In-service Professional Development Research Articles

Social networking sites as affordable tools for high-potential personal learning networks: the case of teachers as learners in Vietnam

AbstractWhile a great deal has been published about the educational value of social networking sites (SNSs) for teachers, less has focused on teachers who are arguably more dependent on these virtual platforms for informal professional learning due to financial constraints and a lack of regular in-service professional development. Situating this study in Vietnam and focusing on teachers teaching English as a foreign language, we examined how these teachers have adapted SNSs, a tool typically used in leisure and social life, into online personal learning networks. The evidence was collected from 393 teachers’ responses to an online survey. The results from descriptive and non-parametric inferential tests revealed three main findings: (1) Teachers engage in a variety of professional learning activities using SNSs with high frequency, regardless of their self-perceived levels of technology competence or teaching experience; (2) Teachers make use of online groups on SNSs for professional topics and their preferences of topics are not likely to be determined by their experience, except for the topics of classroom management techniques and knowledge about learners; (3) The most decisive factors these teachers associated with effective professional learning on SNSs include time availability, reliability of information and materials, personal information privacy and desire to learn. Teachers’ perceptions about these factors are influenced by the frequency of their SNS use and professional work experience. The implications of these findings for teacher professional development in Vietnam, and other countries in similar economic circumstances, are also discussed.

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.

A Meta-Synthesis of the Literature on Science & Engineering Teaching Self-Efficacy: Current Gaps and Future Research Directions

ABSTRACT Self-efficacy is a topic of great interest in elementary preservice and inservice teacher education given that elementary teachers often have low self-efficacy for STEM teaching. In this article, we synthesize the existing literature on science and engineering teaching self-efficacy to (1) explore trends in science and engineering teaching self-efficacy research, (2) identify current gaps that exist in the literature, and (3) propose a visual model to provide future direction in research. Utilizing a qualitative meta-synthesis, we analyzed 88 articles focused on science and engineering teaching self-efficacy. Of these articles, 66 studied preservice teachers, 21 studied inservice teachers, and one included both preservice and inservice teachers. Findings indicate that the diversity of teacher education programs, both across the United States and globally, offers a rich context for considering a range of programmatic features that impact elementary teachers’ science and engineering teaching self-efficacy. While efforts to increase self-efficacy span across preservice preparation courses and inservice professional development programs, details concerning the contexts in which science and engineering teaching self-efficacy develop are often limited, making it difficult to claim that gains in self-efficacy are lasting. Based on the meta-synthesis of the existing research findings and gaps in the literature, we offer recommendations to assist researchers and curriculum developers involved in preservice or inservice programs to address the persisting challenges related to science and engineering teaching self-efficacy. The implications for future research and practice in multiple contexts, such as educator preparation programs, teaching, and professional development that target increases in teacher self-efficacy, are discussed.

Comparison of Lecturers’ Competency in Maldives Higher Education Institutes

Researchers in the past have found that instructors’ levels of competence have an important effect on their ability to teach. This research aims to determine if there is a quality gap in Maldives’ higher education institutions between public and private institutions and between full-time and part-time lecturers. An online structured questionnaire was used to conduct a cross-sectional survey as part of the quantitative research strategy. Lecturers from both public and private universities took part in this investigation. The Mann-Whitney U test found a statistically significant difference between public (M=67.52) and private (M=48.07) institution lecturers in terms of competency; U=829.50, p=0.021. However, lecturers’ competency mean rank scores of full-time lecturers (M=64.82) and part-time lecturers (M=59.34) indicate the difference of mean scores of lecturers’ competency was not statistically significant, U=937.50, p=0.55. It is likely better recruitment and in-service professional development policies at public institutes are established at the institutional level, thereby improving lecturers’ competency compared to private institutes.

