Professional Development Research Articles

Technology Integration in Teaching and Learning: Exploring Prospective Teachers' Perceptions, Practices and Challenges

The current study explores the inclusion of Information and Communication Technology (ICT) in schools in teaching and learning practices in Pakistan. Twelve prospective teachers from public schools of a district in Punjab were chosen using purposive sampling. Semi-structured interviews were used to collect data and thematically analyzed through NVivo 15. The findings revealed five major themes: teachers' perceptions towards ICT, current implementation practices, challenges and implementation barriers, professional development, and support needs, and future perspectives and recommendations. The result of the positive attitude of teachers towards technology was explored as the potential to engage students, but some of the significant barriers were limited infrastructure, inadequate technical support, and insufficient professional development. The study revealed critical gaps between teacher's desire to adopt technology and its effective institutional capacity to implement. Recommendations suggest systemic professional development, improved infrastructure, and institutional support for effectively integrating ICT into Pakistani schools. These findings enhance the understanding of the complexities of technology integration within developing educational contexts and provide insights for policy development and resource allocation.

ADDRESSING WATER SCARCITY THROUGH STATISTICAL INQUIRY IN TEACHER EDUCATION

This article presents the design and implementation of a study and research path for teacher education (SRP-TE) based on the Anthropological Theory of the Didactic. The goal is to analyze this teacher education proposal for inclusive statistics education aiming to overcome constraints derived from the phenomenon of the transparency of data treatment. The proposal starts with a newspaper report about the loss of water resources in Brazil and questions the data supporting it. The study focuses on one of the participating teachers from a disadvantaged region in the Northeast, where she worked in a rural school with few resources and poor infrastructure. The course helped her implement an inquiry activity with her sixth-grade students and mobilize digital resources for data visualization and graph representations. This case study contributed to analyzing how the SRP-TE promoted teachers’ professional development and provided elements for teaching inclusive statistics.

Tech‐driven excellence: A quantitative analysis of cutting‐edge technology impact on professional sports training

AbstractAimIn recent years, the integration of cutting‐edge technology into professional sports training (ST) has revolutionized the way athletes prepare for competition. The study aims to quantitatively analyse the impact of cutting‐edge technology on enhancing performance, efficiency, and outcomes in professional ST programs.PurposeThe purpose of this study is to investigate how advanced technologies influence training effectiveness in professional sports, with a focus on performance enhancement, injury prevention, and overall athlete development.MethodsThis study utilized a quantitative descriptive research design to assess technology's impact on ST. A sample of 450 sports professionals, selected through purposive sampling, completed structured questionnaires. Data were analysed using SPSS to identify correlations between technology use and training outcomes.FindingsThe research findings indicate that athletes utilizing virtual reality (VR), AR, and wearable technology (WT) in their training exhibit significant improvements in performance metrics (PM) and a reduction in injury risks compared to those relying on traditional training methods.ResultThe study results demonstrate that technology‐assisted training improves cognitive skills (CS), decision‐making, and psychological aspects like motivation and focus. Additionally, advanced analytics and artificial intelligence (AI) enable more effective, personalized coaching strategies, enhancing overall training outcomes.OriginalityThis study's contribution lies in its novel approach, demonstrating virtual and augmented reality, wearable tech, and advanced analytics enhance ST by improving performance, CS, and resilience, while also reducing injuries and speeding up recovery.ConclusionThis research significantly advances the sports science domain by offering empirical evidence supporting technology integration, filling prevalent gaps in the current literature.

Exploring the Influence of Video Games on Self-Reported Spatial Abilities Among University Students

