Future Professional Development Research Articles

PHYSICS TEACHERS’ EPISTEMOLOGICAL BELIEFS: CORE AND PERIPHERAL DIMENSIONS

This study aims to examine physics teachers’ beliefs about knowledge, science, teaching and learning science to understand the relationship among four belief systems. Participants were 59 high school physics teachers, who were interviewed once through a semi-structured interview protocol. The interviews were transcribed and analyzed through constant comparative method to categorize teachers’ beliefs in different levels: traditional, transitional, and constructivist and quantify the nominal data for descriptive, correlational statistics, and structural equation modeling. The results indicated that teachers mostly held transitional beliefs about knowledge and science while their beliefs were constructivist on teaching and learning science. There was a significant relationship between beliefs about knowledge and science as core beliefs and between beliefs about teaching and learning science as peripheral beliefs, positive correlation was found between core and peripheral beliefs. These findings offer a report as a guide to address teachers’ beliefs through the design of future professional development programs.

Variation in the Quality of Teacher–Child Interactions in Chinese Toddler Classrooms

Variation in the Quality of Teacher–Child Interactions in Chinese Toddler Classrooms

DEVELOPMENT OF LISTENING COMPREHENSION SKILLS OF FOREIGN COMMUNICATORS (LEVELS B1) USING AUTHENTIC VIDEO MATERIAL FROM YOUTUBE FOR VYSHYVANKA DAY

Listening comprehension is both a goal and a means in the educational activities of foreign language learners, as it builds listening skills and enhances the effectiveness of acquiring communicative competence. It also stimulates their receptive abilities. Consequently, the creation of didactic materials and audio-video content, along with exploring new methods and techniques for their use, remains a critical area in linguodidactics. These materials should be of high quality to facilitate the professional development of future professionals and assist in adapting adapting to new life circumstances. This article presents a model for organizing listening comprehension training for students in preparatory departments using authentic audio and video material available on YouTube. The selection and usage of this material are thoroughly justified. Methodological recommendations regarding the implementation of exercises that enhance the ability to understand foreign language texts are also developed and detailed.The described system of working with audio material aligns with the functional and communicative methods of teaching Ukrainian as a foreign language and facilitates reflection and the updating of the students’ background knowledge of Ukrainian culture and language skills. It is important to note that foreign students are allowed to commence their educational activities at various times according to the Admission Procedure for Foreign Citizens, necessitating a holistic approach to the learning process and adaptation for groups that have already developed basic language and speech skills. Mastering listening comprehension is notably challenging in learning a foreign language, requiring deliberate, consistent effort and the meticulous selection of materials. Effective results in Ukrainian language acquisition can only be achieved through regular listening practice in the classroom. This article employs methods such as analyzing scientific literature, justifying the choice of educational materials, generalizing and systematization.

Large Language Models and User Trust: Consequence of Self-Referential Learning Loop and the Deskilling of Health Care Professionals.

As the health care industry increasingly embraces large language models (LLMs), understanding the consequence of this integration becomes crucial for maximizing benefits while mitigating potential pitfalls. This paper explores the evolving relationship among clinician trust in LLMs, the transition of data sources from predominantly human-generated to artificial intelligence (AI)-generated content, and the subsequent impact on the performance of LLMs and clinician competence. One of the primary concerns identified in this paper is the LLMs' self-referential learning loops, where AI-generated content feeds into the learning algorithms, threatening the diversity of the data pool, potentially entrenching biases, and reducing the efficacy of LLMs. While theoretical at this stage, this feedback loop poses a significant challenge as the integration of LLMs in health care deepens, emphasizing the need for proactive dialogue and strategic measures to ensure the safe and effective use of LLM technology. Another key takeaway from our investigation is the role of user expertise and the necessity for a discerning approach to trusting and validating LLM outputs. The paper highlights how expert users, particularly clinicians, can leverage LLMs to enhance productivity by off-loading routine tasks while maintaining a critical oversight to identify and correct potential inaccuracies in AI-generated content. This balance of trust and skepticism is vital for ensuring that LLMs augment rather than undermine the quality of patient care. We also discuss the risks associated with the deskilling of health care professionals. Frequent reliance on LLMs for critical tasks could result in a decline in health care providers' diagnostic and thinking skills, particularly affecting the training and development of future professionals. The legal and ethical considerations surrounding the deployment of LLMs in health care are also examined. We discuss the medicolegal challenges, including liability in cases of erroneous diagnoses or treatment advice generated by LLMs. The paper references recent legislative efforts, such as The Algorithmic Accountability Act of 2023, as crucial steps toward establishing a framework for the ethical and responsible use of AI-based technologies in health care. In conclusion, this paper advocates for a strategic approach to integrating LLMs into health care. By emphasizing the importance of maintaining clinician expertise, fostering critical engagement with LLM outputs, and navigating the legal and ethical landscape, we can ensure that LLMs serve as valuable tools in enhancing patient care and supporting health care professionals. This approach addresses the immediate challenges posed by integrating LLMs and sets a foundation for their maintainable and responsible use in the future.

