Impact Of Professional Development Research Articles

Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings

AbstractAcknowledging the pivotal role of noticing in teachers’ professional work, it is noteworthy that its application in dialogic activities remains an area that has yet to be studied. In this study, we examine mathematics teachers’ noticing of dialogue among peers working together on problem-solving tasks and investigate the impact of a professional development intervention focused on dialogue on teachers’ noticing practices. Through think-aloud interviews, 14 teachers provided insights into their noticing practices by attending to and responding to video excerpts of dyads engaged in collaborative problem-solving in computer-supported learning environments. Their noticing practices were analyzed using a Bakhtinian-informed dialogic framework. Subsequently, the teachers participated in a professional development intervention centered around dialogue and were interviewed again using the same video excerpts. The second round of interviews was also analyzed using the same dialogic framework. The findings shed light on the initial state of teachers’ noticing and indicate a discernible improvement in their ability to notice specific dialogic attributes. These findings offer valuable insights into how collaboration and dialogue between students can be effectively supported. Additionally, the study discusses how teachers envision dialogue and considers the capacity and limitations of incorporating a dialogic vision into the noticing paradigm.

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.

Teaching Competence and Information and Communication Technology Integration (ICT) of Private Schools in Davao City

The study investigated the relationship between teaching competence and ICT integration among private school teachers in Davao City for the 2022-2023 school year. Employing a descriptive correlation design with 100 teacher respondents, the analysis revealed consistently high levels of teaching competence, particularly emphasizing professional development, and a high level of ICT integration, showcasing positive attitudes and effective utilization of ICT. The study underscored the significance of educators having a strong teaching foundation for a moderate positive relationship between teaching competence and ICT integration. The significant impact of professional development on ICT integration highlighted the need for ongoing training and growth opportunities for teachers, emphasizing the role of continuous learning in adapting to technological advancements. These findings highlighted the close relationship between teacher competence and successful ICT integration, underscoring the importance of professional development in creating a technology-rich learning environment. Conclusively, the findings underscored the importance of professional development in shaping effective ICT integration. These recommendations aimed to foster a collaborative and supportive environment, enhancing educators' competence and ensuring effective ICT integration. These insights provided valuable guidance for educators, policymakers, and researchers aiming to enhance teaching competence and ICT integration in private schools in Davao City.

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.

Enhancing elementary school teachers’ competence in recognizing and supporting gifted students with learning disabilities in Saudi Arabia

This research investigates the competence of elementary school teachers in Saudi Arabia in recognizing and supporting gifted students with learning disabilities. Two research questions guided the inquiry: RQ1: How do elementary school teachers in Saudi Arabia perceive the impact of professional development, on increasing awareness about students with giftedness and learning disabilities? RQ2: How do elementary school teachers in Saudi Arabia perceive the academic challenges addressed by the series of workshops that created collaborative groups for the discussion of student needs? Using a qualitative approach, in-depth interviews were conducted with 10 certified elementary teachers in Medina City. The study identified two key themes through thematic analysis. The first theme emphasizes the impact of professional development on increasing teachers’ awareness of students with giftedness and learning disabilities. Training provided insights into identifying students with learning disabilities and recognizing those with giftedness, emphasizing the need for ongoing training and collaboration. The second theme emerged from workshops creating collaborative groups for discussing student needs, highlighting the power of recognizing individual differences and collaborative efforts for supporting diverse needs. The findings underscore the importance of ongoing professional development and collaboration in improving the capacity of elementary school teachers in Saudi Arabia. These insights have implications for enhancing teacher training programs and developing inclusive educational policies for twice-exceptional learners.

