Effective Professional Development Research Articles

Examining the Predictive Capacity of School-based Assessment on Students' Mathematics Performance in Large-scale Examinations

This study underscores the importance of school-based assessment (SBA) in predicting students' mathematics performance in the Basic Education Certificate Examination (BECE) in Ghana. The study was conducted using 150 mathematics teachers from public junior high schools in Ghana's Central Region, the research employed a quantitative approach, using surveys to gather data on internal examination scores, SBA practices, teaching experience, and gender. Regression analysis revealed a strong predictive relationship between internal exam scores and BECE performance (R² = 0.663, B = 0.374, SE = 0.006, t = 67.24, p < .000), while ANOVA showed significant variations in SBA practices based on teaching experience (F (3, 146) = 6.99, p < 0.05). However, t-tests indicated no significant gender differences in SBA practices among teachers (t (148) = 1.100, p = 0.273). These findings highlight the critical role of internal assessments and teaching experience in enhancing educational outcomes and suggest that educational policies should support effective SBA practices and professional development for teachers. Based on these findings, it is recommended to enhance formative assessment practices by focusing on continuous and comprehensive internal assessments, provide ongoing professional development for teachers to improve their skills in implementing SBA, and allocate adequate resources for mathematics education to support effective teaching and learning environments.

The Critical Roles of a Mathematics Specialist in Establishing Effective, Coordinated Professional Development Systems

ABSTRACT For nearly three decades, mathematics research has indicated the need for high-quality mathematics instruction including both ambitious and equitable practices, as well as continuous, innovative learning opportunities for educators. Teaching practices and standards for mathematical practice have been identified to provide guidance. While research connects effective professional development (PD) to improved instructional practices, there is a need for additional research on the role mathematics specialists play in developing and sustaining PDs. This qualitative case study examined the multiple roles of a specialist while laying the foundational components for a coordinated PD system to improve and strengthen mathematics teaching and learning in elementary classrooms. The PD efforts included the implementation of a teacher subsystem where a specialist led all components consisting of pull-out PD, mathematics coaching, collaborative time, and teacher networks. This study took place at a rural, pre-K through fourth-grade school in a southeastern state. Analysis of the data identified the specialist’s key roles in each component of the teacher subsystem. The results indicated that the development and implementation of a teacher subsystem impacts the overall effectiveness of PD. Findings serve as a foundation for specialists to design and implement coordinated efforts that can have positive impacts on the teaching and learning of mathematics.

Effective Teacher Professional Development and Its Influencing Factors: A Cross-National Comparison of the United States, China, Finland, and Singapore

The promotion of effective teacher professional development (ETPD) is a critical issue in the field of teacher education. The present study investigated how ETPD is affected simultaneously by teacher- and school-level factors across the United States, China, Finland, and Singapore. The data were drawn from the Teaching and Learning International Survey (TALIS 2018) and analyzed using a hierarchical linear model. Findings showed that scores on social utility motivation to teach, self-efficacy in student engagement, and school participative climate were positively and significantly correlated with scores on ETPD across the four countries. It was concluded that gender, education background, teaching experience, personal utility motivation to teach, teacher self-efficacy in classroom management, and teacher–student relations made significant, yet inconsistent, differences in ETPD in the four countries. Motivating teachers to teach and creating a democratic, participatory, and caring school culture may be important measures to promote effective professional development of teachers globally.

Influence of Principals’ Promotion of Professional Development of Teachers on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya

Effective professional development should take cognisance of the needs of teachers, learners and school context. It has been established by research studies that divergent and overlapping policies as well as dysfunctional schooling cultures have frustrated impact of professional development of teachers on good quality learning outcomes. The purpose of this study was to investigate the Influence of Principals’ promotion of teachers’ professional development on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools in Kisii County, Kenya The objective of this study was to: explore the influence of Principals’ promotion of professional development of teachers on learners’ academic performance in K.C.S.E.in Kisii County. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O.Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O.Ds and 252 teachers. Census sampling to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using word verbatim from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a weak positive insignificant influence between promotion of professional development of teachers (r=.011, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis were upheld. These results were supported by Principals’ interviews which indicated that professional development programmes are not context specific. It is hoped that the findings of this study would provide information that would form a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.

