Need For Professional Development Research Articles

LGBTQ+ Inclusivity in U.S. Choral Classrooms

The purpose of this study was to investigate current practices pertaining to lesbian, gay, bisexual, transgender, and queer (LGBTQ+) inclusivity among U.S. secondary choral teachers. Data consisted of survey responses ( N = 145) from individuals teaching choral music at the middle school and/or high school level in the United States. Results indicate that, although many choral educators avoid gendered practices and believe that it is important to address LGBTQ+ issues in the choral classroom, fewer implement further inclusive practices, such as asking students their pronouns or sharing their own pronouns, programming repertoire by LGBTQ+ composers and discussing their identities, and choosing repertoire or changing lyrics to be gender-neutral. Implications include the need for continued professional development on LGBTQ+ inclusive practices (particularly in music teacher preparation programs) and further research on the factors that may encourage music educators to provide a more inclusive classroom environment for LGBTQ+ students.

Enhancing Digital Literacy and Technological Integration: A Case Study at Henan's Vocational College

The study focuses on the necessity for vocational instructors to have digital skills to prepare their students for the job. This research intended to improve digital literacy and technology integration among vocational college personnel in Henan Province, China. The key difficulties handled are digital literacy and organizational support gaps that hinder educational technology integration. The study examined approaches to increase digital literacy, organizational support for digital transformation, and teacher digital skills plans. A qualitative case study in an interpretivist framework examined instructors' and stakeholders' subjective experiences. The study included 12 participants consisting of educators, managers, and stakeholders selected via intentional and snowball sampling. Data collection included semi-structured interviews, classroom observations, and document analysis. According to the findings, 70% of the participants have basic digital literacy abilities, but they lack advanced technology integration ability, emphasizing the need for ongoing professional development. Additionally, 60% reported minimal organizational help, emphasizing the necessity for solid infrastructure and coordinated training. Important discussions centered on how these findings may alter vocational college policy and pedagogy. The study stressed the need to match innovative methods to classroom needs. Rogers's Theory of Technological Adoption focused perceived usefulness and ease of use in technology adoption, whereas the Community of Inquiry (CoI) Theory guided cooperative and reflective learning contexts. Also, the Digital Literacy Framework provided a comprehensive approach to learning digital skills, emphasizing advanced training programs. Policymakers and educators should prioritize professional development programs for advanced digital skills and provide appropriate physical and technological infrastructure. The research suggests mentoring programs, hands-on workshops, and contemporary technologies for instructors. Future research should examine the long-term effects of these treatments and adjust similar educational settings to ensure vocational education remains relevant and effective in a digital world.

Peran Pustakawan di Perguruan Tinggi Sebagai Partner Riset dalam Pemenuhan Kebutuhan Informasi Pengguna

The role of librarians in higher education as research collaboration partners is a crucial aspect in fulfilling the function of libraries as information centers. This study aims to analyze and identify the role of librarians in higher education as research partners in meeting user information needs. Adopting a qualitative approach through literature study methods, this research investigates how librarians function not only as providers of information resources but also as active collaborators in the research process. In this context, librarians assist in information literacy training, mapping research themes, and providing and managing digital resources that meet current academic and research needs. The findings indicate that collaboration between librarians and researchers strengthens the knowledge infrastructure and enriches research resources, but also faces challenges such as limitations in librarians' research skills, the need for professional development, and funding issues. This study emphasizes the importance of developing librarians' skills in research and information technology to support effective academic and research activities, and highlights the strategic role of libraries in enhancing the quality and effectiveness of research in higher education.

