Early Professional Development Research Articles

2023 Pauline Cerasoli Lecture: It Takes a Village to Raise a Profession.

Personal and profession-related factors affect graduate transition to practice. Social supports and a sense of belonging are recognized as critical factors affecting success. The need for a professional to postprofessional continuum of learning has been identified. Development of a process to effectively move learners through this continuum are affected by conflicts such as economic issues, varied educational and practice philosophies, and capacity demands for clinical sites and instructors. The purpose of this article was to discuss professional formation as an individual experience that needs environmental support. If we look to the intrinsic needs of the individual to develop effective systems, both individuals and the profession will thrive. The changing demographics of students and factors affecting health care and education offer compelling reasons to reconsider the pathway for early professional development. Education and practice must collaborate to cocreate the foundation for professional formation. Basic needs such as economic security and social belonging must be met to create optimal conditions for learning and growth. The profession has not adopted an intentional pathway for new graduates to meet foundational practice needs. Some new graduates seek residencies, but residencies are focused on specialization and supply does not meet the demand. Strategies to promote success of early career professionals include a professional to postprofessional curriculum with intentional mentorship, changes in the regulatory environment, and formation of effective partnerships to support education and practice.

Supporting the Next Generation of Leaders in the Geosciences: Barnard’s Environmental Science Pathways Scholar Program

To address the national need to diversify the geosciences, we created the cohort-based Environmental Science Pathways Scholars Program, or E(SP)2, for undergraduates in the Environmental Science Department at Barnard College who identify as Black, Indigenous, and people of color (BIPOC), first generation, or low income. By fostering a more inclusive community in the particularly formative stages of academic and early professional development, E(SP)2 aims to support and retain a diverse cohort of students who have developed confidence in their scientific skills and identities, and who share a passion for environmental science. E(SP)2 is modeled on the Science Pathways Scholar Program [(SP)2] at Barnard College, an active and successful multidisciplinary opportunity at Barnard College.

Building an Online Collaborative Learning Community of Pre-service Teachers of EFL

The current study employed the qualitative approach and explored pre-service teachers’ experiences through initial teacher education and perspectives on becoming an English-as-a-foreign-language teacher. In particular, it examined the influence of both participation in a community of practice and group discussions on their early professional development. An online journal forum was created where eight pre-service teachers from two universities recorded and shared their thoughts, difficulties, and challenges in their initial teacher education over two semesters. They also gave comments and feedbacks to one another online. Participation in an online collaborative community of practice enabled them to negotiate their membership in the community through shared inquiries across grades and beyond universities. While the membership negotiation of some members was still ongoing at the end of the project, others learned to become more responsible and full members in their own respective ways. Over the course of the study, the online community also became a space of safety and trust; a legitimate space for like-minded individuals was provided to discuss teaching and develop their expertise.

Pre-service English Teachers’ Perceptions on Their Professional Identity through LinkedIn-Mediated Activities

In English as a Foreign Language (EFL) context, pre-service English teachers need to develop their sense of identity in both real communities in society and online platforms.This study aims to analyse pre-service English teachers’ views on their engagement in LinkedIn-mediated early professional development activities . The data were collected through in-depth interviews. Three pre-service English teachers who enrolled in Teacher Professional Development coursework and engaged in LinkedIn-mediated activities during the coursework were invited to participate. Two themes emerged from the findings. The first is LinkedIn-mediated early professional development activities that raise awareness on developing current professional digital footprint. The second is LinkedIn-mediated early professional development activities help them to figure out expected teacher-selves in the future. Implications for future pedagogical practicein the Teacher Professional Development coursework is that the activities involved in LinkedIn should be sustained and enhanced in order to support the pre-service English teachers to shape their professional identity as future English teachers.

The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers

AbstractThe early years of teaching are important for science teachers, but little is known about how science teachers develop professionally in their early years. This mixed methods study took a longitudinal view of the early years of teaching. Following 95 secondary science teachers over a 5‐year period, this study examined the beliefs, pedagogical content knowledge (PCK), and practices of the teachers during and after their induction programming. It drew upon the conceptual framework of opportunities to learn to contemplate the experiences of the teachers in relationship to their beliefs, PCK, and practices. Interviews and observations comprised the data in the study, which were analyzed quantitatively and qualitatively and then integrated to understand the teachers' development. The quantitative analysis revealed that the early career teachers experienced no significant change in their beliefs over time but did experience significant change in their PCK and in some of their instructional practices. The qualitative analysis highlighted the difficulty in changing the instruction of the teachers, administrative decisions that constrained or contributed to the learning of the new teachers, and the different professional learning opportunities new teachers drew upon over time. These results suggest that early professional development experiences provided some support for the newly hired teachers, but not enough to challenge their beliefs or establish the instructional repertoires envisioned in the science education reforms. To better support the development of early career science teachers, they need strategic learning opportunities over time that involve administrators, colleagues, and science teacher educators.

