Continued Professional Growth Research Articles

Investigating technology integration in English language instruction from 2018 to 2024: A systematic literature review

In-depth research on the use of technology in English language training from 2018 to 2024 is done in this complete systematic review of the literature. It explores how a wide range of digital tools are changing pedagogical methods and highlights the significance of continued professional growth and assistance. The study features the necessity for strategic implementation in line with pedagogical aims to maximize the influence of technology integration on language learning outcomes by integrating previous research and revealing insights into various approaches to technology integration. The results emphasize a general tendency in favor of digital integration, particularly for preservice teachers. In addition, this research also highlights issues revealing educators' differing degrees of familiarity with technology and the scarcity of resources. In this regard, there is an urgency in the inclusivity of digital language literacy exposure and training whether it can elevate English language teachers’ technology integration.

Continuous professional development in teaching

Continuous Professional Development (CPD) in teaching has emerged as a vital component in enhancing the quality of education, particularly in the context of English language teaching in Uzbekistan. This paper explores various models and approaches of CPD, including Communities of Practice, Action Research, Collaborative Inquiry, Job-Embedded Professional Learning, and Microteaching. Additionally, it discusses the benefits of CPD for educators, students, and the educational environment, along with the challenges and barriers to its effective implementat ion. Drawing on existing literature and empirical evidence, the paper underscores the importance of tailored and differentiated CPD programs that address the diverse needs of teachers while providing sustained support and opportunities for reflection. By addressing these challenges, policymakers and educational stakeholders can foster a culture of continuous learning and professional growth among teachers, ultimately improving student learning outcomes.

DEVELOPING THE PEDAGOGICAL COMPETENCE OF GERMAN TEACHERS (EXPERIENCE OF TU BERGAKADEMIE FREIBERG)

Problem statement. Under the influence of European integration, globalisation and with the aim of building a single European higher education area, an important task for Ukrainian educators is to study the practical experience of foreign colleagues, in particular, in improving the pedagogical competence of teachers in higher technical education institutions. This study aims to investigate the issue of improving the pedagogical competence of teachers at the TU Bergakademie Freiberg (where one of the authors is studying under a double degree programme). Given the high standards set by German society for teachers responsible for training young professionals, we consider it necessary to analyse in detail the features of the current system of teacher training in Germany in order to be able to improve the Ukrainian system of training/retraining of scientific and pedagogical staff for higher technical education institutions. The purpose of the article is to investigate the professional development path that German teachers go through; and to analyse the innovative methods and programmes that help them become not only specialists in their field, but also effective teachers. Through this research, we aim to contribute to the understanding of the education process in Germany and to identify practices that may be useful in the context of improving higher education in Ukraine. Conclusions. The developed German system of retraining and professional up-skilling of pedagogical staff (represented by state academies/in-service training institutes and special centres of teacher education within universities) is aimed at comprehensive support of teaching staff for their continuous professional growth as civil servants responsible for the quality training of young professionals for the needs of the leading EU state. It is important to note the urgent need to use the achievements of German experience in practical training and professional up-skilling of teachers in the Ukrainian system of training and retraining of pedagogical and scientific-pedagogical staff in the field of professional pre-university and higher education. The analysis of the process of improving the pedagogical competence of teachers at the TU Bergakademie Freiberg gives grounds to assert that this task is key to ensuring quality education in higher education institutions. It is worth emphasising that the TU Bergakademie Freiberg actively invests in programmes for the professional development of its teachers. These programmes cover various aspects, ranging from technical updates to pedagogical innovations. The combination of professional up-skilling courses for teachers and supervision of students' internships is a clear indication of the dual form of education that is well organised in German society and is currently being actively implemented in Ukraine.

Modernizing Cardiovascular Medicine Board Certification: Leveraging Innovation and Strengthening Continuous Competency and Professional Growth.

Modernizing Cardiovascular Medicine Board Certification: Leveraging Innovation and Strengthening Continuous Competency and Professional Growth.

