Professional Development Experiences Research Articles

Evaluation of a public service Coaching Summit as an organisational professional development activity

Introduction:This article outlines the key findings of an evaluation of a Coaching Summit, which took place as a professional development activity in the public service of a province in Western Canada. The summit provided a combination of coaching learning opportunities through formal presentations and facilitated experiential exercises, with direct experiences of coaching practice focused on specific areas of focus relevant to public service work.Methods:Borton’s (1970) framework guiding reflective activities was used to develop a ‘what – so what – now what?’ approach to reflective activities used in evaluating the summit. This was used to develop questionnaires, which included five-item Likert scales, which were completed for all presentations and activities. Qualitative data were collected confidentially through open-ended comment sections on the questionnaires, and on a large wall mural.Results:The findings show that the summit was an effective approach to employee engagement for participants, introducing the practice of coaching through experiential professional development, and providing a positive impact on work through tools and ideas for improving team functioning.Discussion:The findings were consistent with coaching research with public service employees in other jurisdictions, in particular, the role of coaching in developing trust within the organisation. Limitations include the self-selected nature of the participants who attended the summit and those who provided written evaluations.Conclusion:The Coaching Summit format is a promising approach to engaging employees in a large public service organisation and can provide coaching-oriented professional development opportunities to a large number of employees in a relatively intimate setting.

A Phenomenological Study on the Introductory Background in the Counseling Field and Professional Development Experiences for the Middle Aged Catholic Counselors

본 연구의 목적은 중년가톨릭상담자들의 상담자 입문 배경 및 전문상담자로의 발달과정과 신앙인이자 상담자로서의 경험을 심층적으로 이해하는 데 있다. 이를 위해 Giorgi의 현상학적 연구방법을 적용하여 8명의 참여자와의 심층 면담과 분석을 통해 총 206개의 의미단위와 18개의 하위구성요소, 6개의 상위구성요소를 도출하였다. 상위구성요소는 ‘전문상담자 입문 과정 및 동기’, ‘전문상담자가 되기까지의 위기’, ‘위기의 극복’, ‘전문상담자로의 성장 과정에서 경험하는 자기성찰과 통합’, ‘중년의 전문상담자’, ‘전문상담자 그리고 가톨릭신앙인으로서의 정체성’이다. 연구 참여자들은 신앙인으로서의 삶이 상담을 공부하기 시작한 결정적 동기였으며, 상담자로서 역량이 강화되고, 전문상담자로 활동하면서 타인을 돕고 사회에 선한 영향력을 미치게 됨에 따라 가톨릭 신앙인의 정체성이 더욱 굳건해짐을 보고하고 있다. 본 연구는 가톨릭상담자의 신앙경험과 신앙인으로서의 정체성이 상담자 발달을 촉진하고, 신앙과 상담 두 영역이 상호작용하여 성장을 도모한 점을 밝힘으로써 가톨릭 상담자 교육 과정에서 신앙교육 및 영성 수련이 비중 있게 다루어질 필요가 있음을 논의하였다.

Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction

ABSTRACT This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course surveys from 418 educators enrolled in the course. We found that videos, interactive activities, and discussion forums were features of the online platform that fostered critical teacher reflection. Also, as teachers engaged with literacy content, they sought out new ways of understanding concepts of word analysis and invented spelling and reflected on how their course learning might apply to meeting the needs of diverse learners. Implications and design recommendations for future professional development courses in foundational reading are discussed.

Teachers’ Perspectives on Motivational Challenges and Strategies in L2 Writing Classes at Higher Education Institutions in the UAE

Despite the wealth of research on writing techniques as well as second language (L2) motivation, research on writing motivation and motivational strategies remain underexplored (Bruning & Horn, 2000; Lee et al., 2018). Even the limited research on writing motivation focuses on exploring students’ views, paying little attention to teachers’ perspectives. To fill this important gap, this study investigates how teachers perceive their students’ writing motivation and the strategies they employ to enhance this motivation. Semi-structured interviews were used to collect qualitative data from four English writing instructors at three private universities in the UAE. Findings show that most students experience low levels of writing motivation. Instructors report encountering several student motivational challenges related to student intrinsic motivation, cost of writing, value of writing, and self-efficacy and expectancy. To address these motivational issues, the instructors ensure providing a pleasant and supportive atmosphere, stimulating and enjoyable writing, effective teaching strategies, autonomous learning and constructive feedback. More L2 motivation research should be done in writing contexts, considering teachers’ experiences in dealing with the complexities they encounter in their classrooms. Teachers’ perspectives and practices will provide a broader picture of learner motivation, indicate where support is needed, and become the base for new professional development experiences.