«Military-Surgical notes from the Serbian-Turkish war of 1876» as a reflection of Аpollinarius Podrez’s early professional development

To honor memory of outstanding Ukrainian surgeon-innovator A. G. Podrez in the connection with his 170th anniversary, authors analysed his “Military-Surgical notes from the Serbian-Turkish war of 1876”. The conclusion has been done that the medic gained significant experience not only in field surgery, but also in all the spheres of medical institution functioning in extremal conditions, and it gave a powerful impetus for professional development.

Moving Towards Proficiency: A Grounded Theory Study of Early Childhood Teacher Candidates and Professional Development Schools

Moving Towards Proficiency: A Grounded Theory Study of Early Childhood Teacher Candidates and Professional Development Schools

Assessment of learners with dyslexia in mainstream primary schools: An investigation

With this study we sought to investigate the effectiveness of assessment of learners with dyslexia in mainstream primary schools in the Bubi district of Matabeleland North, Zimbabwe. An exploratory case study design of the qualitative approach was adopted. Semi-structured individual interviews and focus group interviews (FGI) were used to collect data from heads of schools and teachers selected for the study. Gathered data were analysed and interpreted thematically. The major findings of the study were that no standardised instruments existed to assess learners with dyslexia in the infant category, the test used for those in the junior school category was not effective enough and most teachers had limited knowledge of dyslexia. We recommend the development of a variety of culturally sensitive assessment tools for infants as well as the junior school category. We also recommend that early diagnosis for early intervention and continuous professional development of teachers to keep abreast of the current trends in the education of learners with dyslexia be implemented.

Changes in Sexuality Education Teacher Training Since the Release of the Australian Curriculum

Teachers need training to provide high-quality sexuality education to adolescents. The recent release of a new Australian health curriculum provides a timely opportunity to examine the experiences of Australian sexuality education teachers since the release of this curriculum. Australian teachers who had taught sexuality education since the 2015 release of the national health curriculum (N = 239) participated in this cross-sectional survey between 2017 and 2018. Survey items investigated teaching and training experiences; comfort with, and hours spent teaching, sexuality education; and the topics taught. Analyses included comparative means, correlations, and a standard multiple regression. Half of the sample taught health while the other half taught seven other subjects. Teachers who had received any training or professional development had higher scores on having had the “right” training (all ps < 0.005) and spent more hours on delivery of sexuality education (p ≤ 0.001); 10–20 h or more of training was more strongly affirmed as useful. Earlier training or professional development increased overall comfort, and comfort was the biggest predictor of increased content delivered (beta = − 0.278, p = 0.001). Training after new curricular requirements only aided comfort around “new material,” specifically, gender and sexual diversity (p = 0.007). This study confirms that the amount and types of training received, perceived usefulness of that training, comfort delivering various parts of the curriculum, and the time spent in the classroom delivering sexuality education all support the delivery of high-quality sexuality education in schools. Results indicate that any Australian teacher could be required to teach sexuality education. Therefore, universities should supply pre-service teacher training in sexuality education across all degree programs. Education leaders should supply early professional development for new sexuality education teachers to enhance overall comfort, and subsequent professional development focused on “new material” or updates.

Observational narrative knowledging in early professional development of student teachers of English

This paper presents a narrative inquiry approach to understanding the early professional development (PD) of student teachers of English at a state university in Turkey. With the twofold functioning of narrative as a tool for both research and PD, we probe into how student teachers’ early PD trajectories are shaped through observational narrative knowledging. Data consisted of group discussions, semi-structured interviews, metaphor elicitations, and informal conversations that accompanied the main data collection tool, i.e., narrative frames collected during the practicum. The triangulated data were subjected to a multi-tiered collaborative content analysis. The findings showed that narrative-embedded observations helped student teachers organize and attach meaning to their early field experiences, and thus build on their self-awareness, critical thinking, and reflectivity for future classroom practices. We also reported how the participants reflected retrospectively, in the course of, and the posteriori of writing the classroom observational narratives. Through narrative knowledging, we offer a more nuanced approach to aiding student teachers’ early PD.

