Professional Development Model Research Articles

Teacher learning as a polyphonic endeavor: A context sensitive model of teacher professional development

ABSTRACT Despite an increasing interest in the sociocultural aspects of teacher professional development and the recognition of context in teacher education, there is a lack of a conceptualisation of how professional learning occurs within and across various contexts. To this aim, we take up a view of professional learning that is dialogic and apply the concept of ‘polyphony’ to conceptualise teacher practice and teacher professional learning as the teacher’s orchestration of multiple voices within context. Inviting ‘polyphony’ to the realm of teacher education refers to the composition of multiple co-existing contextual affordances and constraints affecting teacher practice. It is the multitude of various and at times disagreeing voices surrounding teacher practice. Our proposed model offers a reflexive definition of ‘teacher agency’ that involves the recognition of the voices that the teacher draws upon so that they can be interrogated and deliberately invoked or suppressed in practice for particular contexts. We discuss two methodological implications including a polyphonic design methodology of professional learning opportunities, and a polyphonic education research method in addressing the problem of teachers’ implementation and adjustment to new practices.

Academy of Criminal Justice Sciences Doctoral Student Summit: A Model of Professional Development

Doctoral student attrition has been a consistent and ongoing problem, with only half of Ph.D. students completing their degrees. Often generated by feelings of isolation and dissatisfaction during the Ph.D. process, attrition results in negative consequences for students, their departments and institutions, and the broader academic community. Students face substantial financial and psychological burdens, institutions lose out on their investments, and the larger community misses out on significant contributions to resolutions to social challenges. To make matters worse, attrition rates are highest among the most marginalized students. Effective strategies for reducing attrition involve aiding in the development of students’ academic identity and creating a supportive sense of community. Although many departmental and institutional efforts to support doctoral students exist, challenges remain. Further, the needs of students are far-reaching and arguably require interventions from the academic community as a whole. To confront these challenges, the Academy of Criminal Justice Science approved the development of the Doctoral Student Summit, a professional development seminar intended to support Ph.D. students in degree completion through providing opportunities to foster academic identities and develop extended academic communities. This manuscript outlines the origins and evolution of the Doctoral Summit and provides an outline of its model and potential benefits to the field of Criminal Justice and other disciplines.

Numeracy-Meets: an innovative professional development model for adult numeracy practitioners in Ireland

ABSTRACT Despite the clear and obvious need for adults to be proficient in numeracy, international studies suggest that many continue to struggle in this area. In Ireland, one of the main challenges continues to be the availability of effective adult numeracy education. This is a diverse sector, and little is known about the varied provision of adult numeracy courses and of those who teach on them. Recent research has highlighted an unmet demand for the professional development of adult numeracy practitioners with many looking for opportunities to network and further develop their practice. This study aimed to design, implement and evaluate a professional development model that supported adult numeracy practitioners in developing the necessary skills to support their students. After an initial needs analysis, a series of six ‘Numeracy-Meets’ were designed and implemented between February and May 2022. There was an average of twenty adult numeracy practitioners in attendance at each Numeracy-Meet. After all the Numeracy-Meets had taken place, five practitioners took part in individual semi-structured interviews to evaluate their experiences. This paper details the design, implementation and evaluation of these Numeracy-Meets and discusses whether they are a sustainable model of professional development for adult numeracy practitioners.

Teachers' Continuous Professional Development Special Education (Multi-Case Study at SLBN 1 Amuntai and SLBN Kandangan)

This study aims to describe the model of continuous professional development of special education teachers, strategies for implementing the model of continuous professional development programs and the implications of professional development of special education teachers on the quality of learning. The approach used in this study is a qualitative approach with a multi-case study design and data collection techniques through interviews, observation and documentation. The samples in this study used purposive sampling and then continued snowball sampling. The collected data will be examined and data condensation, data presentation, and conclusion drawing and verification will be carried out. Checking the validity of data is carried out using observational diligence and triangulation. Once checked, the collected data is analyzed with single-case analysis and cross-site analysis. The results obtained from this study show the professional development of special education teachers in SLBN 1 Amuntai and SLBN Kandangan through 3 main programs, namely certification programs, supervision programs and PKB. While the professional development strategy model implemented consists of planning, implementing and evaluating the strategiescarried out at SLBN 1 Amuntai, namely increasing literacy activities, seminars/workshops/training, cultivating religious behaviour, comparative studies, and generating work motivation. Meanwhile, at SLBN Kandangan through study assignments/study permits, seminars/workshops/training, religious enthusiasm, comparative studies, consulting services, and generating work motivation through rewarding. The implications of the professional development of special education teachers are very influential on the quality of learning quality. Based on the findings, it is recommended that principals and teachers pay more attention to the importance of developing professionalism, and further researchers are expected to conduct research and More in-depth, critical and objective studies in analyzing problems related to teacher professionalism.

