Future Professional Development Research Articles

Supporting patients with metastatic breast cancer during therapy with cyclin-dependent kinase 4/6 (CDK) inhibitors: A needs assessment.

e13054 Background: Combination therapy with cyclin dependent kinase 4 and 6 inhibitors (CDK4/6i: palbociclib, ribociclib and abemaciclib) and endocrine therapy (ET) has markedly improved treatment of hormone receptor positive (HR+), HER2-negative (-) advanced or metastatic breast cancer (MBC) worldwide.However, data is limited on why patients may discontinue CDK4/6i based therapy and how healthcare providers (HCPs) see their role in educating patients (Px) about side effects and supporting compliance. Objective: This study identifies reasons for suboptimal compliance and early discontinuation of CDK4/6i in US HR+ HER2- MBC Px, with a focus on HCPs and Px educational needs related to on-treatment monitoring, side effects and symptom management. Methods: A sequential mixed-methods design was used; 45-minute phone interviews (n=25) informed the development of an online survey (n=193). Both phases included HCPs comprising medical oncologists (ONCs), oncology registered nurses (RNs), nurse practitioners, and physician assistants (NPs/PAs) in community-based settings. Results: Identified areas of improvement for HCPs included: suboptimal competencies were identified: educating Px adequately regarding potential side effects and engaging them to monitor, report, and address them. Among HCPs surveyed, 26%-48% reported suboptimal knowledge of side effects of specific CDK4/6i [Table]. Interviewees noted that educating Px and setting expectations on potential side effects was critical, but 52% of ONCs reported suboptimal skill doing so. A majority of HCPs (68%-91%) expect Px to be able to report all side effects, with half of ONCs considering compliance with medication entirely Pxs’ responsibility, compared with NPs/PAs and RNs at 16-17%. Conclusions: This study identified areas where HCPs can improve their ability to counsel Px and address concerns that may influence a Px’s decision to prematurely discontinue therapy and should be used to inform future professional development initiatives. [Table: see text]

Integration of Technology During the COVID-19 Pandemic: Experience, Challenges and Needs of Thai EFL Teachers

COVID-19 has led to an abrupt change from traditional classrooms and face-to-face learning to emergency online learning. The outbreak of COVID-19 in Thailand in early 2021 forced school closures and increased online learning. Students were not given a choice but to study at home. This study reports on the experience and challenges of language teachers from Thai universities who taught in emergency online settings. It examined their needs for future professional development courses. An online survey was completed by 120 EFL teachers from 52 universities across Thailand. Of these, six also participated in an online semi-structured interview. The survey findings revealed that 108 teachers (90%) had never taught online previously. ZOOM and Google Meet were among the most popular virtual meeting platforms. Support from their universities, as reported in the survey, included providing basic information and communications technology (ICT) skills workshops (75.8%), and providing workshops on integrating technology into classrooms (51.7%). The main challenges relating to online learning are the absence of a physical setting and a lack of interaction between students and teachers. In terms of future professional development needs, the data indicated that most teachers do not need courses in fundamental ICT skills or courses that expose them to a range of online technology tools. They do, however, need additional approaches to enhance their online teaching abilities, as well as certain teaching techniques to enable them to apply their pedagogical expertise while using specific technological tools or applications with which they are familiar. On the basis of these findings, pedagogical implications are discussed.

Reorienting training in the time of Covid-19 and social justice movements

Covid-19 and the Black Lives Matter movement have changed the social and political landscape in which environmental educators work. To meet these challenges and to assess current training needs, we invited members of three national U.S. organizations to rate 28 different professional competencies in terms of importance and preparedness to perform. Our results showed that educators have the greatest need for training in diversity, equity, and inclusion; and communicating about complex and controversial issues. Additionally, environmental educators prefer training that is delivered through in-person exercises, online courses, and participation in learning communities. This information can help prioritize future professional development.