Enhancing Early Childhood Education Teachers' Creativity through Professional Development Training Program

This study aimed to examine the implementation and impact of professional development on the creativity of early childhood educators, focusing on creating an innovative teaching medium known as the Magic Box. This research used a qualitative approach with a case study method; the research subjects comprised ten early childhood educators, one resource person, and one training manager. Data were collected using in-depth interviews, observations, and document studies. The Miles and Huberman method was used to analyze the collected data. The research findings reveal a substantial transformation in educators' creativity levels after participating in Magic Box's professional development and training programs. Through a structured and hands-on approach, educators gain practical experience and motivation to infuse creativity into their teaching practices. Educators report increased confidence in generating creative ideas for teaching materials and a shift in their instructional approach to encourage more engaging and interactive learning experiences for children.

Impact of teacher professional development on student achievement with a focus on Bosnia and Herzegovina: Analyzing TIMSS 2019 results in Western Balkan countries and Croatia

Students in Bosnia and Herzegovina (B&H) score very low on international assessments (TIMSS & PISA), lower than the countries in the region with which it shares similar background. In this paper the characteristics of teachers’ professional development (TPD) in the region of Western Balkan countries (Albania, B&H, Kosovo, Montenegro, North Macedonia, and Serbia) and Croatia are brought into correlation with average results in mathematics and science on TIMSS 2019. Research questions analyze teachers’ attitudes towards their profession and investigate the impact of professional development (PD) of mathematics and science teachers in the last two years, with a specific focus on the situation in B&H, on students’ achievement in mathematics and science. The findings indicate a lack of TPD as a contributing factor to lower results in B&H. The research suggests that B&H should consider reforms in the education system and enhance teachers’ attitudes towards their profession through intensified PD programs to advance education and learning.

Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study

Background: Quality early childhood interactions, especially quality adult–child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children. Understanding the perspectives of early childhood directors and educators in relation to the feasibility, sustainability and impact of professional development is needed. Aim(s): This study investigated the experiences of early childhood educators and directors who participated in a SLT-led professional development training program. Method: Participants were four directors and six early childhood educators. Directors participated in one focus group; educators participated in individual semi-structured interviews. All participants were female and had between 5 and 38 years of experience. They were interviewed following the completion of an eight-week training program. Verbatim transcripts of the director focus group and educator interviews were thematically analysed using NVivo12. Result(s): Three overarching themes were developed. These were the appropriateness and acceptability of the training, impact and professional engagement with eight subsequent themes also identified. Although participants reported positive experiences participating in the training, several practical and translational challenges were identified. Conclusion: The professional development training implemented by SLTs was influenced by a number of factors that assisted or hindered educator and director experience of the program. The appropriateness, acceptability and feasibility of a professional development (PD) program should carefully consider participants’ learning needs and workplace environments.

The Effect of Training on Organizational Commitment Impacts Primary School Teacher Performance in Central Lombok Regency

Finding out how elementary school teachers in Central Lombok Regency fare after receiving training and committing to their organization is the main goal of this study. Using a mixed-methods approach, this study surveyed 361 educators about their experiences in the classroom. The findings were based on an adjustment to Morgan's hypothesis made using the Warwick and Lininger formula. Questionnaires are used as a data collecting tool, while Structural Equation Modeling using Partial Least Squares is used for analysis. The research found that: (1) Training has a direct positive and significant effect on organizational commitment (T-Statistics: 32.016, P-Values: 0.000); (2) Training has a direct positive and significant effect on teacher performance (T-Statistics: 5.756, P-Values: 0.000); (3) Organizational commitment has a direct positive and significant effect on teacher performance (T-Statistics: 18.685, P-Values: 0.000); (4) Training has a positive and significant indirect effect on teacher performance (T-Statistics: 7.556, P-Values: 0.000). This study found that teacher effectiveness is directly impacted by training and organizational commitment. The impact of professional development on educators' efficiency and effectiveness may be moderated by organizational commitment. Suggestions for enhancing organizational commitment and training in order to improve teacher performance.