Latent class profiles of teacher use of digital tools in PISA 2018 data

AbstractThis study examined teachers’ digital tool use through latent class analysis (LCA) and identified predictors that separated the emergent subgroups of teachers. Data from the PISA 2018 teacher questionnaire were employed to analyze the teachers’ digital tool behaviors in ICT (Information and Communications Technology) strong countries: Germany, Korea, and USA. The LCA suggested three subgroups of teachers, with similar percentages in each country: ‘minimal users’ (Class 1: 22–33%); ‘moderate users’ (Class 2: 46–60%); and ‘versatile users’ (Class 3; 17–21%). Cross-national similarities were also found in the profile patterns of ‘minimal users’ and the variables predicting the subgroup membership. The single most important factor of digital tool use across the three countries was teacher training in ICT, either during pre-service training or through in-service professional development programs. Notable cross-national differences were found, however, in the profiles of ‘moderate’ users and their use of specific types of digital tools. Discussion concludes with practical suggestions to enhance teacher use of digital tools.

Glocalizing English Language Teaching in the Arabian Gulf: Professional Development's Mediating Influence

Methods and materials in English Language Teaching (ELT) are influenced by the unique socio-cultural contexts of instruction. Nonetheless, English as a Foreign Language (EFL) teaching practices in the Arabian Gulf tend to adopt a one-size-fits-all approach when it comes to teaching methods and pedagogical approaches. This study investigates the influence of the Cambridge English Teacher (CET) professional development program on the classroom practices of EFL instructors in the Arabian Gulf and its role in facilitating the contextualization of teaching in alignment with Saudi cultural norms. The study involved 120 Saudi EFL university teachers as participants. Employing a convergent parallel design that incorporated a survey questionnaire and semi-structured interviews, the results demonstrated that the CET program empowered participants to contextualize their teaching methods and adapt their classroom delivery to the local teaching environment. Specifically, the findings revealed that participants perceived their learning experience in the CET program in four distinct dimensions: contextualizing teaching methods, localizing Communicative Language Teaching (CLT) principles, diversifying teaching methodologies and materials, and comprehending context-specific classroom management strategies. Moreover, the study highlighted the significant impact of contextually tailored in-service professional development programs in the process of "glocalizing" teaching methods. In conclusion, the research findings carry implications for EFL educators, professional development initiatives, and provide valuable directions for future research endeavors.

Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading

A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent bilinguals. This study aims to uncover the reasons underlying the diminishing use of IBR and focuses on the dispositions (i.e., knowledge and beliefs) of pre-service teachers regarding L2 vocabulary instruction during IBR with emergent bilinguals. Semi-structured interviews were conducted with 36 pre-service teachers in Flanders. Thematic analysis revealed a foundational knowledge base for vocabulary instruction during IBR, with most beliefs aligning with scientific evidence. Nevertheless, some beliefs contradicted research findings, particularly concerning the deliberate use of IBR to achieve specific learning objectives, harnessing students’ home languages and fully realizing IBR’s potential for optimal vocabulary acquisition. Furthermore, preconditions at the class, school, educational policy and parental levels emerged as crucial factors for effectively implementing vocabulary instruction during IBR. These findings serve as pivotal starting points for further refining pre-service teacher education and developing in-service professional development in Flanders.

Conflict-competent leadership

Conflict management is one of the most stressful and frustrating aspects of a school leader’s job. An inability to overcome conflicting viewpoints, ever more palpable in today’s polarized climate, stymies innumerable school reform efforts. Yet, the subject is rarely examined in graduate-level leadership preparation programs or in-service professional development. Robert Feirsen and Seth Weitzman explain that conflict in schools is normal and discuss why knowing how to manage conflict can strengthen leaders and build capacity for school improvement. They offer specific strategies to build conflict resolution skills and embed collaborative problem solving in school culture.

