Professional Development Model Research Articles

TRENDS IN PREPARING YOUTH FOR ENTREPRENEURIAL ACTIVITY IN THE HISTORICAL RETROSPECTIVE OF THE DEVELOPMENT OF PROFESSIONAL EDUCATION IN UKRAINE

The relevance of the research is determined by: the importance of developing entrepreneurial traits and qualities in students of domestic professional education, the effectiveness of which is proven by the dynamic development of the economies of leading European countries; the necessity to overcome post-Soviet approaches in shaping the content of professional education, seeking new methods to develop market thinking, preparing future specialists for entrepreneurial activity and fostering individual initiative; the need for modernizing contemporary Ukrainian professional (vocational-technical) education, creating conditions in professional education institutions for shaping a self-reliant, skilled worker capable of self-employment in a wartime labor market and ready for post-war reconstruction tasks in Ukraine. Purpose: to identify trends in preparing youth for entrepreneurial activity at different stages of the development of professional education in Ukraine. Methods: theoretical analysis of official, scientific, archival sources, and internet resources - to determine the state of research on the problem and identify trends in preparing youth for entrepreneurship at different stages of the development of professional education in Ukraine; the comparison method - to contrast historical models of professional education and identify their characteristics in preparing youth for entrepreneurial activity; analysis and synthesis methods - to study the evolution of forms and methods of developing entrepreneurial qualities in youth; generalization and forecasting - to implement the identified positive experience in preparing current professional education students for entrepreneurial activity in wartime and post-war reconstruction in Ukraine. Results: based on the theoretical analysis of the source base, the state of research on the problem in historical perspective was studied; based on comparing historical models of professional education development in Ukraine, trends in preparing youth for entrepreneurial activity at different stages were identified; based on studying the evolution of preparing youth for entrepreneurship, the transformation of forms and methods of developing entrepreneurial qualities in future specialists at different stages of professional education development in Ukraine was shown; based on the analysis of positive and negative past experiences, the main directions for improving professional training of youth for entrepreneurship in wartime and post-war reconstruction in Ukraine were outlined. Conclusions: the domestic source base contains numerous materials on preparing youth for entrepreneurship (archival materials from Ukrainian educational institutions operating at different historical times; laws of Ukraine and other official documents; scientific publications on the history and methodology of professional education, documents of contemporary internet resources on promoting entrepreneurial initiative, etc.), but requires more thorough historiographical research; main trends in preparing youth for entrepreneurial activity in educational institutions of Tsarist Russia (certain elements of developing business and entrepreneurial skills were traced in the system of professional education), the Ukrainian SSR (complete denial of the development of individual initiative and formation of entrepreneurial activity skills, absence of elements of developing entrepreneurial competence in the educational process and educational work of vocational-technical education institutions), and Independent Ukraine (deliberate formation of entrepreneurial competence gains strategic importance for the country's development) were identified; forms and methods of developing entrepreneurial qualities in future specialists in the Tsarist Russian model of professional education (educational programs focused on mastering economic concepts that formed the basis of future entrepreneurial activity; individual subjects aimed at developing entrepreneurial skills in graduates for future entrepreneurial activity), Soviet (issues of market economy, entrepreneurship, management were not reflected in the content of professional education; primary focus was on vocational training of workers for state enterprises) and Independent Ukraine (introduction of courses and programs on the basics of market economy and entrepreneurship; conducting practice-oriented events; maximizing approximation to the conditions of a real enterprise) were characterized; recommendations for improving the professional training of youth for entrepreneurship in wartime and post-war reconstruction in Ukraine (introduction of relevant courses; implementation of practical business projects; organization of business incubators in professional education institutions) were formulated.