High Participation, Low Impact: The Challenge for Teacher Professional Development in Indonesia

The present study investigates teacher professional development (TPD) experiences from three different schools in regional Indonesia. A case study design is adopted and a questionnaire and a semi-structured interview are administered to collect data about professional development experiences of teachers, highlighting teachers’ participation and perceived impacts of TPD on their instructional practices. The collected data are quantitatively and qualitatively analysed to see trends and patterns of teachers’ TPD practices. The findings of this study problematise the teachers’ high level of TPD participation but low impact of TPD on teachers’ instructional practices. Some key findings and practical recommendations that are likely to help teachers to translate TPD ideas into their day-to-day practices are discussed and put forward.

High Participation, Low Impact: The Challenge for Teacher Professional Development in Indonesia

The present study investigated TPD experiences from three different schools in regional Indonesia to see the current nature of TPD activities and their perceived impacts on teachers’ quality teaching. A case study design was adopted employing a questionnaire and a semi-structured interview to collect data about professional development experiences of teachers, highlighting teachers’ participation and perceived impacts of TPD on their instructional practices. The collected data are quantitatively and qualitatively analysed to see trends and patterns of teachers’ TPD practices. The study found that levels of TPD participation are generally high but differ greatly among teachers and schools which create an unequally distributed TPD participation. Teachers generally have participated in numerous TPD activities but what teachers learned from those TPD is not evident in their practices. In conclusion, a high TPD participation cannot always be seen as a successful indicator for TPD programs. Ideas from TPD are likely to be implemented in teachers’ day-to-day practices, if teachers perceive the structure, process and content of TPD activities as effective. Some practical recommendations that are likely to help teachers translate TPD ideas into their day-to-day practices are discussed and put forward.

Опыт интенсификации обучения сотрудников кадровых подразделений территориальных органов МВД России в системе повышения квалификации

The article reveals the features of the activities of personnel departments from the point of view of legal specifics and their role in the implementation of the tasks assigned to the internal affairs bodies. The constantly changing regulatory framework governing the activities of human resources departments requires a high level of qualification and the ability to analyze and master it in a multitasking environment. The problems and shortcomings in the level of preparedness of personnel departments for modern conditions of service are shown. The features of their professional development are revealed. The author analyzes the domestic and foreign experience of professional development of law enforcement agencies and police officers, in particular. The analysis of foreign literature allows us to compare the domestic experience of professional development with foreign experience in terms of applied methods and technologies. Intensification is highlighted as a way to increase the effectiveness of training in a short time. The author’s employee training program is presented, revealing the organization, content, technologies and methods that contribute to the intensification of training. The experience of implementing this program and its effectiveness are described. The description of evaluation tools is given, the comparative data of training according to the experimental and traditional program with the use of quantitative and qualitative indicators confirming the effectiveness of experimental work are given.

Teacher Professional Development: Experiences in an International Project on Intercultural Education

The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the project. The following six categories were identified in the qualitative analysis: attitudes, teaching approach, community of practice, communication with students, professional development, and implementation issues. The findings showed that participating in the project offered an occasion to discuss different pedagogical orientations, examine practices, and develop teaching strategies for intercultural education. Project activities provided teachers the opportunity to reflect on how their teaching approaches related to the integration of migrant students. Suggestions for professional development and the encouragement of a pedagogical change among primary and secondary teachers are proposed for further studies.

Narratives of professional development in a teachers’ creative writing group

ABSTRACT This paper explores teachers’ experiences of professional development in a creative writing group. The data was collected in a teachers’ creative writing group and consist of semi-structured interviews and creative writing assignments. Reflexive thematic analysis and narrative analysis were applied to compose a nonfiction piece that describes the teachers’ experiences of a ‘year of creative writing’. Within the nonfiction piece, four themes were presented as findings of the study: social aspects, personal and emotional aspects, writer identity aspects, and pedagogical aspects. The results suggest that utilising creative writing methods in qualitative research can raise otherwise hidden voices and experiences that may be difficult to express through the academic language.

Navigating the role of teacher educator in the asynchronous learning environment: emerging questions and innovative responses

As the COVID-19 pandemic has forced all Higher Education Institutions (HEIs) to transfer teaching to online platforms, intricate questions in relation to remote teaching and learning dominate the discourse. Teacher educators (TEs) are now tasked with designing online modules, facilitating online learning, and providing direct instruction for students online. There is a dearth of literature which explores how TEs understand and enact pedagogies for the asynchronous learning environment (i.e. facilitate teaching presence). Also missing from the literature are specific features of professional development (PD) experiences which develop that essential knowledge base. This paper reports on a mixed methods study which explores how TEs are best supported to facilitate teaching presence in an asynchronous learning environment. 123 TEs from a range of disciplines across 15 TE institutions in Ireland, participated in the study. Data were collected from an extensive online questionnaire, individual semi-structured interviews and focus group interviews. Significant challenges in relation to planning for the asynchronous learning environment, fostering students’ authentic engagement with module content and cultivating student interactivity were unearthed. Findings also outline critical characteristics of PD experiences which, from a TE-informed perspective, positively impact knowledge growth with particular reference to teaching presence in an asynchronous learning environment.