Hybrid learning environments for professional development in teacher education: university of calabar, nigeria as a case study

The influence of hybrid learning environments on professional development in teacher education was the focus of this paper. It also examined how professionalism in teaching relates with reflective teaching. In this paper, hybrid learning environments was defined as educational model that utilizes the benefits of both on-line and on-campus learning. All the lecturers (742) and students (2,046) of the three Faculties of Education, University of Calabar constituted the population of the study (2,788) from where a sample size of 500 (140 lecturers and 360 students) was selected. Multiple sampling methods were adopted in selecting the sample, including stratified, simple random and purposive sampling methods. A 15-item researcher made questionnaire was used to elicit data from respondents. It was a survey research study and descriptive statistics (frequency counts, weighted means, standard deviation and percentages were adopted for data analysis. A mean score of 2.00 formed the significant/acceptance level. It was found that hybrid learning environments are models of professional development in teacher education especially in the post COVID-19 pandemic. It also found that professionalism in teaching relates positively with reflective teaching. It was recommended that more learning and teaching opportunities should be created by universities and colleges for flexibility in instructional options and that continual deepening of knowledge and skills should be encouraged.

Green Chemistry Teacher Professional Development in New York State High Schools: A Model for Advancing Green Chemistry.

Teaching green chemistry within the K-12 classroom has a positive impact on attitudes and perceptions of chemistry in society for future scientists and professionals, resulting in safer, less hazardous chemistry experiments and demonstrations. The state of New York has taken advantage of the benefits that green chemistry provide in the classroom and is a leader in professional development for high school teachers throughout the state. Between 2011 and 2016, Beyond Benign and Siena College implemented 14 workshops across the state as part of New York's Department of Environmental Conservation goal of reducing hazardous chemicals in schools. At these workshops, 224 teachers were introduced to green chemistry principles and practices and provided resources for replacing traditional laboratory experiments with alternatives that used safer materials. Two professional development models were implemented, a one-day introductory workshop and a three-day train-the-trainer style in-depth workshop, using collaborative, hands-on, intensive, and peer-learning techniques. In response to a 2021 follow-up survey, participants shared that they continue to use skills from the professional development they received and reported sharing about green chemistry with peers, parents, and administrators. The long-term engagement of the participants indicates that successful models were implemented to provide a path to develop teacher leaders. Professional development models are presented herein for sharing best practices and approaches for training high school teachers on green chemistry, providing numerous benefits to both teachers and students in high school classrooms.

CPD: Pick your own

A model of professional development in Barnsley, where settings choose a project to participate in, is designed to help nurseries embed changes. By Caroline Vollans

Improving Access to General Education via Co-Teaching in Secondary Mathematics Classrooms: An Evaluation of Utah’s Professional Development Initiative

Co-teaching may be a promising strategy to improve inclusive secondary mathematics education in rural schools. Professional development (PD) aids in special and general education teachers’ co-teaching implementation, yet little empirical research examines how to effectively train and support co-teachers. In this study, we describe one U.S. state’s PD model for secondary mathematics co-teaching, evaluate outcomes of the PD on co-teachers’ behaviors and beliefs, and examine the impact of co-teaching on students’ mathematics achievement. We examined data from observations, surveys, and students’ pre/post assessments across nine classes within seven U.S. school districts, including three rural school districts, over 3 years. We report data from a total of 19 teachers and 281 students in sixth through ninth grades. The PD participants implemented effective co-teaching strategies and reported positive viewpoints toward co-teaching. Additionally, students with and without disabilities improved their mathematics scores. We present key findings for rural schools to guide future implementation and research.

