In-service Development Research Articles

Influence of Principals’ Conflict Resolution Skills on Teachers’ Commitment in Public Secondary Schools in Ogun State

This study investigated the Influence of principals’ conflict resolution skills on teachers’ job commitment in public secondary schools in Ogun State. A descriptive research design was employed. The population for the study consisted of 3,109 teachers. A sample of six hundred and forty-five (645) respondents was selected. Three (03) instruments were used for data collection, namely: demographic data form, organizational commitment scale (r = .91), and Rahim organizational conflict inventory – II (r = .96). Findings showed that there was a significant influence of principals’ conflict resolution skills on teachers’ job commitment (R = .253; R2 = .064; Adj. R2= 063; F (1,636) = 43.508; P< .05). Also, principals’ gender significantly moderated the influence of principals’ conflict resolution skills on teachers’ job commitment. Male principals have a significant moderating influence of principals’ conflict resolution skills on teachers’ job commitment (R =.376; R2 =.141; R2(adj) =.139; F (1,406) =66.563; P<.05). Also, female principals do not have a significant moderating influence of principals’ conflict resolution skills on teachers’ job commitment (R =.048; R2 =.002; R2(adj) =-.002; F (1,230) =.525; P>.05). Based on these findings, it was recommended that regular seminars should be organized to educate principals on conflict resolution strategies. Also, the Ministry of Education should organize extensive in-service development programs and/or encourage the principals to go for short courses in educational management with specific emphasis on leadership skills and styles and conflict management in schools irrespective of their gender.

Effectiveness of Promotion-linked Training on the Performance of Educational Leaders at their respective places of Working in Lahore, Punjab, Pakistan

The present study aims to determine whether the professional development programs offered to educational leaders in Punjab, Lahore, positively impact their performance and whether promotion-linked training motivates participation. Specifically, this research endeavours to elucidate the effects of promotion-linked training on professional growth, leadership styles, decision-making capabilities, communication competencies, student outcomes, and institutional efficacy. Both quantitative and qualitative methodologies were employed to examine the performance of 82 male and female educational administrators in the Lahore district of Punjab. Data regarding research questions were collected via questionnaires and semi-structured interviews. Results indicate that promotion-linked training exerts a significant positive influence on educational leaders' job performance. Such in-service development opportunities enhanced administrators' knowledge and skills, yielding improved institutional outcomes. In conclusion, this study underscores the instrumental role of promotion-based development programs in optimizing educational leaders' effectiveness.

EdTPA as educative, evaluative, and enduring professional tool for guiding teachers’ development?

ABSTRACT The edTPA is an educative performance assessment designed to assess teacher readiness. It has gained momentum across the country; yet, it has often met with resistance from educators in various roles. This study addressed the gap in edTPA literature by exploring new teachers’ perceptions of the assessment as an educative and efficacious tool. The researchers explored: 1) What are novice teachers’ levels of self-efficacy regarding readiness to teach as measured by the edTPA Teacher Survey? and 2) How do novice teachers perceive the edTPA process as an influence on their professional practices? A major outcome revealed new teachers are using mastery experiences to build efficacy and hone their craft in spite of their edTPA experience. Recommendations include a re-tooling of the edTPA process with pre-service candidates to ensure meaningful long-term value and prompt in-service development for new teachers.

A reflective account on delivering psychological first-aid by phone to critical care nurses during the COVID-19 pandemic

Background: COVID-19 presented critical care nurses with significant challenges. Due to the volume of patients requiring intensive care, bed capacity was quadrupled virtually overnight, with non-critical care trained staff re-deployed into intensive care units (ICUs) to support existing teams. This increased workload, acuity of patients, increased death, lack of visiting due to infection prevention measures, and the need to support re-deployed staff, had a significant impact on staff wellbeing and psychological health. Aim: The aim of this paper is to reflect upon the author's experiences as a nurse consultant in supporting critical care nurses delivering care in ICUs to critically ill patients with COVID-19. Sources: The experiences of critical care nurses working during the COVID-19 pandemic, which were gathered from conversations via the semi-structured psychological first aid (PFA) process. Discussion: Advanced practitioner ‘four pillar thinking’ is a critical in-service development that can be used to bring about a responsive, robust and vigorous service in and outside of any future pandemics. Summary and implications: Critical care nurses' psychological health and wellbeing was, and still has been, significantly impacted by providing treatment during COVID-19. To ensure the wellbeing of the staff group, healthcare professionals need to identify support mechanisms that will continue to ensure their mental health and wellbeing remain intact. Such measures will enable them to deliver expert care at times of increased demand, as well as support recruitment and retention strategies. This experience highlighted the importance of providing psychological first aid within support services to critical care staff.