Comfort in active learning spaces – students’ perceptions and preferences

ABSTRACT Evidence suggests that Active Learning (AL) and Active Learning Spaces (ALSs) have the potential to improve student learning outcomes. In this study, the student experiences of AL and ALSs in four classes in mathematics and statistics at a Norwegian university are examined through classroom observations, surveys, and interviews. The student interviews are analysed using constant comparative method, which resulted in one main category and three sub-categories presenting what the students perceived to be significant factors that impacted their learning experiences in the ALSs and how these factors affected their motivation to engage with the subject. The main category is called Engagement and Comfort, and the three sub-categories are called Students’ Varying Preferences, Student-student Communication, and Teachers’ Communication. Students’ motivation was looked at through an Approach-Avoidance Theory lens. Crucial to the student experiences was that some students felt deeply uncomfortable in the ALSs, which prevented them from engaging and benefitting from the ALSs. This research highlights how students’ comfort in the ALSs is essential to ensure their engagement and suggests many aspects that can support students’ comfort. Future research and professional development programmes built upon the reflections here can be used to support improved educational quality.

The Effect of Metacognition on University Students' Performance in Mathematics

Mathematics is a basic discipline in fields such as science and engineering, providing a solid theoretical foundation for other disciplines. The study of mathematics major enables college students to deeply understand and apply mathematical principles and lay the foundation for future professional development. College students learning mathematics well is crucial for personal career development and national development. The impact of metacognition on mathematical achievements has long attracted the attention of the education community. This study explores the impact of metacognition on college students' mathematical achievements through questionnaires. Participants included 308 mathematics college students from different grades. The study found that on the whole, metacognition is positively correlated with mathematical scores. Specifically, self-monitoring plays a key role in this relationship. Students who are good at using metacognitive strategies and have good self-monitoring ability are more likely to achieve better math results. Statistics support this discovery and are statistically significant (p<0.05). The research results emphasize the importance of cultivating students' metacognitive skills to improve the mathematical academic level of undergraduate students. However, the study also pointed out the limitations of the investigation and suggested that future research should conduct more in-depth discussions on sample selection and research design.

Paediatricians’ perspectives in treating lower urinary tract symptoms: a qualitative exploratory needs assessment study

BackgroundPaediatric lower urinary tract symptoms (LUTS) are common experiences among school-aged children, with prevalence rates reaching as high as 20%. Paediatricians are often first-line stakeholders in providing treatment for these...

Eksplorasi Kesiapan Guru Sekolah Dasar Generasi Milenial-Z Menghadapi Pendidikan Society 5.0