How do on-site teacher educators approach professional development? A study of insider/outsider hybridity

ABSTRACT In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be leveraged to create effective professional development programmes. A particularly understudied group are community-based On-Site Teacher Educators (OSTEs) who can serve as the bridge between university-based faculty and school employees. OSTEs are aware of the realities of classroom spaces, yet work outside of them, giving them a hybrid capacity to support teacher learning. In this exploratory qualitative multiple case study, the perspectives and practices of three OSTEs are examined as they supported elementary science teachers (n = 119) in multi-year professional development. Findings indicate that OSTEs have strong alignment between their professional development practices and their beliefs about knowledge and learning. OSTEs revealed that they are introspective about managing the gap between university faculty and classroom teachers. Cross-case analysis revealed that OSTEs identify a tension between affirming teachers as professionals and productively challenging teachers’ assumptions. To address this, they use modelling, co-teaching, and dialogue inside a stance of teaching as intellectual work. In sum, this research suggests that professional development provided by OSTEs can lead to transformative change in schools.

Systematic Review of Research Conducted on the Techno-Pedagogical Content Knowledge of English Teachers

This study is a systematic review of research on the databases of Web of Science, and Springer between the years 2012 and 2022 on the subject of the development of English teacher techno-pedagogical content knowledge. For the study group, the key concepts “the English teachers’ technological pedagogical knowledge”, “English teacher & technology”, “EFL & technology”, “ESL & technology”, “TPACK (technological pedagogical content knowledge)”, “English teaching & technology” were used to search on databases. The study group was formed with a total of 36 articles. In data analysis, Latent Dirichlet Allocation (LDA) was used from topic modeling methods. As a result of LDA, four topics were created: “teachers’ self-efficacy in technology integration”, “instructional challenges in higher education institutions”, “pre-service teachers' approaches to the implementations of information and communication technologies” and “teachers' professional development in Teaching English as a Foreign Language”. Accordingly, the need for TPACK for English teachers and teaching English, technology-based transformation and opportunities in English curriculums caused by TPACK, differences in teaching principles and methods of English brought out by TPACK, diversification of technology of teaching and materials, including TPACK in pre-service and in-service professional development curriculum, other qualifications of teachers such as thinking skills are some distinctive trends.

EFL teachers’ beliefs and practices in teaching the speaking skills: the case of secondary schools in Bale Zone, Oromia Region, Ethiopia

Abstract To enhance learners’ speaking proficiency, teachers’ beliefs and classroom actions have crucial impacts in EFL classes. This study was conducted to investigate EFL teachers’ beliefs and practices in teaching speaking skills at secondary schools in Ethiopia. The study adopted descriptive and correlational research designs in which the data were collected through quantitative and qualitative methods. Sixty-four EFL teachers from some selected secondary schools were taken as a source of data. Data were collected using questionnaires, classroom observation, and semi-structured interviews. The quantitative data were analyzed using descriptive statistics: frequency, percentage, and mean. Two-tailed Pearson correlation was also used to show the relationship between teachers’ beliefs and their classroom practices. Qualitative data were analyzed in a verbal and narrative description. The findings from the teachers’ responses indicated that teachers have in general positive beliefs towards teaching the speaking skills communicatively. However, classroom observation results revealed that EFL teachers’ practices of teaching speaking skills contradict what they believe to be. The overall result indicated that teachers were not teaching the speaking skills as per language teaching theories, methods, and mainly to their stated beliefs. The study also showed a moderate positive relationship between teachers’ beliefs and practices regarding teaching speaking skills. Based on the result, it was recommended that the Ethiopian Ministry of Education should offer in-service professional development programs that focus on classroom teaching of speaking skills to teachers. EFL teachers should also exert their maximum effort to put their beliefs of teaching speaking skills into practice by overcoming unfavorable conditions inside and outside the classroom environment.