Designing effective continued professional development for primary teachers during curriculum reform in mathematics

ABSTRACT Mathematics curriculums worldwide are being refined to prepare students for the twenty-first century by focusing on developing students’ higher-level thinking skills. As a result, teachers need to adjust their pedagogical approaches to enact new curriculums, which is frequently facilitated through continued professional development (CPD). During curriculum change, the challenges to fostering effective CPD are often exacerbated, signalling a necessity to understand better how CPD can be structured during reform. This research study aims to design a curriculum resource that acts as a form of CPD, seeking to enhance teachers’ use of higher-level thinking questions in mathematics lessons while also gaining a greater understanding of what constitutes effective CPD during curriculum reform. Six Irish primary school teachers in an urban school collaborated for one year with the primary researcher to develop a curriculum resource. Analysis of data collected from observations, focus groups, and researcher field notes guided the iterative design of the curriculum resource. Design characteristics of the curriculum resource and their impact on teachers’ practice are discussed. Finally, suggestions for designing and facilitating CPD during periods of change and implications for further research are proposed.

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

AbstractNested in the socio-cultural theory and the related concepts of dialogue in thinking (Mercer & Littleton, 2007) and dialogic teaching in classrooms (Mercer & Howe, 2012), this study explored knowledge and technology as dynamic meaning-making processes in Norwegian early childhood education and care (ECEC) settings. Group-reflections from thirteen Norwegian early childhood educators and their ontological beliefs concerning digital technology in ECEC were analysed with a theory-driven thematic analysis. The analysis highlights two tensions between individual and collective reasons for using digital technology in ECEC: a tension between the educators’ ontological beliefs about the need for children’s collective experiences and children’s individual use of digital technology, and another tension related to the educators’ own individual learning and collective knowledge construction about technology. We derive time as the key reason for the individual-collective tensions. Educators need time to develop good experiences with digital technology for all children, and they need time to develop their own learning, individually and collectively. Given the urgent demand to support technology use in Norwegian ECEC for young children, we underscore time constraints as a key factor influencing individual-collective tensions, impacting educators’ capacity for effective implementation and professional development.

Professional relationships and professional learning from a generational perspective

ABSTRACT This paper examines teacher interactions by considering their generational diversity. The scientific literature establishes that teachers constitute an increasingly heterogeneous group of people linked to different generations: novice teachers, veterans, and retirees. In order to characterise how teachers from generationally differentiated groups perceive their professional relationships and their impact, a descriptive study was carried out with a qualitative methodology, using discussion groups as a source of information. The sample consisted of teachers of different generations and educational stages, with a diverse geographical distribution throughout the Spanish territory. The results of the study support the idea that the generational diversity of teachers is a factor in professional learning and that effective professional development requires the provision of conditions that create opportunities for flexible and sustained interactions that allow for reflection and collaboration between generationally diverse teachers in the workplace.

Evaluating the Impact of Professional Development on STEAM Education Competency in the Industrial Revolution 5.0 Era

This research evaluates the impact of the Teacher Professional Education (PPG) program for Kindergarten educators on their understanding of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education in the context of the Industrial Revolution 5.0 and Society 5.0. Utilizing a quantitative approach with a pretest-posttest design, the study involved fifty kindergarten teachers from the PPG Daljab (In-Service Teacher Professional Education) at FITK, UIN Sunan Kalijaga. The assessment of participants, conducted through validated instruments, focused on measuring the enhancement of pedagogical competencies in STEAM before and after the program. Results indicated a notable improvement in the teachers' competencies post-intervention. The statistical analysis, including a paired t-test, showed a significant increase in test scores from the pretest to the post-test with a t-statistic of -53.58 and a p-value of 8.54 x 10^-44, highlighting a highly significant difference and validating the effectiveness of the PPG program in bolstering STEAM educational skills. Further tests for normality and homoscedasticity confirmed the reliability and validity of the data. Despite these positive outcomes, variations in test item reliability suggest the need for ongoing evaluation and refinement of assessment tools. The study underscores the potential of structured professional development programs in enhancing teacher capabilities, particularly in adapting to the demands of modern technological and interdisciplinary educational environments. It recommends further research to explore the long-term effects of such interventions on teacher competencies and to fine-tune the assessment methodologies used. This study contributes to the understanding of effective professional development in preparing educators to integrate and excel in STEAM disciplines, aligning with the educational imperatives of contemporary technological revolutions.