The era of society 5.0 has been entered by many developed countries. Indonesia, as a developing country, also has the same opportunity to enter the era of society 5.0. Therefore, an approach through the education system needs to be done, especially in preparing teachers in Indonesia. Millennial teachers born in 1981-2000 are future teachers and hope for Indonesia. They are the demographic bonus and the largest productive age group in Indonesia. This generation of teachers will face the education system in the era of society 5.0. This study explores the results of the self-reflection of millennial elementary school teachers on their readiness to face the education system in the period of society 5.0, specifically on technology mastery and students' understanding ability. Data were collected through unstructured interviews with 6 primary school teachers at millennial age in different schools to help them reflect on themselves and then analyzed using descriptive analysis. The results show that the readiness of elementary school teachers at the millennial age in terms of mastering technology is based on three self-conditions, namely self-confidence, the adaptability, and is relied on by colleagues. These three conditions of self in terms of mastery of technology are interconnected with each other. Meanwhile, in terms of student's ability to understand students, their self-readiness is based on two conditions, namely understanding one's own constraints in order to understand students and finding ways to relate to students. This research is limited to only two conditions, namely mastery of technology and the ability to understand students, which are included in teachers' pedagogic and professional competencies. This study also recommends several future teacher professional development research practices.

Evaluating the Perception of Undergraduate Medical Students About the Educational Environment by Using the Dundee Ready Educational Environment Measure (DREEM) Questionnaire.

Background This study uses the Dundee Ready Educational Environment Measure (DREEM) questionnaire to investigate undergraduate medical students' perceptions regarding their educational environment. The study recognizes the pivotal role of the educational environment in shaping future healthcare professionals and aims to contribute valuable insights for continuous improvement. The DREEM questionnaire, a validated tool, provides a structured approach to assess various dimensions of the educational environment. The study explores teaching and learning, academic atmosphere, student self-perception, social support, and overall satisfaction, seeking to identify strengths and areas for enhancement. The overarching goal is to offer evidence-based recommendations for academic institutions, curriculum developers, and policymakers to foster an environment that optimally nurtures the learning experiences of undergraduate medical students. The study aspires to contribute to the ongoing efforts to refine and elevate medical education, ensuring the holistic development of future healthcare professionals. Aims & objectives Using the DREEMquestionnaire, evaluate undergraduate medical students' perceptions regarding their educational environment. Identifying thestrengths and weaknesses in the current educational environment, encompassing teaching and learning, academic atmosphere, student self-perception, and social support. Methodology All undergraduate medical students of C.U.Shah Medical College and Hospital, Surendranagar, Gujarat (India), were included in the study. DREEM questionnaire was introduced in classroom settings in digital form with the help of Google Forms. The perceptions were obtained and analyzed with the help of Google Sheets. Results The DREEM questionnaire mean scores (124.58/200) indicate an overall positive perception of the educational environment among medical students, with total scores falling within the 'More Positive than Negative' range. The domain-wise analysis reveals scores for Students' Perception of Learning (SPL) 30.09/48, Students' Perception of Teachers (SPT) 27.87/44, Students' Academic Self-Perceptions (SASP) 20.60/32, Students' Perception of Atmosphere (SPA) 30.31/48, and Students' Social Self-Perceptions (SSSP) 15.72/28, indicating varying perceptions across different aspects of the educational environment. Within the domains, the SPL scores range from 10 to 44 (mean: 29.91), with one response in the 'very poor' range. SPT scores vary from 4 to 44 (mean: 27.49), with three 'very poor' responses. SASP scores range from 6 to 32 (mean: 20.73), with one response in the 'Feelings of total failure' range. SPA scores range from 9 to 48 (mean: 30.29), with one response in the 'Very poor environment' range. SSSP scores vary from 6 to 28 (mean: 15.66), with five 'Miserable' responses. Conclusion The study using DREEM scores highlights a generally positive perception of the educational environment among medical students. Areas for improvement include addressing fatigue-related concerns and enhancing teacher-student interactions, emphasizing the need for targeted interventions to ensure ongoing enhancement in the learning environment.

Understanding Early Intervention and Early Childhood Special Education Professional Access to and Utilization of Evidence-Based Practices

ABSTRACT Federal legislation and regulations addressing educational practices have provided clear mandates that educators when designing educational intervention use systematic decision-making processes to identify instructional strategies and methods that are evidence based. This study employed a survey to examine how familiar early interventionist/early childhood educators, who serve young children aged birth to eight, seek information on evidenced -based practices (EBP) prior to implementing a practice. This study also explored methods that educators use and prefer to access information about EBPs. A total of 223 educators completed the survey that included four identified subgroups (teachers, related service providers, administrators, and faculty/researchers/trainers). We found that most respondents, across the groups, reported being familiar or somewhat familiar with research evidence for their practices and chose discussion with colleagues as the most frequently used strategy to learn and make decisions about a new practice. Implications for future research and professional development are discussed.