Exploring The Influence Mechanism of Strategic Leadership, Employee Engagement and Job Involvement: A Framework Model Approach

In the dynamic landscape of higher education, the enrichment of college teachers is pivotal for fostering effective learning environments and promoting student success. The paper investigated the impact of knowledge management (KM) practices on the professional development and enrichment of college teachers. Drawing upon a synthesis of existing literature and empirical studies, this research elucidates the mechanisms through which KM practices contribute to the enhancement of teaching quality, innovation, and collaboration among college faculty. It explores how institutional policies, incentives, and recognition systems can incentivize teachers to actively engage in knowledge creation, dissemination, and continuous professional development activities. Moreover, the study examines the challenges and barriers associated with implementing KM practices in college settings, such as resistance to change, time constraints, technological barriers, and cultural factors. It proposes strategies and best practices for overcoming these challenges and fostering a culture of knowledge sharing and collaboration among college teachers. The findings suggest that effective KM practices play a crucial role in enriching college teachers by enhancing their teaching effectiveness, fostering innovation and creativity, promoting interdisciplinary collaboration, and facilitating continuous professional development. The article concluded with recommendations for policymakers, educational leaders, and practitioners to leverage KM practices for the continuous enrichment and professional growth of college teachers, thereby enhancing the quality of higher education and student learning outcomes.

Профессионально-личностное развитие вузовского педагога: целевые ориентиры, фазы и условия образовательной среды

The article, from the points of view of different groups of subjects of domestic higher education (society, the state, representatives of the vocational and pedagogical community of teachers, students and students), analyzes current ideas about the ideal teacher of an educational organization of higher education, which can serve as a guide for a modern university teacher in choosing the goals and content of his professional and personal growth. The results obtained as a result of theoretical analysis and empirical studies are summarized and systematized according to two groups of characteristics: business qualities and personal qualities of a university teacher. As the invariant professional and personal quality of the teacher, his continuous professional and personal growth (development) is distinguished. Based on the situational-environmental approach, the pedagogical design of personal-developing educational systems characterized two qualitatively different phases of the cycle of professional-personal development of the teacher: 1) the phase of its adaptation and independent activity in the educational environment of the university; 2) the phase of development of professional and personal position and innovative activities in the educational environment. The environmental stimuli and opportunities required by the teacher for development at each phase are considered. The risks of maladaptation of a specialist teacher corresponding to these phases have been identified and described, which should be eliminated by means of managerial pedagogical support and special design of elements of the educational environment.

Beyond the Call of Duty: Exploring the Motivations, Challenges and Contributions of Aging Volunteers in Military Reserves

Military reservists play a vital role in defense, often balancing their civilian and military responsibilities. This study aimed to investigate the motivations, challenges, and contributions of aging reservists, assessing the impact of their service on personal development and military efficacy. The research sought to identify support factors and strategies for better integration into the military reserves. Utilizing a descriptive qualitative research design, the study collected data through in-depth interviews, providing insights into the motivations and challenges faced by aging reservists. Based on the findings, these individuals are primarily driven by personal satisfaction, a sense of duty, and continuous professional growth. Despite physical challenges and the need to balance various commitments, they demonstrate resilience and contribute significantly through knowledge transfer and mentorship. Moreover, aging reservists are crucial for military effectiveness, benefiting from and necessitating strong support systems for their continued service. It was recommended to establish health and wellness programs, mentorship initiatives, improved access to medical care, enhanced legislative policies, and recognition programs. Additionally, vocational training relevant to military and civilian roles and community-based integration programs are advised to maintain an effective reserve force and support national defense readiness.