HEADSHIP SCHOOL CLIMATE PROFICIENCY: AGENDA FOR IMPROVING ACADEMIC PERFORMANCE IN BOTSWANA

Purpose: The study examined how headship school climate proficiencies influenced the learner academic achievement of two high and two low performing primary schools of Kweneng region in Botswana. The purpose of the study was to identify the headship school climate proficiencies that influence learner acacdemic achievement and how the proficiencies influenced learner academic achievement in high and low performing rural primary schools of Kweneng Region.
 Methodology: Qualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used and the study drew data from fifty-six (56) participants. These were four school heads, four deputy school heads, four heads of department, eight senior teachers, twelve teachers and twenty-four learners. This study applied the Hargreaves Capital Theory of School Effectiveness and Improvement. The cross-analysis case study findings revealed that high performing rural primary schools had school climate proficiency.
 Findings: This approach helped them in cultivating a positive academic learning where listening to concerns of learners, teachers and stakeholders was possible. On the contrary, low performing schools paid lip service to ‘involvement’ approach. The study, therefore, concludes that headship school climate proficiency enabled the school heads to gain trust of collaborators hence improving learner academic achievement. 
 Unique contribution to theory, practice and policy: This study recommends that, school heads in rural areas should be trained in school climate proficiencies. This research could assist in the development of future professional development programmes for school heads in rural areas. Any future study that focuses on learner academic achievement in Botswana's rural secondary schools could consolidate or expand on the findings of this research.

Rehabilitation psychology: 2020 state of the field survey.

To date, there are no published formal surveys of the "state of the field" of Rehabilitation Psychology in terms of education, training, practice patterns, professional identity, and relative salary and income structures for those who identify as Rehabilitation Psychologists. In an effort to gather this information, the Practice Committee of APA Division 22 (Rehabilitation Psychology) conducted a convenience-sample survey of its listserv subscribers to obtain a representation of Rehabilitation Psychologists across the United States, and a depiction of the fields in which they work. There were 282 respondents to the survey. Most respondents were female (69%) and worked in hospital/medical facilities (70%). Most worked in urban/suburban areas (96%), with adults (57%), and had a straight salary income structure (78%). Salary was found to be associated with age (p < .001), gender (p < .001), degree (p = .001), board certification status (p < .001), years licensed (p < .001), and Manager/Director position status (p < .001). Salary was not significantly different by region. Implications regarding the need for advocacy for the roles of Rehabilitation Psychology in health care, promotion of the specialty with consumers, and the development of future professionals are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Combining technical and business studies at the Universidad Politécnica de Madrid: Analysis of the Double Degree student profile

Double degrees have emerged as an attractive alternative for Spanish university students. The Double Degree in Building and in Business Administration and Management (EDIF-ADE) was a pioneer among the Double Degrees implemented at the Universidad Politécnica de Madrid (UPM) and is currently experiencing a great demand. This study analyses the profile of EDIF-ADE students to understand the keys to this success. Through a survey of first-, second-, third-, and fourth-year students, we examined (1) students’ prior knowledge; (2) motivations and interest areas; (3) educational and occupational expectations; (4) results and knowledge acquired. The results of the study reveal that, although most of the students had no prior knowledge of economics and business, they consider this training as an important element in their future professional development that enhances their employability prospects.

Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?

Despite robust evidence of effectiveness, many teachers struggle to implement research-based recommendations of reading instruction into everyday practice. This study examined naturally occurring text-based instruction in 237 lower secondary language arts lessons in 62 different classrooms from Norway and Sweden. Using both quantitative and qualitative approaches, we found evidence that explicit strategy instruction and cognitively challenging tasks were rare even in lessons that did focus on deep comprehension of text. We also identified some of the distinct challenges (or missed opportunities) that characterize comprehension-oriented instruction. These findings provide critical insight into relevant areas of future professional development for teachers.

STUDENT-CENTERED APPROACH IN THE SYSTEM OF QUALITY ASSURANCE OF PROFESSIONAL TRAINING OF FUTURE PROFESSIONALS

In the current conditions of development of higher education in Ukraine the question of realization of the idea of student-centeredness as a necessary component of the system of quality assurance of professional training of future specialists is actualized. The article considers the peculiarities of the student-centered approach as a system-forming principle of the organization of the educational environment of a higher education institution in the conditions of modern educational realities. The main ideas of student-centeredness as an approach to the organization of the educational process in accordance with its components, defined by the Law of Ukraine «On Higher Education» are analyzed and systematized. Procedures for implementing a student-centered approach in accordance with the requirements of Standards and Recommendations for Quality Assurance in the European Higher Education Area are considered. A contextual analysis of student-centeredness as a characteristic feature of higher education is carried out, on the basis of which the social (civilizational), philosophical, social, psychological, pedagogical, managerial and personal aspects of this phenomenon are distinguished. The need to create an educational environment focused on meeting the needs and interests of higher education students has been identified. The role of the idea of student-centeredness in designing the educational environment of a higher education institution is revealed. It was found that the student-centered educational environment is a set of interrelated diverse conditions for the realization of educational needs and interests of students, which includes a system of intellectual and communicative, organizational, educational, informational, technological, material and technical resources. It is emphasized that the implementation of student-centered approach outlines ways to design the educational environment of a modern university, focused on continuous development and self-improvement of future professionals, which is a necessary condition for ensuring the quality of higher education in Ukraine.&#x0D; Keywords: student-centeredness, student-centered approach, educational process, educational environment, professional training, quality of higher education.

Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM

AbstractScholars across disciplines and throughout PK‐20 education have argued that color‐blind ideology works to perpetuate racial inequities in education via policies, research, curriculum, instruction, and student‐teacher interactions. This study explores an underexamined issue in relation to color‐blind ideology in STEM education. Specifically, it examines how a sample of college science faculty members use color‐blind framings to make sense of the underrepresentation of Black, Indigenous, and Latinx students in their fields. Interviews were conducted with 42 professors (majority tenured/tenure‐track, white, male, and continuing generation to college) in a College of Sciences at a research‐intensive, historically white institution in the United States. Thematic analysis showed that while many faculty members implicated systemic racism in their sense making about the underrepresentation of racially minoritized students in STEM, the majority used color‐blind frames (abstract liberalism, cultural racism, and minimization of racism) by focusing on individual behaviors and choices, cultural deficits, under‐preparation, and poverty. Consistent with the research on color‐blind ideology, professors were able to explain racial phenomena without implicating race/racism, which allowed them to absolve themselves from responsibility in addressing racial inequality issues in higher education. Faculty members who made sense of underrepresentation through systemic racism framings tended to recognize that they had a role to play in ameliorating these issues for students of color. These findings have implications for future research and professional development efforts.

Outsourced Professional Development for Online Instructors: Recommendations from research

To improve the quality of online teaching, institutions typically provide structured professional development in the form of institutional teaching or learning center programming. This programming typically focuses on teaching and learning quality, transitions to online teaching, pedagogies, and new technologies. This article reports on the use of outsourced professional development along with faculty responses to the program. Use of an outsourced program was attractive to faculty who wanted to have another institution's name on their vita. Seventeen faculty completed the professional development program and eight shared their reflections on this inquiry. With a focus on translating research to practice, the article lays out a series of recommendations for future professional development for online instruction including attention to prior knowledge, personalizing approaches, targeting both introductory and advanced learner needs, integrating a community of practice with specific roles, reviewing all materials prior to implementation to ensure tailored program, allowing faculty choice across content, formative and summative evaluation to determine effectiveness including learner perceptions, learner analytics, and content review for current and emerging practice and innovation.

Faculty perceptions of the implementation of the United Arab Emirate's qualifications framework (QF Emirates) in federal higher education institutions

PurposeThe purpose of this study is to examine faculty perceptions of the aim/structure of the United Arab Emirate's Qualifications Framework (QF Emirates) and its impact on academic practices in order to support policymakers on how to better implement the framework.Design/methodology/approachThe study applied a mixed-methods approach to obtain quantitative and qualitative feedback from faculty members from two of the largest higher education institutions in the United Arab Emirates (UAE), namely the UAE University (UAEU) and the Higher Colleges of Technology (HCT). A questionnaire was used to capture broad insight from a sample of 788 faculty members from both institutions. In addition, semistructured interviews were conducted with 20 faculty members to offer more in-depth analysis of how to improve QF Emirates strategies in light of the current challenges and future aspirations.FindingsThe study revealed that faculty members have an overall “average” to “high” perceptions of the general aim/structure of the QF Emirates and its impact on teaching, learning and assessment. Moreover, the study revealed that faculty from the HCT have a significantly higher perception of the QF Emirates implementation compared to faculty from the UAEU. The study concluded with proposing a number of solutions to support in improving the QF Emirates implementation, including raising awareness across stakeholders, identifying and communicating faculty roles in the process, and developing polices, guidelines and systems to support consistent integration of QF Emirates into academic practices.Originality/valueThe outcomes of this study would add to the existing body of knowledge pertaining to the role of stakeholders (e.g. faculty members) in the implementation of the national qualifications framework. It addition, it can drive future professional development activities and add to the discourse around the conceptual framework of NQFs. Outcomes of the study could also provide additional information on the use of the QF Emirates as a supporting instrument. Last but not least, this work could provide insight to policymakers in regard to institutional support that would promote effective adoption of the QF Emirates.