HOW TO IMPACT WITH LIBRARY AND LIBRARIANSHIP INFORMATION RETRIEVAL & KNOWLEDGE

The impact of information retrieval and knowledge management in library and librarianship has evolved significantly with the advent of digital technologies and modern information systems. This study investigates the key role that libraries and librarians play in enhancing information retrieval processes and knowledge dissemination in academic, research, and public settings. It highlights the transformation of libraries from traditional repositories of books to dynamic centers for knowledge access and creation. The paper explores how advancements in digital libraries, metadata management, and search algorithms have enabled more efficient retrieval of information, thus empowering researchers, students, and the public. Furthermore, the research examines the skills and evolving role of librarians as key facilitators of knowledge management, curating and guiding users through vast resources. Challenges such as the digital divide, limited resources, and the need for ongoing professional development are also considered. The study concludes with recommendations for the future of librarianship, emphasizing the importance of adopting emerging technologies and continuing to support open access initiatives for better knowledge sharing.

Uncovering gaps in management of vasomotor symptoms: findings from a national need assessment.

This national needs assessment study explores the knowledge, attitude, beliefs, and practices (KABP) gaps related to vasomotor symptoms (VMS) associated with menopause among primary care and OB/GYN clinicians. VMS significantly impacts healthcare costs, workplace productivity, and patient psychosocial health, but a notable disconnect exists between healthcare providers and patients, with provider reticence and knowledge gaps playing a contributing role. This study aims to identify and propose optimal educational strategies to address these barriers, with attention to health disparities affecting women of color. Methods employed include a multimodal approach of literature review, expert opinion, qualitative interviews, surveys, focus groups, and case studies, ensuring diverse clinician input. Data collection involved in-depth clinician interviews, a nationally disseminated clinician survey, and focus groups. Results indicate a critical deficiency in healthcare providers' understanding and management of VMS, especially among OB/GYN residents, with 75 % showing limited knowledge. The study also highlights the disproportionate impact of knowledge gaps on women of color, emphasizing the need for a culturally informed approach in medical training and practice. There's a notable discrepancy between clinicians' current and desired abilities in managing VMS, indicating a need for ongoing professional development. Significant variability in approaches to diagnosing and treating VMS, as well as substantial knowledge gaps about treatment options, underscore the need for evidence-based protocols. Although VMS are a normal aspect of aging, they can significantly disrupt quality of life for many women, necessitating intervention. Beyond the immediate discomfort, VMS can impact quality of life and trigger insomnia and mood disturbances. This study exposes both new and previously recognized gaps in healthcare providers' knowledge and management skills concerning VMS treatment options, particularly regarding hormonal and nonhormonal therapies. Furthermore, our findings highlight the need for a deeper understanding of how VMS uniquely impacts women of diverse backgrounds. Research, including the Study of Women's Health Across the Nation (SWAN), suggests that the experience and severity of VMS may be influenced by socioeconomic status, race/ethnicity, body mass index (BMI), and smoking status. However, the complex interplay of these factors and their relative contributions remain unclear. Further investigation is crucial to facilitate equitable access to effective treatment for all women. To bridge these gaps, improved education starting as early as residency is essential. This education should address common misconceptions about VMS and its management. Healthcare providers must enhance their competence in discussing the broad spectrum of VMS impacts and employ effective communication strategies to ensure that patients are well-informed about their symptoms and available treatment options.

АКТУАЛЬНІ НАПРЯМИ ДОСЛІДЖЕННЯ ПРОБЛЕМИ РОЗВИТКУ ПІДПРИЄМНИЦЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ДИЗАЙНЕРІВ-ГРАФІКІВ

The article is devoted to the problem of developing the entrepreneurial competence of future specialists in graphic design, as well as the analysis of the current state of professional training in higher education institutions. The author draws attention to insufficient motivation of students for professional and entrepreneurial training. A significant part of future designers are not sufficiently aware that the development of entrepreneurial competence is a path to self-affirmation, self-employment, and a successful career in professional activity. The researcher explains this phenomenon by the contradiction between the current system of training a future graphic designer, which is not sufficiently focused on the development of the future professionals' need for continuous professional development, and the specificity of the artistic profession, in the essence of which is the need to "create" oneself and "predict" one's own professional activity, constant creative self-development Offers special attention to the creation of pedagogical conditions that enable the growth of the level of development of entrepreneurial competence of graphic designers.