Educators’ Perceptions of Professional Growth Plans in the Context of Professional Learning Communities

Professional Growth Plans (PGPs), a model of professional development for educators, were completed in the context of Professional Learning Communities (PLCs) as part of a grant from a state Professional Educator Standards Board. Participants were in the Pacific Northwest of the United States and represented different educator roles in two urban elementary schools. The PGP process was introduced in PLCs and focused on the implementation of High Leverage Practices (HLPs) for inclusive classrooms (McLeskey et al., 2019). In a collaborative effort with university facilitators, educators engaged in tenets of Participatory Action Research (PAR) through enactment of the PGP process to implement and reflect on outcomes related to their use of HLPs. Educators selected PGP goals focused on areas of instructional growth and improvement of student performance. PAR was enacted in the context of educators’ individual instructional settings through implementation of PGPs. The purpose of the grant was to familiarize and support educators in the PGP process. The purpose of the study was to identify educators’ perceived benefits and challenges with the implementation of PGPs within the context of a collaborative PLC.

‘It Will Be a Ripple Effect:’ Coaches Cultivating Teacher Leadership for Inclusive Education through Professional Learning Communities

Traditional approaches to professional development for inclusive education narrowly frame inclusive education as a special education reform. Such approaches emphasize technical practices rather than surfacing and disrupting harmful ideologies that normalize the segregation of students with disabilities. Alternatively, there is potential for a transformative ripple effect for inclusive education when professional development prioritizes the critical inquiry, collaboration, and collective action of teacher leaders. Professional learning communities offer a model for professional development through which teacher leaders can cultivate the tools and support needed for taking action for inclusive education in their own contexts. Coaches are uniquely positioned as advocates and teacher leaders who can facilitate such professional development. This action research study explored how four inclusive education coaches (1) worked to cultivate a professional learning community for developing inclusive teacher leaders in response to the needs of their district and (2) reflected on the impact of this professional development to plan for their ongoing support of the district’s inclusive teacher leaders. The findings highlight the importance of professional learning communities as a professional development approach for supporting the collaboration and agency for teacher leaders for inclusive education.

Collaboration between special education teachers and visual arts education teachers in working with pupils with severe specific learning difficulties and its relationship to professional development

ABSTRACTCollaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia (57 special education teachers and 85 visual art teachers), we investigated how they collaborate when working with pupils with severe specific learning difficulties and how this collaboration relates to their professional development. The online questionnaire survey found that most participating professionals felt that collaboration was necessary, and 25% had not yet collaborated. Those who have collaborated most often consult informally in hallways and work as a team in expert groups for individualised programmes. The most common team teaching approach is for the visual arts teacher to lead the art class and the special education teacher to assist the teacher by providing support to the pupils with and without learning difficulties. They also see many benefits for the pupils and themselves in this type of collaboration and follow the desirable - positive - side of the S model of professional development. An analysis of the situation in practise can form the basis for recommendations on how to promote professional development in collaboration between these pedagogical professionals.

НАСТАВНИЧЕСТВО КАК ТРЕНД ОБНОВЛЕНИЯ СИСТЕМЫ НЕФОРМАЛЬНОГО ОБРАЗОВАНИЯ ПЕДАГОГИЧЕСКИХ КАДРОВ

The article is devoted to the problem of the development of non-formal education, which is especially relevant in the modern system of continuing professional education. The traditional model of discrete professional development of teaching staff does not fully meet the challenges of modern education, because it does not always respond quickly to the requests of the pedagogical community. The changes taking place in society require the search for new approaches in the system of professional development of teaching staff. This task is helped by non-formal education aimed at developing the competencies of teaching staff who carry out their professional development for a specific task. Non-formal education allows you to give answers to questions that arise before the pedagogical community in the "here and now" format. One of the models of non-formal education, the core of which are various mentoring methods, is considered. The institute of mentoring is gaining popularity, and the mentor will enter the list of professions in the near future. The main advantage of mentoring as a modern form of competence development is the ability not to completely break away from the main work of either the student or the trainee. The process of institutionalization of mentoring is at an initial stage today. The issues of organizational forms, legal regulation, criteria for personnel selection and training of mentors, their material and non-material incentives need to be addressed.

