Professional Development Research Articles

Enhancing examination integrity through constructivist and reflective practices: a case study of the science faculty at a commonwealth university

Purpose This study aims to introduce a comprehensive internal framework designed to ensure the integrity of courses, programs, and assessments within the science faculty of a university. Design/methodology/approach This study utilized a case study methodology, using semi-structured interviews, document analysis and observations. Data from structured departmental and faculty meetings, student consultations, benchmarking reports and feedback loops informed the development and evaluation of the framework. Findings The framework’s implementation has resulted in student satisfaction exceeding 90%, reflecting positive feedback on the quality, diversity and fairness of assessments and teaching practices. Lecturer satisfaction exceeds 75%, driven by autonomy, professional development and adoption of reflective teaching strategies. Errors in assessments have decreased by 95%, highlighting the effectiveness of the standardized checklist and rigorous review processes. The faculty, along with its Examination Quality Assurance Committee, fosters a culture of shared governance for maintaining academic integrity and improving assessments. Program alignment with international standards has facilitated global partnerships. In addition, the framework reduces logistical inefficiencies and reliance on external examiners. Originality/value This study introduces an innovative internally structured framework as a viable alternative to the external examiner system, offering a replicable model for broader adoption.

Penerapan Model Problem Based Learning Terhadap Partisipasi Siswa Di Tinjau Dari Kompetensi Pedagogik Guru

This study aims to explore the implementation of the Problem-Based Learning (PBL) model in increasing student participation, as viewed from the pedagogical competence of teachers. Pedagogical competence is an essential element that determines the effectiveness of learning, including in the implementation of PBL, which requires the teacher’s ability to design, manage, and evaluate problem-based learning processes. This study uses a library research approach, referring to various academic literature such as books, scholarly journals, and relevant dissertations. Data were collected from various sources discussing learning strategies, research methodologies, and the implementation of PBL in the educational context. Data analysis was conducted using a content analysis approach, through the process of identifying patterns, themes, and relationships in the analyzed literature. The research findings indicate that good pedagogical competence allows teachers to create a collaborative learning environment, motivate students to think critically, and enhance their involvement in the learning process. Furthermore, effective implementation of PBL requires teachers’ skills in guiding students to solve problems independently, so that active student participation can be realized. This study concludes that improving teachers' pedagogical competence, especially in the context of PBL, has significant implications for the success of learning based on active participation. Therefore, teacher professional development through training and pedagogical competence development programs is an essential step to support the optimal implementation of PBL. This research is expected to serve as a reference for educators and policymakers in designing strategies to improve the quality of education through strengthening teachers' pedagogical competence.

Pengembangan Media Pembelajaran Kincir Misteri Berbasis Local Wisdom Sumatera Selatan Pada Mata Pelajaran IPAS Kelas IV di SD Negeri 223 Palembang

This study reviews the application of various innovative learning models in the context of 21st century education in Indonesia, with a focus on the application of Technological Pedagogical Content Knowledge (TPACK) and other cooperative learning methods. This study refers to the latest research (2020-2024) which examines the effectiveness of implementing TPACK in the Teacher Professional Education (PPG) program, Classroom Action Research (PTK) training oriented towards 21st century learning, as well as the use of creative digital learning media. like a webtoon comic. The method used in this research is a literature review study, by collecting and analyzing scientific articles related to the implementation of PTK in elementary schools. The data collection technique used is analysis, which will later function to collect relevant data and sources in this research. The type of data used is qualitative, chosen because the method applied is a literature study. The results of this study show that the application of TPACK and other innovative learning methods has a positive impact in increasing teacher competence, student interest and involvement, as well as student learning outcomes. Technology-based learning models such as TPACK and Problem Based Learning (PBL) strategies combined with the Talking Stick method, have been proven to be able to improve students' critical thinking skills and activity in learning. This study concludes that collaboration between technology and pedagogy in learning has an important role in building an education system that is responsive to the demands and challenges of the digital era.

