences, multiple roles, and heavy workloads. Findings explore how interactive processes within and among individuals facilitate ongoing negotiation and the development of shared solutions, fostering a dynamic and transformative professional learning environment for both pre-service teachers and in-service educators. Creating a platform for the recursive sharing of perspectives is crucial for promoting continuous professional learning during a teaching practicum. This entails promoting active dialogues among school placements, universities, and local authorities, facilitating the exchange of critical reflections, and ultimately supporting continuing professional learning and development in education.

The efficacy of the TEACH e-Learning course at improving early childhood educators’ physical activity and sedentary behaviour self-efficacy, knowledge, intentions, and perceived behavioural control: a randomized controlled trial

BackgroundEarly childhood educators play a critical role in promoting physical activity and reducing sedentary time in childcare centres. However, early childhood educators receive limited specialised pre- and in-service learning opportunities relating to these behaviours and may lack the capacity to effectively engage children in healthy movement behaviours. This study aimed to examine the efficacy of an e-Learning course on increasing early childhood educators’ physical activity and sedentary behaviour-related capacities.MethodsA two-group parallel randomized controlled trial was conducted with early childhood educators in Canada (Mage = 41.78, 97% female). Participants randomized to the intervention group were asked to complete a physical activity and sedentary behaviour e-Learning course within a 4-week period. Participants randomized to the waitlist control condition were assigned to a waitlist to receive the intervention after the testing period. Participants reported on their self-efficacy, knowledge, intentions, and perceived behavioural control relating to physical activity and sedentary behaviours at baseline, post-intervention, and 3 months follow-up. Linear mixed effects models were estimated to determine difference in changes in outcomes from baseline to post-intervention, and follow-up.ResultsA total of 209 early childhood educators participated in the study (intervention n = 98; control n = 111). The TEACH e-Learning course was found to be efficacious at improving all of the examined outcomes, with standardized effect sizes ranging from d = 0.58 to d = 0.65 for self-efficacy outcomes, d = 0.66 to d = 1.20 for knowledge outcomes, d = 0.50 to d = 0.65 for intention outcomes, and d = 0.33 to d = 0.69 for perceived behavioural control outcomes post-intervention. The intervention effects were sustained at follow-up for all outcomes apart from perceived behavioural control to limit screen time. Additionally, the magnitude of the effect for knowledge outcomes decreased at follow-up, with standardized effect sizes ranging from d = 0.49 to d = 0.67.ConclusionsThe e-Learning course was highly successful at improving early childhood educators’ capacity pertaining to physical activity and sedentary behaviours. Providing training content through e-Learning may be an efficacious approach to providing continual professional learning opportunities relating to physical activity and sedentary time to early childhood educators on a large scale.

Exploring the Link Between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach

Exploring the Link Between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach

Making sense of collective leadership in English teacher associations: insights from Thailand TESOL’s committees

ABSTRACT Language teacher associations (LTAs) serve as a platform for the personal and professional learning of language teachers. This study uses Q methodology to explore how involvement in Thailand TESOL promotes collective leadership among its committee members. Twenty current and former members participated in a card-sorting task, and six of them were further interviewed. A by-person factor analysis categorised participants into three groups based on their shared perspectives on collective leadership. Thailand TESOL provides its committee members with various forms of collective leadership, such as collaborative efforts to contribute to English education, inclusive leadership practices and shared purposes. The evolving educational landscape requires members to practice collective leadership and adaptability, encouraging a culture of continuous professional learning and innovation within and beyond the association. The findings not only illuminate distinct aspects of collective leadership promoted by the association but also contribute to LTA research, particularly concerning members’ personal and professional learning.

Self-Efficacy-Forming Experiences for Experienced Teachers Working with Multilingual Learners

To enhance teachers’ preparedness to support the growing number of multilingual learners, teacher educators need to engage inservice teachers working across K-12 settings in continued professional learning. In this study, we described a teacher education program designed for inservice teachers who were from diverse backgrounds and worked in a variety of instructional settings involving multilingual learners. Based on survey and follow-up interview data, teachers reported enhanced preparedness to work with multilingual learners and shared self-efficacy-forming experiences through the program. The findings revealed learning opportunities aligned with the sources of teachers’ self-efficacy including knowledge development, mastery experiences, and vicarious learning experiences. Implications for inservice teacher education programs that prepare educators for multilingual learners were provided.