Mentoring novice teachers

ABSTRACT The support received by novice teachers in their first-year impacts staff retention and overall teaching quality. Thus, a smooth transition into the profession has long-term, positive benefits for novice teachers and their students. However, despite the fundamental importance of early professional development of novice teachers, support is often non-existent or insufficient – due to a lack of research-based evidence to justify funding and guide more efficacious processes for novice teacher induction. This idiographic study describes an ‘internal-external model’, whereby a former teacher is brought back to mentor three novices through their first year and their professional accreditation. Findings are discussed according to mentor qualities (communication, nurturing, non-hierarchical/equal) and mentor practices (independence, supportive executive, collaborative coach and resources/support). The study provides support for the external hybrid mentor model. Internal mentors (i.e. colleagues) often face time constraints, role ambiguity and potential conflicts of interests, all of which external (paid) mentors can overcome.

Outstanding Educator Performance: Professional Development in Early Childhood Education

Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.&#x0D; Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development&#x0D;

Training early childhood leaders: developing a new paradigm for professional development using a practice to theory approach

ABSTRACT Given the predictive nature of high-quality early childhood programs on children’s social and learning outcomes, effective leadership is critical to facilitate program improvement. Recognizing the need for cohesive conceptual frameworks that undergird research-based practice, a 5-year training institute for early childhood program directors was evaluated to assess training effectiveness. Moreover, we developed a model of early childhood leadership professional development grounded in our iterative analysis of data from this study and guided by theory-building methods. The findings show positive impacts on leaders’ self-reported facilitation and implementation of developmentally appropriate strategies in positive discipline and prosocial skills in early care and education settings. The practice-to-theory training model developed provides a theoretically cohesive framework to guide the professional development of early childhood program leaders that repositions the theory/practice binary by helping leaders problematize issues of practice and infuse theory as necessary tools and pragmatic anchors for solving real-world problems.

Teaching Severe Weather: Examining Teacher Candidates’ Early Field Experience in a Makerspace Environment

This qualitative study examines first-year teacher candidates early field experience designing and implementing maker workshops for an afterschool program. The maker workshops were offered as part of a STEAM (science, technology, engineering, arts, and mathematics) enrichment club at a local elementary school. The participants engaged in 50 hr of guided design, planning, and facilitation of a weather-focused maker workshop. Findings illuminate the role early teaching experiences (e.g., makerspaces) can play in the early professional development of elementary teacher candidates. This study calls for further investigation regarding maker environments as sites for elementary field experiences for teacher candidates.

Evaluation of an Online Early Mathematics Professional Development Program for Early Childhood Teachers

ABSTRACT Research Findings: This is an evaluation study of the effectiveness of an online early mathematics professional development program for early childhood teachers. The eight online courses, along with the Math at Home: Early Math Matters website and resources, introduce early childhood teachers to mathematical concepts such as math literacy, number sense, patterns, geometry, measurement, data collection and math processes. Over 9,711 early childhood professionals participated in this professional development program, and a sample of 2,332 participants who gave consent to use their data reported on their course experiences, took quizzes, and provided qualitative feedback. In addition, a subsample of 95 participants took pre- and post-surveys on their attitudes, confidence, beliefs, and knowledge in teaching early math. The descriptive statistics of the participants’ self-reported course experiences, regression analysis of program effectiveness, and the pair wised t-test analysis of the survey data showed that program participants had positive experiences with this online professional development program, and that engagement in the program was effective in positively impacting their attitudes, confidence, beliefs, and knowledge in teaching early math. The participants’ positive experiences were associated with their demographic characteristics and their use and engagement with the course materials. Practice or Policy: Implications for future professional development efforts are identified, including scalability and the use of online professional development to impact early math learning and practice.

The Kazan Period in the Life of the Historian V.M. Khvostov

Vladimir Mikhailovich Khvostov is one of the famous, thoroughly educated Russian historians. In his scientific heritage are widely represented lots of works on the history of diplomacy and international relations, on the study of major problems of General and national history. He himself defined that the most important secret of his life was his childhood and the inspiration for the poetry of the "Prophet", the poem of Alexander Pushkin, the father of modern Russian literature. This poem was the most unusual incident in a highly Christian society two centuries ago, with its poet, the most unusual figure among the elite and the aristocracy. Poetry and poetry presented a transformative image of the Prophet that did not conform to the official description of the Gospel and the Torah, but rather resembled the Muslim definitions of their Prophet. The poem became the symbol of one of the greatest Russian intellectuals to rebel against the rule of the Church-Torah system in European societies, and as a result Pushkin was even excommunicated by the Council of Bishops of the Orthodox Church, but escaped the deadly tsarist reign of his youth.Among them are the doctoral dissertation "Foreign policy of the German Empire in the last years of the chancellorship of Bismarck", articles on the history of international relations in the middle East in the late XIX century, the manuscript of the 2nd volume "History of diplomacy", the introduction to the book "History of foreign policy of the USSR", numerous articles and reports on various issues of foreign policy of the USSR and international relations.Article is devoted to the famous historian, scientist and public figure academician Vladimir Mikhaylovich Hvostov, describes his educational experience on the basis of archive documents. The research also covers Vladimir Mikhaylovich Hvostov’s early professional development. Further development of his life should be continued through detailed studying the personal fund of V.M. Hvostov which is located in Russian Academy of Science Archive.