Профессиональная позиция педагога-психолога в проектировании инклюзивной образовательной среды

<p style="text-align: justify;"><span lang="EN-US">The article discusses the problem of professional involvement of a teacher-psychologist in the inclusive educational process of a school and his role in creating an inclusive educational environment (IEE). The results of federal monitoring of the state of the inclusive educational environment in schools of the Russian Federation and indicators related to psychological and pedagogical support for students with special educational needs in educational organizations (EO) are considered, namely: 85% of OOs provide socio-psychological support to children who find themselves in difficult life situations situations, consultations with a teacher-psychologist account for 84%, and 78% of educational institutions conduct individual correctional classes, which indicates a high level of support. 76% of public organizations have Regulations on psychological services, 85.2% of public organizations have Regulations on psychological and pedagogical council; Offices of educational psychologists are provided in 71% of schools. Based on a discussion of the data, conclusions are drawn about the need for professional development of educational psychologists and the formation of their inclusive competencies and role in building an inclusive educational environment.</span></p>

Exploring Pakistani University Lecturers’ Professional Identity Construction and Negotiation in ESL Classroom

Background: In the context of English as a second language (ESL) education in Pakistani universities, understanding the professional identity construction and negotiation of university lecturers is crucial. Objective: The current study aims to explore the complex dimensions of professional identity among non-native English speaking (NNES) multilingual Pakistani university lecturers. Theoretical Framework: This research aims to address the research gap by providing a nuance exploration of the experiences of Pakistani university lecturers by relating sociocultural theory proposed by Lev Vygotsky (1978). As this theory describes how individual’s cognition is associated with linguistic, cultural, institutional and social contexts, therefore, the focus of the sociocultural perception is on involvement in social interactions Method: Employing the qualitative research approach, the study seeks to investigate the multifaceted aspects that influence the professional identity of the lecturers. Six lecturers were purposively selected on the basis of their linguistic backgrounds and work experiences for classroom observations and in-depth interviews. Results and Discussion: The findings shed light on the challenges and opportunities faced by Pakistani university lecturers in shaping their roles within the ESL teaching domain. Research Implications: The study offers valuable insights into the evolving landscape of ESL education in Pakistan, providing various perspectives of how professional identity is negotiated and constructed within this specific educational context. Originality/Value: The relevance of this study lies in its potential to profoundly influence both academic discourse and educational practices. By delving into the subtle processes of professional identity construction, the study offers valuable insights into the dynamics of teaching and learning in diverse linguistic and cultural settings. It also highlights the critical need for continuous professional development for lecturers to enhance the quality of education.

Inclusive Change in Saint Vincent and the Grenadines: A Collaborative Autoethnography

In many countries, including those in the Caribbean, there has recently been an increasing demand for professional development on inclusive educational practices This need for high-quality professional development is in line with the United Nations Educational, Scientific and Cultural Organization’s (2016) call for inclusion of all children by 2030. Recently, our team was asked to provide professional development to educators in Saint Vincent and the Grenadines that focused on evidence-based practices for students with special education needs. Over the course of 3 years, this service work evolved into a multi-faceted pilot of inclusive education, whereby students with special education needs transitioned from a segregated school into mainstream schools. In this article, we present a collaborative autoethnography that highlights our collective experiences. Our self‑reflections chronicle our experiences and accompanying perceptions gained through providing support and education to educators, students, schools, community, and families in Saint Vincent and the Grenadines over a 3-year period, as they prepared for this transition to inclusion. In collectively reviewing our self-reflections, we discovered three major themes at the heart of our service work: (a) “barriers to inclusion,” (b) “the importance of relationships,” and (c) “transformation.” In discussing these three themes, we explore the successes and challenges we experienced throughout these service projects. What follows is a discussion of our reflective musings related to these experiences as shared critical knowledge for sustainable inclusion work within the Caribbean and beyond.