Context Matters: Factors that Influence Storytime Providers’ Knowledge, Beliefs, and Self-Efficacy

AbstractUnderstanding how to successfully train storytime providers is crucial to the goal of offering high-quality early literacy programs in public library settings. As part of a larger study, nine early-career public library storytime providers were interviewed to learn what contextual factors are important to improve their knowledge, practice, and self-efficacy. Two major themes and several subthemes emerged from this analysis. The first theme centered on how participants learned and developed self-efficacy about early literacy practices. Four subthemes emerged: (a) impact of formal education and training, (b) influence of mentors and role-models, (c) developing practice through experimentation and mastery experiences, and (d) importance of feedback. The second theme centered around how the unique nature of public library storytime programs impacts the practice and self-efficacy of providers. Five subthemes emerged: (a) voluntary nature of storytime programming, (b) balance between education and entertainment, (c) whether the primary audience is children or caregivers, (d) concerns about how caregivers perceive communication, and (e) how the informal, mixed-age audience influences programming. Findings can be used to inform the content of future professional development interventions.

In service of disruption: examining mediators of White racial identity through inservice professional development addressing race and racism

ABSTRACT Research on professional development (PD) with practicing White teachers has traditionally focused on shifting White teachers’ attitudes, whereas more recent research has explored the role of emotions in White teachers’ engagement in such learning. Leveraging theory on culturally disruptive pedagogy and a qualitative phenomenological approach, this article analyses the experiences of a group of White educators across a suburban Mid-Atlantic district, asking, what common elements are associated with ‘disruptions’ White educators may experience in PD addressing race and racism? Building on previous research calling attention to the complex, multifaceted nature of White cultural conditioning and related processes of ‘unlearning’, cognitive, emotional, spatial, and embodied mediating elements are documented and analysed. Implications for future research and PD design and facilitation are discussed.

Special Educators’ Training and Preparedness to Write Individualized Education Programs

Over the last decade, there has been ample evidence reporting the lack of high-quality and compliant Individualized Education Programs (IEPs) in the United States. This problem has many consequences, including poor student outcomes and failure to follow legal due process. Despite these consequences, research has not thoroughly examined the perspectives and needs of special educators on IEP development or the role of pre-service training on special educators’ ability to write high-quality, compliant IEPs. To address this gap, this study surveys 218 Pennsylvania special educators to examine their perspectives on the sufficiency of their pre-service training to write high-quality IEPs. Data on the types of training and support special educators need to successfully write IEPs were also gathered. Results provide information on needed teacher preparation program components, supports for in-service special educators when writing IEPs, and areas for future professional development. Implications and future directions for training on writing IEPs are discussed.

Mental health clients’ receptiveness to and recommendations for integrating physical activity discussions into therapy: a mixed methods study

Objective The mental health benefits of physical activity are well-established. Integrating physical activity counseling into therapy would expand the reach of this evidence-based treatment for mental illness. This mixed methods study examined mental health clients’ receptiveness and recommendations for effectively discussing physical activity in therapy. Methods A diverse sample of U.S. adults in therapy (N = 478) completed a survey that included the open-ended question: What specific recommendations would you have for your therapist to effectively discuss physical activity with you? We conducted a qualitative content analysis to identify their most common recommendations. Results Most participants indicated they would be comfortable discussing physical activity with their therapist. The content analysis resulted in 26 unique categories; most common recommendations included: provide information about what to do (n = 81), discuss physical activity benefits (n = 63), be understanding and nonjudgmental (n = 49), provide accountability (n = 41), and consider physical/mental health conditions (n = 35). Overarching themes emphasized making mental health central to discussions, tailoring discussions to each client, and reframing physical activity as a feasible, enjoyable activity. Conclusions Mental health clients are open to discussing physical activity during therapy if it is approached in a supportive, understanding, and personalized way. Clients’ recommendations can inform future professional development for therapists.