Enhancing educational outcomes through strategic Human Resources (HR) initiatives: Emphasizing faculty development, diversity, and leadership excellence

This review provides a comprehensive analysis of the strategic role of Human Resources (HR) in transforming educational outcomes within academic institutions, focusing on faculty development, diversity initiatives, and the cultivation of educational leadership. The main objective is to elucidate how HR practices contribute to enhancing the quality and effectiveness of education. Methodologically, the review synthesizes existing literature and case studies to identify key strategies and outcomes. In faculty development, HR's role in promoting continuous professional growth and adapting to innovative teaching methodologies is emphasized. This is crucial for equipping educators with necessary skills and knowledge in a dynamic educational landscape. The review also examines HR-led diversity initiatives, highlighting their importance in creating inclusive academic environments and enriching the educational experience through diverse perspectives. The findings suggest that such initiatives lead to more culturally competent and robust educational settings. Furthermore, the paper explores HR's impact on developing educational leadership, underscoring the importance of identifying and nurturing leadership qualities among educators and administrators. This aspect ensures a visionary and strategic approach to education management. The key conclusion is that HR's strategic involvement is vital in making institutions more adaptive, inclusive, and forward-thinking. The review advocates for a more integrated and strategic role of HR in academic settings to effectively transform educational outcomes.

Scientific Publication and Evaluation of Sustainable Teacher Professional Development: Research in Madrasah Aliyah Metro City

The paper aims to examine the significance of teachers' ongoing professional development in the realm of scientific publications at Madrasah Aliyah in Metro City, as an indication of their dedication to enhancing the standard of education. The researcher employed a comprehensive technique to evaluate the surrounding circumstances of teachers' continuous professional growth when designing the research methodology. Information was acquired via interviews, observation, and examination of pertinent documents. Data sources encompass input from educators, school administrators, and pertinent records pertaining to professional growth and training. Data analysis approaches, such as classification, synthesis, and mapping, are used to get a thorough grasp of the context of teacher professional development in the field of scientific publications. The research findings indicate that the state of teachers' ongoing professional growth in the area of scientific publications at Madrasah Aliyah Metro City is still confronted with several obstacles. Teacher participation rates typically exhibit a tendency towards being insufficient, primarily due to obstacles such as limited time availability and inadequate backing from educational institutions. This research formulates solutions to enhance teacher participation by comprehending the underlying cause of the problem. In order to foster the ongoing professional development of instructors in the field of scientific publications, it is anticipated that a comprehensive strategy, which includes capacity building and proactive institutional assistance, would be implemented to establish a favorable environment. This result emphasizes the significance of enhancing policies and providing targeted incentives to promote and motivate teachers to enhance their involvement in scientific publication endeavors.

Introduction to the special issue “Hot Topics in EuroPediatrics”: Enhancing pediatric practices through continuing education meetings in Europe

The present article introduces the special issue “EPA-UNEPSA Hot Topics in Europaediatrics 2023″ published in the journal Global Pediatrics, which includes articles authored by leading pediatric experts on significant selected topics discussed upon during the Hot Topics in Europaediatrics conference in Belgrade from October 6–8, 2023. The aim is to underscore the critical importance of continuous professional growth and education for general pediatric practitioners across Europe. The importance of continuous updating for general pediatricians in Europe reflects a proactive approach to delivering quality healthcare, adapting to changes in medical knowledge, and ultimately providing the best possible care for children across the continent. Continuing education meetings are essential for professionals across various fields of pediatrics, providing ongoing learning opportunities beyond formal academic training. The importance of these meetings extends to individual growth, career advancement, and the overall progress of in the diverse areas of the medicine. Continuing education meetings are therefore integral to the ongoing development and success of professionals, as they provide a structured and accessible avenue for learning, networking, and staying current in an ever-evolving professional landscape.