Implementasi Technological Pedagogical and Content Knowledge (TPACK) dalam Penelitian Tindakan Kelas: Sebuah Studi Review

This study reviews the application of various innovative learning models in the context of 21st century education in Indonesia, with a focus on the application of Technological Pedagogical Content Knowledge (TPACK) and other cooperative learning methods. This study refers to the latest research (2020-2024) which examines the effectiveness of implementing TPACK in the Teacher Professional Education (PPG) program, Classroom Action Research (PTK) training oriented towards 21st century learning, as well as the use of creative digital learning media. like a webtoon comic. The method used in this research is a literature review study, by collecting and analyzing scientific articles related to the implementation of PTK in elementary schools. The data collection technique used is analysis, which will later function to collect relevant data and sources in this research. The type of data used is qualitative, chosen because the method applied is a literature study. The results of this study show that the application of TPACK and other innovative learning methods has a positive impact in increasing teacher competence, student interest and involvement, as well as student learning outcomes. Technology-based learning models such as TPACK and Problem Based Learning (PBL) strategies combined with the Talking Stick method, have been proven to be able to improve students' critical thinking skills and activity in learning. This study concludes that collaboration between technology and pedagogy in learning has an important role in building an education system that is responsive to the demands and challenges of the digital era.

Idealism and ambiguity: encountering professional socialization in an emerging profession

ABSTRACT This collaborative autoethnography explores the professional socialization experiences of three former primary-role academic advisors within the context of academic advising as an emerging profession. Two main themes emerged from the collaborative dialogue and analysis: 1) the tension between individual professional identity and the identity of organizations in an emerging field, characterized by ambiguity and idealism; and 2) the role of reflection in gaining conscious awareness and navigating this tension. The study highlights the potential of reflective practice in shaping professional identity, managing transitions, and fostering critical self-awareness and empowerment. Engaging in reflective practices allows advisors to bridge personal beliefs with professional ethics, cultivate a sense of community and cultural responsiveness, and develop a more coherent and authentic professional identity. The findings emphasize the importance of integrating reflective practice into professional development programs to support advisors in navigating the complexities of their roles and adapting to evolving professional landscapes. Institutions are encouraged to facilitate reflective practice through structured opportunities, supervision, and peer discussions to promote continuous growth and excellence in academic advising.

Digital intelligence technology and curriculum ideology in sports colleges: the mediating roles of teaching effectiveness and student engagement

IntroductionThis study explores the role of digital intelligence technology (DIT) in indirectly enhancing curriculum ideological effectiveness in sports colleges through improvements in teaching effectiveness and student engagement. The research provides insights into how technology integration can influence ideological and political education outcomes.MethodsA nationwide sample of 804 faculty and student respondents was analyzed using a chain mediation model grounded in the Technology Acceptance Model, Self-Determination Theory, and Educational Ecosystem Theory. Structural Equation Modeling (SEM) was applied to examine the relationships between DIT, teaching effectiveness, student engagement, and curriculum ideology outcomes.ResultsThe findings reveal that DIT significantly enhances teaching effectiveness and student engagement, which sequentially contribute to improved curriculum ideology outcomes. Student engagement accounted for a greater proportion of variance compared to teaching effectiveness, emphasizing the critical role of interactive learning in ideological and political education.DiscussionThis study introduces a novel chain mediation pathway—DIT → Teaching Effectiveness → Student Engagement → Curriculum Ideology—highlighting the synergistic relationship between teaching quality and learner participation. The findings provide theoretical contributions to understanding technology integration in sports education and practical recommendations for professional development and interactive classroom practices to optimize the impact of DIT.

A systematic literature review on the importance of teacher recruitment and retention in global educational reform

This study conducts various economic approaches implemented worldwide to augment teachers’ recruitment and retention. It commences by situating the criticality of teacher recruitment and retention within the broader ambit of educational expansion and reform worldwide. Each nation prioritizes recruiting and retaining high-caliber educators, acknowledging the critical role that remuneration and additional professional opportunities play in attracting and sustaining individuals within the teaching profession. This systematic literature review analyzes the Economic approaches to teacher recruitment and retention. Using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis Protocols Statement), this literature review is those articles successfully published between 2017 and 2023. The study uses two well-known internet sources: Web of Science and Scopus. There are 215 publications, including 15 papers with the most citations for this thorough literature study. This study emphasizes the importance of economic incentives, such as salary and professional development opportunities, in attracting and retaining skilled teachers in educational institutions. This study finds that policymakers and educational administrators worldwide have pertinent insights and data poised to aid in formulating more efficacious economic strategies for recruiting and retaining teachers. The recommendations are based on a nuanced understanding of the interplay between financial factors and educational efficacy, seeking to inform future policy directions and academic discourse in this field.

