Development Of Professional Skills Research Articles

UNRAVELLING THE FACTORS THAT IMPEDE STUDENTS’ ENGLISH LANGUAGE LEARNING: FROM TEACHERS’ VIEWPOINT

Students’ effective learning and course learning outcomes (CLOs) are of constant concern for teachers, students, parents, and institutions, regardless of academic levels and contexts. To this end, teachers employ varied techniques and methods in soliciting the expected learning outcomes and students’ academic skill developments, but very often some factors are found to be liable and barriers to the success of this mission. Behind such a teaching and learning perspective, this paper attempts to explore the factors that impede students’ English language learning (ELL) and CLOs at Jazan University, Saudi Arabia, with the intent of finding new vantage points that augment students’ effective learning outcomes. To this end, the present study devised a survey questionnaire for teachers (Appendix 1) to collect data and observations to determine the ground reality of the issue undertaken for this study. The population participants were 25 EFL teachers. The collected data were analyzed qualitatively. Finally, the analytical result of this paper unveils that teachers should drive “needs analysis” to diagnose the learners’ lack of motivation, TBLT practice in the classroom, and their training for techno-pedagogical professional skill development. It also reveals some other implications and effective recommendations for making a learnercentric EFL teaching and learning curriculum. The findings of this paper contribute to the fields of ELT, TEFL, learning outcomes, curriculum design, pragmatics, and ELL paradigms.

Approaches for sustainable professional skill development for vocational education students in Thailand

Background This article presents a research study that aims to explore sustainable approaches for developing professional skills in vocational education students in Thailand. This is the second phase of the research, which utilizes a qualitative research methodology. Methodology The key informants in this study are administrators of vocational education institutions, teachers, and students currently enrolled in vocational education institutions in Thailand, totaling 36 participants. The research uses a purposive sampling method and snowball sampling method. Data collection methods include document analysis, in-depth structured interviews, and observation. The results of the interviews are analyzed, and the content analysis is summarized. The research process consists of 4 steps: 1) literature review, 2) data collection, 3) data analysis, and 4) verification and confirmation. Results The research findings highlight several key considerations, including: 1) factors influencing the development of professional skills among vocational education students, such as curriculum design, support and counseling, practical training in workplaces, interactive learning, problem-solving and analytical thinking skills development, practical learning, and supportive learning environments, 2) approaches for sustainable professional skill development involve employing the appropriate approaches for self-development. The steps include setting clear goals and plans, active learning and training, technology skill development, experiential learning, problem-solving skill development, participation in professional activities, self-reflection, and continuous self-improvement. Conclusion These approaches aim to enhance the competencies of vocational education students, ensuring quality and efficiency as part of lifelong learning and sustainable development.

Signature pedagogies and professionalism: An exploratory study on novice principal mentoring

Mentoring is one of the main tools for training novice principals, but its contributions to development of professional skills are yet unclear. To unpack the contributions of mentoring to novice principals’ professionalism, we first developed a conceptual framework based on the surface, deep, and implicit structures of Shulman's signature pedagogies, and the professional skills of diagnosis, intervention, and inference, according to Abbott's theory of professions. Using these frameworks, we explored the imprints left by mentoring on novice principals. The methodology includes content analysis of semi-structured interviews conducted with 15 Israeli novice principals on their mentoring experiences. The findings reveal that novice principals experience two contradictory messages: the principal as an omnipotent hero who can survive and cope, immediately and alone, with all professional tasks, and as an obedient bureaucrat who needs empathy and care. We conclude that while their mentors helped them to fulfill their obligations, they did not contribute to the development of the principals’ skills of diagnosis and inference of previous events. Theoretical and practical implications are presented in the discussion.