Designing a Professional Development Model for Pre-School Principals in Education: A Grounded Theory Study

Designing a Professional Development Model for Pre-School Principals in Education: A Grounded Theory Study

Continuing Professional Development Model in the Schools Division of Sarangani

This study explored and determined the extent of the Continuing Professional Development (CPD) implementation in government school institutions in the Sarangani Division for School Year 2022-2023. The 375 respondents from a total population of 6, 042 public school teacher were randomly selected across the 23 school districts. Based on the findings, the hypothesis on no significant relationship between the extent of the CPD implementation and the teacher’s competencies is accepted because of the Pearson’s r-value of -0.081 with negligible correlation 0.118 p-value. However, the hypothesis on no significant relationship between the contributing factors and the extent of CPD implementation is rejected and the model is a partial mediation. Sobel test yielded a z-value of -3.10600817 with a p-value of 0.00189631 that means significant at 0.05 level. Further, three major themes surfaced from the informant’s in-depth interview after an intensive analysis of the data gathered, namely: Limited Training Offered, Insufficient Execution of the Program, and Participatory Barriers to CPD Training. The indicated training need, preferred CPD modalities and pace, as well as monitoring, evaluation, and offering technical support to schools in terms of CPD may be taken into consideration by DepEd Offices. Hence, a CPD Model is recommended to take effect in the Schools Division of Sarangani to address the actual competency gap and relevant training needs for teachers’ professional growth and development.

Transforming Teachers’ Instructional Design for Enhancing Critical Thinking in Ugandan Schools

The needs of our society are quickly evolving and soft or transferable skills are key to lifelong learning and the creation of an adaptable and resilient workforce. There is an ever-growing demand for individuals who can process data, evaluate concepts, and develop arguments; the development of critical thinking skills is crucial. This study shows the effectiveness of a professional development model that aimed at improving teachers’ instructional design skills for nurturing critical thinking in the classroom. The study adopted a quantitative research approach in order to identify and assess the transformation in teachers’ pedagogical practices while developing lesson plans designed to elicit and nurture critical thinking among their learners. This study focused on a sample of 16 teachers at a secondary school in Central Uganda. The researcher purposefully selected the teachers, who specialised in three different subjects: English (5), mathematics (5), and history (6). The teachers who participated in the study were on average 32 years old and had 8 years of teaching experience. To evaluate the effectiveness of the lesson plans that the participants designed, the researcher developed a contextualised rubric that was then validated by experts to assess the teachers’ improvements in designing lessons for critical thinking enhancement. The findings confirmed that after the training intervention, the teachers showed a greater ability to differentiate between cognitive process and mere rote learning, helping them to elicit critical thinking in their students. At the end of the process, the lesson plans designed were clearer and more coherent, incorporating activities that could improve the learners’ critical-thinking skills. This study provides an important contribution in terms of how to promote contextually appropriate and innovative pedagogical strategies.

Act It Out! Using Simulations for Professional Development to Build Cultural Responsivity

Purpose: This tutorial aims to outline a simulation-based professional development (PD) model that can be used to help support speech-language pathologists and educators to better support their students whose cultural and linguistic background differs from their own. Method: In this tutorial, readers will learn the components of an effective PD and the value of using simulations for a PD centered on cultural and linguistic diversity, and they will be given a model of a simulation PD. Sample scripts, goals, and excerpts from educators that participated in the model PD are also included for reference. Implications: This tutorial has clinical utility for aiding professionals, school districts, and other relevant stakeholders to incorporate a framework based on an integration of evidence-based research and anecdotal evidence. Following the model outlined in this tutorial may be useful for supporting therapists to better support the needs of culturally and linguistically diverse students.

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

ABSTRACT Collaboration 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.

An individualized Professional Development Approach for Training University Faculty in using a Technological Tool.

As university faculty must continually grow in their instructional skills and proficiencies with new tools to remain relevant to the educational needs of their students, effective models of professional learning and development are important areas of need and topics for research. However, many outdated professional development models do not create the desired results of technology integration into university teaching. More responsive and innovative models of faculty learning could be the answer. The purpose of the current research study was to explore the impact individualized professional development had on faculty's understanding, experience, and use of a technological tool. A qualitative research design was implemented to analyze data from interviews and surveys. The participants were a convenience sample of six faculty members across five different programs within one university located in the southeastern United States. Data were analyzed using a hybrid coding method and the results revealed that the procedures facilitated implementation of a technological tool within the specific contexts of their courses. Participating faculty appreciated the utility of the provided training and how closely the designed resources mirrored those they would encounter in their instruction of students. Based on study findings and other relevant research, a new model for individualized professional development using a technological tool is proposed which can help to guide future faculty learning.