Background: Video games are no longer just entertainment; they are increasingly recognized for their potential to enhance cognitive abilities, including spatial cognition. This skill is vital in academic disciplines, where strong spatial reasoning is essential for problem-solving and success. Aims: This study investigates how video game engagement impacts self-reported spatial abilities in university students, focusing on the frequency, types, and duration of gaming. It also explores the contributions of specific video game genres and features to perceived cognitive improvements. Method: A cross-sectional study was conducted with 566 Saudi university students who completed an online questionnaire on their gaming habits and self-reported spatial abilities. Data were analyzed using independent sample t-tests and chi-square tests to assess the associations between video game behaviors and self-reported spatial cognition. Results: Frequent gamers (65% of participants) demonstrated significantly higher self-reported spatial abilities than infrequent gamers, particularly in adapting to spatial challenges (p < 0.001). Players engaged with action and open-world games reported the greatest perceived improvements in spatial cognition. No significant gender differences were observed, indicating that both males and females benefit equally from gaming. The use of perspective in games was notably linked to spatial skill enhancement (p = 0.05). Conclusions: Regular video game play, especially with spatially demanding genres, is associated with significant self-reported improvements in spatial abilities. These findings highlight the potential of video games as tools for enhancing self-reported spatial cognition in education and professional training, particularly in STEM fields.

Measuring Scholarly Practice in Respiratory Therapists: The Development and Initial Validation of a Scholarly Practice Tool.

Respiratory therapists (RTs) must apply competencies to address the health care needs of the public. Although all competencies are deemed essential, scholarly practice requires that professionals critically assess their practices, integrate evidence-based literature, and enhance the care they deliver to patients. Though scholarly practice is also associated with professional empowerment, role satisfaction, and improved patient care, it is rarely measured. The purpose of this study was to develop, pilot, and generate preliminary validity evidence of a tool designed to measure scholarly practice among RTs. We used DeVellis' nine-step scale development process and exploratory factor analysis to develop the tool. The results of a scoping review and qualitative study were used to generate an item pool and pilot test it with 81 RTs across Canada. The refined tool was tested on a larger sample (n = 832) and analyzed using exploratory factor analysis. Using principal axis factoring with Promax rotation, we retained 18 items across 4 factors, explaining 56.7% of the variance in the data (31.7%, 10.2%, 8.6%, 6.2%): (Factor 1) professional development and credibility, (Factor 2) elements supporting scholarly practice, (Factor 3) the perceived impact of scholarly activities on practice, and (Factor 4) scholarly practitioner identity and ability. Internal consistency of the final 18-item scale was suitable overall (Cronbach alpha = 0.879) and for each factor (F1 = 0.888; F2 = 0.774; F3 = 0.842; F4 = 0.746). Our results provide preliminary evidence for a scholarly practice tool that can encourage self-reflection and/or foster peer-based reflection. Using the tool with other health care professionals and conducting confirmatory factor analysis could generate additional validity evidence.

Neuroleadership and Its Role in Educational Settings: A Review of Current Practices

This paper provides an overview of neuroleadership and its application in educational settings toward effective leadership and student outcomes. Neuroleadership combines the emerging research in neuroscience with theories of leadership, aiming at understanding the neural processes that influence decision-making, motivation, emotional intelligence, and managing change in educational contexts. As a study, it highlights possible benefits that could emerge from the application of neuroscientific principles for improving teacher-student relationships through the creation of adaptive learning environments and fostering growth among students via neural plasticity. It also highlights strategies such as emotional self-regulation, collaborative thinking, and mindfulness, which may be used in the development of enhanced well-being and good leadership practices among educators and students. The paper calls for professional development linked to principles of neuroleadership and for more case studies to explore applications in practice. It also gives emerging technologies such as neurofeedback, AI tools, and VR environments for enhancing educational leadership and a better learning experience. Overall, the study epitomizes the potential of neuroleadership in transforming practices in educational settings and linking it with future-oriented professional development.

Studying how AI tools integrated with social media can help teachers manage classrooms by providing insights into student behavior, engagement levels, and areas needing improvement

This study is conducted to determine how AI tools have assimilated into social media and the impacts on student engagement, behavior, and performance. Indeed, with the rapid progress that education technology has witnessed so far, AI stands out in transforming the very approach traditional classroom management utilized toward time. This study is qualitative in nature and seeks to identify teacher practices on class management and improvement of student outcomes while using AI-driven platforms and social media tools. The interviewees comprised 20 teachers, semi-structured interviews, group discussions, and observation. Using the thematic analysis of NVivo software, it has found a major issue that how effective AI tools had been in student monitoring, engagement, usage of social media, and solving the problems like technical issues and the privacy concern. Results: AI tools made the classroom dynamics totally change as now the teachers could use data collected on time for personalized learning and intervention purposes. However, some of the challenges realized include teacher training and data security. The author concludes this research study by making recommendations to the teaching fraternity to use AI and social media tools in the classroom and on proper training, professional development, and ensuring the data privacy. Long-term impacts of AI tools on the academic performance and well-being of students; comparative studies of different school settings, among other directions that explored in future research. This work fits into the thematic development of the transforming potential of AI and social media in new educational environments.