English teachers’ views of EFL education in private educational institutions in Tunisia: A qualitative investigation

This research study focuses on the status of English language education in private educational institutions in Tunisia, an area that has received limited attention. Qualitative investigation, utilizing one-to-one interviews with English language teachers in private schools and universities, was conducted to understand the conditions of Teaching English as a Foreign Language (TEFL) in the private sector. Interviews were conducted online and transcribed for analysis. Findings indicate that the quality of English language teaching in private institutions surpasses that of state schools, with students benefiting from early exposure and ample practice opportunities. Teachers in private institutions have access to better resources due to stable financial situations, but they tend to be less experienced compared to their counterparts in public schools. Despite the study's limited scope, it provides valuable insights into Tunisian English teachers’ perceptions of working conditions and highlights their need for professional development and improvements in TEFL. The instrument used in the study has been validated and could serve as a basis for future research. This research, part of a larger PhD dissertation, contributes to understanding the differences between state and private language education and has pedagogical relevance for EFL education in similar contexts.

EMPOWERING THE NEXT GENERATION: TRANSFORMATIVE IMPACT OF FACULTY DEVELOPMENT PROGRAMS IN CONSTRUCTION MANAGEMENT AND ENGINEERING

The ongoing improvement of teaching abilities among faculty is recognized as essential across various academic disciplines. Within the Construction Management and Engineering (CME) field, there's a notable need for such professional development. Our study looks into a specific program designed to bolster the teaching capacities of new faculty in foundational construction topics. The central aim was to understand the opinions of CME faculty regarding these development initiatives and their potential benefits. During the summer of 2022, we introduced the program to 15 early-career faculty members. These individuals participated in educational sessions led by experienced construction educators. To gather feedback, we collected personal reflections and insights from participants, aiming to understand their perceptions and the impact on their teaching and mentoring skills. The feedback highlighted areas for improvement in current CME teaching practices and affirmed the value of such development programs. This research provides guidance for those in CME looking to design educational tools to better prepare graduate students for academic roles.

EMPOWERING THE NEXT GENERATION: TRANSFORMATIVE IMPACT OF FACULTY DEVELOPMENT PROGRAMS IN CONSTRUCTION MANAGEMENT AND ENGINEERING

The ongoing improvement of teaching abilities among faculty is recognized as essential across various academic disciplines. Within the Construction Management and Engineering (CME) field, there's a notable need for such professional development. Our study looks into a specific program designed to bolster the teaching capacities of new faculty in foundational construction topics. The central aim was to understand the opinions of CME faculty regarding these development initiatives and their potential benefits. During the summer of 2022, we introduced the program to 15 early-career faculty members. These individuals participated in educational sessions led by experienced construction educators. To gather feedback, we collected personal reflections and insights from participants, aiming to understand their perceptions and the impact on their teaching and mentoring skills. The feedback highlighted areas for improvement in current CME teaching practices and affirmed the value of such development programs. This research provides guidance for those in CME looking to design educational tools to better prepare graduate students for academic roles.

Apgar score comprehension in clinical practice: A cross-sectional study of healthcare professionals in Dhaka, Bangladesh