Exploring the economic and social relationships in a triadic model of continuous professional development

The transformation of labor markets necessitates a dynamic approach to professional development. In Kazakhstan, a country in the throes of economic diversification, the economic implications of Continuous Professional Development (CPD) hold relevance. This paper introduces a triadic model that aims to explore the relationships between CPD, skill accumulation, and labor market mobility within the context of Kazakhstan’s developing economy. We examine the quantitative and qualitative economic benefits and drawbacks associated with CPD initiatives at both the individual and organizational levels. By employing multi-method analysis, which includes statistical modelling, survey data, and case studies, the study presents an intricate understanding of how CPD investments propagate through the labor market, affecting individual career trajectories, organizational competitiveness, and overall economic productivity. The triadic model consists of three interconnected components: Individual Skill Accumulation (ISA), Organizational Skill Utilization (OSU), and Labor Market Mobility (LMM). The ISA component analyses how CPD activities contribute to an individual’s skillset, both hard and soft skills. OSU focuses on how organizations harness these accumulated skills for operational efficiency and market competitiveness. Finally, LMM investigates how CPD-influenced skills affect labor market transitions, including lateral movements, promotions, and even inter-industry mobility. The empirical results indicate a strong positive correlation between CPD investment and skill accumulation, which subsequently influences labor market mobility in both intra- and inter-industry contexts. Organizations participating in CPD initiatives were found to have a competitive edge, particularly in technology adoption and human capital retention. However, the benefits are not unequivocally distributed, with the upper echelons of organizational hierarchies reaping disproportionate advantages. Moreover, a lack of standardization in CPD programs may contribute to a skills mismatch, thus countering some economic benefits. This paper contributes to the extant literature by providing a nuanced view of CPD’s role in a developing economic context. Policymakers and organizational leaders can leverage these insights to formulate more effective CPD strategies that align with broader economic goals and societal needs.

Design and evaluation of professional commitment development model in nursing students using structural equation modeling

Background & Objectives: Professional commitment plays an essential role in the improvement of the performance and professional behaviors of nurses and a major part of it is formed and developed during university education. In this regard, the present research aimed to design and evaluate the development model of professional commitment in nursing students. Materials & Methods: The present applied research was quantitative in terms of data type and descriptive in terms of survey-correlation type. The data were collected through a researcher-made questionnaire from 305 participants who were selected using a simple random method from nursing students of Islamic Azad University, Karaj Branch, Iran between 2020 and 2021. Data analysis was performed based on factor analysis and structural equation modeling in SPSS (version 26) and Smartpls 3 software. Results: Sampling adequacy and factors affecting the development of professional commitment were confirmed using exploratory factor analysis in the form of eight factors (individual, structural, socio-cultural, educational, managerial, economic, legal, and spiritual) and 60 components. Furthermore, the factor load of each factor was determined by confirmatory factor analysis. The final model designed by the structural equation method was evaluated as a very good model. Conclusion: There is a lack of an efficient nursing workforce and the development of professional commitment affects the desire of nurses to remain in their profession and provide quality and safe care. Therefore, it is necessary to consider the approved model resulting from this research as a valid framework in the policy-making of the nursing profession.

Can an intensive professional development on play change child care providers’ perspectives and practice on play?

ABSTRACT Early childhood teachers need knowledge and skills to support play and learning. However, the child care workforce often has limited or no preservice training on play, relying instead on in-service training. With policy shifts towards a standards-driven curriculum in the U.S., there is limited in-service play training available, creating a need for high quality in-service training on play. This study introduces a model of intensive professional development (PD) on play – a group workshop coupled with a group coaching model – implemented in the Mid-Atlantic area in the U.S. The play training focused on three areas: self-active play experience, the knowledge and skills needed to support children's learning through play. The group coaching component included feedback on self-recorded video practice and an opportunity for participants to share reflections on supporting play with each other and the coaches. We conducted an interview study with the participants about their perspectives on play and practice after the intensive PD. Qualitative data analysis revealed that: (1) all participants changed their perspectives on play after the play PD; (2) participants implemented strategies from the training and supported more play in practice; and (3) despite increased knowledge and skills, participants continued to experience challenges when implementing play strategies.