CONTRATAÇÕES DE PROFISSIONAIS DA EDUCAÇÃO INFANTIL: O QUE REVELAM OS EDITAIS DE MUNICÍPIOS DO ESTADO DO PARANÁ?

This article aims to problematize the relationship between training and the requirements for hiring early childhood education professionals, considering the professional profile, the workload of the contract, the salary and the duties. It stems from an inter-institutional research project entitled “Level of training and hiring of professionals for early childhood education in the state of Paraná: strategies adopted and implications for teaching”, which identified and analyzed the training requirement for hiring professionals working in early childhood education in four municipalities in two regions of the state of Paraná, via public examination notices. It is justified by its impact on the expansion of academic studies and social actions aimed at early childhood education in Paraná. Methodologically, we carried out a documentary analysis of the public notices published between 2009 and 2019, accessed via the city halls' official websites. We found that, although the requirement for training to work in early childhood education is a higher degree in Pedagogy, many municipal administrations issued public tender notices that approved positions under different nomenclatures, without the requirement of higher education pedagogical training or, at the very least, the normal modality at high school level, with longer working hours and lower salaries. From this, we conclude that the municipalities investigated have employed strategies to make teaching more precarious, which jeopardizes quality education for all children

Effect of Internal Audit Timeliness on Financial Performance of Deposit Taking Savings and Credit Cooperatives in Western Kenya

Savings and Credit Cooperatives (SACCOs) in Kenya and all over the world play a key part in development of the nations. They have tremendously contributed to the economic growth of third world countries in the world. The objective of the study was to determine the influence internal audit timeliness on financial performance of Saccos in Western Kenya. The main theory was signalling theory. The study was guided by descriptive survey research design. The study targeted 129 internal auditors, accountants, finance officers and chief executive officers in all the 15 Deposit Taking SACCOS. Stratified random and simple sampling techniques were used to select 97 respondents from a target of 129. The study used primary data obtained through self-administered structured questionnaire. Data was analysed using both descriptive and inferential statistics, thus for descriptive mean, standard deviation, frequency and percentages were used. For inferential, correlation analysis and regression was used. Data was analysed using the SPSS 26 software. The results indicated that one-unit increase in internal audit timeliness would results to significant increase in financial performance by 0.339 units (P=0.000). Internal audit timeliness has significant positive effect on financial performance of deposit taking Saccos. The study concludes that the internal audit team's timely follow-up on audit issues showcases a proactive approach to financial risks. Timely resolution of audit issues reflects accountability and drives continuous improvement. The study recommended that top management should provide sufficient financial and human resources for internal audit activities especially through continuous professional development of the internal audit staff.

The needs to foment values in professional nursing technical training

Introduction: the nursing professional expresses in his performance the essence of the social value of health in his functions of comprehensive care.Objective: to argue the behavior of ethical values ​​in nursing education at a technical level. Methods: the synthesis analysis method was used to understand the phenomena present in the study of the process of formation in values The induction and deduction was used to move from the particular knowledge to the general one. Development: from the data collected was obtained regularities and conclusions was issued. Values ​​concepts expressed by different authors are expressed and as from 1960 the scientific community began to alert and address those problems that affect the interests of the community. Nursing career curricula are designed from a perfect approach from the ethical and humanistic concept. The values ​​contained in the current curriculum maya and those that the author's criteria should be incorporated are expressed and from the documentary analysis to the curriculum of the nursing training and the accumulated experiences, in the context of Medical Education, the lack of values ​​required by this type of health technician was identified. It is argued.Conclusion: the need to incorporate the values ​​of fellowship and communication in the integral formation of the curriculum of the nursing students, for which, preparation and methodological work is required, starting from the design an educational strategy with the faculty of this training

A Qualitative Analysis of Student Perspectives of Their Post-secondary Nutrition and Dietetics Program, Courses, and Instructors: Applying a Critical Pedagogies Perspective