Teacher learning and collaboration in a life sciences cluster in South Africa

There is increasing focus on collaborative teacher learning in South Africa. In the Mpumalanga province, the Department of Education uses cluster meetings as a model of teacher development. Clusters are groups of teachers from different schools who teach the same subject. In this article we focus on the learning activities that took place in 1 cluster of life sciences teachers during 2016 and 2017. Data were generated by observing 6 cluster meetings (at provincial, district and circuit level), and by interviewing 11 members of the cluster and 2 departmental officials. Wenger’s concepts of mutual engagement, shared repertoire and joint enterprise were used to analyse the data. The findings show that the professional learning activities that took place in the cluster meetings were mostly directed at improving the Grade 12 learners’ results. The subject advisors, rather than the teachers, initiated the learning activities. The routines and resources used also focused on improving learner results. We thus argue that a managerial discourse of professionalism underpins the cluster model of professional development, primarily providing strategies intended to improve the pass rate of the Grade 12 learners and to monitor school-based assessment, rather than supporting collaborative professional learning.

РЕТРОСПЕКТИВА И ПЕРСПЕКТИВА: ИСТОРИЯ МОДЕЛИ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ КИТАЙСКИХ УЧИТЕЛЕЙ

The teacher professional development model is an important part of teacher education and the key aspect in developing teacher’s individual style, consolidating their professional knowledge, and improving their teaching methods. In retrospect to value connotations, the article explores the evolutionary characteristics of the macro design from governmentled to multi-subject collaboration, the development of teacher groups from scattered groups to integration, and the development of individual teachers from passive to active professionals. As for the prospective view, the authors claim the need to deepen the reform of the teacher professional development model by innovations from the governmental macro-regulation of teacher professional development policies, strengthening the integration concept of teacher professional development model, and integrating the elements of the teacher professional development model, as well as improving teachers’ knowledge, teaching techniques, and reflection on teaching

Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE

ABSTRACTThis study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the principles of content focus, active learning, and duration of training, the model aimed to promote the capability of teachers to meet the needs of all students in their regular classrooms, including ‘students of determination’ (students experiencing special needs). A convergent parallel mixed method research paradigm evaluated the impact of this evidence-based initiative. Analysis suggested that the model verified the criteria upon which it was predicated, and demonstrated its utility in effecting authentic, positive change with regard to teacher learning and encouraging inclusive teaching, evidencing its value as a generalisable model of teacher PD within the UAE. Key contributions to the model’s effectiveness are discussed along with the model’s potential to promote sustained change, and relevant implications.

Analysis of the Situation of Continuous Professional Development Models for Teachers Based on 21st-Century Skills in Lebak District

Continuing Professional Development (CPD) program. This program has been a government policy since 2013. PKB is to foster professional teachers on the basis of teacher performance profiles supported by the results of self-evaluation. The purpose of this research is to develop, validate and implement a 21st century skills-based continuing professional development model for certified junior high school teachers in Lebak Regency. The first stage was carried out in 2023 by conducting data mapping using the exploratory method with the aim of knowing the level of depth regarding professional development for post-certification teachers. After obtaining the data from the mapping, the model development draft was prepared. The conclusion of this analysis is that 21st century continuing professional development is an urgent need in education. 21st century skills, such as critical thinking, creativity, collaboration and technological capabilities, are at the core of preparing individuals to face the changing demands of the times. However, there are a number of challenges faced by junior high school teachers in Lebak district in their efforts to develop their profession in a sustainable manner. These challenges include financial limitations, geographical and distance issues, limited time available, lack of skilled human resources, and policy issues and views that are less supportive towards the development of 21st century skills. Therefore, there is a need for strong support from local governments and educational institutions to overcome these challenges and ensure that teachers have equal access and necessary support in continuing professional development.