The relationship between teachers’ and principals’ use of results from nationwide achievement tests: the mediating role of teacher attitudes and data use culture

In many countries, educational policy increasingly expects teachers to use results from nationwide achievement tests for data-based decision-making. Theoretical models suggest that teachers’ data use is not only related to their attitudes and the organizational culture of data use in their schools but also to the use of data by their principals. However, the relationship between teachers’ and principals’ data use has rarely been tested, and existing studies only provide limited evidence. This study examined these relationships using data from two large-scale samples (Nmathematics teachers =796, NGerman teachers =693). Results of structural equation models show that data use by teachers is significantly associated with data use by principals. Moreover, data use culture use fully mediates this relationship, but teacher attitudes do not. We replicate our results for two samples, providing evidence for the generalizability. Thus, supporting principals to develop a positive data use culture seems promising for future professional development.

Studying the peculiarities of the universities students’ motivation for research activities

Introduction. The article substantiates the need for up-to-date knowledge about the state and possibilities of university students’ research activities, taking into account the necessity to increase the importance of such activities for education and personal development of future professionals in the field of science. The purpose of the article is to present the research results (2023) reflecting the problems of involving students into research activities and ways of solving these problems, as well as the results of investigating students’ motivation at the Herzen State Pedagogical University in Russia. The innovative model of preparing highly qualified scientific and academic staff is characterized. Materials and Methods. The research methodology is based on the ideas of a personality-centered approach. Theoretical and practical methods of scientific research were applied: theoretical analysis, synthesis, classification; the online questionnaire, which revealed various aspects of students’ motivation to participation in research activities, and mathematical methods of data processing. Results. The authors presented three groups of results: - the review and analysis of studies conducted in the 2000s by Russian and international researchers on various aspects of engaging university students in research activities; - the review of current research investigations conducted in Russian universities, reflecting practice of improving university students’ research activities in various regions of the country; - the results of the study conducted in 2023 at the Herzen State Pedagogical University of Russia - a survey of students majoring in the following fields: Education (Education science); Psychology (psychological sciences); Psychology and Education which reflect the key positions of organizing students’ research: the engagement of students in educational activities; motivation for research activities; satisfaction with research experience; the degree of participation in the student research society; self-assessment of the research skills; assessment of existing conditions for research activities and accessibility to them at the university. Conclusions. Students will choose research activities as a basis for their professional formation if research is considered to be a leading activity in the higher educational institution; where external and internal motives of involving students in research are taken into account and regulatory and research support of students in their scientific self-determination is manifested. One of the possible forms of creating such conditions is the model of a joint master’s and doctoral-level degree program.

Research on the Construction of the 'Fundamentals of Financial Big Data' Course: A Case Study of Wenzhou Polytechnic

With the continuous development of big data technology, the financial sector has raised its expectations for accounting professionals, demanding higher digital capabilities. In response to these talent cultivation requirements, many higher vocational colleges have introduced courses on big data technology. This paper selects the newly introduced course "Fundamentals of Financial Big Data" at Wenzhou Polytechnic as a case study to examine the current state and challenges of the course's construction, and proposes strategies and recommendations. These include accelerating the development of teaching resources; strengthening teacher training and development; deepening teacher-student communication and interaction; and expanding channels of cooperation between schools and enterprises. Course reform should be student-centered, guided by a combination of theory and practice, contextualized within real-case scenarios, and supported by digital resources, to comprehensively enhance the quality of education. The construction of the course should meet the new demands of the big data era, cultivating students' data sensitivity, data analysis skills, and digital innovation thinking, thereby laying a solid foundation for their future professional development.