The Factors Influencing the Risk Based Internal Audit in Improving the Effectiveness of Internal Audit

Internal Control System (SPI) weaknesses hamper government performance; Therefore, the concept of Risk-Based Internal Audit (RBIA) through risk determination techniques based on priority scales is thought to be able to improve the effectiveness of internal control in North Sumatra Province. The purpose of this study is to determine the impact of Professional Development, Top Management Commitment, and the Role of Internal Audit on Risk-Based Internal Audit (RBIA), as well as its impact on the Effectiveness of Internal Audit both directly and indirectly in North Company. Sumatra Provincial Inspectorate. This study took quantitative methods. The population of this study is the Functional Position of Internal Auditor and Local Government Affairs Supervisor (PPUPD) which amounts to 101 people, while the informant is a party who understands the implementation of RBIA, namely Auxiliary Inspectors. The sampling technique used is census, meaning that the entire population is sampled in the study. The test used a variant-based Structural Equation Modeling (SEM) model with the Partial Least Squares (PLS) technique. Professional Development, Top Management Commitment, and the Role of Internal Audit are variables that allegedly affect the success of RBIA implementation in improving Internal Audit Effectiveness. The results showed that Professional Development, Top Management Commitment, and the Role of Internal Audit had a significant positive effect on the successful implementation of risk management with the RBIA method. The implication of these findings is the importance of the role of Professional Development, Top Management Commitment, and the Role of Internal Audit in improving the effectiveness of internal control within local government.

Enhancing Teacher Professional Development: Insight from Teacher Professional Learning Activities

This study employs a qualitative approach to investigate the influence of professional learning activities on teacher professional development. The study examines a range of learning activities, including workshops, seminars, and collaborative learning communities, and explores their impact on teacher practices, student engagement, and student outcomes. The researcher combined surveys and interviews to gather data from a sample of 20 EFL teachers at a participating school. The questionnaire, adapted from TALIS (Teaching and Learning International Survey), collected data on teachers’ demographics, teaching experience, and participation in professional development activities.. In-depth interviews were conducted with a purposive sample of 10 teachers to explore their experiences with professional development, their perceptions of teacher professional learning activities, and the impact of professional development on their teaching practice. The study finds that these learning activities have a significant positive impact on teacher professional development, leading to improved teaching practices, increased student engagement, and better student outcomes. These insights have important implications for improving the quality of education and can inform the development of effective policies and programs to support teacher professional development.

Teachers’ stress as a moderator of the impact of a professional development intervention on preschool children’s social-emotional learning

This study examined the extent to which the impact of a universal professional development (PD) intervention program on children’s early social-emotional learning (SEL) is dependent on early childhood education (ECE) teachers’ stress levels. The program (POMPedaSens) aimed to promote children’s (5–6-year-olds’) SEL by supporting ECE teachers’ PD. Intervention effectiveness was monitored using an 8-month randomized controlled trial design with an intervention group (IG; 26 teachers and 195 children) and a waiting control group (CG; 36 teachers and 198 children) that provided data before and after program implementation. ECE teachers in the IG were trained to implement the intervention program in their early childhood education and care groups. Latent change score analysis revealed that when teachers showed a low level of stress, children’s prosocial behavior increased only in the IG. There were no significant results for the IG in terms of a change in antisocial behavior. The results suggest a promising application of the PD intervention for promoting prosocial behavior in ECE when teachers have low stress. A longer intervention period is likely needed to determine the moderating effect of ECE teachers’ well-being on children’s antisocial behavior change. Unexpectedly, when teachers showed a high level of stress, an increase in prosocial behavior and a decrease in antisocial behavior were found for children in the CG. This could result from demands for accountability and high expectations regarding early prosocial behavior without supporting teachers’ PD and well-being, which can diminish social-emotional functioning in the long run. Decreased antisocial behavior in the CG could stem from an acquired propensity towards compliant behavior driven by either a sense of obedience or fear. High stress in the CG indicates that teachers were trying to do their best at the risk of their own well-being.

