Professional Development Research Articles

Improving primary grade students’ content area vocabulary through research-based literacy instruction

ABSTRACT Primary grade teachers experience heavy pressures from governing bodies to focus on the Science of Reading in literacy instruction, while at the same time reducing content area instruction time by integrating them into the reading block. Instead, the primary grades traditionally focus instructional time on decoding, fluency, and comprehension of fiction texts rather than informational text and disciplinary language. The most current standards expect students in the primary grades to gain higher proficiency with nonfiction texts from various disciplines. Meanwhile, limited instructional time is devoted to disciplinary vocabulary instruction and concept knowledge development in the primary grades, two key factors to comprehension. In this study, primary grade teachers (K-1st) at a Title 1 school and professor of literacy education collaborated in a professional learning community (PLC) offering instructional support, and collaborative peer reflection related to discipline area literacies vocabulary and concept knowledge instruction. After conducting a thorough review of literature related to disciplinary vocabulary instruction we adapted instructional methods for the primary grades. Findings highlight the successes and pitfalls of implementing best-practice instructional research related to vocabulary and concept knowledge literacy instruction in the content areas in the primary grades.

Building the OAChangeMap to Improve the Service Delivery of the New South Wales Osteoarthritis Chronic Care Program: A Worked Example of Using a Codesign Framework.

The Osteoarthritis Chronic Care Program (OACCP) has been implemented in Australian public hospitals to deliver best evidence osteoarthritis (OA) care. It is important to ensure that the OACCP continues to deliver evidence-based OA care as intended. We aimed to identify barriers and enablers to delivering the OACCP, prioritize the barriers, and generate strategies to address them. This study provides a worked example of a seven-step theory-informed codesign framework. We invited OACCP coordinators to participate in semistructured interviews (analyzed thematically) and complete a questionnaire to identify barriers and enablers to delivery of the OACCP. We then invited a broader group of stakeholders (OACCP coordinators, health managers, policy makers, consumers, and researchers) to prioritize the barriers via a short survey (survey 2). We held five codesign workshops in which we mapped the priority barriers to the Theoretical Domains Framework and developed strategies to address them. Sixteen coordinators were interviewed, and the main barriers identified were as follows: (1) patients often have beliefs that are inconsistent with best evidence care, (2) there are aspects of clinical care that are not delivered optimally, and (3) system-level factors are a barrier to optimal patient care and sustainability of the OACCP. We codesigned a plan for action with patient educational materials, shared decision-making tools, and health professional education and training. Our worked example of codesign used a theory-based, data-driven approach with key stakeholders, identified and prioritized barriers to the delivery of the OACCP, acknowledged enablers, and generated a plan for feasible strategies to improve the program.

Biomechanical analysis and teaching strategies of complex movements in physical education teaching

This study suggests a new method for evaluating students’ ordinariness of movement in professional physical education by developing an assessment algorithm based on the biomechanical analysis of complex motions. The study aims to provide purposeful and data-driven techniques for assessing and optimizing movement ability in intricate physical tasks by utilizing higher motion capture and deep learning (DL) approaches, especially the Updated African Buffalo Optimization Based Deep Convolutional Neural Network (UABO-DCNN) categorization. The method includes collecting data utilizing high-precision movement capture equipment to research certain multifaceted movements, preprocessing trajectory data to extract kinematic, temporal, and spatial information, and increasing categorization algorithms with UABO-DCNN. The consequences specify that the algorithm can differentiate between normal and abnormal association patterns with outstanding accuracy. The UABO-DCNN model measures physical education teaching complex movements with accuracy (99.43%), precision (98.12%), recall (98.50%), F1-score (98.56%), and specificity (98.40%). Furthermore, the result is reliable, with a broader tendency toward instructive skill and individualized learning, which requires the development of physical education instruction actions by creating a culture of physical literacy and well-being. The implication of this employment includes an enhanced approach to promote optimal association skill increase in students, particularly for confronting complicated biomechanical measures.