The Ten-Point Treatment Programme: developing and evaluating an easy-read version for people with intellectual disabilities

Purpose People with intellectual disabilities (IDs) typically present with co-occurring communication difficulties. Research indicates that cognitive-linguistic impairment is predictive of poor health literacy, which can preclude individuals from developing a comprehensive understanding of their health, care and treatment needs. People accessing forensic intellectual and developmental disability (FIDD) services are more likely to engage meaningfully in treatment and rehabilitation only if they feel empowered to play active roles in their own care. Delivering proposed treatment programmes in an accessible format, which meets their language needs, is likely to promote this. Design/methodology/approach This paper aims to describe the development and evaluation of an easy read version of the “Ten point treatment programme” within an inpatient FIDD service. An expert panel comprising speech and language therapists and education professionals utilised a quality improvement method to develop this. Patients and staff evaluated this resource and gave feedback through surveys or meetings. The resource was refined based on responses, and a final version produced. Findings The easy-read Ten-Point Treatment programme resource was considered valuable by patients and staff from this service. Research limitations/implications Future research should seek to pilot this resource, to explore alternative multi-modal means of accessible information provision coproduced at every level and to examine ways in which this resource could be incorporated within health-care consultations. Another research direction will be to assess the impact of this resource on comprehension, drawing upon objective, previously validated measures. Practical implications Provision of an easy-read version of the Ten-Point Treatment Programme may support individuals with communication difficulties to understand health and care information relevant to their inpatient admission and may empower them to take more active roles in their treatment pathway. It is important to acknowledge, however, that easy read is not an accessible means of information provision for all individuals with ID and that the empirical evidence for its impact is limited. Originality/value This is the first published attempt to evaluate the acceptability of an easy-read version of the Ten-Point Treatment Programme within an inpatient FIDD service in the UK.

Pedagogical, Professional, and Resource Concerns: Understanding Pre-service Teachers' Preparedness for Inclusive Education Implementation

The focus of this study was to explore the underlying factor structure of pre-service teachers’ concerns related to their implementation of inclusive education. In the Pakistani context, limited research exists on pre-service teachers’ concerns regarding preparedness for inclusive education implementation, while education around the world is gaining increasing prominence in inclusive education. A quantitative approach to data collection was adopted from the pre-service teachers (N=635) from five Pakistani universities using a thirty-item questionnaire. The dimensionality of teachers’ concerns was examined using exploratory factor analysis (EFA) with Oblimin rotation. Bartlett’s test (p < .001) and the Kaiser-Meyer-Olkin measure (.938) indicated sampling adequacy. The EFA revealed a three-factor structure explaining 52.77% of the total variance: Pedagogical Preparedness concerns (10 items, variance=18.76%), Professional Efficacy concerns (10 items, variance=17.72%), and Resource and Support Concerns (10 items, variance=16.31%). There was strong internal consistency among all factors (Cronbach’s α .898 to .903). Intercorrelations among factors were extremely low (.009-.072), indicating distinct dimensions. The results suggest that pre-service teachers’ concerns with inclusive education occur along the dimensions of pedagogic skills, competency to deliver inclusive education, pre-service teachers’ professional development needs, and the provision of institutional support. The results of this study give good insights into teacher education programs in Pakistan in terms of targeted interventions in these three areas. The empirically validated factor structure of the survey provides a framework for the study of concerns among pre-service teachers with respect to the implementation of inclusive education. The relationship of these factors with actual teaching performance and student outcomes in inclusive settings is important for future research.

