Long-term Professional Development Research Articles

Mapping Epistemic Orientation and Rigor of Classroom Instruction in Secondary Science Classrooms During Long-Term Professional Development

ABSTRACT As part of a larger effort to understand the impact of professional development (PD) on teachers’ thinking and practice, this research explores changes in epistemic orientation (and associated practices) of one cohort of secondary science teachers as they were involved in a two-year longitudinal PD focused on supporting students in argumentation. Through a mixed methods approach (including survey data, teacher interviews, and classroom observations), we sought to document shifts in science teachers’ beliefs and classroom practices. The Epistemic Orientation toward Teaching Science surveys were administered at three-time points to measure teachers’ epistemic orientation. To measure classroom practices, we recorded teachers’ enactments of activities designed during the PD. The instructional rigor of their classroom practices was described using the Instructional Quality Assessment Science Observation Rubrics (IQA-SOR) across four stages of a task: task potential, task launch, task implementation, and student discussion at the task’s close. Findings suggest that changes in epistemic orientation occurred for teachers who engaged in 2 years of PD, and these beliefs were reflected in the rigor of their instructional practices. Further, our findings suggest that 1 year of professional development was insufficient to engender such changes in teachers’ epistemic orientation or instructional practices.

Strategic Labor Induction: a Methodological Proposal Towards the Professional Development of Academic Staff in the Polytechnical Universities of the State of Hidalgo, Mexico

Objective: This research analyzes the perceptions and experiences of the academic staff of the Polytechnic Universities (UP) of the state of Hidalgo, Mexico, regarding the receipt of job induction at the beginning of their hiring or reinduction every time said staff has been promoted or transferred to another area of academic nature. This study aims to substantiate, contrast and interpret how essential strategic job induction is in the (UP) subsystem to trigger the long-term professional development of academic staff in said sector. Theoretical Framework: The present study examines background research that conceptualizes, substantiates and theoretically and pragmatically interprets the phenomenon of job induction as an important requirement after the process of recruitment, selection and hiring of personnel, through its documentation in a procedure, manual, program and records. Design/Methodology/Approach: The methodology used in the present study was grounded theory as a methodological paradigm of the qualitative approach to analyze and interpret the perceptions, sensations and experiences when receiving or not receiving induction/reinduction practices, with the purpose of substantiating the importance of strategic job induction to trigger the professional development of the academic staff of the (UP) of the state of Hidalgo, Mexico. Findings: Theoretical conceptions dictate that job induction is a process that should be applied to newly hired employees and solely for the purposes of welcoming and adapting to the work environment; however, the results of the study showed that job induction should be strategic by allowing permanent two-way communication between collaborator and organization and lead towards the professional development of the academic staff of the (UP) of the state of Hidalgo, Mexico. Research, Practical and Social Implications: The perception and analysis of the induction actions received by the academic staff of the (UP) of the state of Hidalgo, Mexico, can allow the formulation of a methodological guide that strategically guides labor induction and thus triggers the development professional of the academic staff of the (UP) of the state of Hidalgo, Mexico. Originality/Value: This article shows an orientation to understand the vitality of strategic job induction focused on the academic staff of the (UP) of the state of Hidalgo, Mexico, and its impact on professional development.

Catalyzing Change in Engineering Pedagogy

This paper presents the implementation of a professional development program that aims at enhancing instructional practices to foster student-centered teaching approaches among engineering faculty at two universities in Pakistan. The program was guided by the theoretical perspective of enactivism and involved an initial three-day workshop, online modules, and reflective implementation assignments. The paper provides a detailed account of the program’s framework, design, and evaluation. The research questions addressed are: What are the perceptions of faculty members regarding (a) the benefits of the program topics and (b) changes in their actions as a result of the program? Likert-item survey instruments with retrospective items were analyzed using descriptive statistics and paired t-tests. As the program moved from being required to voluntary, participation was declined. Faculty who participated in this engineering pedagogy project reported positive attitudes and significant growth in utilizing student-centered strategies. The three-day workshop was perceived as the most beneficial of the components. The module was perceived to be of the highest benefit when focused on writing effective questions for high-level thinking. All the pre-to-post retrospective items showed statistically significant increases, with the two largest being the use of student response systems (SRS) and the focus on big ideas in teaching. The combined approaches show promise for faculty who persist in long-term professional development projects, catalyzing changes in perceived value and the implementation of active learning techniques.