Getting comfortable with discomfort: supporting primary science teacher educators’ capacity for socially just pedagogy

ABSTRACT Despite longstanding calls for social justice-oriented teaching, there remains limited understanding of how to achieve it. This paper reports findings from a research-development project that explored the experiences of UK-based primary science teacher educators participating in a nine-month equity-oriented professional development programme and offers insights for supporting teacher learning for social justice. Analysis of written reflections and open-ended interviews with 15 teacher educators identified three types of reflection that supported justice-oriented practice: personal privilege in relation to race, class, gender and science; the norms and values of educational professional development; and practical implementation of justice-orientated professional development with teachers and schools. We discuss the importance of creating safe and brave spaces for critical reflection for primary science teacher educators and highlight the productive potential of experiences of discomfort that generated humility, empathy and insights that resulted in more equitable practice. The paper underlines the value of supporting educators to embrace discomfort as part of social justice-orientated professional development and calls for a greater valuing of and support for expanded models of professional development that foreground critical reflection and go beyond ‘top tips’, ‘quick fixes’, and dominant norms around professional ‘politeness’.

Action replay role-play: promoting social work students’ communication skills through video enhanced reflective practice

ABSTRACT This article evaluates a collaboration between social work academics and educational psychologists using Video Enhanced Reflective Practice (VERP) to support the development of social work students’ communication and interpersonal skills. VERP is a strengths-based model of reflective practice and professional development that involves a specific method of video reflection to enhance individuals’ capacity for ‘attuned interactions’. An adapted model of VERP was implemented with first year UK-based undergraduate social work students during a ‘Readiness for Direct Practice’ module. The project was evaluated with a focus on eliciting the views of the students on how using the approach had affected their development of communication skills. The findings, based on a qualitative analysis of students’ self-reflection forms and a focus group, indicate the potential of this model for developing students’ awareness of the micro-skills involved in sensitive, attuned interactions, and building their confidence and sense of agency in using these skills. Potential benefits and limitations of using VERP in social work education and practice are discussed.

OBE理念下“引企入教”的商务英语人才培养模式研究

Based on the OBE concept, this paper proposes the implementation of the “Bringing Enterprises into Education” measures to enhance the training of business English professionals. It addresses issues in traditional talent development models and improves the efficiency of talent cultivation. Drawing upon educational practice, this study conducts an in-depth examination of the challenges in recent years in the business English professional talent development model and offers innovative educational approaches. It advocates using the OBE concept as guidance to create a “Bringing Enterprises into Education” model for business English talent development. By establishing a new educational model, it resolves issues present in traditional talent development models, such as a limited range of teaching methods and outdated teaching philosophies, thereby enhancing the efficiency of talent cultivation. This model contributes to the growth and development of contemporary business English students and opens up broader employment prospects for them.

A Holistic Model for Disciplinary Professional Development—Overcoming the Disciplinary Barriers to Implementing ICT in Teaching

What helps teachers overcome technological barriers to Information and Communications Technology (ICT) implementation in their subject domains? Can a disciplinary professional development model help reduce these disciplinary barriers? To answer these questions, this mixed-methods case study examines the change in digital ICT implementation and its barriers among secondary school first language teachers after the utilization of a holistic model for disciplinary professional development (language, science, etc.). Ninety-two first language teachers participated in a professional development program that included a unique instructor profile, theoretical and practical training, technical support, and ongoing individual and school-wide didactic and pedagogical support. The teachers’ experiences and changes in their personal general experience during their professional development were then assessed via interviews and open-ended questionnaires. The findings indicate that the unique professional development model largely removed the teachers’ disciplinary barriers. Specifically, during their professional development, the teachers changed their perceptions of the purposes of ICT in first language teaching in general and teaching writing in particular, indicating that they realized that ICT promotes their discipline and is not merely a tool for lesson diversification or intrigue. Furthermore, they recognized that ICT is not an option but an integral part of teaching in the 21st century.