Peningkatan Kualitas Sumber Data Manusia dalam Manajemen Berbasis Sekolah: Jalan Menuju Pendidikan Berkualitas

Improving the quality of Human Resources (HR) through the implementation of School-Based Management (SBM) is a strategic step to realize quality education. MBS authorizes schools to manage resources openly and involve all relevant parties. This research aims to explore the future potential and long-term impact of the implementation of SBM and human resource development in improving the overall quality of education. The data in this study were collected through in-depth interviews, direct observation, and document analysis. Data analysis was carried out thematically with an interpretive approach. The results of the analysis show that the success of SBM is highly dependent on the quality of human resources, especially school principals, teachers, and education staff. Efforts to improve the quality of human resources are carried out through various strategies, such as training, certification, professionalism development, and collaboration with external parties. These programs are effective in strengthening teachers' ability to create learning environments that are innovative, supportive, and responsive to student needs. In addition, the provision of motivation, incentives, and support from various parties also plays a role in increasing the work spirit and dedication of educators

Nurses intention to stay in the nursing profession and associated factors in Ethiopia: a systematic review and meta-analysis

IntroductionThe persistent attrition of nurses from the profession is a significant challenge for both healthcare policymakers and administrative bodies within numerous low-income countries. In Ethiopia, various cross-sectional studies have been conducted regarding nurses’ intention to stay in the nursing profession; however, the results have demonstrated inconsistency. Hence, this study aims to pool the level of nurses’ intention to persist in the nursing profession.MethodsIn our systematic review and meta-analysis, targeted findings were searched from a variety of electronic databases; including Pub Med, Google Scholar, African Journal Online, the Cochran Library, and Science Direct. To determine the pooled prevalence and associated factors of intent to stay in nursing profession among nurse in Ethiopia, all the necessary data was extracted by using a standardized data extraction format. We analyzed the data by using Stata 17 statistical software. Heterogeneity between the primary studies was assessed by I-square tests. A random-effect model was applied to estimate the pooled intention of nurses to continue within the nursing profession.ResultWe included a total of 12 full-text studies in our analysis. The findings of this meta-analysis revealed that the pooled prevalence of nurses' intention to stay in nursing profession among Ethiopian nurses was 45.57% (95% CI; 38.43, 52.72). The subgroup analysis data revealed that the highest pooled prevalence of intention to stay was reported in the Tigray region which is 56.1% (95% CI 52.24, 59.96). In contrast the lowest prevalence was documented in Addis Ababa city administration which was 19.4% (95% CI 15.56, 23.24). Factors such as job satisfaction (OR = 2.69, 95% CI = 1.11 – 6.53), professional development (OR = 2.49, 95%CI = 1.27- 4.9), level of education (OR = 2.7, 95% CI = 1.92–3.8), payment and benefit (OR = 1.9, 95%CI = 1.15- 3.19) all were the significant determinants of nurses’ intention to continue in the nursing profession.ConclusionThe results of our investigation suggested that the degree of intention to continue in the nursing profession among Ethiopian nurses was inadequate. The nurses' intention to depart from the nursing profession is an alarming. Therefore, it’s imperative for healthcare policymakers and stakeholders to prioritize on retention strategies encompassing job satisfaction, recognition, incentives, career opportunities, professional support, and autonomy were necessary.

Teachers' pedagogical knowledge of integrating indigenous knowledge systems in economics education curriculum

In South Africa, the movement towards a decolonised curriculum is gaining traction. In contrast to the Western-centric emphasis of school curricula, indigenous knowledge systems (IKS) highlight and utilise indigenous materials and knowledge processes. Several research works have emphasised the importance of IKS and the necessity of incorporating them into South African educational practices in an effective manner. This study aims to assess the pedagogical competency of instructors in integrating IKS into the teaching of economics. The pedagogical competency of economics teachers regarding the incorporation of IKS into economics education was investigated through a qualitative literature review. Sixteen studies were selected following a search conducted in electronic resources such as ResearchGate and Google Scholar. The results of the literature review synthesis were analysed using the content analysis approach in light of the framework for culturally responsive pedagogy. This review identified aspects, including IKS incorporation guidelines, policy reviews, teacher professional development on IKS, development of specific IKS study materials, and IKS knowledge strands, that influence teachers' integration of IKS in economics education. The study's recommendations, based on the findings, suggest that professional development, appropriate content selection training, instructors' competency in using IKS, and IKS integration policies all affect their pedagogical proficiency in the subject. According to the study's findings, the CAPS curriculum document ought to specifically specify which economics topics can be taught using IKS in order to prevent teachers from relying on their own judgment when deciding how to incorporate IKS into their lessons.