U. S. Professional Development Experiences with Faculty and Undergraduate Students in Kosovo

U. S. Professional Development Experiences with Faculty and Undergraduate Students in Kosovo

Patterns of preschool teachers’ use of discourse strategies with individual Spanish-speaking dual language learners.

Person-oriented approaches can be used to identify how teachers may draw upon a combination of strategies when interacting with individual children. For nearly 1 third of children under the age of 8 who come from a household where a language other than English is spoken, it is crucial to identify patterns of teachers’ use of discourse strategies that are hypothesized as being particularly important in supporting their unique developmental strengths and needs. The current study used latent profile analysis to (a) describe patterns of child-level experiences of teachers’ use of discourse strategies among a low-income sample of preschool Spanish-speaking dual language learners (DLLs), and (b) examine relations between these patterns, child language skills, family demographic factors, and teacher characteristics. Four classes were identified: (a) low-quality discourse practices (50%), (b) self-talk and simultaneous translation, with low-quality use of other discourse strategies (15%), (c) diverse range of strategies (7%); and (d) closed-ended, open-ended questions and one-on-one conversations (29%). These profiles demonstrated that children experience different patterns of discourse practices that vary across quality and the type of practices. When examining differences in profiles based on child, family, and teacher variables, results revealed that indicators of family SES, children’s age, bilingual expressive vocabulary, and teachers’ experiences of coursework (i.e., preservice) and professional development (i.e., in-service) were associated with patterns between profiles. These results have important implications for classroom instruction and policy. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

EFL TEACHERS’ PERCEPTIONS AND INSTITUTIONAL MANAGEMENT PRACTICE OF PROFESSIONAL DEVELOPMENT IN SELECTED ETHIOPIAN UNIVERSITIES

This paper intended to assess EFL Teachers’ Perceptions and Institutional Management Practice of Professional Development in Ethiopian Universities. This research utilized a qualitative research design. Furthermore, the researcher used purposeful sampling, therefore, applied a semi-interview to the participants and was purposively selected to see how the participants were verbalized their perceptions and experiences of professional development. As a method of data analysis thematic analysis process included transcribing, translating, reading, coding, themes construction, and analysis. The findings indicated first; participants have a diverse understanding of professional development. Second, EFL teachers have a good perception of professional development. Third, teachers didn’t have direct participation in program designing processes individually and institutional level. Fourth, participants have a common understanding of the characteristics of an effective professional development program. Additionally, participants have a common understanding of the focus area of the ELT professional development program. This study recommended that the government and stakeholders consider the problem on the ground and the program should be content-specific. The management practices of professional development have to be assessed, followed, and supervised by the responsible organs which are assigned to facilitate and control the implementation. Finally, the program needs to be on the needs assessment, and important gaps should be identified.

Implementing movement integration across the whole school: findings from the Moving to Learn Ireland programme

Movement integration (MI) has recently been highlighted as a means to contribute to children’s physical activity (PA) and academic development. This study evaluates teacher and student perceptions of participating in the Moving to Learn Ireland MI programme and reports associated student PA levels. Three classroom teachers in one multi-grade school in Ireland and their students (n = 58) participated in this study. The PA Self-Efficacy Scales, Questionnaire Assessing School PA Environment, PA Enjoyment Scales, and focus group discussions were used to evaluate students’ self-efficacy for PA, perceptions of the school environment, and enjoyment of the programme. Accelerometers were used to gather PA data pre- and post-intervention. Teachers completed lesson reflections, post-intervention questionnaires, and engaged in a post-intervention focus group interview. Results indicate that both teachers and students expressed their approval of MI as a teaching method. The school facilitated students to engage in PA. Light PA during class-time significantly increased by 13 minutes (±14.5) per day (p < .001). A significant increase was also identified for change in MVPA during class time (2.1 ± 17.2 minutes, p < .05). This study highlights the need for a whole-of-school approach to MI and the need to provide experiential professional development opportunities to teachers, to support their implementation of such programmes.

Exploring Ambiguity Tolerance during the Adoption of Maker-Centered Learning Tools and Strategies

Maker-centered learning is a creative hands-on educational strategy that uses a variety of tools and materials to support the iterative design of physical or digital artifacts. It involves the “messy” process of trial and error; therefore, authentic integration of maker-centered learning requires teachers to embrace ambiguity. This descriptive case study explores how two in-service teacher participants tolerate ambiguity through unpacking the ways that they process, interpret, and react to ambiguous stimuli. The study uses participants’ weekly reflections during a 15-week course focused on tools and strategies to support maker-centered learning. Findings highlight examples of how participants’ experiences connect to the four ambiguity constructs (i.e., complexity, insolubility, uncertainty, unfamiliarity) and the dual roles of ambiguity as a learner and ambiguity as a teacher. Implications for teacher educators who design maker-centered learning professional development experiences are also discussed.

