Continuous Professional Learning Research Articles

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.

The Integration of Science Technology Engineering and Mathematics (Stem) in Home Science: Teachers' Understanding and Challenges

The integration of Science Technology Engineering and Mathematics (STEM) education was introduced in Home Science subjects in the year 2017. It aims to enable Home Science students to be competitive in facing the challenges of the 21st century. However, the integration of STEM was not fully implemented due to time constraint, lack of STEM knowledge, as well as heavy workload among the teachers. This study was conducted to explore the integration of STEM among Home Science teachers. Three research questions were derived. Firstly, by exploring Home Science teachers' understanding of STEM and the challenges faced by them in integrating STEM. This qualitative case study involved three Home Science Teachers in Larut Matang and Selama District, Perak. The research informants were selected by using purposive sampling technique. Data were collected using semi-structured interviews. The findings indicated that Home Science teachers understand the concept of STEM integration. They successfully integrate elements of Science and Mathematics, but lack the knowledge to integrate the elements of technology and engineering in Home Science. Only certain topics were chosen to inculcate the STEM elements. Findings also showed that the teachers are not confident in planning STEM projects because there is no guidance and course given to them. Three main challenges faced by the teachers are time constraint, no allocation or budget, and limited creativity to implement STEM projects. The involvement of Home Science teachers in STEM-related activities organised by the District Education Office, State Education Department, or with STEM organisations need to be increased to make sure they get enough exposure to STEM integration in the classroom. Comprehensive training should also be given to Home Science teachers through a continuous Professional Learning Community (PLC) to improve their level of competence in teaching STEM.

Pursuing professional learning by using social media: how do instructional designers apply self-regulated learning?

The instructional design and technology field are dynamic, requiring instructional designers to stay abreast through timely professional learning. Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist. Continuous professional learning requires proactive actions, wherein self-regulated learning (SRL) plays an important role. However, not all professionals know the effective strategies to promote SRL skills. This study examines instructional designers’ (N = 17) experiences of professional learning on social media through an SRL lens. Data collected through semi-structured interviews were analyzed using thematic analysis. Findings include SRL strategies conducted by instructional designers and the challenges they faced. This study informs instructional-design professionals and educators of ways to encourage continuous professional learning using social media while fostering SRL simultaneously.

University Educators’ Professional Learning in a PBL Pedagogical Development Programme

This study explored university teachers’ professional learning when participating in a pedagogical development (PD) programme. The PD programme, entitled the Aalborg Certificate on Basics of PBL and Curriculum Change, had a workload of 150 hours and ran for four months, involving 23 teachers from Universidad Nacional de Colombia (Bogotá, Colombia). The programme comprised four modules, delivered in a blended mode, and followed a problem- and project-based learning (PBL) approach, as well as being based on PBL principles. This investigation conceptualizes professional learning from the complex learning theory perspective, describing it as a complex dynamic system involving knowledge, motivations, values, attitudes, and beliefs dependent on social and individual contextual factors, and how these can lead to the implementation of alternative teaching practices in classroom (e.g., PBL). Building on that, this work addresses the following research questions: (1) What knowledge and beliefs have the PD programme participants developed about PBL? (2) In which ways do the developed knowledge and beliefs impact participants’ change towards PBL? This analysis takes a qualitative approach and uses multiple sources of data, namely participants’ portfolios and reflection essays, as well as a qualitative survey. The results show the participants developed a deep understanding of PBL principles and practices by experiencing them through the PD programme, and that reflective practice enables continuous professional learning and development. Additionally, their perceived challenges were related to time, as well as institutional support and infrastructures, in addition to student and teacher training.

Five Cases to Contribute to Continuous Professional Development Lifelong Learning

Five Cases to Contribute to Continuous Professional Development Lifelong Learning

Professional development of school principals – how do experienced school leaders make sense of their professional learning?