Professional development practices of English language teachers: A synthesis of studies published between 2006 and 2020

AbstractBeing able to address learners’ constantly evolving needs requires teachers to keep expanding their knowledge in their respective fields and actively engage in professional development practices. This qualitative meta‐synthesis, therefore, aimed to investigate the research studies published between 2006 and 2020 with respect to in‐service English language teachers’ professional development. In addition to reporting descriptive information of the studies, this synthesis study highlighted directions of research under five main themes: (1) changes in beliefs and practices with a transition from structuralist to communicative orientations; (2) online platforms in professional development; (3) collaborative professional development through research, coaching and study abroad; (4) the intricate relationship between identity and professional development; and (5) the implications for further effective professional development. Finally, this study synthesises fundamental issues in English language teacher professional development and suggests further research ideas in relation to the findings of the present review. Implications for future professional development practices and research are discussed. It is argued that successful professional development recognising teachers as key agents in the process should provide room for contextualising theory and combining it with practice and application in class. Effective professional development also necessitates acknowledging teachers’ personal practical knowledge. Professional development building on varied and differentiated activities and taking the particulars of diverse teaching contexts into consideration, would contribute to teacher growth provided particular conditions with an overt emphasis on practice, teacher needs, collaboration and sustainability. Such synthesis studies would broaden our understanding of English language teacher professional development and prompt necessary actions for development in educational systems.

THE INFLUENCE OF THE EXPERIMENTAL PROGRAM OF PHYSICAL TRAINING OF STUDENTS ON ANTHROPOMETRIC INDICATORS AND FUNCTIONAL DATA OF THE CARDIOVASCULAR SYSTEM

The problem of quality training of officers of artillery units of the Land Forces of the Armed Forces of Ukraine at the present stage of development of military equipment, tactics and operational art requires future officers not only a high level of professional training, but also the most effective development of physical and psychological qualities. Ensuring compliance with the appropriate level of professional readiness in conditions of high motor activity in combat situations and in stressful situations. Steady increase in the role and expansion of the range of tasks to be solved during enemy fire destruction, significant increase in firepower of means of destruction (range and accuracy, rapid fire, ammunition power) increases the requirements for professional training of artillery commanders. In peacetime and wartime, the military-professional activity of officers of JI ground artillery units is to develop standards for combat operations and conduct combat shootings, which requires constant maintenance of comprehensive training. Today’s educational process in the walls of higher military educational institutions urgently needs to be reformatted and practical professional and applied orientation of all its components to the new mode of study, conditions of military service, recreation, psychological and physical stress of cadets. This is accompanied by the adaptation of the youth organism to innovations, will affect the level of physical development and physical condition of future military professionals, which was a generating factor in the detailed study of this aspect. The purpose of our study is to determine the effectiveness of the targeted impact of experimental technology for the acquisition of military-applied motor skills on anthropometric indicators and functional data of the cardiovascular system of cadets. Material. Within the framework of functioning of the system of physical training of higher military educational institutions a four-year educational pedagogical experiment with the application of directed technology for acquiring applied motor skills has been carried out. According to the results of approbation of the author’s technology, the representatives of the experimental group (n=23) showed a positive (p&lt;0,05 and p&lt;0,001) positive dynamics of the parameters of the cardiovascular system, a more favorable reaction of their organism to the conditions of study at the higher military school and higher functional readiness to further professional activity. Results. According to the results of experimental studies with the directed application of experimental methodological influence in the form of targeted technology for the acquisition of military-applied motor skills revealed positive dynamics of functional indicators of the cardiovascular system in EG: heart rate at rest - 8.69 beats / min (11.76 % at t=4.73); systolic blood pressure – 2.61 mm Hg (2.21% at t=1.72); diastolic blood pressure - 3.26 mm Hg (4.17% at t=2.23).