The Kazan Period in the Life of the Historian V.M. Khvostov

Abstract Vladimir Mikhailovich Khvostov is one of the famous, thoroughly educated Russian historians. In his scientific heritage are widely represented lots of works on the history of diplomacy and international relations, on the study of major problems of General and national history. He himself defined that the most important secret of his life was his childhood and the inspiration for the poetry of the “Prophet”, the poem of Alexander Pushkin, the father of modern Russian literature. This poem was the most unusual incident in a highly Christian society two centuries ago, with its poet, the most unusual figure among the elite and the aristocracy. Poetry and poetry presented a transformative image of the Prophet that did not conform to the official description of the Gospel and the Torah, but rather resembled the Muslim definitions of their Prophet. The poem became the symbol of one of the greatest Russian intellectuals to rebel against the rule of the Church-Torah system in European societies, and as a result Pushkin was even excommunicated by the Council of Bishops of the Orthodox Church, but escaped the deadly tsarist reign of his youth.Among them are the doctoral dissertation “Foreign policy of the German Empire in the last years of the chancellorship of Bismarck”, articles on the history of international relations in the middle East in the late XIX century, the manuscript of the 2nd volume “History of diplomacy”, the introduction to the book “History of foreign policy of the USSR”, numerous articles and reports on various issues of foreign policy of the USSR and international relations.Article is devoted to the famous historian, scientist and public figure academician Vladimir Mikhaylovich Hvostov, describes his educational experience on the basis of archive documents. The research also covers Vladimir Mikhaylovich Hvostov’s early professional development. Further development of his life should be continued through detailed studying the personal fund of V.M. Hvostov which is located in Russian Academy of Science Archive.

Reimagining Early Childhood Educator Professional Development: An online community shares literacy learning strategies

Communities serve as a vital resource for educators seeking ideas to advance their practice. Online professional development capitalizes on technological communication to facilitate such sharing.

A Remarkable Legacy: The Wayne F. Placek Fund Grant Program

ABSTRACTGregory M. Herek, PhD, made an important professional contribution through his service as chair of the Scientific Review Committee of the Wayne F. Placek Fund of the American Psychological Foundation (APF). The scholars funded by this grant benefited from the prestige of the grant, which provided an important credential for early career professional development. Many of them went on to become significant researchers in the field of sexual and gender minorities. The studies funded by the Placek Grant also had important political and social effects, such as on legalizing adoption by lesbian and gay parents, passage of same-sex marriage, and demonstrating that lesbians and gay men were at elevated risk for physical health problems. The purpose of the present article is to document the history and impact of the Placek Grant and to describe Greg Herek’s central role in this grant program.

The association between temporal decentration and self-appraisal at stages of experiencing psychological crisis

By investigating a physician’s professional and personal development the empirical study tests the hypothesis suggesting that temporal decentration of personality is a marker of existential “normative” or “extra-normative” crises. Decentration on the past marks the crisis of actual self-realization, which takes place in early professional and personal development of the subject. The research supplements the current psychological interpretation of the content characteristics of option normative crises and the crisis of the third year of studying with the following: (a) decreasing actual self-appraisal, desire to keep emotional balance by ego defense with the overestimation of happiness in the past – in childhood and adolescence (option crisis); (b) estimating the current life period as unsuccessful, with the compensation of crisis experiences and overestimation of self-realization in previous life periods (crisis of the third year of studying).&#x0D; Decentration on the future is a reflection of the extra-normative crisis of nonrealization. The person finds poorly developed abilities of a competent being in time; he/she hopes for the future fulfillment of his/her aspirations reflected in the highest measures of all the components of the “Future Self” self-appraisal.Centration on the present is a type of a subject’s psychological time in the most active life periods. The experience of psychological time in the person centered on actual life senses and values is positive, without overestimation of previous achievements or over-expectations from the future.The analysis highlighted the regression of temporal orientation in maturity. This paradox can be associated with a change in the structure of sense-life orientations, values, and driving motives. Clearly, the next stage of the research will be checking this assumption, as well as testing the hypothesis about internal resources for overcoming the crisis of the third year of studying in students with a satisfactory level of temporal competence.