Differences In Professional Development Research Articles

Desarrollo Profesional Docente en Escuelas Públicas de Lima Metropolitana, Perú

Improving the quality of education is a constant concern; therefore, among many factors, it is inevitable to consider teachers' professional development as an essential element to meet the demands of society. The purpose of this study was to determine the differences in the factors associated with teachers' professional development in public school teachers in Metropolitan Lima, Peru, according to their academic degree, sex and level of education. The research approach was quantitative, non-experimental design, descriptive type, comparative level. The instrument used was the Teacher Professional Development Questionnaire (Porras, 2020), obtained through a Google form; the sample consisted of 384 public school teachers. The findings show that there are no significant differences in teachers' professional development according to sex; however, there are significant statistical differences in teachers' professional development according to work status; according to the level where they work and according to academic degree. It is concluded that there are no significant differences in the professional development of teachers according to sex; however, there are significant differences in terms of work status, level of employment and academic degree, with professional development being an opportunity for learning and continuous improvement of teaching practice.

Exploring the Relationship Between Professional Development Experience and Skills in Educational Technology Integration Among Primary EFL Teacher

The purpose of this study was to investigate whether there are differences in professional development (PD) opportunities afforded to English as a Foreign Language (EFL) teachers based on years of teaching experience related to foreign language teaching. Semi-structured interviews were conducted in seven primary schools with 60 primary EFL teachers in a middle-sized urban school district in China. Descriptive statistics and multiple Chi-square tests were used in the study. The results indicated that more experienced primary EFL teachers had the least technological pedagogical knowledge, which is contrary to the traditional concept that more experienced teachers have better teaching knowledge. The study suggests the need to support EFL teachers in China with technology-based PD training including teachers with varied years of teaching experience, in order to enhance their instructional skills.

NIRSA Championship Series Volunteerism: The Perceived Impact on Professional Development

The National Intramural-Recreational Sports Association (NIRSA) Championship Series (Series) has developed into the primary organization for governing extramural/sport club collegiate recreational tournaments. As NIRSA professionals describe it, the Series has also evolved into a platform for professional development. To date, however, no study has attempted to link professional growth and advancement to volunteerism at Series events. As such, the purpose of this study was to examine skills and competencies that could be correlated with volunteering at Series events. Using Astin's Input-Environment-Outcome (I-E-O) model the research team explored the environmental impact of the volunteer experience by collecting data in two phases (prevolunteer experience and 3–4 months after the volunteer experience). Results indicated that campus recreation professionals do perceive themselves to be using effective leadership and communication behaviors and that there are no significant differences in professional development based on the NIRSA region of the tournament. Some gendered differences were uncovered, but it appears that a significant number of volunteers returned to work with higher levels of job-related competencies and important networking connections. Possible implications are discussed, including a Series training program based on NIRSA's core competencies, and areas for future research.

Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university

Background and purposePharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students’ perceptions and experiences related to TBL in different years of the pharmacy curriculum. Educational activity and settingTwo classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. FindingsThere was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (p<0.05). DiscussionBoth cohorts of pharmacy students positively rated the TBL sessions in terms of learning effectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. SummaryStudents, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team.

Gender differences in professional development of healthcare managers

PurposeAs a profession, healthcare management values commitment to lifelong learning and continuous professional development. Individual participation, however, is voluntary and healthcare managers choose to participate based in part on perceptions of organizational support (rewards, promotion and recognition) as well as on individual values. As women are narrowing the career attainment gap, participation in development activities may play a critical role. This paper aims to present a pilot study which assesses the differences in male and female healthcare managers' participation in professional development activities and perceived organizational support.Design/methodology/approachAn exploratory survey was emailed to current and past members of three professional associations who share similar missions “to provide educational and networking opportunities” for their members in the southern region of Florida.FindingsThe findings suggest that women healthcare managers are less likely to pursue professional development activities than their male counterparts even when the outcome (i.e. obtaining professional certification) is associated with career advancement and salary increases. Furthermore, men are more likely than women to attend multiple continuing education programs when paying out of pocket.Research limitations/implicationsThis pilot study is one of the first attempts to account for the factors that explain gender differences in pursuing personal development activities. Rather than conclusive judgments, it provides directions for further research.Practical implicationsAs professional and leadership competencies become more ingrained in the industry, women may need to recognize and commit to development activities associated with healthcare leadership and management.Originality/valueCompetencies gained through professional development activities may impact career attainment.

Decentralisation of professional development: teachers' decisions and dilemmas

This study examines professional development activities under the omnibus Kentucky Education Reform Act and finds them lacking. It addresses three related questions. Are Kentucky teachers, in fact, in charge of their own professional development? What are the formats and foci of the professional development opportunities teachers are planning? How is professional development changing in the increasingly high–stakes environment created by the accountability movement? Analysis of professional development activities reveals systemic weaknesses that are counterproductive to improving teacher quality. Chief among these weaknesses are system–wide ignorance of alternative professional development activities and a failure to define professional development engagement beyond the cataloging of clock–hours or seat time. Analysis also reveals interesting differences in professional development according to school level and district size.