Conversations in early childhood education and care centres

Abstract The present study describes the use of recasts by early childhood education and care (ECEC) professionals in five ECEC centres in France, and their effects on children’s language production – particularly on the phonological and morphosyntactic levels. We adopt a multimodal approach, taking into account recasts conveyed by vocal and visual modalities. The ECEC setting offers a complex interaction framework with more multiple and intertwined conversations than dyadic interactions. We aim to answer two questions: to what extent do the recasts of ECEC professionals contribute to the co-construction of meaning and discourse, and how do they constitute favourable contexts for children to experience the situated use of formal and functional linguistic features? Our results, based on 135 interactional sequences and qualitative analysis, show that under certain conditions, recasts are an efficient professional practice for scaffolding language acquisition and for involving children as active participants in dyadic interaction.

OCCURRENCE OF HUMAN PAPILLOMAVIRUS (HPV) IN WOMEN OF LGBTQIA+ COMMUNITY TREATED IN MANAUS, AMAZONAS

Human papillomavirus (HPV) is a significant etiological factor for several types of cancer, including cervical carcinoma, with 80% of cases of cervical cancer occurring in Latin America. In Brazil, cervical carcinoma is the third most prevalent cancer among women, and the northern region and the state of Amazonas have the highest incidence in the country. However, not all women benefit from cervical cancer screening measures. Most women in the LGBTQIA+ community do not seek gynecological health services since they often face barriers related to female homosexuality when accesing sexual health services. Using PCR, this study perfomed the molecular detection and genotyping of HPV in thirty-six patients (20 homosexual and 16 bisexual women) from Manaus, Amazonas, Brazil. Samples of the cervical epithelium were taken during the preventive examination and genotyping was perfomed to detect HPV 16, 18, 31 and 58. Of the thirty-six patients analyzed in this study, 88% of bisexual women (n=14) and 60% of homosexual women (n=12) tested positive for HPV. The HPV 18 genotype was the most frequent among the findings. The results indicate that homosexual and bisexual women are more vulnerable to HPV infections due to the lack of more specific gynecological care directed to this group, which includes the lack of training of professionals to deal with the particularities of this population group. Therefore, more HPV screening studies for LGBTQIA+ women and improved training for specialized health professionals are needed.

Complex Instruction: developing teachers’ professional knowledge and practice in Brazil

ABSTRACT ‘Programa de Especialização Docente Brasil’ (PED Brasil) is a learning and professional development program in mathematics or science education for primary or secondary in-service schoolteachers. Designed to be a teacher education program that addresses issues related to educational quality and equity in racially, socially, and academically diverse Brazilian schools, PED Brasil intended to craft a program with a signature pedagogy that could be capable of shaping the ways of thinking and acting in the teaching profession. PED Brasil does it by integrating different dimensions of knowledge and demonstrating various aspects of professional practice, considering the democratic society we aim to build. In this paper, we analyse how PED Brasil has adopted Complex Instruction as its signature pedagogy.

Application of physical and mathematical modeling in the educational process by the example of power plant simulators

This article discusses the application of digital twin technology in thermal power engineering. Special attention is paid to the influence of digital models of the existing equipment of the powerplant on the educational process in higher educational institutions and professional development of service personnel. The article summarizes the results of the introduction of power plant simulators into the curriculum, the methodology of laboratory work and the organization of training sessions. It is also shown that the introduction of physical and mathematical modeling in education and practice contributes to improving the safety and efficiency of work in the energy sector. The results of the introduction of plant simulators into the curriculum are summarized. The software of computer equipment provided for classes at a higher educational institution is considered as a tool for practicing operation skills and creating digital models. When working in a software package, the user is given the opportunity to control units of equipment individually, collectively as a whole unit, or create computational models consisting of simple blocks of equipment. The proposed mutual cooperation between software developers and universities can lead to the creation of digital models to enable retraining of specialists in the workplace, as well as increasing the level of knowledge of graduates. The result of the introduction of a virtual testing ground in a higher educational institution in order to verify the knowledge of students is considered. Thus, the introduction of digital twins into the educational process and practice of work in the thermal power industry is a promising direction for the development of the industry. It contributes to improving the level of training of specialists, ensuring the safety and efficiency of equipment operation, as well as reducing the risks of emergency situations