An analysis of the interplay between affective and cognitive components of teacher identity among native and non-native EFL in-service trainees

The present study aims to explore the affective and cognitive components teacher identity by examining the EFL teachers’ and in-service trainers’ attitudes toward in-service professional development training process at a private university in Turkey. The participants, who were selected through convenient sampling, consist of native and non-native EFL instructors; EFL in-service trainees (N=6) and teacher trainers; EFL in-service teacher trainers (N=2). The data was collected via semi-structured interviews conducted with the teachers and Behavior Observation Rubric completed by teacher trainers. In the first phase, EFL teacher trainees were observed in class and given post observation feedback by in-service teacher trainers, who completed the rubric evaluating the reactions of the teachers to four categories: (1) Attitude to feedback, (2) Response to feedback, (3) Behavior, and (4) Independent work. In the second phase, teachers were interviewed about their perceptions of the in-service training process; Interview data (qualitative data) were analyzed through content analysis, while descriptive statistics (frequency) was used to analyze Behavior Observation Rubric scores (quantitative data). The findings indicated differences between native and non-native EFL instructors (trainees). According to interviews, native EFL instructors felt more enthusiastic about professional development sessions compared to non-native EFL teachers due to several educational background, cultural differences and so on. This was supported by the results from the Behavior Observation Rubric, which revealed higher scores for native EFL instructors than for non-native instructors in terms of attitude to feedback, response to feedback, behavior, and independent work during the professional development; observation process. / Keywords: native vs. non-native EFL instructors, teacher identity, EFL in-service trainees

Exploring the Experience of Early Childhood Teachers on the In-service Professional Development of the 2019 Revised Nuri Curriculum

Exploring the Experience of Early Childhood Teachers on the In-service Professional Development of the 2019 Revised Nuri Curriculum

A Term-Long Course on Post-Secondary Mathematics Teaching for Graduate Students: The Start of Their Teaching Journey

We outline the structure of a term-long graduate course on teaching undergraduate mathematics. We analyze reflections written by the graduate students participating in the course to understand how they experienced the course and how the course impacted their beliefs about teaching. We find that students enjoy the course and find it to be useful. They report learning a number of basic teaching techniques and develop their personal teaching philosophy. While some students start to think about novel teaching techniques, they are still in need of in-service professional development to truly hone their craft.

Critical love praxis as pro-Black pedagogy: a literature synthesis of empirical research in K-12 education

Purpose This study aims to examine how critical love theory is operationalized in K-12 classrooms to support Black children. The authors use BlackCrit and a conceptual framework of critical love to describe the strategies educators used as pro-Black pedagogies of resistance. Design/methodology/approach The authors conducted a thematic analysis to identify how critical love praxis is used by K-12 educators as a tool to address anti-Blackness, neoliberal multiculturalism and ahistoricism as defined by the framings of BlackCrit theory. The authors produced a literature synthesis of qualitative research that responds to this study’s research questions: How are critical love theories operationalized? What educator practices do researchers identify as material manifestations of critical love?; and How and to what extent do critical love praxis address anti-Blackness, neoliberal multiculturalism and ahistorical approaches to social transformation as defined by BlackCrit theory? Findings Critical love theories manifest as critical love praxis. Educators used critical love praxis to address anti-Blackness, neoliberal multiculturalism and ahistoricism by cultivating and supporting the co-creation of homeplace for Black students in K-12 education. Homeplace is cultivated through critical love praxis as classroom-focused, person-focused and politically focused approaches. Originality/value This study’s findings extend current theoretical research on critical love by describing its material form in K-12 education and by identifying how a critical love praxis can work to directly challenge anti-Blackness. The authors find implications for their work in teacher education and teachers’ in-service professional development.

Exploring General Education Teachers’ Perceptions of Pupils with Learning Difficulties: A Qualitative Approach

Pupils with learning difficulties attending general classes face a plethora of thorny situations both during their learning processes and socialization. General education teachers are to support and actively engage pupils with learning difficulties in classroom settings by employing a range of teaching strategies, while they, sometimes, face difficulties to this end. The qualitative research presented in this article aims to explore general education teachers’ perceptions regarding pupils with learning difficulties. Under this rationale, 21 General education teachers participated in semi-structured interviews, focusing on their perceptions regarding education and treatment of learning difficulties. The study data suggest that participants recognize certain features as far as it concerns the causes of learning difficulties and highlight their potential actions during the teaching process even though they sometimes feel unprepared to facilitate this aim. They, also, emphasize the need for communication between all school agents as well as appropriate teaching means and infrastructure as determining factors for their educational work when it comes to pupils with learning difficulties. Further, implications are offered for the necessary actions that need to be taken for General education teachers’ better preparation and support, namely a scientific network of psychologists and school counselors as well as the need for in-service professional development.