Promising Practices for Leadership Development: Exploring a Collaborative Professional Learning and Coaching Program

<p>Given the substantial impact school leaders have on school improvement, the imperative for continuous professional learning for leaders is evident. In this two-year action research study, researchers collaborated with a school division, forming a research-practice partnership, to design and explore a collaborative professional learning and coaching program. The primary objective of this program was to align with local leadership standards and foster leadership development. The central research question was: How does implementation of a collaborative professional learning and coaching program contribute to leadership development? Data were collected from district and school leaders and included pre and post surveys, interviews, and focus groups. The findings of this study indicate that district leadership practices show promising potential in fostering inservice opportunities for leadership development. These practices include the following: (a) ensure programs are sustained with a consistent focus, (b) utilize collaborative learning approaches, (c) assess growth through reflection and feedback, and (d) use action research to support continual improvement. This study aims to provide valuable insights to school districts and researchers regarding the implementation of sustained and job-embedded professional development for school leaders, with a specific focus on leadership development.</p>

Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources

This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho's educational landscape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing literature by exploring in-service teachers' perspectives on AI adoption and the mediating influence of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non-significant relationship between technical proficiency and behavioral intention, suggesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in shaping in-service teachers' intentions to use AI in their teaching practices. As a result, the study recommends tailored continuous professional development programs and collaborative learning communities to enhance teachers' skills. Additionally, it emphasizes the importance of advocating for policies that support AI integration in education and underscores the ethical considerations related to AI use. We discuss the implications of our results concerning integrating AI into teachers' teaching practices in schools and outline future directions.

Driving transformation in higher education: Exploring the process and impact of educational innovations for sustainability through interdisciplinary studies

AbstractIn recent years, there has been a growing focus on innovation research, particularly in the manufacturing and information technology sectors in the US and Europe. However, the disruptions caused by the recent pandemic called for more innovations, especially in the education industry. Innovation is viewed as an outcome of a set of various drivers. This study explored faculty perspectives on the drivers of innovation that can transform the curriculum into an interdisciplinary model to promote sustainability in education. Additionally, it examined the relationship between these drivers and the outcome of innovation, particularly at the process level. An explanatory sequential mixed‐method approach was employed to collect quantitative and qualitative data from a purposeful sample of 60 faculty members at one federal higher education institution in the United Arab Emirates. Findings indicated that while there is a correlation between the drivers and process of innovation and sustainability in education, other factors played a more significant role in facilitating this transformation. Empowering faculty members and involving them in the process of transformation, connecting them with the institutional vision and mission for innovation, fostering a clear understanding of the value of the transformation, providing faculty with continuous professional learning and development opportunities to promote the use of innovative pedagogical methods, are among the key factors.

Leading inclusion

The 42 school districts participating in the state of Washington’s Inclusionary Practices Project achieved a significant 12.8% increase in inclusion in the least restrictive environment (LRE 1, or in general education for 80-100% of the school day) over four years, surpassing the state average increase of 6.8%. Katie Novak and Helene Paroff highlight the importance of leadership, collaboration, progress assessment, and continuous professional learning to the success of the project. The project challenges the perception that inclusion is limited to special education and underscores the role of executive sponsorship. Above all, the work provides valuable insights for replicating and creating inclusive environments in other education systems.