Postsecondary dietetics education is in a time of transition in Canada and specifically in Manitoba. We sought to qualitatively investigate this cohort’s perspectives on the University of Manitoba’s dietetics program. In 2020/21, interviews were conducted with undergraduate dietetics students as well as dietetics interns and graduate students who had recently completed the undergraduate dietetics program. We recruited 25 participants, all of whom self-identified as female, with 60% identifying as white, with an average age of 25 years old. Informed by critical pedagogy, our analysis yielded four themes: motivations for studying dietetics; learning outside the classroom; development of critical awareness; and uncertain career futures and training improvements. Social media featured in each of the themes, particularly in how it exposed participants to various social justice movements. While students acknowledged developing more critical awareness in their programs, they nonetheless felt a disconnect between what they perceived they needed to learn and what was taught. Participants also described uncertainty associated with the future directions of their program or career. Analysis of their perspectives reveal ways dietetics and dietetics education could further incorporate critical pedagogies that highlight social justice issues, enhancing the field’s potential to contribute to public health and health promotion. In this time of transition for dietetics education in Manitoba, drawing inspiration from perspectives of this cohort, there is an opportunity for dietetics and pedagogy to evolve. There is also potential to apply critical pedagogy to analyze trainee perspectives of other health professional education and training programs.

Enhancing Teachers’ Creativity with an Innovative Training Model and Knowledge Management

In the post-COVID-19 era, education requires teachers to engage learners across diverse learning environments (at school or other formal institutions, at home, outdoors, or in virtual environments) using innovative learning strategies. To meet these challenges, teachers must upskill their creativity and strengthen their pedagogical digital competencies and knowledge management skills. This study introduces the innovative teacher training and support (TTS-IPCD) model to enhance teachers’ creativity and pedagogical digital competencies. This research involved a sample of 350 teachers from 75 primary and secondary schools over a four-year period. Teachers’ creativity was measured using the Kirton Adaption–Innovation Inventory (KAI), assessing key metrics such as problem-solving flexibility, openness to change, and inclination toward novel approaches. Quantitative analysis was conducted using an independent samples t-test to evaluate teacher creativity changes. The results indicated that the TTS-IPCD model enhanced teacher creativity in the direction of a stronger propensity toward innovative behaviors, including embracing diversity and change in their work, solving problems through novel approaches, and adopting a holistic perspective rather than strictly adhering to established routines. Furthermore, the TTS-IPCD model improved teamwork and collaboration, contributing to the development of more adaptive and innovative learning environments. These findings highlight the importance of continuous professional development of teachers focused on creative pedagogy and digital competencies to equip teachers for the evolving educational landscape.

Equipping Teachers for Success in Rural Communities: Unveiling the Key Characteristics and Attributes of Thriving Rural Teachers

Australian education faces persistent challenges in preparing and retaining teachers within rural contexts. This qualitative study examines the attributes of thriving rural teachers through focus group discussions with 103 rural educational leaders. Utilising a theoretical framework combining attribution theory and ecological systems perspectives, the study synthesised leaders’ perceptions of key dispositions and behaviours contributing to rural teachers’ success. Four interconnected dimensions emerged: being community, classroom, professionally and personally equipped. This study revealed that while individual teacher attributes are crucial, school support and community context significantly influence teacher success. The application of attribute theory further revealed that findings attributed teacher’s success to internal, stable, and controllable factors, suggesting that key traits could be developed through targeted professional development and experience. This study provides nuanced insights into ’rural readiness’, informing education policy decisions and practices, initial teacher education institutions, schools, and communities. The study emphasises the need for a holistic approach to teacher preparation and support that considers both individual and systemic factors.