Korea’s Lifelong Education System and Its Enlightenment for the In-service Development of Young Teachers in Colleges and Universities in China

Korea’s Lifelong Education System and Its Enlightenment for the In-service Development of Young Teachers in Colleges and Universities in China

Educator professional development towards management of curriculum implementation: A case study in Correctional Centres of Gauteng Region, South Africa

This experience which is under constant ‘surveillance’ within the correctional facilities is not often discussed by researchers. Basic literacy and numeracy skills are offered to adults who were socially marginalized and economically disadvantaged prior to their imprisonment. Educator professional development (EPD) is a key mechanism for improving classroom instruction and student achievement hence curriculum management is imperative for educators through their possession of motivational and inspirational skills. inadequate educator orientation, training and development as one of the leading impediments to effective curriculum implementation in schools. This study is qualitative in nature and is located in the interpretive paradigm. Therefore, a case study design was employed to explore and provide a detailed description of educators’ understanding, experiences, practices and the challenges they encounter in a correctional service setting. This goal is in planning and developing an effective in-service development programme as it is important to note that recent reviews of continuous and consistent EPD indicates that DCS in Gauteng is ineffective in bringing about the required change in the teaching practices of educators. It is therefore imperative for educators in correctional centres to manage curriculum effectively and efficiently.

Computational Thinking Goes to School: Implications for Teacher Education in Brazil

Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education.

Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools

This study explored environmental literacy level of both teachers and learners in rural primary schools, with the focus on knowledge, attitude and skills components. The study further examined how the components promote sustainable behavioural change. A qualitative multiple case study design, guided by the interpretivist paradigm was employed where three rural primary schools, from Sekhukhune District in Limpopo Province of South Africa were conveniently sampled. Data was collected through observations, document analysis, semi structured and focus group interviews. Three Grade 7 teachers each teaching Social Science, Natural Science and Technology, and eighteen learners were purposefully sampled to participate in semi structured and focus group interviews. Data was deductively and inductively analysed using content analysis. The findings revealed both nominal and functional environmental literacy levels of both teachers and learners, with limited contribution to sustainable behavioural change. The findings are attributed to teacher’s lack of expertise in Environmental Education (EE) content; limitations of curricular framework in equally addressing the knowledge, attitude and skill components and absence of policies and framework guiding sustainable behaviour. The study recommended reorientation and aligning of EE content curriculum with teacher’s preservice training; ongoing in-service development and support; and inclusion of polices that guide lifestyle and practices guiding sustainable behavioural change. This research provided an insight on the progress of developing environmental literacy in rural primary schools.

Analysis on the Satisfaction of University Teachers' in-Service Development and Their Development Demand

Teachers in colleges and universities will have a vision of personal development during their in-service period. If the vision is not met, it will cause teachers to feel dissatisfied, indicating that on-the-job satisfaction is reduced, and on the contrary, on-the-job satisfaction is increased. In this case, in consideration of the stability of human resources and the quality of the teaching staff, colleges and universities must understand the satisfaction of teachers in the in-service development of teachers in colleges and universities, and analyze the development needs of teachers from the satisfaction results, so as to meet the teachers' personal development vision in a targeted manner. This article will carry out related research, mainly constructing the in-service satisfaction evaluation system of college teachers, and then launching the satisfaction evaluation of college teachers, and finally analyzing the in-service development needs of teachers with reference to the satisfaction evaluation results, and at the same time putting forward suggestions for improvement.

Research on Pedagogical Content Knowledge (PCK): Teachers’ Views on Language

This research aimed to investigate the views on language shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. These views on language were used to understand the characteristics of the participant teachers’ Pedagogical Content Knowledge (PCK) so as to make suggestions for in-service College English teacher education and development in mainland China. The study included three rounds of data collection (pre-, in-, and post-class teaching observation), and the college English classroom teaching content analysis approach was applied in the data analysis across the cases. Teachers’ views on language include structural, functional, and interactional views. In this study, most participant teachers showed interactional views on language. Another interesting point in the data was that different views on language could be held by a single teacher in one class. This is not really surprising because teachers’ views on language are reflected in their classroom pedagogical tasks.

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the current study compared preservice vs. inservice teachers' “noticing” of explicit SRL teaching behaviors in videotaped classroom vignettes. Preservice teachers in a university teacher training program (N = 296) and inservice elementary, junior high, and high school teachers (N = 305) were presented with six online video cases accompanied by questions about the videotaped teachers' instruction of SRL planning, monitoring, and evaluation strategies. The results suggested that, overall, both preservice and inservice teachers failed to notice the expert teachers' explicit SRL teaching. Furthermore, their noticing ability failed to increase over the career span, with growing teaching experience. Thus, targeted instruction is recommended during both preservice training and inservice development programs to promote all teachers' application of evidence-based explicit SRL teaching strategies.