Reforming Assessment Methods: Addressing the Gaps in Pakistan's Education System

Introduction: Present article discusses the current assessment modalities in Pakistan's educational context, highlighting gaps and issues, and provides a framework for improvement based on existing evidence. Methodology: The study reviews Literature as primary sources to identify major concerns in the educational assessment system. Key issues include an over-reliance on end-of-year assessments that reward memorization, and a lack of formative assessments critical for providing feedback and informing instructional methods. Results/Findings: Findings reveal that many educators lack proper training in modern assessment techniques. This deficiency, coupled with the general shortcomings of the educational system, hampers effective student evaluation and progress. Future Direction: The article recommends promoting formative assessments for feedback, implementing long-term professional development programs to enhance teachers’ assessment literacy, and encouraging project-based learning. Additionally, the use of technology-based tests is advocated to make assessments more effective and useful, helping to address learning gaps among different student groups.

Coherence and fragmentation: Global influences on Nordic and East Asian teacher policies

We investigated patterns of teacher policy reforms in eight countries – Denmark, Finland, Norway, and Sweden in the Nordic group and Japan, Singapore, South Korea, and Taiwan in East Asia. Using the Reforms Finder of the Organization for Economic Cooperation and Development (OECD) and the World Education Reform Database (WERD) to identify teacher-related reforms, we found all nations focused on the improvement of teacher quality as a common vision for education, but no nation implemented a “coherent” set of policies that addressed all phases of teacher professional trajectories. Some regional effects in policy emphasis with regard to education, certification, working conditions and long-term professional development were noted.

Changes in the curriculum adaptation skills of teachers as a result of professional development support: A Turkish case study

Despite the growing popularity of research on teachers' curriculum adaptation, how to improve their ability to adapt curriculum productively remains unexplored. This paper presents a multi-case study to reveal changes in the productivity of curriculum adaptation patterns through long-term professional development (PD) support. The findings indicate that PD support enhanced the productive adaptation of teachers in all patterns and that adaptive decisions became systematic and deliberative at the 14-week follow-up. Moreover, extending and omitting demand high levels of pedagogical design capacity, which requires further support for teachers. Lastly, the study discusses the implications on the growth and adaptation of teachers.

Studying a mathematics teacher’s documentational and identity trajectories over time

AbstractWe study the interactions over 22 years between one mathematics teacher and his resources for teaching, especially digital ones, with a dual focus on the teacher’s documentational and identity trajectories and professional development. We combined a theoretical framework on teachers’ work with resources—documentational approach to didactics (DAD)—with a framework based on social practice theory—patterns of participation (PoP). The DAD analysis provided rich descriptions of which digital resources the teacher interacted with and of the transformative evolution of these interactions over time. The PoP analysis offered explanations of how and why the teacher transformed his interactions with the resources through foregrounding affective and contextual factors as significant for the teacher’s formation of identity. We conclude that the combination of the two frameworks provided deeper and complementary insights into the teacher’s long-term professional development with digital resources, and that such networking is needed to develop balanced understandings of teachers’ long-term interactions with digital resources.

Teachers’ professional development for cooperative learning: A constructive controversy between long-term versus short-term professional development

Abstract:
 Previous scientific research has recognised the pedagogical model of cooperative learning (CL) as a best-practice pedagogy, which facilitates students’ academic and social learning. Teachers are crucial for implementing CL in the classroom. While they value the method, they often find it complex and challenging to use. Thus, it is crucial to support effective CL professional development (PD) for teachers. Various approaches, forms and lengths of PD in CL are available for teachers, and long- and short-term approaches have been debated in the literature. Based on the perspective of constructive controversy, the goal of this study is to examine teachers’ PD in CL, with a particular focus on long- and short-term PD. Drawing on our different perspectives and experiences with long- and short-term PD in CL, we aim to contribute knowledge that can support teachers’ learning and implementation of CL. To provide insights and reflections along with theoretical findings, we utilise a narrative approach, with one narrative on long-term PD and one on short-term PD. One issue that becomes clear is the lack of a consensus on what counts as PD for teachers, as PD is a holistic multidimensional construct. We propose four common characteristics that should be considered in developing successful PD regardless of the CL approach or the length of the PD: 1) It enables participating teachers to acquire a shared understanding and knowledge of the theoretical framework of CL; 2) It supports teachers in taking ownership of CL; 3) It involves collaboration (in different forms); and 4) It includes support structures. While both long- and short-term PD can support teacher learning, how the time is used is the most important factor for a successful outcome. Hence, short-term PD is better than no PD at all.