Understanding K–12 teachers’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education

AbstractArtificial intelligence (AI) education is increasingly being recognized as essential at the K–12 level. For better understanding teachers’ preparedness for AI education and effectively developing relevant teacher training programs, teachers’ technological pedagogical content knowledge (TPACK) readiness and attitudes toward AI teaching must be determined. However, limited research has been conducted on this topic. To address this research gap, we recruited 1,664 K–12 teachers to obtain a comprehensive view of teachers’ readiness for and attitudes toward teaching AI in K–12 classrooms. These teachers differed in terms of their gender, teaching subject, teaching grade, teaching experience, and experience in teaching AI. The findings of this study indicated that a substantial gap exists in the AI-related content and technological knowledge of the recruited teachers. Moreover, intriguing relationships were found between the teachers’ pedagogical knowledge, content knowledge, and attitudes toward teaching AI. The effects of demographic factors on the teachers’ TPACK and attitudes were also examined. On the basis of the findings of this study, recommendations were formulated for developing effective teacher professional development programs in the field of AI education.

Impact of Teacher Professional Development on Student Learning at Secondary Level

Abstract: In this paper we discuss about a study on impact of teacher professional development on student learning at secondary level. In a world where teachers are required to become ‘high-level knowledge workers’, the emergence of the school as learning organization is vital. In this context, the aim of this systematic review was to explore what comprises effective professional development for educators: i.e. what forms of teacher professional development definitively lead to positive outcomes for students? The NEP-2020 provides for a comprehensive, sustainable and reformative roadmap for a paradigm shift in the entire education system in the country, and is culturally grounded, is geared toward quality transformation, and is internationally competitive. Teacher professional development involves a continuous process of reflection, learning and further a teacher’s knowledge and skills, leading to enhanced teaching practices that positively impact on student’s learning. A teacher training programme provides teachers with skills and current pedagogy practices to help them connect with, manage, and educate their students in a way that ensures all students are learning and benefiting. A teacher professional development provides teachers with technical help to educate them and further train them in specialized areas. It also provides them with an in-depth understanding of how teacher training affects student learning. When executed properly and with the appropriate material, teacher development programmes have the potential to develop teachers to the point where they can favorably affect students not just academically but also socially. Education is the cornerstone of societal development, and at the heart of education is the teacher-student dynamic. The role of teachers extends far beyond imparting knowledge; they shape young minds, inspire curiosity, and foster a love for learning. Teachers are an important element of the education system and play an important role in the effective development and implementation of educational policies. Teacher training is not a one-time event; it is an ongoing process that encourages continuous professional development. Educators who engage in regular training sessions stay abreast of the latest educational research, methodologies, and best practices. This commitment to lifelong learning ensures that teachers remain effective and adaptable throughout their careers, positively impacting student outcomes. Teachers may have a significant influence on students and push them to stay on track during their formative years. Students who see their teachers as role models achieve extraordinary results.

The Power of Visuals: The Significance of Higher Education Teacher Professional Development in Visual Literacy in Kuwait

This study explores the role of higher education professional development in the integration of visual literacy instruction at the university level. Visual literacy is a crucial skill that empowers students to comprehend and generate visual content across diverse domains. However, many instructors lack necessary training and support to effectively incorporate visual literacy into their teaching practices. The research survey investigates the significance of teacher professional development in visual literacy implementation, encompassing the status of training, effective professional development programs for teachers, suitable teaching methods, education technologies, attitudes of higher education instructors towards visual literacy, and the influence of student engagement with visual materials on visual literacy advancement in Kuwait. The questionnaire was administered to a sample of higher education teachers. That data was analyzed employing descriptive and inferential statistical techniques, with SPSS v.26 software. Regression analysis and other multivariate analyses were conducted to test the research hypothesis and model. The outcomes should provide insights into the effectiveness of collaborative, experiential, and technology-enhanced teacher professional development programs in fostering visual literacy development within higher education, the significance of student engagement with visual materials, and the necessity for further research on effective teaching methods and educational technologies for promoting visual literacy. The findings can inform policy and practice by highlighting the importance of equipping higher education instructors with necessary skills and resources to effectively incorporate visual literacy into their teaching approaches, enhancing the quality of higher education by fostering competencies among students and facilitating their engagement with visual materials across various disciplines.