Implementation of Visual Mind Mapping Strategy to Improve Students’ Language Competence

The opportunities of the educational process can be expanded using innovative mechanisms. The aim of the work is to determine the effectiveness of teaching because of implementing the Visual Mind Mapping strategy to improve students’ foreign language competence. The aim was achieved using the general theoretical method of comparison, calculation of the concordance coefficient, the efficiency coefficient, and the Whitney-Wilk test. Learning was ensured through the development of educational mechanisms, which consisted of information visualisation and intellectual activity development. The study of new words, the use of digital technologies (Writer, Rosetta Stone, Busuu), the development of communication skills, and the development of professional skills were also provided. It was found among students that using Visual Mind Mapping contributes to obtaining a high level of knowledge in a shorter time. Focusing on the Kirkpatrick model made it possible to establish that most students acquired a high level of foreign language competence after testing their knowledge. The students have a positive attitude to learning using Visual Mind Mapping. The practical significance of the article is the possibility of involving innovative technologies for learning a foreign language. The prospects of further research are to compare learning effectiveness with using Visual Mind Mapping for junior and senior year students.

Equipping Teachers for Integrated Language, Science and Technology Instruction: The Design of a 4C/ID-Based Professional Development Program

Integrated language, science and technology (ILS&T) instruction is a complex task for primary school teachers that requires professional development. Task-centered educational approaches such as the four-component instructional design (4C/ID) model are well suited for the development of complex professional skills. This article describes the application of the Ten Steps approach to the 4C/ID model in the domain of teacher education. The findings describe a blueprint for a 4C/ID-based teacher professional development program aimed at equipping in-service primary school teachers with the competences for ILS&T instruction, which can support instructional designers, teacher educators and researchers in making informed instructional design decisions.

An internship program that empowers international students to grow professionally and find their voice in the nutrition field

During the COVID-19 pandemic, our international students were confined to their rooms in a foreign land and were unable to return to their home countries during their semester break due to border closures. A summer internship program, underpinned by Asian philosophies including Confucianism(1) and collectivism(2), was designed to bring them together physically in a COVID-safe environment and collectively develop employability skills. Twenty-five international students across six year-levels and from 11 countries participated in the five-week internship program. Our in-house dietitian presented participants with an authentic nutrition problem, i.e. observable unhealthy eating habits being prevalent amongst the international student client group. Participants were empowered to draw on their cultural knowledge, international student experience, cooking skills and evidence-based nutrition knowledge, in the development of an educational nutrition resource to be used in the dietitian clinic. Employability skills self-assessment was completed pre- and post-program for comparison. In addition, a collective reflection was facilitated at the end of the program to gather in-depth understanding of the unique learnings from the students’ and program facilitators’ perspectives. Thematic analysis was adopted to analyse the narrative data. It was found that the student-participants developed a website with healthy eating information, including tailored to international students’ habits of late-night snacking and suggestions for quick meals during exams. They developed 50 healthy, simple, multicultural recipes with cooking videos. The internship served as an opportunity for the students to work together with a shared purpose. They reported a strong sense of community which was longed for and extended the established friends outside of the internship program. Students were observed sharing acculturative experience and knowledge with one another when socialising together. Upon reflection, students reported feeling challenged by the lack of structure and assessment guide for the internship tasks. However, they were able to develop confidence in their judgement and decision-making skills through this process and work together exploring the uncertainties. Many reported feeling empowered from this internship as their cultural differences and unique international-student-experience were valued and utilised in the resource development. This low-cost education strategy contributed to the development of professional skills and formation of professional identity, and for the students to find their voice in the nutrition field.

Micro Credentialing and Digital Badges for Teachers: Professional Skills Development of Secondary School Teachers

This study examined the influence of micro-credentials and digital badges on teachers’ professional skills development at the secondary school level in the Mardan district. Teachers are change agents in shaping student's cognitive, affective and psychomotor domains, and hence, this research aims to enhance teacher professionalism. The objective of the study was to revolutionize teacher perceptions related to Micro-credentials and Digital Badges and their influence on teachers’ professional skills. The finding of the study provides critical insights into micro-credentials and digital badges, intending to elevate secondary school teachers' proficiency in the teaching-learning process. This study recommends focusing on collaborative learning, digital transformation in the teaching-learning process, sustained professional development, and empowering teachers with advanced teaching practices.