Elementary science teachers’ engineering integration after long-term in-service training program with and without curriculum material support

ABSTRACT Background and Purpose As a response to the need for effective engineering integration in K-12 science classrooms, teachers should be supported with rich professional development (PD) with diverse components (e.g. curriculum material support). Grounded in the framework for quality K-12 engineering education, this study explores how elementary science teachers integrated engineering into science lessons after participating in PD and the nature of engineering integration with additional curriculum material support (CMS). Design/Method In this single-case study with multiple embedded units of analysis, three teachers’ 79 classroom video recordings were analyzed using the Classroom Observation Protocol for Engineering Design with the engineering design process and engineering habits of mind components. Findings Analysis showed that teachers spent time on each design component in both PD Year and CMS Year, with an increase for at least half of the components in the CMS Year. Across all the observations in both years, the most common engineering design process component was researching possible solutions to the engineering challenge. Compared to the PD Year, teachers’ engineering habits of mind integration improved greatly in the CMS Year. Regarding engineering design and science concepts integration, observations became more balanced, moving away from the independent ends of the continuum in the CMS Year. Conclusions Long-term PD was effective in supporting teachers’ integration of engineering design components. Providing CMS had the greatest impact on the integration of engineering habits of mind components. Along with PD, curriculum support with explicit indication of how and when to incorporate engineering with habits of mind components was beneficial for teachers.

Education Professionals’ Cooperative Learning for the Development of Professional Capital

This article presents the research results on developing professional capital in Lithuanian schools during the national project “Time for leaders”. The longitudinal national initiative aimed to develop professional capital as the synergy of human, social and decisional components of schools through educational professionals’ various cooperation-based learning experiences. Using the descriptive case study approach, the article investigates the question of how the cooperative learning approach, applied in a long-term professional development project for education professionals, develop individuals’ professional capital. The paper provides an overview of project interventions (i.e., activities that stimulated cooperative learning of educational professionals) in the light of cooperative learning principles. The assessment of change over two project years in education professionals’ perceptions of professional capital, which is presented using Cohen’s d effect size measure. The measurement sample consisted of teachers (n(I) = 5105; n(II) = 4683) and school leaders (n(I) = 439; n(II) = 405) from 189 schools in 30 Lithuanian municipalities. The findings show a statistically significant medium positive change in professional capital. The most considerable change was estimated in the social and decisional capital dimensions and the relative smallest in the field of human capital.

‘I have survived and become more confident’: effects of in-service TKT-based training on primary school English teachers’ professional beliefs and self-efficacy

ABSTRACT Promoting professional development of in-service language teachers is key to maintaining education quality. However, extant studies on test-based continuing professional development (CPD) for teachers do not emphasise primary school contexts in China, leading to difficulties in the professional development of this teacher group. Therefore, this paper reports the influences of CPD, based on the Teaching Knowledge Test (TKT) programme for in-service primary school English teachers in China, particularly concerning dynamic changes in their professional beliefs and self-efficacy due to participation in the programme. In this study, 42 English teachers were recruited from 15 primary schools to participate in the CPD programme. Through focus groups and teachers’ journals, the findings showed that the teachers experienced complex transformations in their professional beliefs and self-efficacy, and revealed some influential factors of the change. This paper provides suggestions to optimise CPD programmes and facilitate long-term professional development for teachers.