Transformative Horizons in Education: Navigating Challenges, Embracing Innovations, and Shaping Global Landscapes

The global education landscape stands at a crossroads, grappling with multifaceted challenges that demand transformative solutions. The inertia within traditional educational systems, financial constraints, stakeholder resistance, reliance on standardized testing, digital inequalities, and a gap between education and needs of the workforce collectively hinder the necessary evolution. Bringing change in education requires a concerted, collaborative effort to embrace disruptive innovations. Reshaping curricular frameworks, bridging digital divides, and fostering a culture that values adaptability and inclusivity are priority. As we navigate this transformative journey, the solutions to educational challenges can be achieved by recognizing the interconnected nature of these challenges and addressing them collectively. That will also ensure that the pursuit of innovation in education becomes a global priority. Through sustained commitment, collaboration, and strategic planning we can equip learners to be ready to face the complexities of the 21st century. In closing, we welcome the readers of the 'International Journal of Change in Education.' The journal envisions itself as a catalyst for positive change, providing a space for cutting-edge research and innovative ideas that address the critical issues facing education globally. By fostering a community of scholars, educators, and policymakers, this journal aspires to generate insights and solutions that will shape the future of education. As contributors and readers, your support is pivotal. We encourage you to share your expertise, experiences, and groundbreaking studies that delve into the heart of educational transformation. Thank you for joining us on this transformative journey.

Teacher Professional Development: A Systematic Literature Review on Strategies for Effective Continuous Learning

Developing teacher professionalism is a crucial element in improving the quality of education. In this study, we conducted a systematic literature review to identify effective sustainable learning strategies for teachers. Based on our analysis, we found that collaboration between teachers, experience-based learning approaches, use of technology in learning, skills-based learning approaches, institutional support, teacher knowledge and skills, quality teaching, and improved student learning outcomes play an important role in increasing the effectiveness of sustainable learning . These findings provide valuable insights for educational practitioners in developing effective and sustainable teacher professional development programs

Professional Development for High School Math Vietnamese Educators in the Assessment of Math Results

Professional development has long been acknowledged as an important facet of career advancement, particularly in the teaching profession. Teachers must participate in professional development activities that allow them to review and improve their knowledge and skills to remain competent and up to speed with the newest practices. Nonetheless, despite increased attention to professional development programs in Vietnam, the value of these programs for Math teachers remains debatable. The goal of this research is to investigate the content, method, and form of professional development activities for math teachers in Vietnam. Despite dings indicate that, despite the varied contents, methods, or forms employed in professional development programs, their effectiveness, as judged by instructors, is quite low. This suggests that program developers should assess the inefficiencies of these programs and make relevant adjustments or replacements to maximize their efficacy. Teachers must engage in professional development activities that give them the knowledge and skills they need to fulfill the changing demands of their job. Effective professional development programs can help students succeed by allowing instructors to enhance their instructional practices, stay current with new teaching methods and technologies. This study, however, emphasizes the importance of continuing to evaluate and enhance professional development programs for math instructors in Vietnam to ensure that they are effective in fulfilling the requirements of teachers and, ultimately, their students.

“I’m Not a Writing Teacher!”: Practice-Based Professional Development to Support Writing Instruction for General and Special Educators

Given the writing struggles of students with and at risk for emotional and behavioral disorders (EBD) served in general and special education classrooms, it is imperative that teachers provide effective writing instruction. One way to learn effective writing skills is through writing instruction through practice-based professional development that scaffolds instructional methods to teach evidence-based writing strategies. Within this article, a framework is described to develop an effective professional development for general and special education teachers who work with struggling writers with and at risk for EBD.

Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Students with disabilities (SWDs) are being educated in the general education classroom more than ever before. As the nation moves toward increasing science education, more must be understood about how science teachers are supporting SWDs in their classrooms. The present study analyzed the responses of five middle school science teachers on how they embed literacy practices into their instruction, as well as the support they received to support SWDs in their classroom. Teachers reported a lack of professional development and support in this area, as well as difficulties explicitly naming literacy practices. Practical implications are offered for effective instruction and professional development.