READINESS OF SOCIAL SPHERE PROFESSIONALS TO WORK WITH SUBJECTS, ABLE TO DELI CT USING A GENDER SENSITIVE APPROACH

The study is devoted to the problem of diagnosing the readiness of social sector specialists to implement a gender-sensitive approach in working with persons capable of delict. The subject of diagnosis is defined as appropriate professional readiness - theoretical and instrumental mastery of a social sphere specialist with a set of methods, means and techniques, as well as algorithms for the resocialization of delinquent subjects based on a gender-sensitive approach. The criterion base for the study of the state of readiness of specialists in social spheres for gender-sensitive activities with delinquent persons is substantiated (motivational criterion: focus on motivating success in the profession; ability to realize professional goals, in particular work with delinquent persons; cognitive criterion: knowledge of the regulatory and legal framework of Ukraine, primarily ratified Ukraine of international documents on the observance of rights and knowledge regarding a non-discriminatory approach in social work with persons prone to offenses; theoretical and practical knowledge and skills that are necessary in the process of resocialization of such persons on the basis of a gender-sensitive approach; operational criteria: the ability to analyze, forecast, to develop and implement social projects and technologies aimed at socio-pedagogical support on the basis of a gender-sensitive approach; the ability to provide social-pedagogical support to persons capable of delict, taking into account a non-discriminatory approach). As a result of the conducted diagnostics, it was found that the specialists of the social sphere mainly have an average and low level of readiness in almost all indicators. It has been proven that such training should be based on an end-to-end approach and the concept of continuous professional growth, professional development and lifelong education

Teachers’ Competence in Information and Communications Technology

Teachers' competence in ICT can significantly impact teaching by enhancing instructional methods, increasing student engagement, improving access to information, or facilitating personalized learning experiences. In this context, this study determined the teachers’ level of competence in Information and Communications Technology in Tudela District, Cebu Province Division, located on an island that is the fifth District Municipality in the central Philippines, for the school year 2022-2023. Data for this descriptive study was collected from 60 public school teacher-respondents using a self-made survey questionnaire that has passed the rigorous tests of validity and reliability. The data analysis showed a high level of teachers’ competence in Information and Communications Technology. Teachers' competence in ICT can be enhanced via continued professional growth in the form of suited relevant training and regular school LAC since education is a continuous process for the benefit of the various learners. Through teachers' competence in ICT, DepEd and educational institutions could produce 21st-century learners equipped with life skills that would help our country in boosting our economy; thus, the Philippines benefit and the fulfillment of the new DepEd agenda, which is Matatag: Bansang Makabata, Batang Makabansa.

Praktyka jako niezbędny element przygotowania zawodowego przyszłego nauczyciela placówki wychowania przedszkolnego na wyższych uczelniach Ukrainy

The article presents the research results obtained within the joint Ukrainian-Austrian research project “The quality of preschool teachers’ training in Austria and Ukraine: a comparative analysis” in 2023/2024 (UA 02/2023). The practical training content of the applicants of the first (bachelor’s) level of higher education majoring in specialty 012 Preschool education within the educational and professional program “Preschool Education” in Ukrainian universities has been analyzed. The organizational aspects of pedagogical internship of future preschool teachers are considered. It is substantiated that a pedagogical internship ensures their readiness for continuous improvement and professional growth. It is the key to professional competence formation. The types of pedagogical internships that students undergo according to the specified educational and professional program are characterized. The value of every kind of educational and work placement internship has been proven. It is shown that they differ in purpose, content, objectives, organizational and pedagogical forms, methods, and approaches to the integration of educational, upbringing, research, organizational, and methodical activities with children in the conditions of a preschool educational institution. The need to implement educational propaedeutic internships from the first days of students’ studies at the university is emphasized. As it is a key to the formation of a stable interest in the chosen profession. It has been proven that work placement pedagogical internship, which has an active nature, creates conditions for the student’s personality self-realization, ensures success in professional self-determination, and forms students’ professional competencies, which are necessary for their independent performance of the functions of preschool teacher.