A self-determination theory approach to teacher digital competence development

Teacher Digital Competence (TDC) framework guides policy revision and professional development, empowering teachers for future classrooms by technologies such as artificial intelligence (AI) and metaverse. Falloon (2020) expanded the TPACK framework to include personal-ethic and personal-professional competencies, addressing ethical, safe, and productive functioning in diverse, digital environments for a new TDC framework. The two new sets of personal-competencies are very important to the use of AI and metaverse in education. However, research on implementation of Falloon's (2020) TDC framework that requires interdisciplinary collaboration among school members is limited. Teachers' engagement in TDC development activities is influenced by school digital learning policy and culture, and explained by three needs satisfaction in Self-determination Theory. Therefore, this study had two goals. First it proposed and examined a research model using school learning support as a predictor, needs satisfactions as mediating variable and the two new sets of TDC as criterion variables by analyzing questionnaire data. Second, it identifies needs-supportive strategies for digital education by analyzing interviews and school documents. The participants were 370 school teachers. The results showed that the positive effect of the school learning support on TDC, and needs satisfaction fully mediated the relationship between perceived school learning support and the two sets of personal competencies. We also suggested 12 ways for designing school digital policy and culture that satisfy teachers' needs, and validated instruments of the two sets of personal competencies. TDC that covers teacher artificial intelligence competence is important to the future teacher professional development.

Assessment of Professionalism, Attitudes, and Behaviors in Practicing Physical Therapy

Background: The field of physiotherapy plays a crucial role within the healthcare landscape, particularly in the context of modern medical and surgical practices. Professional behavior, attitudes, and values are fundamental to the practice, influencing patient care and interprofessional collaboration. Recent studies have highlighted a need for continuous evaluation and improvement in these areas to enhance the overall quality of physiotherapy services. Objective: This study aimed to assess the current state of professionalism, attitudes, and behaviors among practicing physical therapists, identifying strengths and areas for development to inform future educational and professional development initiatives. Methods: A cross-sectional descriptive study was conducted among 120 physical therapists in Lahore, utilizing convenient sampling. The Professional Behavior Continuum, a self-reflective tool, was employed to evaluate professional behaviors in various clinical settings. Data were collected through questionnaires, including a consent form to ensure confidentiality. The analysis was performed using SPSS version 25, focusing on descriptive statistics such as frequency and percentage to quantify the extent of core professional values among participants. Results: The majority of participants were aged between 26-30 years (45%), predominantly male (70%), and had 1-5 years of work experience (65%). The study revealed positive perceptions of integrity (60% honesty, 65% personal responsibility), respect (65% confidentiality, 70% diversity), responsibility (75% punctual for learning, 60% cope with challenges), competence (80% responsibility for learning, 70% self-reflection), maturity (80% professional dress/language, 70% emotional stability), and communication (80% respectful, 70% empathy/compassion) among physical therapists. Conclusion: The findings indicate a generally positive outlook on professional behaviors, attitudes, and values among physical therapists, with notable strengths in areas such as responsibility, competence, and communication. However, the study also suggests the need for ongoing professional development and education to address areas of improvement and ensure the highest standards of patient care and professional practice.

What next for behaviour change professional development in general practice? Insights from an environmental scan and workshops

BackgroundA key role of general practice professionals (that is, GPs, and general practice nurses [GPNs]) is to support patients to change behaviours. Traditional approaches to assisting patients with, and learning about, behaviour change have modest outcomes.AimTo explore behaviour change with GPs and GPNs and the availability of related professional development (PD) opportunities.Design & settingMulti-methods study comprising an environmental scan survey of behaviour change tools and PD opportunities, and online workshops with Australian GPs and GPNs.MethodSurvey data were analysed using qualitative content analysis, informing the design of the workshops. Workshop data included observation, note-taking, and collaborative reflection, which were analysed thematically and synthesised with survey data.ResultsThe survey had 18 complete responses. For the two virtual workshops, workshop 1 had 16 participants and workshop 2 had eight participants. There was diversity in awareness of existing behaviour change tools and resources. Preferences for future tools and PD opportunities related to specific aspects of its design, content, activities, and delivery. The following three themes developed from the workshop data: recognising the importance of relationships; recognising the importance of continuity; and keeping context in mind. In the absence of tools and resources, GPs and GPNs discussed behaviour change as something that occurs best through a patient-centred alliance that is continuing, respectful, grounded in trust and an understanding of their patient, and prioritises patient autonomy.ConclusionFuture general practice behaviour change PD should support clinicians to ‘assist’ patients and recognise the social and contextual influences on behaviour.