Opportunities For Professional Growth Research Articles

Riding the happiness curve: the wellbeing of mid-career phase language teachers

ABSTRACT Mid-career teachers are often described as experienced and comfortable in their jobs with higher motivation and self-efficacy (Hargreaves 2005); yet, at the same time, the mid-career phase has also been portrayed as a period marked by a career plateau and feelings of stagnation (Farrell 2014). Despite the criticality of this career phase and the paradoxical research findings, mid-career teachers' lives have been rarely examined in-depth (Day and Gu 2010). This study employed semi-structured interviews with 16 mid-career foreign language teachers at secondary schools in the two different settings, Austria and England, to explore the characteristics of this career phase and the factors contributing to the wellbeing of these teachers. Inductive data analysis revealed that these mid-career language teachers benefitted from an established sense of confidence but also sought further professional growth opportunities. The teachers drew positivity and satisfaction from the meaning they took from their work, although their wellbeing appeared occasionally threatened by tensions between their job commitments and additional responsibilities in both personal and professional domains. The findings contribute to a more nuanced understanding of this under-researched population and indicate the kind of support such teachers would need to remain in the profession and thrive during this critical period.

The Experiences, Challenges and Perception on Online Lesson Study (O-LS) as Teacher Professional Development Program

The COVID-19 pandemic resulted a drastic change in the educational landscape across the world, which force education leaders to come up with teacher professional development (TPD) activities to provide support for teachers to overcome the sudden learning modality change and to ensure that quality education is not compromised. Hence, this descriptive research was undertaken to explore the teachers’ lived experiences, challenges and perception on the newly introduced Online Lesson Study (O-LS) as a TPD. The five (5) English teachers took part of the O-LS as TPD. There were 2 research instruments used, the structured guide questionnaires for the FGD, and the self-test checklist for the teachers’ perception on O-LS as TPD. Thematic analysis was used for the qualitative data gathered and percentages for the qualitative responses on the teachers’ perceptions of the O-LS as a TPD. Results showed that teachers highly appreciated and well accepted O-LS as a TPD. Teachers find the O-LS TPD as an opportunity for intrapersonal and professional growth. There were few challenges in the implementation of O-LS, however it can be worked out. Thus, it is forwarded that administrators to organize an online lesson study through in-service trainings. Further, similar studies may be conducted in other subjects and may consider other factors such as coordination of work assignment, gathering of students’ responses as bases for lesson design, teachers’ preparation for discussion and internet signal which are found as challenges in the implementation of O-LS.

Professional development of academic teachers in modern Poland

The author notes that Ukraine's desire to integrate into the European educational space necessitates a detailed analysis and systematization of the experience of foreign countries in the professional development of research and pedagogical staff in the system of postgraduate education. The consideration of advanced training and the development of professional competencies of pedagogical and research-pedagogical workers on the experience of neighbouring Poland is actualized. Based on the scientific research of domestic and Polish scientists, the author, taking into account the distribution of professional competencies of academic teachers into four groups: scientific and professional, psychological and pedagogical, managerial and digital, analyses the Polish experience in the development of academic teachers. Theoretically, it states that Polish universities provide their professional staff with a variety of opportunities for professional growth, providing the most effective and favourable conditions for their further professional development. It also notes the importance of developing professional reflection, a creative approach to one's profession, studying and analysing not only one's own pedagogical professional activities, but also one's own educational ones. The author analyses the activities of a number of Higher Educational Establishments on the professional development of academic teachers, these are: the University of Warsaw, Andrzej Frycz Modrzewski Krakow University, Pomeranian University in Slupsk, Social Academy of Sciences. Vivid examples of their activities in the development of academic workers are provided. The author comes to the conclusion that the professional development of academic teachers in Poland today takes place with the help of a variety of tools. It should be noted that the measures taken by the neighbouring country almost coincide with the work to improve the qualifications of research and pedagogical staff in modern Ukraine, however, they are implemented at a higher quality level; teachers are presented with more opportunities to improve their professional activities, Poland attracts more international specialists for the education of its specialists. Programs and grants that contribute to the scientific, research-related and, in general, professional development of education specialists are implemented. In general, in the context of globalization and European integration of educational processes, the exchange of educational experience is necessary to provide high-quality educational services.