Introduction: The Apgar score is a critical tool for assessing the health of newborns immediately after birth, with implications for immediate clinical care decisions. Despite its established importance, variations in the comprehension and application of the Apgar score among healthcare professionals can significantly affect neonatal outcomes. Objective: This cross-sectional study aimed to assess the comprehension and application of the Apgar score among healthcare professionals in Dhaka, Bangladesh, to identify gaps in knowledge and practice that could impact neonatal care outcomes. Methods: Conducted between September and December 2022 at a tertiary medical college and hospital in Dhaka, this study involved 80 nurses from the labor room, selected through purposive sampling. Data were collected via face-to-face interviews using a pre-tested semi-structured questionnaire, with knowledge assessed on a 24-point scale and categorized as good (>15) or poor (<15). Statistical analysis was performed using SPSS 26.0. Results: Most respondents (31.78% aged 27-33 years and 32.63% aged 34-39 years) were nursing college graduates (40.69%). A significant knowledge gap was identified, with only 25.33% demonstrating a good level of understanding of the APGAR score. Notable discrepancies were found in the recognition of the Apgar score's components, criteria, and clinical implications. Educational level significantly influenced Apgar score knowledge (p=0.046), with nursing college graduates showing greater understanding. Recent training appeared to impact knowledge positively, suggesting the need for continuous professional development. Conclusion: The study highlights a concerning gap in the understanding and application of the Apgar score among healthcare professionals in Dhaka, emphasizing the need for enhanced neonatal care education and training. Addressing these gaps through comprehensive educational programs and continuous professional development is crucial for improving neonatal assessment practices and outcomes in Bangladesh.

Doing enactment within the logics of policy privatisation: how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students

The logics of policy privatisation in schooling, including decentralisation, school autonomy, and discretionary funding mechanisms, shift responsibility for particular types of students onto individual schools and their staff. Burch (2021) asks to what extent the most disadvantaged students in government schools are able to access services most beneficial to them, under these emerging forms of privatisation. With this question in mind, this paper considers the delivery of English as an Additional Language/Dialect (EAL/D) services under the umbrella of the Queensland Department of Education Inclusion policy, in two Queensland government secondary schools. We tease out how the Inclusive Education (IE) policy, of which EAL/D is a subset, is interpreted and translated (Ball et al. 2012) in the situation of privatisation practices. We found that inclusion was understood as primarily targeted at students with disabilities, and that mainstreaming of all learners was considered unsustainable for teachers. In interpreting and translating inclusion for EAL/D, both schools pushed back against the ‘mainstreaming’ discourse, and instead, EAL/D service was provided through targeted programs, staffed with key specialist personnel. In both cases, privatisation logics enabled the ‘EAL/D aware’ principals to justify and enact specialised EAL/D services. In this policy context, there is a need for widespread professional development to ensure all principals understand and apply appropriate supports for EAL/D learners.

From Text to Texture: Elevating English Teaching Through Visual Literacy Skills

In an era dominated by visual media, this study examines the effects of visual literacy training on the ability of English teachers at Kalam Kudus Elementary School in Bali to create effective teaching materials. Utilizing a one-group pretest-posttest design, 21 teachers underwent training in the CRAP (Contrast, Repetition, Alignment, Proximity) principles. Data collected from pre-and post-tests, alongside a supplementary questionnaire, indicated a notable enhancement in teachers' visual literacy, with an average Gain score of 74.15%. Although the training was deemed moderately effective, educators experienced a significant boost in their understanding and application of visual design principles, contributing to the creation of more engaging educational content. The study highlights the need for continued professional development in visual literacy to address ongoing challenges, emphasizing its importance in improving educational practices.

The Professional Development Needs of Hospital Teachers in Ireland: An Exploratory Case Study.

In Ireland, hospital schools comprise a very small component of the overall primary and post-primary education system. Indeed, there are only seven hospital schools employing a total of 21 teachers nationally. Given the size and uniqueness of this education setting, opportunities for teacher continuous professional development are limited. This qualitative research study examined Irish hospital teachers' perceptions of their continuing professional development needs using a case study approach. The research captured the perspectives of 19 teachers currently teaching in seven hospital schools in Ireland. Data consisted of responses to an anonymous online questionnaire and two focus groups designed to examine and interpret the questionnaire data. Thematic analysis was conducted on all data collected. The findings revealed that Irish hospital teachers have a clear shared perception of the professional development needs both for newly hired and currently practising hospital teachers. Hospital schools are a very small, but a very important component of education in Ireland, and the professional needs identified are specific to this unique context. Teachers working in this context must be supported so that they can provide the education that the pupils, who must access this service, deserve.