Growing our own: enabling PGR teachers to flourish in authentic ecosystems

Postgraduate researchers who teach (PGR teachers), or Graduate Teaching Assistants (GTAs) play a valuable role in global Higher Education, being a central part of the teaching workforce. PGR teachers are noted, amongst other things, for their ability to relate closely to students, bringing research-informed perspectives and providing effective and nuanced support to students in a massified HE sector. However, in spite of their longstanding presence, they are ubiquitously described as being in a ‘liminal space’ in the literature, and as early career colleagues, often have less professional experience and reduced agency to make pedagogical decisions, all whilst experiencing precarity and other challenges relating to occupying an impermanent role. Professional development opportunities for PGR teachers are reasonably widespread but do they enable the best way for PGR teachers to grow and thrive in their teaching work? This Afterword, drawing on the contributions of authors in Issue 4 of the JPPP, considers how PGR teachers are deploying the outcomes of professional learning, and where the ‘best space’ might be for them to develop and evolve as practitioners. It reflects on the structure and rationale established in the Warwick Postgraduate Teaching Community and argues for the support and initiation of similar PGR communities of practice across the sector, as being optimal spaces for PGR teachers to thrive, learn and grow with peers.

Fostering Early English Education in Saudi Arabia: A Pathway to Achieving the United Nations’ Sustainable Development Goals in Education

English language education has become increasingly vital in non-English-speaking countries, driven by globalization and the demands of the international economy. In Saudi Arabia, enhancing English proficiency is one of the most important aspects of educational reform emphasized by Vision 2030. This study examines the perceptions of 420 kindergarten and elementary school teachers, Saudi Arabia, regarding early English education for young learners aged 4 to 8. Using a structured questionnaire, the study reveals strong support among teachers for early English instruction, with 77% agreeing that every child should master at least one foreign language. Additionally, 86% of respondents believe that English should be introduced in primary school to establish a solid foundation for language mastery. Multiple regression analysis identified significant predictors of teacher support, such as teaching experience, educational qualifications, and regional location. Teachers with more experience and higher qualifications were more supportive of early English education, with greater support seen in urbanized areas. The findings also highlight the significance of English proficiency in the context of economic globalization. A total of 88% of teachers recognize that English is necessary for global communication and competitiveness. The study concludes that teacher perceptions align with the goals of Vision 2030, highlighting the strategic importance of early English education in Saudi Arabia's educational reforms. It further highlights the need for ongoing professional development for teachers and increased parental involvement to ensure the positive implementation of early English programs. These insights are critical for informing educational policies and practices that support Saudi Arabia's broader socio-economic objectives.

Investigation of Differentiated Instruction Model ESP Based on Students’ Needs at Vocational High School in Palembang

This study investigates the application of differentiated instruction (DI) models in English for Specific Purposes (ESP) classrooms at vocational high schools in Palembang, focusing on students’ linguistic and vocational needs. Using a systematic literature review (SLR) following PRISMA guidelines, the research analysed 15 articles from Scopus, ERIC, Google Scholar, and Web of Science. The findings reveal that DI strategies are inconsistently applied, with teachers often facing challenges due to large class sizes, insufficient training, and resource limitations. However, when implemented effectively, DI has been shown to improve student engagement and learning outcomes. The study identifies best practices for enhancing DI in vocational ESP settings, emphasizing the need for curriculum alignment, task variety, and professional development to address the unique needs of vocational students. Recommendations include providing ongoing teacher training and better resources to optimize DI models in such contexts.

Pandemic preparedness of Egyptian community pharmacists and potential facilitators to the successful implementation of a community pharmacy coronavirus disease 2019 referral service: a cross-sectional survey.