University Teaching as a Site for Professional Learning of Teacher Educators: The Role of Collaborative Inquiry and Reflection within a Professional Learning Community

While initial teacher education (ITE) has been acknowledged as an important process for improving the quality of education by preparing future teachers, less attention has been paid to the support of the continuous professional learning of teacher educators (TEs). This study reports on the supporting processes and tools for a collaborative inquiry-based systematic reflection of five TEs and the effects of their use in constructing professional knowledge about ITE. The reflective written reports and reflective discussions of the TEs are thematically analysed to show the focus of inquiry, the links among inquiry, reflection, and action, as well as the contributing role of collaboration within a professional learning community (PLC). The results show that the TE inquiry was a continuous process of exploring the beliefs, understandings, and participation of pre-service teachers (PSTs) during teaching; the impact of the teaching context on TE actions and decisions; and the ways in which their collaboration enhanced professional learning. The inquiry results informed the reflections and practice design of TEs. Guiding questions, sustained interactions among the PLC members, and support from a facilitator created opportunities for the collaborative construction of the professional learning of TEs. This article provides TEs or/and facilitators of PLCs in teacher education with a methodology for supporting professional knowledge through collaborative inquiry and reflection.

“Ignoring” to “Autonomous” Participation: Narratives of a Participatory Action Researcher

This paper examines different layers of participation while conducting Participatory Action Research (PAR). In the journey of three years of fieldwork with teachers, many realizations were made about becoming co-researchers and engaging in a collaborative knowledge-building process for developing an engaged pedagogical approach. The paper had two purposes: a) exploring the different layers of participation in PAR, and b) documenting the lead researcher’s continuous professional learning in understanding PAR. The lead researcher proposed “ignoring” to “autonomous” participation as levels. The lead researcher also changed from overly influencing roles on PAR to accepting co-researchers' voices and respecting their efforts for sustainable change.

Thriving Amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation

During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers’ experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers’ perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.

Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands

Accurate identification of teachers' continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers' CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: linear-dominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, England, Japan, and the Netherlands were used to assess exemplar psychometric models for each methodological class. The circular-unfolding method was found to identify teachers’ CPL needs best. Outcomes are related to prior research and linked to cultural dispositions and educational policy contexts of the studied countries.

The New Curriculum Implementation in Indonesia: A Study in Two Primary Schools

The new 2013 curriculum has just been implemented recently in Indonesia from primary to secondary school levels. There are a lot of criticisms towards the implementation, especially in the schools’ readiness to apply the new curriculum in the real classroom. This study aims to investigate the role of school leaders in the new curriculum implementation. Several aspects were also examined: teacher professional development with regards to the curriculum implementation, how schools involve parents prior and during the curriculum implementation, supporting factors for the implementation and factors that hinder the success of the new curriculum implementation. Data were gathered from school leaders, teachers, and parents. The findings show that school leaders in these schools play an important role by exercising transformational leadership and shared instructional leadership. Continuous teacher professional development and professional learning community are other important factors for the success of the new curriculum implementation. Time constraints and limited resources are reported to be the hindering factors. The findings show that albeit schools acknowledge the importance of parental involvement in students’ learning, schools have not given adequate support that parents need in order to be fully involved in their children’s learning.

Six Cases To Contribute To Continuous Professional Development Lifelong Learning

Six Cases To Contribute To Continuous Professional Development Lifelong Learning

Rationalizing the Role of Teacher Leadership in School Development Towards Creative and Sustainable Development Framework

This research endeavors address the intricate interplay between teacher leadership and school development by formulating a robust and sustainable framework that optimizes the role of educators in propelling educational progress. The study encompasses an in-depth analysis of various dimensions, including teacher profiles based on age, gender, and years of teaching experience. Moreover, the research meticulously evaluates the teacher leadership attributes, intricately aligned with professional practice standards encompassing learner development, handling learning differences, cultivating an enriching learning environment, mastering content knowledge, adeptly applying content, skillful assessment techniques, meticulous instructional planning, effective employment of instructional strategies, dedication to continuous professional learning and ethical practice, as well as adept leadership and collaboration skills. This study further explores potential variations in teacher leadership attributes among different profile groupings. It also examines the extent of participation in school development, considering the active engagement in knowledge dissemination, curriculum enhancement initiatives, fostering teacher growth, and effective school leadership and management practices.