Making the Most of Student Teaching: The Importance of Mentors and Scope for Change

A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher. But the efficacy of policies that aim to have effective teachers serve as mentors depends a great deal on the availability of effective teachers to serve in this role. We therefore use data from Washington State to illustrate that there is ample scope for change in student teacher placements; in other words, there are far more effective teachers within fifty miles of a teacher education program (TEP) who could host a student teacher in each year than the number of teachers who serve in this role. We also discuss the considerable challenges to improvement efforts related to the need for better coordination between TEPs, K–12 school systems, and states. Finally, we argue that, if policy makers value teacher candidate development equivalently to teacher in-service development, they should be willing to pay substantially more than the current average compensation for mentor teachers to recruit effective teachers to serve in this role.

A lifelong perspective for growing music teacher identity

The article discusses a lifelong perspective for growing music teacher identity, particularly related to the in-service development of music teachers. It presents a theoretical framework which is developed from literature reviews on teacher identity development and construction and from case studies of the transformative learning journeys of serving music teachers in Singapore. Seven themes – personal self, activist identity, music, teaching, students, social relations, and the ecology of the social world – are found to interact and contribute to the transformative learning of music teachers.

Training system of the Polish police officers – in the past and today

One of the most important areas of activity of the Police, which plays a fundamental role in shaping the internal security of the state, is the educational activity of training centres for these formations. Although they do not deal directly with performance of statutory tasks their importance in the area of, among other things, quality of services, development of formation culture and its identity and elitism is undisputed. The overriding role of police education is to prepare highly specialised staff in strategic areas of combating crime. This staff will effectively perform the statutory tasks of the formation, connected, among others, with the protection of state security and the public order, protection of human life, health and property, as well as widely understood criminological prophylaxis. For a very long time, education has been a fundamental and universal determinant of human development. Educational activity is the basic condition determining, first of all, moral development of a person. Pedagogical activity is a function of cultural development of societies and an opportunity to overcome prejudices and stereotypes. The position of education in the structure of the state's objectives determines its development in the long run in practically all areas. This study is an attempt to systematically look at one of the elements of the internal security subsystem of the state which is modern police education. The system of training and in-service development of the Police in Poland has been a subject of great interest for many years. Currently, the Polish Police are on the verge of major organisational changes which will also result in structural changes in the educational system. The system of training of the largest uniformed formation of the Ministry of Internal Affairs and Administration is the basis for effective and professional training of the police personnel in all kinds of executive and managerial positions. The current solutions in this area are an effect of a specific evolution both in the organizational and structural dimension. The author's intention is to present the issues of Polish police officers training from the moment of the establishment of the State Police to the present day, with particular attention paid to the way of organizing the system of training and in-service development of police officers.

The Development of In-Service Mathematics Teachers' Integration of ICT in a Community of Practice: Teaching-in-Context Theory

The goal of the present research is to describe five lower-secondary in-service mathematics teachers' development of ICT (Information Communication Tech-nology) integration in their teaching as a result of mentoring pre-service teachers who practiced the integration of technology in their mathematics teaching. This is done through the combination of Schoenfeld's Teaching-in-Context theory and Goos' community of practice framework. To collect the research data, the re-searchers used semi-structured interviews with the in-service teachers at the be-ginning and end of the academic year. In addition, several observations of lessons taught by the in-service teachers with the assist of pre-service teachers were rec-orded towards the end of the intervention. The research findings indicate that the community of practice context can serve as an escalator that supports the decision of in-service mathematics teachers to integrate ICT in their mathematics teaching. However, these decisions were conditioned by taking care of the students' formal procedural mathematical knowledge.