Leveraging undergraduate learning assistants when implementing new laboratory curricula

At University of California, Irvine, a large-enrollment research university, undergraduate chemistry courses for non-chemistry majors were delivered remotely during the 2020–2021 academic year, with a return to in-person instruction planned for January 2022. Because this return to in-person instruction coincided with the transition of second-year students from general chemistry to organic chemistry laboratory courses, the instructional staff recognized a need for remedial laboratory curricula for students with no prior in-person laboratory experience. Simultaneously, we desired to implement undergraduate Learning Assistants (LAs) in non-chemistry major organic chemistry laboratories for the first time at our university. In this paper, we describe our approach for leveraging undergraduate LAs to (1) test new laboratory curricula and (2) address feelings of comfort and safety for students with no prior in-person laboratory experience. Benefits of our LA program perceived by students include increased laboratory efficiency and improved student learning from near-peer instructors; benefits perceived by LAs include the development of professional skills and teamwork with graduate student teaching assistants. We provide an outline of resources and strategies to enable instructors to simultaneously implement undergraduate LAs and new laboratory curricula.

Competencias digitales en pedagogía, ciudadanía y desarrollo profesional del profesorado universitario

In today’s digitized world, digital competences are required to facilitate the transition to the Internet. For professorship, these competences go beyond knowledge of a particular subject. They focus on the skills needed to transmit that knowledge to students. A quantitative approach study was applied. The design was non-experimental and descriptive. The population and sample correspond to the 70 teachers who worked in the Faculty of Humanistic and Social Sciences during the first semester of 2023. The instrument for data collection was a teaching self-assessment. The competencies in digital citizenship showed the highest levels of teacher mastery with a value of 5. The competencies in pedagogy and professional development showed a value of 4. 93% of UTM-CHS teachers stated they had participated in training activities on the use of ICT in education. In conclusion, university faculty in Ecuador must have a stronger digital academic background; they must establish better pedagogical and professional development skills, research capacity, knowledge of educational technologies, intercultural skills and leadership skills. To ensure a high-quality learning environment all three areas must be at the same level of outcomes. For that, university professional development leads to establishing good pedagogy. Then pedagogy is strengthened through digital citizenship.

Student agency in a sustainability-oriented assessment process: exploring expansive learning in student-led rubric co-design

Evolving conceptions of the purposes of higher education suggest the need for assessment practices that contribute to preparing students to navigate complex social-ecological challenges. Though shifts in assessment discourse have begun to respond to this need, further examination of the role of students in assessment processes is required. One strategy that has been highlighted is rubric co-design, in which students and instructors interactively deliberate assessment criteria. However, the literature shows that student voices are typically limited in these processes. To address this gap, this study advances a student-led rubric co-design process to promote student agency and learning. Principles from sustainability are applied to orient the activities of students in this approach by emphasizing the participative, normative and integrative features of the process. A formative intervention was conducted in an undergraduate course focused on professional skill development. Data were collected through individual and group reflections, with reflexive thematic analysis applied to develop themes that represented the ways that students navigated their experiences in the assessment process. Findings demonstrate the promise of the approach in enhancing student agency and promoting self-formation as emerging professionals, while articulating the phases and strategies that shape students’ leading role in rubric co-design processes.

Salutogenic Design as Health Preservation Technology: Prospects for Implementation in Public Health