Adaptation Administration Practices and Accommodating Classroom Organization of Public Elementary School Teachers

This study determined and described the adaptation administration practices and accommodating classroom organization of public elementary school teachers in the Lupon District, Division of Davao Oriental. It employed a non-experimental quantitative research design utilizing a correlational method. The respondents of the study comprised 139 public elementary school teachers selected through universal sampling. Data analysis involved the use of mean, Pearson r, and regression analysis. The findings revealed that the adaptation administration practices of public elementary school teachers, in terms of consideration, stimulation, motivation, and influence, were oftentimes demonstrated by the teachers. Similarly, accommodating classroom organization, in terms of normative behavior, workplace behavior, values, and decision-making, was also oftentimes observed. Furthermore, a significant relationship was found between adaptation administration practices and accommodating classroom organization among teachers. It was further revealed that the domains of adaptation administration practices significantly influenced the accommodating classroom organization of public elementary school teachers. Based on the findings, it is recommended that public school teachers participate in conferences and training programs organized by the Department of Education (DepEd) as part of a professional development program. Such initiatives could enhance teachers' knowledge and skills, thereby fostering improved educational practices and creating a more conducive learning environment for students.

Exploring the Supervision Experiences of LGBTQ+ Social Workers in Taiwan

This study adopts an ecological systems perspective to explore the multifaceted experiences of LGBTQ+ social workers under workplace supervision. It examines how gender identity, workplace culture, social environment, and time influence their professional growth. The findings underscore the importance of supervisors' gender sensitivity in fostering psychological safety and professional development for LGBTQ+ social workers. While the implementation of gender-friendly policies can improve workplace conditions, their effectiveness is often constrained by institutional culture. Additionally, gender identity emerges as both a strength and a challenge in supervisory relationships, with client acceptance significantly impacting professional identity and competency. As Taiwan progresses in addressing diverse gender issues, LGBTQ+ social workers are learning to balance their identities with professional roles. This study fills a gap in research on the workplace experiences of LGBTQ+ social workers and provides practical recommendations for improving gender-friendly policies, enhancing supervisory practices, and fostering inclusive workplace cultures.

A proposed roadmap: one department of surgery’s plan for diversity, equity, and inclusion

PurposeDisparities remain in academic surgery that negatively impact our patients and our community in multiple ways. The Department of Surgery (DoS) at Oregon Health & Sciences University (OHSU) formally established a Diversity, Equity, and Inclusion (DEI) Council in 2020 to address the multifaceted etiologies of these inequities. This manuscript describes the steps taken by this council to create a more diverse, equitable, and inclusive workspace, which were guided by the framework provided in the white paper “Ensuring Equity, Diversity, and Inclusion in Academic Surgery” by West et al.MethodsThe DEI Council was constructed into four working groups: Antiracism, Gender Equity, LGBTQIA + , and Community Engagement. Each group is charged with a unique mission statement to address pertinent inequalities. Various initiatives include educational lectures, workshops, quality improvement and health advocacy projects.ResultsThe DEI Council has achieved progress by modifying hiring, promotion, and tenure policies and facilitating mentorship. Changes have been made to call expectations and lactation policies for residents and faculty who are expecting or new parents. Nine observerships and financially supported subinternships for underrepresented groups have been completed and will continue. DEI professional development modules, retreats, and monthly cultural humility discussions have been established. Cultural humility and competence of the DoS cohort has been measured through validated tools.ConclusionThere is much work ahead to achieve our DEI goals. This manuscript demonstrates progress that can be replicated and improved at other institutions as we all strive toward a more diverse, equitable, and inclusive world of academic surgery.

Perspectives: Cultural Wealth, Co-creation, and Conversations

In this article, two librarians reflect on their experience as an intern and supervisor navigating traditional and antiquated norms upheld in academia. The intern, a first-generation Mexican-American student, describes the shift in her values, beliefs, and identity as she confronts the extractive practices embedded in internships, resulting in a collaborative and critical internship. The internship supervisor, a senior librarian, also reflects on her role in resisting these exploitative dynamics by using the community cultural wealth model, which recognizes the knowledge students of colour bring from their homes and communities. The intern and supervisor introduce ideas for improving the internship experience by embracing community cultural wealth, critiquing the role of neoliberal multiculturalism, and addressing the systemic extraction that hinders the professional development of marginalized students.