Professional development of sport psychology practitioners: From systematic review to a model of development

A clear model of professional development (PD) has the potential to enhance educational and training programs and promote effective, competent, and ethical practice. Scholars have explored facets of the PD of sport psychology practitioners (SPPs) using theoretical frameworks borrowed from counseling psychology. Yet, given the emergence of a sport-specific body of work on this topic, it appears timely to take stock of existing context-specific knowledge. In the present study, we aimed to systematically review the extant literature focused on SPP’s PD to identify specific characteristics and organize this knowledge in an accessible and structured manner in the form of a process model of PD. Following the PRISMA guidelines, we identified 1147 research records in the databases SportDiscuss, PsychArticles, PsychInfo, ProQuest, and PubMed. We subsequently screened and assessed the records for eligibility (i.e., empirical studies published in English that focus on developmental characteristics of SPPs, including a clear developmental stage) reducing the sample of articles that fitted our inclusion criteria to 34 qualitative manuscripts. Finally, we critically explored these manuscripts by engaging in a reflexive thematic analysis and created four developmental phases (i.e., introduction, exploration, solidification, and fulfillment). SPPs’ transition through these phases is seemingly facilitated by four processes (i.e., reflection, supervision, connections and networking with peers, and learning by doing), which also support the completion of the tasks associated with nine developmental elements (i.e., purpose, confidence and anxiety, focus, awareness, adaptability, independence, philosophy/congruence, professional identity, and the individual). We present the interaction of these developmental phases, elements, and processes in the form of a sport psychology-specific process model of PD. We discuss the implications of this model and its potential contribution to future research, supervision, and training programs. Yet, we also acknowledge how a focus on Anglophone and Western cultural contexts and a lack of methodological transparency are limitations of the extant literature.

A conceptual model using CliftonStrengths® to support dental hygiene students' professional development.

Professional development is instrumental in the ongoing success of healthcare professionals and students. The purpose of the second year of this 2-year study was to continue to apply the results from the CliftonStrengths® assessment to support entry-level dental hygiene students' professional development and to create a conceptual model for professional development in dental hygiene education. CliftonStrengths® was incorporated into didactic and community learning experiences throughout year two of the dental hygiene curriculum. At the end of year two, focus group interviews assessed student perceptions of professional strengths based on these learning experiences. Co-investigators used a qualitative analysis software program to identify codes and themes. Investigator triangulation and member checks were used to validate responses. All second-year dental hygiene students (n = 32) participated in year two of the study. Two themes were identified: relevance of CliftonStrengths® and professional development. Within the theme of relevance, the subthemes of adaptability, making connections and teamwork emerged. The theme of professional development yielded three subthemes: appreciation, personal and professional identity and insight. This study demonstrated CliftonStrengths® can be used to promote professional development among dental hygiene students. As a result, a conceptual model was developed for professional development in dental hygiene education. This model can be used as a framework for teaching and to improve student learning experiences.

Innovative professional development for teachers of technology in New Zealand: The Mātanga Project

The Mātanga (Māori term for expert) project aimed to engage teachers with needs-based professional development with a particular focus on the teacher participants’ perspectives of their developing understandings. This article also explores the subsequent impact on teachers’ students as a result of their engagement with professional learning and development (PLD) in New Zealand. The PLD programme, funded by the Ministry of Education’s Network of Expertise Initiative and delivered by Technology Education New Zealand (TENZ), was designed to foster teachers’ engagement with the technology education curriculum. It also aimed to develop teachers’ specialist identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. Research findings indicate that teacher professional development was significant. Participants developed a deeper understanding of the benefits of authentic technological practice, as well as the technology curriculum. Some participants also obtained a deeper understanding of the nature of responsive pedagogies, and the role of reflection in professional practice. The programme motivated technology teachers, which translated into a more positive learning environment for their students. Feedback was also sought on the Mātanga Project’s professional development model. Participants identified a number of key benefits gained through their participation. Specialist participants gained an appreciation for the theoretical and historical perspectives of technology, while generalist participants valued their increased curriculum knowledge. Participants found the year-long approach beneficial, particularly because they had access to experts in their area of technology. Participants also identified some limitations for the first iteration of the PLD and suggested improvements for the future.

Preparing future STEM faculty through flexible teaching professional development.