The coronavirus disease 2019 (COVID-19) pandemic resulted in an increased need for essential community services including new roles for pharmacists. Globally, community pharmacists are a highly accessible point of contact for referral. To assess the preparedness of and facilitators to community pharmacists referring patients with suspected COVID-19 symptoms for testing. A cross-sectional survey was administered using a structured questionnaire to 1023 pharmacists (one respondent in each pharmacy) in Egypt between 17 and 30 May 2020. Pharmacists who had received pandemic referral training were significantly more familiar with the referral system in comparison to those who had not (n = 180; 17.6% vs. n = 841; 82.4%, P = .014). Case referral was significantly associated with the referrer (n = 161, 15.8%), demographics of region (P = .001), graduation year (P = .035), and gender (P = .015). The vast majority of respondents identified facilitators to referring, namely university-level teaching (n = 984, 96.7%), continuing professional development (n = 958, 94.3%), smartphone app (n = 809, 80.5%) or telephone hotline (n = 933, 91.5%), IT access (n = 861, 84.7%), and managing patients' attitudes through the media in terms of the importance of declaring symptoms to (n = 998, 97.7%) and cooperating with (n = 977, 96.2%) referrers. Pharmacists' lack of preparedness to engage with the referral process and related roles contributing to tracking the national COVID-19 infection rate could be mitigated by the provision of facilitators suggested by respondents. These included improved cooperation from local healthcare authorities, educational interventions, technological solutions, and the use of the media. Demographics associated with pharmacists' attitudes to referral, and hence the reliability and validity of the national infection rate, demand further investigation.

Perceptions of head kindergarten teachers in Israel of the role of their teaching assistants

ABSTRACT Few studies investigate the issue of kindergarten assistants, most probably because kindergarten assistants are often considered ‘invisible’ and are unappreciated because of their lack of appropriate education and training and low wages. This article examined how Israeli kindergarten teachers perceive the role of their assistants in an attempt to show the changes in the perception and definition of the role, especially following changes introduced by the ministry of education, which considers early childhood education an important goal and supreme value for the future of education and the state. Based on a questionnaire among kindergarten teachers in northern Israel, the study found a division of duties between the kindergarten teacher and the assistant, while the character of change in this division of duties stemmed from the managerial culture of the kindergarten and/or the kindergarten teacher’s years of experience. This suggests that kindergarten teacher assistants should receive appropriate professional development to ensure optimal fulfilment of their role.

Building a valuable professional development course: instructor effort vs. perceived student value of activities in an online biotechnology course

Providing undergraduate and graduate students with the appropriate preparation for transitioning to careers in their field after graduation is a key goal of higher education institutions, with many programs employing professional development workshops or courses to assist students and provide hands-on skills in this area. Although a wide variety of activities could benefit students, instructor and career specialist time is limited. Here, we describe an online biotechnology professional development course for undergraduate and graduate students, covering career exploration and the job search process, and the students’ perceptions of the activities offered based on survey data. Overall response to the course was positive, with students at various stages of their education indicating appreciation of most of the course assignments. Interestingly, students ranked the activities that took the most instructor time, namely review of application materials, mock interviews, and career panels, as the most valuable for their personal development. The career exploration aspects of the course influenced students to be open to new possibilities. However, students struggled to make time to complete the assignments for a fully online, largely asynchronous course. Discussion of the value of the course activities, their relevance to social cognitive career theory and cognitive information processing, and suggestions for smooth implementation are provided.

Effectiveness of Teachers Training Program in Enhancing Teaching Competence of Public Primary School Teachers in Ilemela Municipality, Tanzania

The study aims to investigate the Effectiveness of Teachers Training Program in Enhancing Teaching Competence of Public Primary School Teachers in Ilemela Municipality, Tanzania. The problem of this study was answered by the one research questions; TCPD training programs in enhancing teaching competence. The study was guided by the Social Cognitive Theory. The current study employed convergent design under mixed research methods approach. The target population consisted of various stakeholders, including 81 public primary schools, 1,047 teachers, 19 Ward Education Officers, 81 head teachers, and 8 District quality assurers making total number of 1155 population. The sample size for the current study consisted of 16 public primary schools, 192 teachers, 16 head teachers, 6 Ward Education Officers (WEO), and 2 District School Quality Assurers (DSQA), totaling 216 respondents. Questionnaires, interview guides, and document analysis guides were used to collect data from respondents. Data collection instruments were validated by MWECAU research experts. A pilot study was conducted in two public primary schools. The reliability of questionnaires for Likert-type items was estimated using Cronbach's Alpha Coefficient whereby r= 0.889 for teachers while that of qualitative established through peer debriefing and triangulation. The study adhered to ethical considerations throughout the research process. Descriptive statistics were analyzed quantitative data using SPSS version 26. Qualitative data was analyzed thematically. The study found that the TCPD is highly effective in improving teaching competence through focused training on classroom management, instructional design, differentiated instruction, student engagement, and technology integration significantly improved their teaching skills. The study concluded that Continuing Professional Development (CPD) effectively Enhanced Teaching Competence of Public Primary School Teachers in Ilemela Municipality to the high extent. The study recommended that a similar training program should be implemented regularly to equip teachers with up-date skills and knowledge.