Industrial and organisational psychology Master’s coursework and internship as enabler of employability

Orientation: The general goal of the professional industrial and organisational psychology (IOP) master’s coursework and internship programmes is to enable the qualifying student to contribute to organisational strategic and operational human resource practices and people behavioural dynamics, assessment, and intervention design.Research purpose: The study explored the perceived effectiveness of the professional IOP master’s coursework and internship programmes in qualifying intern psychologists as employable industrial and organisational psychologists (IOPs).Motivation for the study: Internships are a practical way for intern psychologists to operationalise their professional purpose, acquire key occupation-related skills and practise their professional capability in real-world work settings.Research approach/design and method: The sample involved South African intern psychologists specialising in IOP (n = 17). Qualitative research methods with thematic data analysis were employed.Main findings: Guided by self-determination theory, the findings suggested that the IOP master’s coursework and internship programmes promote holistic development and embed confidence in practical and theoretical competence on both a personal and a professional level. Intrinsic and autonomous motivation regarding the IOP’s role and identity are also crystallised while the importance of continuous personal and professional growth, as well as a good support network, are acknowledged.Practical/managerial implications: Understanding the intern IOPs experience and required competencies for employment may help to improve the design and development of the professional IOP master’s coursework and internship programmes.Contribution/value-add: The study especially emphasised the need to enhance the effectiveness and support offered within the professional IOP master’s coursework and internship programmes by incorporating the principles of self-determination theory.

Video-based Coaching: Current Status and Role in Surgical Practice, Part II- Practical Implementation and Risk Mitigation from the Society for Surgery of the Alimentary Tract, Health Care Quality and Outcomes Committee

IntroductionVideo-based surgical coaching is gaining traction within the surgical community. It has an increasing adoption rate and growing recognition of its utility, especially an advanced continuous professional growth tool, for continued educational purposes. This method offers instructional flexibility in real-time remote settings and asynchronous feedback scenarios. In our first paper, we delineated fundamental principles for video-based coaching, emphasizing the customization of feedback to suit individual surgeon’s needs. MethodIn this second part of the series, we review into practical applications of video-based coaching, focusing on quality improvements in a team-based setting, such as the trauma bay. Additionally, we address the potential risks associated with surgical video recording, storage, and distribution, particularly regarding medicolegal aspects. We propose a comprehensive framework to facilitate the implementation of video coaching within individual healthcare institutions. ResultsOur paper examines the legal and ethical framework and explores the potential benefits and challenges, offering insights into the real-world implications of this educational approach. ConclusionThis paper contributes to the discourse on integrating video-based coaching into continuous professional development. It aims to facilitate informed decision-making in healthcare institutions, considering the adoption of this innovative educational quality tool.

Historical Perspective and Current State Review: Advancing Lifelong Learning and Continuing Professional Education in Nutrition and Dietetics to Expand Opportunities, Equity, Access, and Future Transformations

Lifelong learning has been integral to advancement of the nutrition and dietetics profession and its practitioners. Both the United States (US) Commission on Dietetic Registration (CDR) and the Academy of Nutrition and Dietetics (Academy) advocate for continuous skill development and professional growth. Responding to evolving environmental trends and diverse practice perspectives, the CDR joined the Joint Accreditation for Interprofessional Continuing Education organization in 2020, and the CDR is transforming its own continuing professional education (CPE) requirements and prior-approval program. This paper presents a historical perspective and a current state narrative review, chronicling past and recent developments in nutrition and dietetics CPE in the US, including opportunities for reflective learning and interprofessional continuing education (IPCE). Also explored are the establishment and expansion of the Joint Accreditation organization and its standards, as well as applicable case examples. Additionally, this paper outlines the CDR and the Academy’s strategies for advancing inclusion, diversity, equity, and access (IDEA) within the profession and identifies how CPE advancements may facilitate accessible and equitable CPE for an increasingly diverse membership of practitioners. Nutrition and dietetics professionals stand to benefit from a more comprehensive understanding of changes in CPE and the opportunities they may bring to the future of the profession.