ІНТЕГРАЦІЯ ВНУТРІШНІХ І ЗОВНІШНІХ ФОРМ ТА МОДЕЛЕЙ ПРОФЕСІЙНОГО РОЗВИТКУ ВИКЛАДАЧІВ ФІЗИЧНОГО ВИХОВАННЯ У БАГАТОГАЛУЗЕВИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article is devoted to the problem of internal and external forms and models of physical education teachers’ professional development at multidisciplinary institution of higher education integration. The purpose of the article is determined as follows: to present the possibilities of internal and external forms and models of physical education teachers’ professional development integration at multidisciplinary institution of higher education. The article presents the results of scientific and pedagogical literature analysis, which highlights theories, concepts, approaches that underline professional development of physical education teachers, its content, knowledge, skills and abilities, professional values and attitudes of physical education teachers, forms, and methods of physical education teachers’ professional development. The article presents institutional forms and models: internships, professional development programs, advanced training courses, cooperation between different institutions of higher education, cooperation between different departments of a multidisciplinary institution of higher education, cooperation between the Department of Physical Education and other divisions of a multidisciplinary institution of higher education). The conclusion is made about availability of a wide variety of forms and models of professional development and their balanced application based on the integration of the potential of the external environment and internal – academic environment of multidisciplinary institution of higher education, which contributes to ensuring the principle of correspondence of professional development proposals to the interests and needs of physical education teachers, Departments of Physical Education, and multidisciplinary institutions of higher education in general. The prospects of further scientific research are outlines.

How to choose a preceptor: aspects to consider based on a grounded theory study

BackgroundNurses in clinical practice settings share responsibility with academy teachers in the education of nursing students in clinical teaching. This dynamic is essential for the students’ learning and their skill development. During preceptorship, the nurse has to mobilize the available resources to act competently and effectively. The purpose of this article is to identify the aspects that should be considered when selecting a nurse preceptor.MethodsA qualitative study was carried out based on Grounded Theory using Strauss and Corbin’s version. The study took place in a medicine ward and a surgery ward of a hospital in the Lisbon metropolitan area. The authors conducted fourteen semi-structured interviews with nurses who were at different stages of Benner’s Professional Development Model and with different outlooks on nursing preceptorship. The initial script was reorganized after the pilot test. It was also adjusted after the first exploratory interviews and after the in-depth interviews in order to reflect the interviewees’ work experience and outlooks on preceptorship. The interviews had an average duration of 45 min and were audio recorded. Theoretical sampling was conducted considering the needs identified in data coding until we reached theoretical saturation. Data analysis began after the first interview, first by open coding, followed by axial and selective coding, always in a logic of constant comparison with theory. Ethical principles, scientific integrity and methodological rigour were ensured throughout the study.ResultsTwo categories emerged that were supported by all nurses: skills and individual characteristics. The former includes communication skills, relational skills, reflective skills, technical-scientific skills, and emotional skills, while the latter includes perceptiveness, responsibility, motivation, and professional initiative.ConclusionNurses value both the individual characteristics they possess and the skills they have developed throughout their career. The recognition of the aspects found in this study for the selection of nurse preceptors allows for an informed and reasoned decision making, with a view to the success of the preceptorship and to the improvement of the quality of nursing education.

Investigating Primary School Teachers’ Perceptions about Professional Development and its Impact on Students Achievement

This investigation sought to find out how primary school teachers felt about the value of professional development and how it affected students' academic achievement. Specifically, the researchers were interested in how teachers perceived the value of professional development. The researchers utilized a quantitative research methodology and a self-developed survey questionnaire in order to collect data for the purpose of evaluating teachers' professional development and students' academic success. This allowed the researchers to accomplish the goal of the study and fulfil its purpose. The data were analyzed through SPSS and Smart PLS. According to the study's findings, teachers expressed their level of satisfaction with the effectiveness of professional development at all levels because all three hypotheses were supported, which showed that there is a positive significant effect of effective teaching strategies, well planning and subject-matter knowledge on students' achievement. The study recommends that professional development programs should be enhanced and integrate new technologies for the capacity building of teachers at school levels in the province. On the basis of the conclusion, it is further recommended that academicians and higher authorities should take attentive steps to enhance professional development models as per the need of the 21st century with critical thinking, integration of new technologies and 21st-century skills for better teaching-learning.