Introduction. The concept of salutogenic design, focused on creating a healthy environment, is based on the salutogenesis concept, developed back in the 1970s by Aaron Antonovsky. This approach is becoming increasingly popular in urban planning, development, and certification of buildings, offices, and medical fa-cilities. Due to ongoing national projects, there is an increasing demand for specialists in public health and salutogenic design in Russia, which has justified the creation of an interdisciplinary educational program. Objective. To present the implementation of the network master's program "Salutogenic Design" in the field of public health and the creation of a healthy urban environment.Materials and methods. We conducted literature review on existing practices for applying salutogenic de-sign in urban planning and described the implementation of the network master's program "Salutogenic De-sign" at the Institute of Leadership and Health Management of the I.M. Sechenov First Moscow State Medical University (Sechenov University) and Moscow institute of architecture (MIARCH).Results. The concept of salutogenic design is a prominent scientific and practical issue for researchers, pro-fessional community, and executive authorities worldwide, with particular interest in implementation studies of salutogenic design for designing and constructing environments, transport, medical organizations, and the urban landscape, as well as developing tools for urban environment assessment. The master's program "Salutogenic Design" is a unique educational experience that includes the development of professional skills in an interdisciplinary area of health sciences and urban planning, distinguishing it from other educational projects.

Multidisciplinary Capstone Senior Design Projects: A Comparative Analysis of Industry–Sponsored and Faculty–Sponsored Projects Using Comprehensive Performance Metrics

Engineering education has continually evolved to embrace Project–Based Learning (PBL), a dynamic classroom approach emphasizing learning through engagement in real–world projects. The study conducts a comparative analysis of multidisciplinary Capstone Senior Design Projects across Electrical Engineering, Mechanical Engineering, and Computer Science at Texas A&M University at Texarkana. The research emphasizes understanding the dynamics of student collaboration within these disciplines and scrutinizes the impact of industry and faculty sponsorship on these projects. The methodology involves a comprehensive comparative analysis, employing diverse performance metrics to evaluate the effectiveness of different sponsorship models. This approach aims to uncover the influence of these models on project outcomes and students’ educational experiences. The results reveal notable differences between industry–sponsored and faculty–sponsored projects. Industry sponsorship leads to higher performance in overall project execution and professional skills development. In contrast, faculty–sponsored projects are more effective in nurturing teamwork and communication abilities among students. The findings suggest that each sponsorship type presents unique benefits and challenges. Industry–sponsored projects provide valuable hands–on problem–solving experience, though they may suffer from inconsistencies in mentorship and varying expectations. Faculty–sponsored projects offer a more stable and consistent educational environment but might lag slightly in performance metrics. Integrating elements from both sponsorship models could provide students with a more balanced and enriching learning experience.

The Practical Value of Intensive Training Used in the Development of Communication Skills of Mathematics Students in Professional English

The article discusses the features of the methods that mathematics students use to successfully implement communication skills in English. The objectives of the study are to reveal their influence on the development of professional communication skills of mathematics students through the views of scientists studying it, and propose aspects to be tested in practice. The article explains the objective aspects of the need to use such methods to achieve the intended result of teaching English in higher mathematical vocational education in Kyrgyzstan, and also interprets its content related to social and social conditions. Due to the fact that in many educational institutions of the country it is not clear what the internal content should be, the methods used in English classes currently retain their traditional forms. Practical value of intensive training is combined with the goal of creating professional communication in English at the necessary level for mathematics students to withstand international competition, and examples illustrate the content that needs to be accomplished in practice.

Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory.

Student veterinary nurses (SVNs) complete significant time in clinical placements and this training can have a positive or negative impact on the development of professional skills and identity. A cross-sectional design, using semi-structured interviews, explored 12 SVNs' experiences of clinical placements. Interpretative phenomenological analysis was used to explore each individual participant's experience, prior to the identification of themes across participants' experiences. Most students reported a sense of belonging within the practice team, which fostered engagement. Clinical supervisors were considered key role models and vital support for student progress. Students reported conflict between the demands of the practice and the requirements of their student status. Some poor interpersonal interactions led to reduced confidence. The results may not reflect experiences of the diversity of student demographics, such as those students with protected characteristics, as described in the Equality Act 2010, who may encounter specific workplace challenges. To ensure parity and positive experiences, accredited educational institutes can plan regular engagement with student feedback and support of the training practice. Training practice teams can ensure they are meeting the student's needs and fostering a positive learning environment by adhering to the RCVS Framework for Veterinary Nurse Education and Training, which will, in turn, benefit the whole team. Clinical supervisors can play a convening role in increasing belonging and participation within the clinical learning environment.