Exploring the Scope of Artificial Intelligence (AI) for Lifelong Education through Personalised & Adaptive Learning

Artificial Intelligence (AI) has the potential to revolutionize lifelong education by enabling personalized and adaptive learning experiences. With AI, educational systems can better understand each individual learner's needs and preferences, tailoring the content and delivery to optimize learning outcomes. This exploration aims to uncover the full scope of AI's impact on lifelong education and discover innovative ways to leverage its power. The objectives of this research include defining the current state of AI applications in lifelong education. We are identifying the challenges and opportunities associated with AI implementation and investigating the ethical implications of AI in education. Through this paper we are designing strategies to integrate AI seamlessly into lifelong learning environments and evaluating the effectiveness of AI-enabled personalized and adaptive learning approaches. We are preparing suggesting the guidelines and best practices for AI implementation in education. These include collaborating with educators, researchers, and policymakers to ensure the responsible and equitable use of AI in lifelong education. We are exploring the potential of AI to enhance teaching and assessment methods and examining the role of AI in supporting continuous skill development and professional growth. This research is also investigating the impact of AI on educational equity and accessibility and identifying areas where AI can augment human expertise and support collaborative learning experiences. The purpose here is to understand the implications of AI on the future of learning and the skills needed for lifelong education in an AI-driven society.

Fostering a Coaching Mindset: Applying Coaching Competencies to Enhance Museum Educator Practice and Visitor Experience

ABSTRACT Museum education is a dynamic and evolving field, requiring a commitment to continuous professional growth and the integration of best practices as they develop. As the field has shifted towards creating participant-centered experiences that encourage active learning and dialogue, museum educators have been seeking new ways to enhance their practice and provide visitors with meaningful experiences. One such approach is the adoption of a coaching mindset, drawing on core competencies from the professional field of performance coaching to support museum educators. This article will explore how the effective application of five key coaching competencies, alongside a coaching mindset, can empower museum educators in their practice, improve their museum teaching, and enhance the visitor experience. By exploring the impact of coaching competencies and mindset on museum education practice, this article aims to contribute to a broader understanding of the potential benefits of utilizing coaching approaches in the field of museum education.

Exploring the Motivations and Challenges of Teachers Leaving DepEd for Overseas Opportunities

This study delves into educators' motivations and challenges leaving the Department of Education (DepEd) for overseas opportunities. The researchers used descriptive qualitative in conducting the study. Based on the findings, it emerges that both emotional and practical considerations influence teachers' decisions to migrate. Foremost among the concerns is the desire for financial stability, contrasted by their deep emotional connection to students and the local education system. Other significant challenges include the need for comprehensive health and well-being provisions, operational efficiency, professional development, and an inclusive work environment. The study underscores the pressing need for reforms within DepEd, emphasizing competitive compensation, streamlined operations, continuous professional growth, and robust health provisions. It was recommended that the Department of Education (DepEd) must prioritize educators' financial and holistic well-being through competitive salaries and regular professional development opportunities. Streamlined administrative processes, proper resource allocation, and integration of global educational insights will foster a more efficient and appealing environment for educators.

ENHANCEMENT OF PROFESSIONAL COMPETENCE OF EDUCATIONAL PROFESSIONALS IN THE CONTEXT OF ORGANIZING METHODOLOGICAL SUPPORT

The article is dedicated to the issues of improving the professional competencies of educational professionals through the organization of methodological support within the framework of creating a unified system of professional development and implementing the “Modern School” federal project.
 The authors disclose the specifics of methodological support for educators aimed at identifying professional deficits, employing individual educational route technologies, and developing competence enhancement programs. The authors present a model of organizing methodological support for educational professionals, including a component for future educators, thereby proving the importance of organizing methodological interaction with practicing educators to shape a new type of university graduate capable of continuous professional growth. The authors are convinced that involving educators and students, i.e. future educators, in scientific and methodological events, including joint planning, contributes to the development of analytical skills and methodological culture, enhances professional mastery, fosters the establishment of conscious professional positions, and improves communication formats. Special attention is given by the authors to the application of normative and legal foundations for the organization of a multi-level methodological support system involving various methodological structures, professional communities, and subject associations.
 The article is addressed to the faculty and staff of the supplementary professional education system, research workers, doctoral students, teachers, and students of educational institutions, as well as those interested in educational issues in the field of improving the professional competence of educational professionals.