Effects of preschool staff professional development in physical activity on self-regulation, executive function and early academic learning in 3–5-year-old children: The active learning Norwegian preschool(er)s (ACTNOW) cluster-randomized controlled trial

ABSTRACT We aimed to investigate the effects of preschool staff physical activity (PA) professional development on self-regulation, executive function and early academic learning in 3–5-year-old children. A total of 1265 children from 46 preschools in Norway were randomized to a 7-month intervention or control. Main analyses included 816 3–4-year-olds who provided data at baseline, 7- and 18-month follow-ups. We measured children’s self-regulation (Head-Toes-Knees-Shoulders task), inhibition, cognitive flexibility, working memory, early expressive vocabulary, early mathematical skills (Early Years Toolbox) and physical activity (accelerometry). Linear mixed models were used to analyze the data. Results showed no effect of the intervention on cognitive or learning outcomes in the primary analyses. We found small positive effects on sedentary time (standardized effect size (ES)=-0.17, p = 0.014) and moderate to vigorous-intensity PA (ES = 0.15, p = 0.048) at 7 months, and a negative effect on low-intensity PA at 18 months (EF = −0.15, p = 0.021). Boys had a small positive effect on vocabulary at 7 months (ES = 0.23, p = 0.006), and girls a small negative effect at 18 months (ES = −0.23, p = 0.004). This cluster RCT in preschoolers supports the notion that pragmatic trials within educational settings have difficulties in providing changes to the PA practice and to impact young children’s cognitive development and learning.

Modelo teórico de superación profesional en misiones diplomáticas orientada a la resolución de conflictos

The objective is to design a model for professional development in diplomatic missions oriented to conflict resolution. The methodology was based on systemic structural functional modeling, and collective workshops of critical and constructive analysis for the validation of the proposed model. The result was a model composed of the prescriptive subsystems of the context of professional development in diplomatic missions oriented to conflict resolution, the theoretical and methodological projection of its actions, and its professionalized transformation. From the relationships of the subsystems emerged the professional performance of the actors of the diplomatic mission for conflict resolution, as a quality of superior order of the modeled system, understood as the concretion of a whole process of accumulation of knowledge from the collective improvement of the diplomatic mission

Evidence-based Lead Indicators to Drive Equitable Early Years Services: Findings from the Restacking the Odds Study

Abstract Children living in adversity are disproportionately affected by inequities in early childhood health and education service delivery, leading to differential outcomes that track into adulthood. Previous research has demonstrated the inconsistency, lack of effectiveness, and harm that human services can cause across the social sector when service delivery is poor. A significant factor preventing equitable responses to performance challenges is the lack of relevant data. In both health and education sectors there is an over-reliance on outcome or lag indicators; necessary but not sufficient to drive change. Evidence-based process or lead indicators can provide a standardised approach to service improvement that allow communities, health and education professionals, governments, and policymakers to create sustainable systems change, reduce unjust equity gaps and reduce the costs associated with poor service provision. The Restacking the Odds (RSTO) ‘proof of concept’ project aimed to address some of the data limitations practitioners and policy-makers face as they make decisions affecting early years services in Australia. An actionable, evidence-based framework of lead indicators for quality, quantity, and participation across five early years services was derived from the literature. These are summarised in this paper together with the subsequent data collected and analysed against these indicators in seven Australian communities.

Suspected sepsis in children and young people: assessment, recognition and when to escalate.