Diffractively Thinking about Teacher Identity in Body Mapping as Performance, Intersectional Positionality, and Material-Discursive Enactment

Teacher identity is integral for teachers' professional growth and shapes how they address persistent educational disparities and inequities. Teachers' embodied relationships with self, others, and the world play a vital role in the ways teachers (co-)construct and (re)negotiate their identities as professionals. Still, little is known about how the relations among teachers' bodies, material, and power may affect teacher identity. This study adopted a diffractive methodology to examine how elementary teacher candidates' (TCs) engagement in body maps—that is, arts-informed tools and processes of (re)presenting one's lived experiences and identities—may contribute to their embodied aspects of identity work. A diffractive methodology also enabled the researcher to draw on three theoretical perspectives on teacher identity (i.e., post-structural, critical race, and new material) and use the data to think with theory. Data sources included one TC's presentation of her body mapping, its associated narratives, and two responses from her peers. These data were collected in an online asynchronous course in the Southeastern U.S. during the COVID-19 pandemic. The findings highlight how one focal TC's embodied experiences, her interactions with two peers, and material practices affected the three TCs' identity work in an online discussion space in performative, intersectional, and material-discursive ways. Diffractive methodological approaches can benefit teachers' continuous professional learning and development and can open new methodological perspectives in analyzing teacher identities at the intersection of discourses, bodies, and materials.

The Principal's Influence as a Professional Learning Leader on The Professional Learning of Fully Residential School Teachers in the South Zone

:One of the focuses of Malaysia Education Blueprint (2013-2025) is continuous professional learning to enhance the quality of the teaching profession. With this intention, the school principal needs to carry out their role as a learning leader to provide focus on learning and ensure teachers and students receive new knowledge and skills in line with today's education. Professional learning for teachers is activities that are essential to enhance knowledge, skills, and values for improving the teachers’ teaching and learning practices. This research aims to identify the role of school principals as professional learning leaders in leading the professional learning of teachers in South Malaysia’s boarding schools. Additionally, this research aims to identify the relationship between the school principals’ role as professional learning leaders and the impact of the principal’s authority over the teachers. This research is quantitatively based ona survey method of 1,033 respondents and 285 sample teachers. The data obtained has been analyzed using Statistical Package for the Social Science (SPSS). Descriptive and inferential analysis have been used to answer the research problems and hypotheses. The result of this research shows that the principal's role as a professional learning leader leaders and teachers professional learning is high. Furthermore, the results of this research show that there is a significant correlation between principals’ roles as professional learning leaders and teachers’ professional learning. The implications of this study can contribute to knowledge and understanding of the principal's role as a professional learning leader and its relationship with teachers' professional learning.

Teacher Self-Efficacy and Psychology as a Mediator Between the Role of Professional Learning Leaders and the Professional Learning of Boarding School Teachers in the South Zone

One of the focuses of Malaysia Education Blueprint (2013-2025) is continuous professional learning to enhance the quality of the teaching profession. With this intention, the school principal needs to carry out their role as a learning leader to provide focus on learning and ensure teachers and students receive new knowledge and skills in line with the education of today. Professional learning for teachers is activities that are essential to enhance knowledge, skills, and values to improve the teachers’ teaching and learning practices. This research attempted to determine the correlation between the school principals’ role as professional learning leaders, teachers’sense of self-efficacy, and the teachers’ professional learning at South Malaysia’s boarding schools. Additionally, this research identifies the teacher’s self-efficacy as a mediator between the school principals’ role as professional learning leaders and the professional learning of teachers at South Malaysia’s boarding schools. This research is quantitative-based with a survey method of 1,033 respondents and 285 sample teachers. The Statistical Package for the Social Sciences (SPSS) was used to analyse the data that was obtained. The research questions and hypotheses have been answered using descriptive and inferential analysis. The result shows a significant correlation between principals’ role as professional learning leaders, teachers’ self-efficacy, and teachers’ professional learning. Furthermore, teachers’ self-efficacy is a mediator between the principals’ role as professional learning leaders and the professional learning of teachers at South Malaysia’s boarding schools. The results of this study have implications for how self-efficacy in teachers functions as a mediator between the principal's position as a learning leader and the teachers' professional learning. This indicates that enhancing the principal's leadership responsibilities will boost teachers' self-efficacy, which will ultimately help to enhance teachers' professional development.