Factors influencing the in-service programmes: Case study of teachers with learner-centred strategies in Blue Watersi setting

Key policies on teacher development emphasise the necessity of a teaching force that is competent to apply learner-centred practices. Barriers to learning, like poverty, present huge classroom challenges and have implications for in-service programmes intended to develop learner-centred practices. This study endeavoured to determine factors that influenced the effective implementation of in-service programmes to assist teachers with learner-centred teaching in the Blue Waters area of the Western Cape. It was anticipated that identifying these factors would assist teachers in poverty-stricken schools in an area like Blue Waters to effectively deal with poverty-related challenges of individual learners. A qualitative case study approach was applied with convenience and purposive sampling. Semi-structured interviews and a document study were used as tools to collect data. The participants of this study consisted of one principal, one social worker, and one district officer from the Western Cape Education Department (WCED). Qualitative data was analysed through thematic analysis. The competencies of teachers, Department of Education (DoE) and Department of Basic Education (DBE) policy intentions, socio-economic issues, and the types of in-service development programmes were revealed as factors inhibiting the In-Service Development Programmes at schools. This study recommended that the application of this strategy needed the holistic development of teaching skills at schools in Blue Waters. Keywords: barriers to learning; in-service programmes; learner-centred strategies

Peer mentoring as a support for beginning preschool teachers

This study examines how peer mentoring facilitates the professional identity construction of beginning preschool teachers in Finland. The article presents an analysis of qualitative biographical data gathered from interviews and diaries of two case teachers. We define peer mentoring of beginning preschool teachers as mutual instruction between teachers of similar educational background and professional status, as characterized by a coequal and reciprocal relationship. The findings suggest that teachers at the beginning of their career benefit from peer mentoring. It provides a space where beginning preschool teachers can construct their professional role and pedagogical practice. We suggest that peer mentoring among beginning preschool teachers offers an effective mentoring approach in ECE (early childhood education) and a means of supporting the in-service development of preschool teachers.

In-Service Professional Development on Supporting Elementary Teachers’ Pedagogical Content Knowledge and Efficacy through Inquiry-Based Teacher Training

This study was conducted to ascertain the role of inquiry in supporting teachers’ pedagogical content knowledge (PCK) and efficacy based on the In-Service Profesional Development (INSEP) findings. INSEP program has been conducted by Kelas Lentera Kuark in East Sumba Regency, East Nusa Tenggara Province. This program was conducted from January to July of 2016 within three stages such as: (1) Preliminary assessment (2) Teacher training (consist of two sessions: Motivational and leadership training, and Inquiry-Based Teacher Training); (3) Monitoring and Evaluation. This study was conducted using the qualitative approach of multiple cases study. The data were obtained from multiple sources and analyzed through the approach of constant comparative method. The findings show that inquiry plays an important role in constructing teachers’ PCK and efficacy. Inquiry does not only serves as an instructional teaching but also it develops their paradigm to understand more about Nature of Science thus they have the ability to develop PCK that can bring a direct impact to their efficacy.

<p>Profile of Workforce Development Educators: A Comparative Credential, Composition, and Characteristic Analysis</p>

The Schools and Staffing Survey (SASS) is administered by the National Center for Educational Statistics to obtain information about teachers, such as education and training, teaching assignment, certification, workload, and perceptions and attitudes about teaching. Data are weighted to approximate the population of teachers in the USA. In this study, the most recent SASS results were employed to formulate a comprehensive profile of Career and Technical Education (CTE) teacher characteristics or Workforce Development in Education. Characteristics analyzed included: gender, age, teaching experience, teaching status, race and ethnicity, educational level, certification status, caseload of students with categorical disabilities and caseload of those with limited English proficiency. These characteristics were compared within the seven identified Workforce Development teaching areas and, to make further distinction from akin fields, were also collectively compared to the STEM education fields of science, technology, engineering, and mathematics education. Analysis of the identified characteristics provided a profile of in-service Workforce Development teachers, the students that they teach, how they compare to each other within CTE, and how they compare to other STEM teachers.

Inclusion awareness among mainstream teachers in rural schools of Zimbabwe

Inclusion awareness among mainstream school teachers is critical in view of the global trend of educating children with special needs within mainstream schools. This study sought to interrogate the extent of inclusion awareness among mainstream teachers in rural schools of Zimbabwe. The study presupposes that inclusion awareness is a precursor to successful implementation and practice of inclusion. The study is predominantly quantitative and employed a single cross-sectional descriptive survey design to elicit data using a structured questionnaire from 50 teachers. The teachers were sampled via quota and coincidental sampling techniques from 30 schools spread across 5 districts of Zimbabwe. The results of the study indicate that, although many of the mainstream teachers had merely heard or read about inclusion, they had not studied or trained in it and hence lacked in-depth knowledge and insight of the philosophy. From this analysis, the conclusion of the study was that there was a lack of inclusion awareness among mainstream teachers in rural schools of Zimbabwe. On the basis of this conclusion, the researcher recommended in-service staff development workshops for practising mainstream school teachers and administrators, deployment or re-designation of specialist teachers to work as consultants, incorporation of a comprehensive module on inclusion into the curriculum for current teacher trainees, enactment of school level policies on inclusion and large scale studies on inclusion awareness and its implications.