Using ‘Real-World’ Robotics Competitions to Support Digital Technology Implementation: Impacts of Professional Development

Using ‘Real-World’ Robotics Competitions to Support Digital Technology Implementation: Impacts of Professional Development

Assessment Literacy: Changing Cultures, Enculturing Change in Hong Kong

Abstract Teacher assessment literacy has gained significant attention in recent years due to its critical role in learning and teaching. Various theoretical and empirical conceptualizations of this construct have been emerging with more recent emphasis on building teachers’ knowledge and skills. The aim is to make highly contextualized, fair, consistent and trustworthy assessment decisions to inform learning and teaching to effectively support both student and teacher learning. This article explores changes in secondary English language teachers’ assessment literacy following the introduction of school-based assessment for learning as part of high stakes secondary school assessment reform in Hong Kong. Drawing on teacher questionnaires completed by almost 4,500 teachers who undertook a common professional development course conducted over the first six years of assessment reform (2005 – 2011), this paper explores the impact of professional development on teachers’ assessment literacy. Despite Hong Kong’s deeply ingrained competitive examination-oriented culture, an analysis of the quantitative and qualitative data from pre- and post-program evaluations demonstrate signs of positive change in teacher attitudes, confidence and practices, in particular in using assessment criteria, designing and implementing appropriate assessment tasks, involving learners more actively in the assessment process, making trustworthy assessment decisions and providing effective feedback and feed-forward to students to improve student learning. The findings of the study suggest that changes in assessment culture are possible, provided teachers are well supported. The implications for assessment reform and for the development of teacher assessment literacy more generally are also discussed.

Benefits of a professional development course on transcription for practising speech-language pathologists

Purpose: Transcription of speech sounds is a fundamental skill used by speech-language pathologists. Little is known about the impact of professional development courses on transcription accuracy and confidence. This study explored speech-language pathologists’ use and perceptions of transcription and the effect of a professional development course on their transcription accuracy and confidence. Method: A quasi-experimental, one-group pretest-posttest design was used. Twenty-two Australian speech-language pathologists working with children with speech sound disorders participated in the course. Participants transcribed single words and completed a survey about confidence, perceptions, and the use of transcription at both time points. Result: The number of participants who reported feeling confident about using transcription significantly increased from 36.84% pre-training to 68.42% post-training. Transcription accuracy of phonemes based on point-to-point accuracy was high pre-training (88.97%) and did not significantly improve. Participants identified strategies to maintain their transcription skills. Conclusion: This study suggests speech-language pathologists transcribe single words in typical speech with high accuracy using broad transcription, and that participating in a transcription professional development course increases their transcription confidence. Further research is needed to explore different delivery methods of professional development, the impact of professional development on transcription accuracy of disordered speech, and the long-term impacts of professional development on transcription accuracy and confidence.

The Impact of Professional Development on Data-Based Decision-Making for Students With Extensive Support Needs

There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to describe the intervention literature on the impact of professional development (PD) on teachers’ use of DBDM for students with ESN. Eight studies were identified. The DBDM interventions primarily targeted teachers’ decision-making related to instruction in individualized curricular goals or academics in functional contexts and were driven by data on isolated skills and concrete decision rules. All but one study documented some improvement in teacher or student outcomes after DBDM PD. Suggestions for future research, limitations of this review, and implications for practice—including student progress in the general education curriculum—are discussed.

IMPACT OF PROFESSIONAL DEVELOPMENT ON SELF EFFICACY OF MATHEMATICS TEACHERS

This study aimed to know that Professional development play a crucial role in improving the self-efficacy and problem-solving skills of mathematics teachers at the secondary level. By providing teachers with new knowledge, skills, and opportunities to apply these in real-world settings, they can become more confident and effective in their teaching of mathematics. The objectives of the study were to assess the perceptions of mathematics teachers about their professional development in mathematics and to investigate the impact of professional development on self-efficacy and problem-solving skills of mathematics teachers. The population of the study was contained the all teachers of three districts in Hazara division. The reliability of the scale is determined through Cronbach’s Alpha and all the statements were found reliable. Data were collected, scored, tabulated and analyzed by using percentage, mean, standard deviation and person correlation and regression as tests of statistical. Education policymakers may consider the findings of this study when designing and implementing professional development programs for teachers to ensure that they are having the desired impact on teachers’ skills and competencies. Recognition of the role of other factors: The study suggests that while professional development may have some impact on teachers’ skills, other factors such as prior experience and education may play a larger role.