A growing body of research has emphasised the importance of school leadership for quality improvement in schools, which reinforces the importance of school leaders’ continuous professional development in working life. However, less is known about the professional development of experienced principals. Against this background, the purpose of this study is to examine experienced school leaders’ sense-making of their professional learning in relation to their professional development. Drawing on sense-making theory, a qualitative case study design was adopted, and data consisted of semi-structured interviews, and course evaluations. Qualitative content analysis was performed using the Atlas 6.2 software tool. The findings showed that important sense-making for the principals related to the value of continuous professional learning and interactions with professional peers, and professional learning implications. This qualitative Swedish study can be seen as a contribution to experienced principals’ professional learning, as the professional development of experienced principals is under-researched.

SCHOOL DISTRICT AND TEACHER RELATED BARRIERS TO CONTINUOUS PROFESSIONAL LEARNING AND DEVELOPMENT THROUGH UNIVERSITY EDUCATION

Ponte Academic JournalMay 2023, Volume 79, Issue 5 SCHOOL DISTRICT AND TEACHER RELATED BARRIERS TO CONTINUOUS PROFESSIONAL LEARNING AND DEVELOPMENT THROUGH UNIVERSITY EDUCATIONAuthor(s): Mohammed I. ,Cishe E.N., Lukman Y.J. Ponte - May 2023 - Volume 79 - Issue 5 doi: 10.21506/j.ponte.2023.5.1 Abstract:This study sought to investigate school district and teacher related barriers to continuous professional learning and development through university education in the Elliotdale Circuit of the Dutywa Education District, South Africa. The research was a qualitative study based on Bioecological Model of Human Development Theory. A sample size of twenty-two (22) respondents (principals, teachers and subject advisors) was used. Face-to-face in-depth individual interviews were conducted using an open-ended interview schedule. Data were analysed thematically. The study found the following to be the barriers to teacher continuous professional learning and development through university education in the Elliotdale Circuit: long hours of travel to and from school by teachers, long distance between the Elliotdale Circuit and cities where Higher Education Institution are situated, deprived and underdeveloped nature of the circuit, teacher workload, insufficient time for further studies, inadequate support from the education district, inadequate information on sources of financial support and bursaries, laziness on the part of teachers and teachers’ self-sufficiency with their current qualifications. Recommendations made were that the Department of Education should make provisions for continuous self-improvement of all teachers in the circuit; the Education Circuit should work with all school principals to support teachers financially to embark on further studies. School Management Teams should work hand in hand with the District Education to organize career guidance workshop for all teachers focusing on the need for teachers to move from their comfort zones and to upgrade their teaching qualifications in the education system. Download full text:Check if you have access through your login credentials or your institution Username Password

Enacting criticality and care

This article provides an account of one higher education teacher’s views on the notions of criticality and critique within the context of continuous professional learning spaces for academics and in which the Scholarship of Teaching and Learning (SoTL) is central. I present an account of enacting SoTL practices through criticality and (with) care. Included is an account of SoTL engagements with academics, a process that takes time, courage, patience, and hope. The argument that I make is that withholding critical care – which includes attentiveness, responsibility, competence, and responsiveness - is part of injustice. Hence, contestation, criticality, and critique with care must remain key SoTL activities. A twin argument is that (self) criticality is a precursor to critiquing others. The article concludes with implications of enacting criticality with care, in SoTL and beyond.

Professional accountability and responsibility of learning communities of practice in professional development versus curriculum practice in classrooms: Possibilities and pathways

The study examined professional engagement of communities of practice in primary school teachers’ continuous professional learning activities and improves curriculum practices in classrooms. The study employed a mixed method with concurrent triangulation design. The researchers selected 515 respondents by using purposive, availability, stratified and simple random sampling techniques from target population of the study. Questionnaires, interviews, classroom observation and document examination were used to collect data. The data were analyzed by using descriptive and inferential statistics and thematic narration. The findings showed that teachers were unable to improve their content-knowledge and pedagogical skills required in the classroom to effectively transform the curriculum into actual practices. The professional learning communities of practice were unable to improve their professional and academic capital, and curriculum implementation in classrooms. The engagement of communities of practice in teachers’ professional development activities affected quality of curriculum practices in classrooms. Therefore, the study recommended that learning communities of practices should carefully plan and implement the curricula in classrooms. Similarly, improving teachers’ accountability system and commitment in their collaborative professional learning should improve instructional practices in primary classrooms in Oromia Regional State, Ethiopia.