We have prepared thousands of future STEM faculty around the world to adopt evidence-based instructional practices through their participation in two massive open online courses (MOOCs) and facilitated in-person learning communities. Our novel combination of asynchronous online and coordinated, structured face-to-face learning community experiences provides flexible options for STEM graduate students and postdoctoral fellows to pursue teaching professional development. A total of 14,977 participants enrolled in seven offerings of the introductory course held 2014-2018, with 1,725 participants (11.5% of enrolled) completing the course. Our results of high levels of engagement and learning suggest that leveraging the affordances of educational technologies and the geographically clustered nature of this learner demographic in combination with online flexible learning could be a sustainable model for large scale professional development in higher education. The preparation of future STEM faculty makes an important difference in establishing high-quality instruction that meets the diverse needs of all undergraduate students, and the initiative described here can serve as a model for increasing access to such preparation.

Unpacking the motivational variables which impact engagement in Lesson Study: Mathematics teaching self-efficacy and attitudes towards self-development

ABSTRACT Lesson study has received significant attention as a model of professional development among mathematics teachers. Evidence highlights its effectiveness in improving pedagogical practices and student learning, however, less is known about the predispositions which may encourage teachers’ participation in Lesson Study or the impact of participation on teachers’ attitudes. Such findings are relevant considering the voluntary context of teachers’ participation in professional development in Ireland. This research investigates the motivational variables which impact teachers’ participation in Lesson Study, specifically their self-efficacy in teaching mathematics for conceptual understanding and their attitudes towards self-development in Lesson Study. Post-primary mathematics teachers (N = 64), spanning various levels of experience in Lesson Study, completed a survey using a set of pre-validated scales. Findings indicate that teachers’ mathematics teaching self-efficacy is a significant predictor of their participation in Lesson Study. Furthermore, the research finds that teachers’ familiarity with Lesson Study impacts the likelihood of their participation in this model of teacher education. These findings build upon previous knowledge in this field and demonstrate the significance of teaching self-efficacy as a presage variable for developing a positive disposition towards Lesson Study. The paper discusses the implications of these findings for teacher education in Ireland.

Elementary teachers’ experiences in online professional development for literacy-focused computer science instruction for all learners

ABSTRACT Background & Context This research focused on an online professional development (PD), the Inclusive Computer Science Model of PD, to support integrating computer science and computational thinking for all learners into K-5 literacy instruction. Objective This research was conducted to understand elementary teachers’ perceptions of the PD. Method We used a qualitative case study methodology to collect multiple sources of perception-focused data from 10 purposefully selected participants in the PD and used a general inductive approach to data analysis. Findings Three themes emerged that focus on teachers’ perceptions, with multiple considerations for how teachers viewed the concept of computer science, the potential for students with disabilities to participate in computer science instruction, and how they considered UDL in this instruction Implications Findings have implications for the potential of computer science integration into elementary literacy instruction and how teachers may independently use computer science instruction that supports all learners in their future teaching.

Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English

This study aimed to determine non-native speakers of English academics’ knowledge and awareness of conventions and norms of academic writing (AW), to develop an online professional development model addressing all disciplines, and to evaluate the effect of this model on their AW performances with their views on the model. The study was based on the mixed methods evaluation design. The participants were nine academics in educational and social sciences at a state university in Turkey. An online professional development model encompassing eight themes related to AW was developed. Data were collected through pre- and post-tutorial semi-structured interviews and writing tasks. Textual and content analyses were used for the qualitative data, and the Wilcoxon Signed Rank Test was performed for quantitative analysis. The results showed that before the tutoring, the participants acknowledged various difficulties regarding AW conventions and norms. The data after the online asynchronous tutoring showed that explicit instruction increased the participants’ knowledge and awareness, and the proposed model contributed to their writing performances, and promoted their AW skills. However, participants’ hedging use was found limited to modal verbs use. Paraphrasing tasks also showed significant differences between before and after tutoring writing tasks. Participants highlighted the importance of long-term implementational writing instruction.