Sepsis in children has been defined as a clinical syndrome resulting from a dysregulated immune response to infection. Several publications have highlighted the need for education for healthcare professionals on the recognition and management of sepsis to improve patient care and reduce the risk of morbidity and mortality. This article offers information, tools and resources for children's nurses to promote a multidisciplinary team approach to assessing children and young people with suspected sepsis and escalating care where appropriate. It uses a case study to illustrate the challenges that may be encountered in diagnosing sepsis and providing effective care.

Exploring the relationship between learning climate in schools and agile leadership using multi-group path analysis: does “Willingness to work” have a mediating role?

Abstract The learning climate in schools is significantly influenced by relationships among teachers, students, and school administration. Despite its importance, relatively few studies have explored the relationship between learning climate and principal characteristics from teachers’ perspectives. This study aims to examine the mediating role of teachers’ willingness to work in the relationship between the learning climate in schools and agile leadership. The participants consist of 630 teachers from various educational levels, ranging from preschool to high school. Data were collected using the Agile Leadership Scale, the Learning Climate Scale, and an item assessing teachers’ willingness to work. Mediation analysis was employed to examine the impact of teachers’ willingness to work on the relationship between agile leadership and the learning climate in schools. The findings revealed that willingness to work serves as a mediator in the relationship between the learning climate in schools and agile leadership. Multi-group path analysis indicated that this mediation effect was significant among male teachers, whereas they were not observed among female teachers. The overall results demonstrate that the learning climate in schools is affected by the agile leadership of the principals, and the willingness to work of teachers partially mediated this relationship. These findings underscore the importance of agile leadership behaviors in fostering a conducive learning climate and suggest that supporting teachers’ professional and personal development can further enhance this environment.

Faculty development through higher degrees: AMEE Guide No. 180.

Faculty development in medical education may take different forms and approaches ranging from standalone workshops and short courses up to longitudinal programs and postgraduate qualifications, such as Certificates, Diplomas, Master's and PhD degrees in health professions education (HPE). Many places offer staff development opportunities to help people to learn how to teach health professional students more effectively. Yet higher degrees in HPE are expected not only to enable graduates to be better teachers or assessors but also to act on a strategic level to support institutional directions to advance teaching, learning, assessment and scholarship in HPE. This guide is for people who wish to develop programmes to provide a more systematic and deeper training for those people that see themselves as professional health professions educators and indeed, the leaders of the future. The guide discusses the rationale, plans, process of implementation and evaluation of postgraduate programs in HPE in ten phases. Different variables should be considered with respect to the local context, institutional support, readiness of expertise, availability of resources, alignment with the strategic plan of the college/university and methods to measure the impact of these PG programs.

Comparing burnout between licensed professional clinicians and trainees: A replication and extension of Warlick et al. (2021) during the COVID-19 Alpha wave.

Comparing burnout between licensed professional clinicians and trainees: A replication and extension of Warlick et al. (2021) during the COVID-19 Alpha wave.

Implementation of Islamic Religious Education Learning in Inclusive Schools in Indonesia

The basic principles of inclusive education that values differences and promotes equality are very much in line with Islamic values that encourage respect for humanity, patience, and compassion for others. However, in practice, teaching Islamic Religious Education (PAI) in inclusive schools requires significant adjustments, both in curriculum preparation and in material delivery. Teachers are not only required to understand religious teachings in depth, but also need to have adaptive pedagogical skills, so that they can convey religious concepts, such as the pillars of faith, the pillars of Islam, or the stories of the prophets, in a way that can be understood by students with various limitations. Islamic Religious Education learning in the context of inclusive schools presents its own challenges for teachers, especially in dealing with students with special needs who have diverse abilities and learning styles. This study explores various strategies used by teachers in teaching Islamic Religious Education in an inclusive environment, including differentiation methods, curriculum adaptation, and collaboration between teachers, parents, and support staff. The results show that the success of Islamic Religious Education learning in inclusive schools is highly dependent on the ability of teachers to adapt learning methods to the needs of each student, as well as support from the school and family environment. The findings highlight the need for continuous professional development programs to enhance teachers’ adaptive pedagogical skills in inclusive education settings. It is recommended that schools strengthen collaboration with families and support staff to create a more inclusive learning environment for Islamic Religious Education.