Empowering Novice Teachers through Mentorship and Supported Teaching in Schools: Implications for Education Policy and Practice

Purpose: This study aimed to support novice teachers in teacher education institutions in Ghana on how mentoring and supported teaching in schools (STS) can be used to shape the novice teacher’s thought on the school profile dimension throughout the mentoring relationship. The purpose is to review literature on mentoring using Hudson's five factor mentoring model process and STS and think through how mentoring and STS can be improved in teacher preparation. The Hudson's five factor model of mentoring was used as the conceptual framework. Methodology: The study was conducted using document analysis (secondary data sources), such as reports, online papers, or datasets that have already been gathered from Google, ERIC, Research gate, and Academia. Findings: The findings of the study were that the STS has created an opportunity for mentors to spend time with their mentees and share their professional and pedagogical experiences. Again, it is believed that structured mentoring, feedback and reflection would enhance the student teacher’s capacity to succeed. Unique Contribution to Theory, Practice and Policy: The study suggests that there should be on-going professional development for mentors, structured mentoring programmes, feedback and reflection mechanisms to check for coherence through assessment procedures and monitor students’ progress. Case study research can also serve to illuminate both positive and problematic aspects of the STS mentoring.

Zasady efektywnego przesłuchania Méndeza w dziedzinie pomocy społecznej – perspektywy dla Republiki Czeskiej i dla Polski

The Principles on Effective Interviewing for Investigations and Information Gathering, also known as the Méndez Principles, present an innovative approach to interviewing, interrogations, and the prevention of torture. The Méndez Principles blend legal and scientific elements to enhance the effectiveness of information gathering conducted by state officials while upholding human rights. They can also be extended beyond criminal proceedings to other areas, such as social services, embodying an inclusive multidisciplinary strategy that integrates law and psychology. Aimed to facilitate accurate and complete information acquisition, these universal principles accommodate diverse state legislations. In the Czech Republic, social services adhere to the standards of care established in 2007, which prioritize individual needs and human dignity, in conjunction with the Méndez Principles. In Poland, the standards of social services have been defined by the law on social welfare of 2004, which prioritizes individual rights and dignity and thus adheres to the values of the Méndez Principles. In both countries, national legal standards on social services converge on safeguarding human rights, respecting individual will, and promoting professional development and communication between social service personnel and their clients. The aim of the paper is to explore the potential application and relevance of the Méndez Principles – originally designed for interviewing and information gathering in investigations and interrogations – to the field of social services in the Czech Republic and Poland. The authors seek to examine how these principles, which emphasize human rights, legal integrity, and psychological insights, can enhance the standards of care and information gathering in social services, ultimately contributing to fairer, more respectful, and effective procedures. The paper investigates the intersections between the Méndez Principles and existing national social service standards, aiming to identify possible synergies and benefits of integrating these principles into social service practices. The authors conclude that there is potential for the implementation of the Méndez Principles in social services, among other areas, with respect to information gathering for decision-making.

Towards the Structure of the Digital Competence of the Library Specialists

The purpose of the article is to present the structure of the digital competence of a library specialist, developed based on research of recommendations of specialised organisations and regulatory documents, European approaches to the development of digital competence frameworks, and the results of a survey of library specialists. The research methodology is based on applying systemic, functional, acmeological, axiological and socio-communication approaches, which made it possible to scientifically understand the essence and structure of the formation of digital competence of library specialists. The theoretical methods of analysis and comparison helped to study the problem, clarify the essence of key concepts and determine the structure of the digital competence of library specialists; generalisation and systematisation were used to substantiate the components of digital competence. The scientific novelty. The structure of the digital competence of a library specialist is defined, which takes into account overall digital competence, digital technologies for professional activities, support learning, teaching and research (in particular, promoting digital literacy and users digital inclusion, digital mentoring), the ability to digital transformation and professional development in the digital environment. The author presents the draft digital competence framework for library specialists, which can be considered for improvement in the draft framework published by the Ministry of Digital Transformation for public discussion. Conclusions. The digital competence framework for library professionals can become the basis for an effective system of training and in-service training in digitalisation at different degrees of education, as well as a tool for effectively monitoring the level of digital competence among library staff. The presented draft digital competence framework for library professionals includes six areas (digital literacy; digital collections and resources; digital service, digital technologies and tools in professional activities; digital mentoring; digital leadership and professional development), thirty descriptors, and provides four levels of proficiency described by task complexity, autonomy, attitude, and cognitive domain. A comparison is made with the draft published by the Ministry of Digital Transformation in June 2024, along with recommendations for its improvement.