Re-thinking the Teaching of Mathematics: COVID-19 and Beyond

The COVID-19 pandemic has brought drastic shifts in teaching, forcing a rapid transition from face-to-face to online learning spaces, with schools adopting new modes of pedagogy and assessment. Educators were faced with a situation where they needed to relearn ways of teaching mathematics and reimagine possibilities for teaching mathematics within the constraints imposed by the pandemic. Despite the difficulties, these constraints gave rise to innovative ways of teaching mathematics, and provided an opportunity for teachers and students to find new ways of interacting and working together. With a focus on the teaching of mathematics at post-secondary level, this paper explores the teaching experiences of four lecturers during the COVID-19 pandemic. It looks at the emerging pedagogical realities as the lecturers adjusted their teaching practices, as well as the pedagogical insights that they gained for their future practice. While initially the lecturers attempted to replicate a teaching and learning environment similar to what was before the pandemic, remote teaching then led to searching for digital tools that sought to enrich the teaching and learning experiences and afforded new opportunities for teaching and assessing mathematics. Following the period of remote teaching, the lecturers are looking towards a future practice as one which involves a blended learning approach, utilising aspects of online teaching and technology to complement and enrich their face-to-face teaching. The pandemic and remote teaching should provide an impetus to the sharing of pedagogical practices and to effective professional development on the use of effective teaching approaches, including the use of digital tools, to enhance mathematical teaching and learning experiences for students.

Challenges Impeding the Implementation of Effective Continuous Teacher Professional Development Programs in Eastern Cape Department of Education

Training opportunities are essential for introducing teachers to effective instructional strategies and pedagogical approaches. Teachers need access to professional development programs that promote knowledge and skills acquisition to improve learner performance. Due to a lack of training, school administrators frequently misinterpreted key elements of the teaching and learning process and failed to understand the objectives and requirements of the new curriculum. To increase the ability and competency of educators in the province, it is the goal of this article to identify obstacles preventing the Eastern Cape Department of Education from implementing training programs effectively. This study utilises a descriptive and explanatory qualitative case study. Data was collected using interviews with five (5) (n-5) key informant participants. The findings indicate that Human Resource Development lacked competitive and practical skills development programs, resources (finance), capacity, low participation from educators, effective human resource strategy and training opportunities for educators, leading to poor learner results throughout the province. ECDoE is recommended to implement well-designed professional development programs which align with the curriculum and educational objectives of the National Department of Basic Education. By focusing on specific areas of need, such as literacy, numeracy, or inclusive education, these programs can address critical challenges faced by teachers and students in the province. The study suggests that ECDoE can implement competitive training programs, develop a comprehensive human resource development strategy, hires well-skilled trainees and training opportunities should be given to all educators in the province.

Effect of principal's instructional leadership practices on teachers' professional development: A cross sectional study of secondary school level from selected areas of Lahore, Punjab, Pakistan

This study investigates the intricate relationship between principal instructional leadership practices and their effects on teacher professional development, school culture, and the broader educational environment. The research was conducted in selected areas of Lahore, involving 260 participants from both private and public secondary schools. Data was collected through a Likert scale questionnaire containing 25 items measuring seven dimensions of instructional leadership and 11 items for teacher professional development. Statistical analysis, including Cronbach's Alpha, KMO and Bartlett's tests, factor analysis, Pearson correlation, and regression analysis, were employed to examine the data. The research revealed significant associations between principal instructional leadership practices and teacher professional development, highlighting the influence of instructional leadership behaviors such as providing feedback, setting clear educational objectives, and fostering collaborative learning environments. This study identified a substantial impact of principal instructional leadership on school culture and organizational environment, with instructional leadership practices positively correlating with welcoming environments and a culture of continuous improvement. The findings of this study have practical implications for educational officials and practitioners. Educational leadership development initiatives that focus on enhancing instructional leadership skills among administrators can create conditions conducive to effective teacher professional development. These initiatives should prioritize fostering cooperation, providing constructive feedback, and establishing clear instructional objectives. This research underscores the vital role of instructional leadership in shaping school culture and student outcomes. Effective educational leadership is an ongoing process that encourages trust, collaboration, and adaptability in a rapidly evolving educational landscape. While acknowledging the study's limitations, this research contributes to the ongoing dialogue on educational leadership, emphasizing its significance in promoting successful school communities.

A Comparison Of Bachelor Of Physical Education In Philippines: Input To Curriculum Development

This study provides a comprehensive literature review on physical education curriculum and pedagogies in the field of physical education. It examines various aspects, including the development of a curriculum for physical education, mobile learning in physical education, effective professional development, competency-based curriculum development, pedagogical models for teaching physical education, and the use of gamification in physical education teacher education. The review includes key findings from different studies, highlighting the importance of these areas in enhancing physical education programs. The sources used in this literature review include scholarly articles and book chapters published by reputable publishers such as Routledge, John Wiley & Sons, and various academic journals.