TECHNOLOGY OF FORMING THE FUTURE PRIMARY SCHOOL TEACHERS’ PROFESSIONAL COMPETENCIES

Purpose. The requirements for training teachers for the general education system in the Russian Federation are defined by the Federal State Educational Standard for Higher Education in the field of "Pedagogical Education". The standard document defines universal and general professional competencies that are mandatory for all education (preschool, primary, basic general education and others). Professional competencies are defined on the basis of the professional standard "Teacher", specifically for each field and type of professional activity. The subject of the analysis is the search for an approach to forming the future primary school teachers' professional competencies. The main purpose of the article is to describe the technology of forming the future primary school teachers' professional competencies within a specific academic discipline. Methods. The research is based on a regulatory documents review, psychological and pedagogical literature analysis, and educational process examination. Results. The article presents the experience in organizing the study of a particular discipline. The discipline provides emotional and personal immersion of the future teachers into the professional activity and practical skills development. The author describes the ways to implement and apply effective teaching methods when organizing various types of classes in higher education institution. Practical application of the results. The findings are of direct practical relevance as can be useful for organizing the educational process in higher educational institutions in terms of the successful completion of basic educational programs and programs of additional education (specifically, retraining).

Eğitim Yönetiminde Program Geliştirme Süreçleri ile İlgili Alanyazında Yapılan Araştırma Makalelerinin İncelenmesi

As stated under the Tenth Development Plan, basic and professional skills development program, Dec. 2014-2018, published in line with the goals of 2023 in our country, critical thinking is among the basic skills that individuals should have in terms of ensuring rapid adaptation of individuals to work and living conditions and developing human resources. the teacher strategy document, which draws the roadmap for teacher training, development and employment periods in our country between 2017-2023, lists raising free individuals with program development skills among the final goals of education. Dec.Dec. However, when Deciphering the framework reports defining the human qualities of the twenty-first century that guide the national education policies of countries, program development is emphasized among the important and priority skills. 21, which is recognized worldwide for its work on twenty-first century skills. 21, prepared by the century skills partnership. cooperation framework for century skills and 21. the project on the evaluation and teaching of Decennial skills highlights program development among the twenty-first century competencies. In addition to its role in the changing educational world, program development also has an important role in shaping individuals and societies. Nowadays, the ability to develop a program to find the most accurate and reliable one that will work for you from the increasing amount of data in each profession field is the most important personality trait that can be relied on by acting as a mental filter. An individual armed with educational processes does not accept information in a stationary way and questions the reliability of the information he encounters by applying his own reasoning methods. He may convert the information he questions when necessary, or he may not accept it. From the point of view of individuation, the ability to develop a program is important for a person to be independent and original-minded individuals, to create the right solutions for his life and to make the right decisions. Key Words: Educational Management, Program Development, Research and Review Articles

Организационно-педагогические условия формирования готовности педагога профессионального обучения к отраслевой практико-ориентированной деятельности

The aim of the study is to provide a theoretical substantiation of the organizational and pedagogical conditions for the formation of the readiness for industry practice-oriented activities among future teachers of the secondary vocational education system to increase the effectiveness of training in higher vocational pedagogical education and ensure that the results of this training meet the current requirements of employers. The paper presents a set of organizational-methodological, content-activity-related, technological-instrumental and personnel-related conditions that contribute to the development of industry-specific professional skills and abilities among future teachers of the secondary vocational education system. The scientific novelty of the study lies in a detailed description of the content of organizational and pedagogical conditions for the training of undergraduate students in the programme 44.03.04 Vocational Training (Economics and Management) during industry operational practice in order to include them in the process of industrial training and development of industry-specific professional skills that contribute to the formation of the readiness to perform industry practice-oriented activities in organizations of the secondary vocational education system. The author believes that such a set of conditions will contribute to improving the quality of training not only for teachers of professional educational organizations, but also, as a result, workers and middle-level specialists who are needed by the labor market. Following the study, the results of testing organizational and pedagogical conditions have been presented and their effectiveness for practical application has been proved.