Assessing Interdisciplinary Trainees’ Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services

The importance of accurate identification and high-quality intervention for individuals with autism spectrum disorder (ASD) is indisputable. Clinicians from multiple professions need adequate knowledge of ASD to make appropriate referrals to specialists, conduct thorough evaluations, and provide effective interventions. ASD knowledge development for many professionals may start at the pre-service training level. An interdisciplinary sample consisting of trainees from Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs and University Centers for Excellence in Developmental Disabilities (UCEDDs) across the country (N = 155) was evaluated on their objectively measured ASD knowledge using the ASKSP-R. Self-reported knowledge of ASD and self-reported confidence in providing services to individuals who have ASD was evaluated using a 0–100 scale. Results from an ANOVA demonstrated a significant difference in objectively measured knowledge across disciplines, F(7, 146) = 4.68, p < .001. Specifically, trainees in psychology had significantly higher levels of objectively measured ASD knowledge than trainees in physical/occupational therapy, social work, and non-clinical disciplines. Pre-service and professional development experiences predicted trainees’ objectively measured ASD knowledge, self-reported ASD knowledge, and self-reported confidence. Implications and recommendations regarding interdisciplinary training to improve outcomes for individuals with ASD are discussed.

Teacher efficacy for online teaching during the COVID-19 pandemic

The purpose of this study was to examine secondary teachers’ efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching that happened due to the COVID-19 pandemic. This study was aimed at understanding how specific variables, teaching experience, professional development (PD) experience, and teaching supports might correlate with self-efficacy perceptions of teachers transitioning to online teaching during a pandemic in the domains of student engagement, instructional strategies, classroom management and computer skills. The instrument used to measure teacher efficacy for online teaching was a web based 32-item survey that was given to Ontario secondary teachers in a greater Toronto district school board. We argued that prior experience with online learning such as Additional Qualification (AQ) courses or online professional development would build greater self-efficacy amongst teachers as they transition to online learning. The results indicated that higher online teaching efficacy scores correlated with having taken online Additional Qualification (AQ) courses[1] and online professional development sessions. The highest online teaching efficacy scores correlated with having previously used the board provided learning management system (LMS) and using virtual technology supports. These indicators are correlated with higher scores of online teaching efficacy but require further investigation as to how they can better provide support for teachers in online learning environments.

Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program

There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week summer professional development experience, followed by ongoing financial, material, and pedagogical support during the school year, made possible by the partnership of the schools, a university, and community organizations. Findings from surveys, focus groups, and written reflections suggest that, despite certain challenges, aspects of the training program supported teacher implementation of STEAM. Participation in the program impacted teachers’ collaboration, pedagogy, self-efficacy, and arts integration practices. The findings offer insight into the forms of support that teachers deem important in STEAM teacher training programs and the benefits of such a program for teachers’ professional development.

The systems psychodynamic role identity of nursing students during their preceptorship

BackgroundExisting research on nursing students' preceptorship experiences focusses mainly on conscious and rational behaviour, evidencing experiences of personal and professional development. This study argues that the exploration of their unconscious experiences could add important information towards an in-depth understanding of their role identity during this experience. ObjectiveThe research objective was to describe the unconscious role identity of nursing students during their preceptorship from a systems psychodynamic stance. DesignA qualitative design, a collective case study and hermeneutic phenomenology were utilised as methodologies. SettingSet in the School of Nursing of a Canadian University, the research focussed on students in the fourth year Consolidation in Nursing Practice Course. ParticipantsThe sample included 41 nursing students, 37 females, 22–28 years of age. FindingsThe manifesting themes were high levels of anxiety, defensive structures, boundary and authority matters, and role dynamics. The nursing students experienced high levels and different kinds of anxiety, which they defended against using introjections, projections and regression to their child ego state. They experienced the preceptorship as being in a middle position between past and future as well as between knowing and not knowing. The discussion was presented in relation to the macro (organisational), meso (group), and micro (individual) levels. ConclusionsUnconsciously, the nursing students experienced difficulty in effectively taking up their professional role. They defended against their discomfort by splitting their experiences into what they introjected and projected. They introjected incompetence in coping with the emotional demands of the role and projected their anger onto authority figures. Their professional role identity got stuck in a de-authorised position where they could survive but not develop their selves in their new role. These experiences inhibited their authenticity and learning ability.