Adressing Linguistic and Cultural Heterogeneity in Chemistry Classrooms: Findings from the In-service Teacher Training Program

One of the challenges in the teaching science in Bosnia and Herzegovina is its plurality of languages and cultural diversity. In the previous initial teacher education, there was a lack of quality preparation for these modern challenges; opportunities to teach cultural and linguistic diversity were not recognized. Therefore, the challenge is to encourage experienced chemistry teachers to develop competencies for an intercultural teaching environment within the Educating Science Teachers for All (ESTA) project. The participants of the in-service professional development program were chemistry teachers from three cantons in Federation of Bosnia and Herzegovina. The aim of the program was to develop and improve professional competencies through workshops and work in groups, with discussions on selected topics and laboratory exercises with the use of modern laboratory equipment and ICT. Teaching opportunities were offered in linguistically diverse classes, as well as in classes with other forms of student diversity. The results showed that teachers are aware of the need to be sensitized for student differences. They expressed positive impressions and willingness to adjust the teaching material according to the needs of their students, but also the need for further support through collaboration with the university staff.

Supporting preschool teachers’ use of culturally grounded Practices: Factors that influence program fidelity

ABSTRACT Policymakers have underscored the importance of professional development (PD) opportunities for supporting the early childhood education workforce. Yet little is known about how the scope and delivery of PD opportunities impact the extent to which the content provided informs classroom practice. In the present study, we explored how teacher fidelity of implementation differs by the PD scope and delivery, and the role it plays in overall classroom quality. Lead teachers in under-resourced preschool centers were randomly assigned to one of three PD conditions: (1) a broad-based program focused on incorporating children’s cultural funds of knowledge throughout the day, delivered via an in-person coach, (2) a culturally grounded classroom storytelling program that is narrow in scope and delivered via in-person coaching, (3) a culturally grounded classroom storytelling program that is narrow in scope and delivered via an animated webinar series. Findings showed that teachers’ fidelity of implementation was higher when trained in a classroom program that is narrow in scope, fidelity did not vary by mode of delivery (i.e., in-person coaching vs. webinars), and that higher fidelity of implementation was predictive of more supportive classroom practices. Results are discussed in relation to implications for best practices surrounding in-service professional development opportunities.

In-service professional development to enhance interaction – staffs’ reflections, experiences and skills

ABSTRACT This article analyses ECEC staffs’ perspectives on the in-service professional development (PD) process aimed at improving the quality of interaction in ECEC, inspired by the Caregiver Interaction Profile (CIP) scales. The study draws on theories and research on PD and ECEC quality and falls within a pragmatic paradigm, using qualitative individual interviews, thematic analyses and external observations. Main findings: staff found the process highly useful, their motivation increased during the process, they experienced improved autonomy, self-confidence and well-being and became more conscious about different interactional aspects. Staff experienced changes in practice regarding three interactional aspects of the CIP scales, sensitive responsiveness, respect for autonomy and verbal communication. Staffs’ reflections are compared to their growth in interaction skills. The findings suggest that the PD process enhanced staffs’ interaction competence although significant change only was found for verbal communication three months after the PD process. Implications for practice, limitations and further research are considered.

Monitoring the Transition Requirements of the Individuals With Disabilities Education Act: A Critique and a Proposal to Expand the Performance Indicators

Despite extensive transition provisions in the Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the compliance monitoring approach, indicator targets, and data collection requirements are appropriate and adequate to gauge post-school success. We provide a critical examination of the transition performance monitoring indicators and propose recommendations for policy and praxis, including culturally responsive data disaggregation by ethnicity and race. These policy proposals, coupled with effective preservice and inservice professional development praxis, will enhance successful transition outcomes for students with disabilities.