A half‐century check‐up for child neurology training

A half‐century check‐up for child neurology training

NUCLEAR AND RADIOLOGICAL DATA AVAILABLE IN THE INTERNATIONAL ATOMIC ENERGY AGENCY (IAEA) DATABASES

Having access to relevant data is essential for ensuring the quality and outreach of research work. In the context of the nuclear field, access to information and data facilitates competence building, long-term professional development, research, and information dissemination. Potential users of nuclear information resources come from different domains: scientists, experts, students, and the public. One of the main roles of the International Atomic Energy Agency (IAEA) is to ensure and promote peaceful uses of atomic energy worldwide. Through their activities, the IAEA strongly encourages the exchange of scientific and technical information. This paper presents an overview of different nuclear and radiological data available in several International Atomic Energy Agency databases. All data is available free of charge for educational and informational use. A summary of information is given for each database presented on the content, access options, copyright, acknowledgement, and dissemination of the available information. A concise summary of this various data might help in capacity building, as well as encourage research and information sharing between different stakeholders in the field.

Mobile Technology Patterns in Dentistry Students. A Clinical Survey

(1) Introduction: Information technology is seen as instrumental in shifting the paradigm of teaching and learning towards active learning. Students and young professionals have been suggested as being more prone to mobile technology addiction compared to the general population, with profession-characteristic patterns and possible consequences for long-term professional development. (2) Materials and methods: An original questionnaire was developed to assess the attitude towards mobile technology in active learning in a dental school in Romania. The study was conducted among 214 students in dentistry to identify any possible patterns of using mobile devices. Consistency analysis was conducted on the closed-ended questions by employing the reliability Cronbach’s alpha. Furthermore, inter-item correlation and principal components analysis (PCA) with varimax rotation was conducted to investigate the underlying motivational framework in the use of the internet. The Kaiser–Meyer–Olkin (KMO) test of sampling adequacy and Bartlett’s test of sphericity were applied to verify the data suitability for factor analysis. (3) Results: Principal component analysis and subsequent K-means clustering were applied on the data, leading to the conclusion that the underlying motivation of frequent use within these youngsters is mostly rooted in their professional interests, rather than compulsive or social pressure. For the two resulting clusters, the R-scores proved to be significantly different, with a median (IQR) of 43 (41–47) and 48 (44–54) for the first and the second cluster, respectively (Mann–Whitney U test, p < 0.001). Statistical analysis was conducted on de-identified data using SPSS v.20 and the R v.3.4 software packages, with a 0.05 level of significance. (4) Conclusion: The increasing need of constant network connection comes from the high pressure of the professional environment. This study results provide data grounds for diagnosing a possible behavioral addiction syndrome, which certainly is an intrinsic part of our ordinary life, both in professional and leisure activities.

Long-Term Educator Professional Development in Online Instruction and Assessment during Pandemic Teaching

Educators were forced into emergency remote teaching due to COVID-19. Educational grants through the Governor’s Emergency Education Relief (GEER) fund provided assistance. A regional university partnered with a local educational service center to use GEER funds to prioritize P-12 teacher professional development in online instruction. The partnership revamped a 12-credit hour four-course graduate certificate program in online learning and assessment, co-taught by university faculty and K-12 community partners, enrolling 58 local educators across 42 school districts in free graduate courses during the 2020-2021 academic year. With a 95% completion rate, this long-term professional development met educators’ needs, including how to simultaneously teach face-to-face and at-home students in changing school environments. This descriptive study gathered educator perceptions regarding how the courses impacted their ability to learn and use best practices in technology integration with their students, and support colleagues as they created district-specific professional development and developed into technology leaders.

Negotiating the impact of international experiences on professional identity development: A case study of Chinese college English teachers.

This study traced changes in Chinese college English teachers’ professional identities as a result of participating in international professional development programs and examined how the teachers negotiated their professional identities upon return to China. Five college English teachers with at least 10 months of overseas professional development experience took part in the study. Data were collected through semi-structured interviews and relevant documents. It was found that international experiences had a great impact on the teachers’ professional identity construction by empowering them to develop multiple identities as language teaching professionals, university academics, and change agents. The teachers’ reconstruction of professional identities upon return to China was not a linear and smooth process. It was a dynamic process of negotiating with the constraints of the personal and professional contexts to which the teachers returned. The study sheds light on the identity development of internationally trained language teachers and contributes to a deeper understanding of the impact of international experiences on the professional development of second language teachers in similar contexts. It has implications for study abroad programs and for home institutions about how to support the long-term professional development of returnee teachers.

Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory.

An important facet of inclusive, student-centered science teaching is for college instructors to reveal and respond to student thinking. Professional development (PD) provides formal settings for instructors to develop skills attending and responding to student ideas in their teaching. Using the lens of sociocultural theory, the purpose of this study was to explore the learning experiences of college instructors in long-term faculty learning communities (FLCs) that focused on student thinking. This study employed a qualitative design using semistructured interviews, analyzed through qualitative thematic analysis. We investigated the ways that social interactions focused on artifacts of student learning facilitated college instructors’ internalization of knowledge about teaching and learning. We found that participants valued the social space of the FLC for the camaraderie and diverse perspectives it facilitated and that participants internalized the discussions from their FLCs in the form of new insights into student thinking and plans for improving teaching. Our data support the idea that PD for college science teaching that includes social space focused on artifacts of student learning will lead to instructor learning. Further, our data point to the fruitfulness of new research to expand our knowledge of the implications of sociocultural theory for college science PD.

The Effects of a Professional Development Program on the Classroom Practices of Physics Teachers

The purpose of the study is to examine the effects of a long-term professional development (PD) program on the classroom practices of physics teachers. Changes in teachers’ practices were investigated across four dimensions: content, teaching strategy, materials/technology, and assessment. The present study used qualitative research methodology, including a case study research. Data were collected from seven participating teachers and their 9th grade students. The PD model framework has four main components: analysis, planning, implementation, and evaluation. A teacher survey, an observation form, a student group-interview protocol, treatment-fidelity and treatment-verification opinion forms were developed as measuring instruments. Thematic coding was used in every dimension. The data were evaluated using a frequency analysis and displayed in tables. The results showed that the PD program had a positive effect on teachers’ classroom practices. The more the teachers participated in each dimension of the PD program, the greater the level of positive change observed in the teachers’ lesson applications. When the results were examined in relation to teaching strategies, materials/technologies, and assessment techniques used for various purposes, there was a clear increase in the number, variety, and quality of strategies, materials, and technologies used in these dimensions.

English Teachers' Experiences of Participating in a Long-Term Professional Development for Teaching English through English

As additional preparation while teaching for the K-12 medium of instruction, the Korean Ministry of Education has actively promoted diverse professional development (PD) programs to promote English teachers' Teaching English through English (TETE) implementation. This study explored Korean K-12 English teachers' self-efficacy about TETE implementation and their experiences of participating in a long-term PD program (six-months). Through semi-structured interviews, classroom observations, and teachers' after-PD evaluations, the data analysis showed that PD could enhance English teachers' self-efficacy about implementing TETE, and that the PD site provided a professional learning community for English teachers to reflect on what they had learned from their training. However, further data analysis found that self-efficacy and experiences in the PD program were different for elementary and secondary English teachers. Several suggestions are provided in terms of effectively preparing K-12 English teachers for TETE implementation through the long-term PD program.

The Effects of a Professional Development Program on the Classroom Practices of Physics Teachers

The purpose of the study is to examine the effects of a long-term professional development (PD) program on the classroom practices of physics teachers. Changes in teachers’ practices were investigated across four dimensions: content, teaching strategy, materials/technology, and assessment. The present study used qualitative research methodology, including a case study research. Data were collected from seven participating teachers and their 9th grade students. The PD model framework has four main components: analysis, planning, implementation, and evaluation. A teacher survey, an observation form, a student group-interview protocol, treatment-fidelity and treatment-verification opinion forms were developed as measuring instruments. Thematic coding was used in every dimension. The data were evaluated using a frequency analysis and displayed in tables. The results showed that the PD program had a positive effect on teachers’ classroom practices. The more the teachers participated in each dimension of the PD program, the greater the level of positive change observed in the teachers’ lesson applications. When the results were examined in relation to teaching strategies, materials/technologies, and assessment techniques used for various purposes, there was a clear increase in the number, variety, and quality of strategies, materials, and technologies used in these dimensions.