Shifting beliefs and practices on translanguaging in an online master’s programme

The purpose of this article is to present action research on translanguaging beliefs and practices in an online graduate education programme. The focal course is a master’s programme in an English-medium university in Kazakhstan, a country with two official languages (Kazakh and Russian), a trilingual education policy to develop proficiency in English alongside Russian and Kazakh, and a history of mixing Russian and Kazakh languages. The focal course shifted to an online teaching mode in Fall 2020 due to the Covid-19 crisis. The author has analysed data from a Zoom recording of a class lecture and a post-course anonymous survey to identify students’ beliefs and shifts in beliefs, along with influences on those beliefs. The findings suggest there are a constellation of influences online and offline that contribute to the positions and movement of student beliefs along different continua about translanguaging. One unique online contribution may be workshops and seminars in distant locales that might not otherwise be accessible for students face-to-face. Regardless of modality, providing active models of pedagogical translanguaging is recommended in future professional development courses.

Gender Equality in Employment among Health Care Undergraduate Students: A Cross-Sectional Survey.

Objectives: The purposes of this study were to predict the important variables associated with health care undergraduate students’ opinion of gender equality (GE) in employment. Design: This study adopted a cross-sectional design with multistage sampling and adhered to STROBE guidelines. Setting: From one of the universities of health care in northern Taiwan. Participants: We recruited 2855 health care students and the questionnaire response rate was 78.3%. Results: Female students in this study have a better concept of GE in employment. There was a statistically significant negative correlation between the subjects’ gendered concept of family and GE in employment. From the results of multiple linear regressions, the important and significant variables were female, sophomore students, students who were in the division of continuing college self-attitude toward gender roles, attitude toward parental expectations of gender roles, those could explain 45.3% of the variation in GE in employment. Conclusion: Students exposed to the active cultivation of GE in health education largely benefit future professional development. Establishing a GE concept on campus will help students develop their profession in the future. Encourage the school to offer at least one “gender-related” elective subject per semester, especially in the on-the-job training programs to satisfy the needs of GE education.

Evaluating Inquiry Practices: Can a Professional Development Program Reform Science Teachers’ Practices?

ABSTRACT In the last 30 years, there has been an ongoing discussion about the effectiveness of Professional Development (PD) programs, which aims to promote reform-based Science Education (SE). Among the many, different trends of reform-based science teaching, inquiry-based approaches hold a dominant role. This study shows how teachers’ practices were affected by a PD program that aimed to familiarize them with reform-based teaching through gradual instructional design, with the main focus on inquiry. The PD program had a duration of 12 months and involved four science teachers (two primary and two secondary) who were trained in both in and out of school teaching settings. The changes in teachers’ practices were recorded through an observation protocol containing predefined categories in eight domains, one of which––that of inquiry––is discussed in this paper. A semi-quantitative method was used for data analysis. Results indicate that all the teachers had an overall improvement in the domains of guided inquiry practices and student-centered teaching approaches. However, there did not appear to be any substantial progress in open inquiry practices. Restrictions of the present study are presented, and suggestions for improving future PD programs promoting sustainable inquiry implementation are also discussed.

Shaping the future of distance learning in teacher education: MOOCS during COVID-19

The current research aimed to investigate the perceptions of pre-service students regarding the usefulness and contribution of Massive Open Online Courses (MOOCs) in initial teacher education programmes, particularly in times of emergency. Participants comprised 202 second-career pre-service students who enrolled in alternative teacher education programmes during COVID-19. On average, students studied 4–5 courses that were a mandatory component of their programme. Students completed an anonymous, voluntary, self-report questionnaire at the end of their studies. Findings show that students found the MOOCs to be a good teaching model. They were satisfied with their MOOC studies and reported their learning experience to be significantly more rewarding and positive than lonely and stressful. Learning outcomes were ranked high. In terms of the usefulness and contribution of the MOOCs, three student profiles were identified. The “zealous” type is enthralled by the merits of MOOCs including their impact on their future teaching, professional development and lifelong learning. The “guarded” type perceives only some of the MOOCs’ attributes as positive, primarily convenience, independent learning and studying a variety of courses with well-known experts. The “pragmatic” type is highly opportunistic and utilitarian, perceiving MOOCs only as a means to overcoming barriers of time and place. Finally, students who study more MOOCs perceive them as having a positive impact on their future teaching, acknowledge their importance in times of crisis and opt for including a higher proportion of MOOCs in initial teacher education programmes. The favourable impact of studying several MOOCs as part of an initial teacher education programme is one of the main findings of the current research highlighting the importance of students experiencing several such courses during their pre-service studies.