INTEGRATION OF TECHNOLOGY AND LITERATURE IN HUMANISTIC HEALTH TRAINING: EFFECTS OF TEXTS ON THE HUMANIZATION OF CARE

Given the need to develop educational practices that transcend technical knowledge, promoting ethical reflection and empathetic understanding of patients, this study aimed to analyze how the use of literary texts in health education can promote the humanization of care, integrating digital technology to maximize educational impact and improve the training of professionals. The proposal explores the potential of digital technologies to maximize educational impact and improve the training of future health professionals. A mixed methodological approach was used, with qualitative and quantitative analyses, applied in the discipline of Nursing in Women's Health at a private university in São Paulo. The research was conducted remotely, due to restrictions imposed by the pandemic, and involved 58 undergraduate nursing students. During the study, students read and discussed the works The Death of Ivan Ilyich and Little Doctor through the Google Classroom platform. The activities included guided readings, weekly discussions, and questionnaires to assess the impact of the readings on students' understanding and practice in relation to the humanization of care. Quantitative analysis revealed a significant increase in student participation and depth of reflections after the introduction of literary texts, while qualitative analyses highlighted the importance of literature in fostering a more empathetic and humanized perspective in health practice. It is concluded that the integration of literary texts, mediated by digital technologies, proved to be effective in improving the understanding and practice of humanization in care, contributing to a more sensitive and reflective professional training.

An inquiry on the on-the-job training experiences of accounting interns

This study examines the experiences of accounting interns during their On-the-Job Training (OJT) program in accounting firms, banking institutions, and government agencies. The research participants, who graduated from the accountancy program in 2022-2023, have completed the OJT program and are currently employed. Using the cognitive apprenticeship theory, the researchers explored the experiences of interns in their PJT. During their OJT, the accounting interns experienced immersive training, practical application, and interactions with colleagues. The on-the-job training experiences of the Accounting Interns contribute to their overall professional development and personal growth through building professionalism, developing workplace skills, employing adaptive resilience, and cultivating reflective learning. The OJT experiences prepare the Accounting Interns for their current job because they have developed positive workplace behaviour and efficiency. The challenges encountered by the Accounting Interns during OJT are unrelated or unfamiliar tasks, problems with social skills, difficulty in task organization, and difficulty adjusting to work culture and protocols. Accounting Interns cope with the challenges during their OJT through self-initiated learning, seeking help from colleagues, building confidence, time management, and observing professionalism. Furthermore, the OJT program combined academic knowledge with practical skills to improve students' career readiness. The experience prepared them for professional challenges in their fields. The findings of this study contribute to the exploration of the accountancy students during their OJT. Moreover, other students can find ways on how to deal with encountered problems as they undergo the OJT program.

Influence of Emerging Trends in Human Resource Management on Employee Performance of Nandi County Government, Nandi County, Kenya