Professional Development of Mathematics Teachers: Its Impact on Their Classroom Delivery in Ghana

The study imperatively ascertains the impact of Professional Development (PD) of mathematics teachers in their classroom delivery in Kwabre East Municipality (KEM). The study was embedded with positivist philosophical assumptions concerning how knowledge was gained and constructed. A descriptive survey was adopted and the census sampling technique was used to sample all the Junior High School (JHS) mathematics teachers. The sample selected was made up of 221 mathematics teachers. It was concluded that PD for mathematics teachers enhanced their mode of delivery, which improved their students’ understanding of mathematics. The study also suggests that teachers’ development of rudimentary skills and knowledge for classroom management was based on their own beliefs as well as professional beliefs and practices. The factors that contribute to low performance after PD are high and depend on the lack or unavailability of training materials for teachers to use after training and inadequate teaching and learning materials or resources to teach students. It is recommended that the government institutes a policy that requires every teacher to attend PD training to be considered for promotion. Our educational institution’s headmaster/teacher and leaders should also make it a habit to hold in-house workshops and seminars to refresh their teachers’ knowledge and skills in delivering instructional objectives. Additionally, the Ministry of Education and other non-government organisations should help improve our schools by focusing on resources that make teaching and learning better

Understanding the Impact of Professional Development for a Cohort of Teachers with Varying Prior Engineering Teaching Experience

Engineering for US All (e4usa) is a National Science Foundation-funded first-of-its-kind initiative aimed at making engineering more inclusive and accessible to underrepresented populations. The ‘‘for us all’’ mission of e4usa encompasses both students and teachers. Paramount to the success of e4usa was the construction of professional development (PD) experiences to prepare and support teachers with different levels of engineering teaching experience as they implemented the e4usa yearlong course. The perspectives of nine teachers with varying degrees of engineering teaching experience were examined during two PD opportunities to compare experiences and dynamics between the teachers. Data sources consisting of focus groups and artifacts created during the PD were analyzed using inductive coding and the constant comparative method. The distinct themes that emerged included teachers redefining engineering, growing confidence to teach engineering, benefiting from the PD, receiving support from other teachers, experiencing imposter syndrome, and renewing a passion for engineering education. The results provide implications for how engineering education PD may be developed to allow for reciprocal support and mentoring that supports all teachers regardless of engineering teaching experience. The results also inform future e4usa efforts and aim to change the structure of high school engineering education.

Exploring the Impact ofAI-powered Collaborative and Interactive NLP Apps on EFL Teaching in the Post-COVID-19 Era

The COVID-19 pandemic has disrupted traditional language learning, leading to a shift towards online teaching and requiring new approaches to language education. This study examines the effectiveness of AI-powered collaborative and interactive Natural Language Processing (NLP) applications on English as a Foreign Language (EFL) instruction in a post-COVID-19 online education environment. The study used a mixed-methods approach, incorporating statistical and in-depth qualitative data gathering and processing strategies. EFL teachers and students from the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed during online language learning sessions. The data were analysed using both descriptive and inferential statistics. The study employed questionnaire surveys to analyse quantitative data and used the thematic (content) analysis method to isolate the most important trends and themes hidden within the qualitative data collected through semi-structured interviews and online class observations. Results showed the challenges and opportunities of using AI-powered collaborative and interactive language learning in EFL teaching, the learning methodologies and assessment approaches used in AI-enabled collaborative e-learning, the role of technology in supporting pervasive learning, and the impact of professional development for teachers in ICT on integrating AI-assisted collaborative e-learning in EFL instruction. The findings offer new perspectives on the effects of AI-supported collaborative and interactive language learning on EFL teaching and its implications for EFL teachers and students in the post-pandemic era.