ФОРМИРОВАНИЕ ДУХОВНО-НРАВСТВЕННЫХ ЦЕННОСТЕЙ КАК ВАЖНЕЙШИЙ ЭЛЕМЕНТ УРОКА ИНОСТРАННОГО ЯЗЫКА

The article, based on the empirical data obtained during the survey, aims to consider the prob-lem of the formation of spiritual and moral values in foreign language lessons. The article proves that the integration of traditional spiritual and moral values into the content of the school and university curriculum is perceived by the majority of respondents as a return to tradition. The majority of respondents expressed a desire to reassess the goals and content of the learning process, pointing to the need to integrate traditional spiritual and moral values into educational programs. The obtained research data demonstrate that foreign language teachers are aware of the need for constant professional development, taking into account spiritual and moral aspects, and are ready to adapt and introduce new approaches into the educational process to effectively instill the traditional Russian spiritual and moral values. The results of the study indicate the need to update educational materials taking into account spiritual and moral aspects. Textbooks and teaching aids should be richer in content that promotes the formation of values, ethical principles and moral beliefs of students.

Modern technologies in the development of higher education teachers’ professional competence

The relevance of the research. The current stage of the historical development of the world community is characterized by the acceleration of scientific, technical and social progress, the large-scale dissemination of new ideas and technologies. Therefore, the reproduction of knowledge carriedout on an innovative basis is relevant and has an increasing impact on the rate of economic growth. The problem statement. The modern education system is gradually beginning to fully use theresources of the competency-based approach. In vocational education this approach is the conceptual basis for the implementation of an innovation system. The problem of the research is to identify the features of the formation of professional competence of higher education teachers. The purpose of the article is to substantiate modern technologies for developing the professional competence of vocational education teachers to increase their readiness to train future specialists on innovative principles. The research methods used are theoretical analysis of scientific literature on the research problem; study of regulatory documents in the field of education; analysis and synthesis; systematization and generalization; survey. The results and key conclusions. The need for continuous professional development of teachers based on innovative principles and updating of the problem under consideration has been identified. The use of modern pedagogical technologies of distance learning, project-based learning and production technologies for the formation of professional competence of higher education teachers, as well as modern forms of training future qualified specialists, have been justified.

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers

AbstractResearch has highlighted the advantages of specific practices for enhancing student learning. However, the adoption of these practices varies among teachers. This disparity raises fundamental questions: Why do certain teachers use these practices while others do not? Does the use of these practices depend on the career stage of the teachers? This paper analyses the practices adopted by teachers at different career stages. We used a mixed‐methods approach, combining a questionnaire (n = 300) and three focus group discussions (n = 13). The results revealed significant variability in the use of pedagogical practices among novice, experienced and senior teachers. Experienced and senior teachers demonstrate a deeper understanding of adapting teaching methods to student needs, establishing clear objectives and providing feedback. However, certain practices, such as metacognition, remain underused at all career stages. The study highlights the need for professional development concerning these practices, while emphasising the challenge of their implementation.

Exploring Citizen’s Satisfaction with the Police in Developing Society

To develop a harmonious and productive relationship between citizens and the police in Trinidad and Tobago (T&T) it is important to first understand the impact of procedural justice and satisfaction with the police which was the aim of this study. A quantitative research methodology was used with an online survey of eight multiple-choice questions with responses aligned to a Likert scale. The results showed that 47.5% of participants were not satisfied with the police service, and only 10% felt very satisfied. The results indicated that officer did not use the correct procedures, disrespectful, undignified, unfair, lack transparency and inconsistent. The results highlighted the need for practice and policy changes in the Trinidad and Tobago Police Service especially during a contact with citizens. It was suggested that there was the need for continuous professional development (CPD) towards improving officer's skills, knowledge, and behaviour (KSB) which could enhance officers and citizens relations. Key Words: Satisfaction; Policing; Citizens; Trinidad and Tobago; Post-Colonial.