Practices for respecting the newborn's sleep-wake cycle: Interventional study in the neonatal intensive care unit.

Premature newborns are exposed to a great deal of over-stimulation, which can affect their cerebral development. For better sleep, certain practices should be recommended. The aim of this study was to evaluate the effect of a professional training program on the improvement of practices promoting respect for the newborn's sleep-wake cycle. This was an interventional study with a longitudinal, single-group, and before-and-after design. The experimental design followed a three-stage time series: Eight months before, three months after, then eight months after intervention. It targeted a comprehensive sample of 66 professionals. It took place between October 2020 and March 2022 at the Neonatal Intensive Care Unit of the Hassan II University Hospital in Fez, Morocco. It was based on an observation grid and a self-administered questionnaire, validated and tested with a Cronbach's alpha reliability of 0.91. The light environment showed significant differences between the 1st and 3rd step (3.3% vs. 45.0%; P = 0.02; confidence interval [CI] = 13.644-10.456) for knowledge and (13.3% vs. 78.3%; P = 0.01; CI = 14.412-10.888) for practices; the noise environment showed a positive improvement between the 2nd and 3rd intervention (31.7% vs. 41.7%; P < 0.001; CI = 5.954-2.913) for knowledge and (65.0% vs. 73.3%; P < 0.001; CI = 3.597-1.236) for practices, with an average of (8.98 ± 0.30-28.15 ± 0.48; CI = 3.806-1.094) between the 1st and 3rd step. Practices surrounding sleep and wakefulness reported significant improvement between the three periods (14.35 ± 0.22 vs. 18.10 ± 0.35 vs. 19.90 ± 0.35; P P < 0.001; CI = 4.647-2.853) for sleep and (13.25 ± 0.48 vs. 22.27 ± 0.59; P < 0.001; CI = 10.563-7.471) for wakefulness with statistically significant correlations between knowledge and practices (0.426**) for sleep and (0.606**) for wakefulness. The study demonstrated the positive impact of this sleep management and assessment program on the development of professional skills. Its implementation requires rigorous application of developmental support strategies for individualized care in neonatology.

Instructional strategies and challenges for implementing teledentistry in dental hygiene curricula: A qualitative study.

Research has documented the implementation of telecommunications and virtual technology use in health care disciplines to expand accessibility. Despite the current trend of digital innovations in healthcare systems, telehealth technology is not readily adopted in the dental hygiene profession yet. Currently, no standardized educational framework exists in dental hygiene curricula to prepare professionals with the technical skill set and professional knowledge necessary for telehealth applications. The aims and objectives of this research were (1) to investigate existing dental hygiene educators' pedagogical frameworks for incorporating telehealth technology into dental hygiene curricula, (2) explore these educators' instructional strategies for teaching telehealth technology, and (3) examine the theoretical implications and practical outcomes of teaching telehealth technology for professional development and transferrable work-force ready skills. A nine-item, open-ended, semi-structured interview guide was prepared and approved by the Institutional Review Board (IRB) in January 2023 to qualitatively investigate accredited entry-level dental hygiene programs in the United States. Thematic interpretational analysis was conducted using NVivo software. A total of 54 of the 328 dental hygiene programs volunteered for participation. Thirteen full-time and part-time dental hygiene educators met inclusion criteria. The core salient themes identified included (a) curriculum mapping, (b) technology integration, (c) professional collaboration, and (d) supplemental skill set. These findings provide guidance to dental hygiene programs for bridging the teledentistry knowledge gap in curriculum development. Incorporating telehealth applications into dental hygiene curricula prepares future dental hygienists with the specialized training needed to function as a member of contemporary health care teams addressing access to care.

A scoping review of professional skills development in engineering education from 1980–2020

A scoping review of professional skills development in engineering education from 1980–2020