Development and evaluation of a clinical research nursing module for undergraduate nursing schools: expanding Clinical Research Nurses' outreach.

Clinical Research Nurses (CRNs) care for study participants and manage clinical research studies; yet the CRN practice role is rarely covered in undergraduate nursing curricula in the United States. Despite a burgeoning need for CRNs, the pipeline of clinical research nurse positions remains sparse. The International Association of Clinical Research Nurses's (IACRN) strategic goal to "engage with nursing schools to heighten awareness and inclusion of the CRN role competencies in nursing education" prompted the development of an educational lecture module to be disseminated to nursing schools. This project is a pilot launch of the module. A task force of IACRN was formed to develop educational materials that could be used as outreach to undergraduate nursing schools. The content included a slide presentation covering an overview of clinical research, the CRN practice, three embedded videos showing CRN and study participant perspectives, and coverage of the care of participants of research by staff nurses. Due to COVID-19 we revised our live lecture approach using either a live synchronous webinar presentation, or an embedded asynchronous course module with YouTube videos for course learning management systems. We presented the content to 408 nursing students attending three academic programs. To evaluate effectiveness and satisfaction, an anonymous, post-presentation survey using web-based QualtricsXM was distributed to students. Content and delivery of the module was positively evaluated. There was an improvement in knowledge in each topic. Evaluation responses showed that the content could likely or very likely improve care for their patients (87.4%) and improve patient education for patients in clinical trials (95%). Delivering a synchronous or asynchronous module about the CRN practice role to nursing students in academic nursing programs is valuable to increasing awareness of the care of patients in clinical trials, the CRN role, and future professional development.

Exogenous Shocks and Teachers’ Motivation to Learn: Pandemic and Professional Development in the United States

Abstract In this article, we examine how the COVID-19 pandemic, an exogenous shock to the United States education system, shaped teachers’ readiness and willingness to engage in professional development (PD). We borrow the concept of exogenous shocks from economics and sociology to illustrate how education practice can be driven as much by factors outside the field (e.g., viral outbreaks) as by those within it (e.g., policy and scholarship). Using the four substantive domains in Appova and Arbaugh’s (2018) framework on teachers' motivation to learn in PD—teacher education and PD, educational psychology, andragogy and adult learning, and policy and accountability—we argue that teacher motivation, rather than mere PD structure or content, is the true linchpin of teacher learning. In that light, we describe some of the pandemic’s demotivational effects on teachers’ learning in the U.S. and offer a roadmap for scholars to center motivation in future PD research. We outline several pathways of inquiry, including a renewed focus on links between teacher motivation and PD effectiveness, the generation and application of new measures and models of teachers’ motivation to learn, and the use of PD as an instrument for teacher resilience and efficacy after an exogenous shock. Keywords: professional development, teacher learning, teacher motivation, COVID-19, pandemic

Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’

Research relating to the nature and purpose of ‘design’ activity across education sectors has accelerated in recent years as governments and policy makers throughout the world highlight the importance of skills such as creative problem-solving and innovation. Within secondary schools, responsibility for teaching and learning through design is often assigned to Technology and Engineering subjects, however, gaps tend to exist in relation to what different teachers understand and experience about the teaching and learning of problem-solving and design in their classrooms. In this exploratory study, a small group of practicing secondary school teachers completed a one day training workshop where they were introduced to new knowledge and pedagogical skills relating to design problem-solving using a classroom intervention called ‘Designing Our Tomorrow’. The teachers participated in a focus group discussion before and after the workshop in which they discussed their experiences in teaching design. Conceptual Metaphor Theory (CMT) (Lakoff & Johnson Metaphors we live, University of Chicago Press, 1980) was employed to highlight the figures of speech used by the teachers during the focus groups and from these a number of conceptual metaphors were identified that described their understandings and experiences of teaching design problem-solving. In synthesizing the broad theoretical base relating to understandings of design problem-solving and CMT together with the findings from the one day professional development workshop, the paper highlights the potential value for researchers in using CMT to unpack teachers' views on how design problem-solving is taught and learned in schools. Finally, the paper reveals a potential new space to inform and evaluate future professional development of Technology teachers, particularly where the focus is on complex and difficult to define concepts such as design and problem-solving.