There has been a rise of many emerging trends and issues in all sectors and organizations globally, and the human resource management field was not an exception. Therefore, this study sought to establish the influence of emerging trends in human resource management on employee performance within the Nandi County Government. The study was guided by the following objectives: to assess the influence of professional development and to determine the influence of information technology on employee performance. The findings of the study would enable the county government to understand how emerging trends influenced the performance of their employees and served as a reference point for prospective researchers. The study was anchored on the theory of performance and resource-based theory. It adopted both quantitative and qualitative research approaches. The study design was descriptive research design, and the target population was 222. The sampling adopted included stratified and simple random sampling techniques. The sample size of the study was 143, determined using the Yamane method. Structured questionnaires and interview guides were used to collect data, which were analyzed through descriptive and inferential statistics, including mean, standard deviation, and linear regression. The analyzed data were presented in tables, charts, and graphs. The study found that professional development emerged as a significant influencer, with a coefficient of 0.402 and a standardized coefficient of 0.421, suggesting a positive influence on employee performance through investments in professional growth. This influence is supported by a high t-value of 4.612 and a p-value of .000. Information technology similarly demonstrates a notable influence, with a coefficient of 0.383 and a standardized coefficient of 0.392. The statistical significance is reinforced by a t-value of 3.286 and a p-value of .000. The study concluded that employees perceived training programs related to the management information system positively. Further, the study concluded that there is a strong commitment among employees to pursue higher academic qualifications, indicating a culture of continuous learning within the Nandi County Government. The study recommended that comprehensive continuous learning programs be developed and implemented to encourage and support employees in pursuing higher academic qualifications and professional certifications. It also recommended that customized managerial training programs should be created to align with the specific competencies needed in the Nandi County Government Enhancing the IT infrastructure and accessibility in the County Government.

Science teachers' beliefs about teaching and learning related to content and procedural goals

AbstractScience teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined whether these beliefs are similar across different goals within a subject. The study reported addresses this question by investigating and comparing beliefs about teaching and learning regarding two prominent main goals of science education: content goals that refer to scientific phenomena, laws, theories, and disciplinary core ideas and procedural goals that refer to scientific procedures and practices. To that end, data from 170 German teachers were collected in 2019 and 2020 with an online questionnaire. After modeling the data and assessing the quality of measurement via Rasch analysis techniques, subsequent t‐tests were employed to compare beliefs. Results reveal that science teachers' beliefs vary between both main goals. For instance, teachers believe that achieving procedural goals requires primarily doing science with lesser relevance of discussing and elaborating with students explicitly the rules and strategies for engaging appropriately in scientific practices (e.g., control of variables strategy). In contrast, teachers believe that for achieving content goals, explicit instruction about corresponding conceptual knowledge is of higher relevance. Furthermore, the analysis reveals differences in teachers' beliefs about their own abilities. Teachers typically believe they are more able to teach and deal with content goals compared with procedural goals. The differences reported may help to understand research on teachers' classroom practice and can inform teacher training and professional development.

“They already trusted us a lot”: Allied health students’ experiences of an innovative hospital, service-focussed placement model

Background A service-focussed placement model involves an innovative partnership between service and education providers to a) address service delivery needs and b) facilitate students’ competency development. Services are collaboratively redesigned such that students are positioned as collaborators in service delivery with their learning supported through evidence-informed educational design. This model was implemented in the hospital setting and was found to promote positive patient outcomes. Our study explored whether this model supports student learning. Methods Students’ perception of learning was explored using a multiple-case study design with data collected from 22 semi-structured focus groups and interviews with 64 senior year allied health students (physiotherapy n = 55; occupational therapy n = 9) across six placement settings. Inductive thematic analysis identified aspects of this placement model that facilitated and challenged students’ learning. Results A service-focussed placement model provides a quality student learning experience. Students identified the need to be prepared for independent learning. This placement model promoted their professional development and sense of autonomy through engaging them in early, active learning within a safe learning environment. Conclusions Students perceived that a service-focussed placement model equipped them for the ever-changing complexities and challenges of hospital services.

Exploring a Collaborative Synchronous Online Learning Environment in an Initial Language Teacher Education Program

This qualitative study explores pre-service language teachers’ experiences in a collaborative synchronous online course in language teacher education program in Turkey. A course was designed to equip pre-service language teachers of English with the skills and knowledge necessary to effectively incorporate technology into their teaching and self-learning practices. Adopting a generic qualitative inquiry design, data were collected over 14 weeks from 63 pre-service EFL teachers through weekly reflection papers, online surveys, and face-to-face follow-up semi-structured interviews. The study found that technology-enhanced collaborative online course had a positive influence on participants’ engagement, interaction, and professional development with participants perceiving the course experience positively. The findings suggest that collaborative online courses, when they are effectively taught, can be a valuable professional development opportunity in initial language teacher education programs.