РОЛЬ ПРОФЕСІЙНИХ ОРГАНІЗАЦІЙ У СИСТЕМІ ФАХОВОГО РОЗВИТКУ СОЦІАЛЬНИХ ПРАЦІВНИКІВ: ДОСВІД КАНАДИ

The article reveals the role of social work professional organizations in the system of social workers professional development according to the Canadian experience. The activities of social work international organizations such as the International Federation of Social Workers and the International Association of Schools of Social Work - are studied. The organizational structure of professional organizations in the field of social work in Canada is defined, they include professional (national, territorial) and educational ones. The content and activities of national organizations in the field of social work, including the Canadian Association of Social Workers, the Canadian Board of Social Work Regulators and territorial organizations such as Alberta College of Social Workers, BC Association of Social Workers, the Manitoba College of Social Workers, the New Brunswick Association of Social Workers, New Foundland and Labrador Association of Social Workers, the Nova Scotia Social Workers 'Association, the Ontario Association of Social Workers, the Quebec Social Workers 'Order, the Saskatchewan Association of Social Workers, and their relationship with educational professional organizations. It is determined that the main tasks of social work professional organizations are to serve the interests of the public, raising the prestige of the profession and representing the interests of its members, providing support for training in social services, conducting research in social work, providing opportunities for professional growth of its members, dissemination of information for professionals in the field of social work. It is established that professional organizations in the field of social work in Canada are recognized to be a tool for achieving social justice by establishing the status of the «social worker» profession through compliance with high standards of professional activity quality and a mandatory system of professional development. Key words: social work, social worker, professional organization, professional development, Canada.

Teaching in Transition: How Do Filipino Teachers Face the Migration to Cyberspace amid the Pandemic?

Prior to the pandemic, remote learning in the Philippines was not a widely popular mode of teaching and learning. The COVID-19 health crisis, however, turned such modality into a norm. In this context, this study examined the experiences of Filipino teachers caught in the transition from traditional face-to-face interactions to virtual or distance learning. Findings were drawn from 86 teachers from private and public institutions in the Philippines, whose survey responses were collected online. The results indicate that the transition is seen both as an opportunity for professional growth and as a phase of tremendous challenge for discharging teacher duties. The narratives, however, are dominated by the latter. Logistical constraints brought by limited resources, heavier workload, and the anxiety rooted in the quality of online teaching are some of the challenges that arose. We contend that the perceived suddenness of such need for change, as reflected in these narratives, revealed how alien online learning is to teachers in the broader context. We argue further that the challenges in this transition are rooted in decades-long underinvestment in distance learning evidenced by the inadequate information and communication infrastructures in the country. This failure to invest in digital modality may suggest a lack of foresight about the power of technology in streamlining educational processes and improving outcomes under different settings and circumstances.

Psychological Science Into Practice During the COVID-19 Pandemic

Abstract. The public health outbreak of the COVID-19 virus has hit all aspects of life as we know it. We found ourselves trying to solve several concurrent crises that have afflicted us. The European Federation of Psychologists’ Associations (EFPA) launched the Psychologists’ Support Hub to share resources among its members and beyond and promote the continuing adoption of psychological science to battle the pandemic. In the greater context of evidence-based practice (EBP), the best available evidence is what we turn to for help in our decision-making on how best to address different challenges. However, there are challenges in implementing EBP when the science is limited, and we are still expected to be effective and efficient as professionals. The article outlines the need for EBP during the pandemic. Three vignettes display how that can be done while identifying obstacles and recommending ways forward in the future. The first one relates to the development of e-mental health services in Belgium following the March 2020 lockdown. The second describes addressing the needs of older adults in Croatia when it was hit by two crises simultaneously – the March 2020 lockdown and a destructive earthquake. The third looks at how targeted community-based interventions in Norway directed at social change can positively impact times of crisis. Overall, the pandemic presents a unique opportunity for professional growth for researchers, trainers, practitioners, and policymakers alike. EFPA can play a pivotal role in EBP adoption.

Dynamics of Well-Being of Fathers and Mothers with Minor Children

The purpose of the article is to continue the analysis of the dynamics of the life styles and wellbeing of Russian parents. The article presents foreign research directions of studying the influence of the ideology of intensive parenting on the well-being of parents, the lifestyle before the birth of the child/ children, the composition of children by gender, the external similarity of children and parents, the selfassessment of the fulfillment of their parental role, the marital/partner status of parents. It is shown that according to the data of ESS–2018 and RLMS HSE–2019, in the age group of 30–44 years, statistically not significantly more fathers are happy and satisfied with life than their peers who do not have children. No differences were found in these variables between mothers and their peers without children. To analyze the dynamics of parental well-being, sub-samples of parents were formed, regardless of their age and place of residence, according to the criterion of whether they have minor children, according to representative samples of the RLMS HSE. In 2004, this sub-sample was 2,270 parents, in 2008 – 2,220, and in 2019 – 2,645. Subsamples for these years are formed based on the ability to compare data on identical indicators. The analysis of the data shows that from 2004 to 2019, the share of fathers and mothers who are satisfied with their lives and assess their health as good, as well as satisfied with their work in general, their pay, and their professional growth opportunities, increased. For parents who drink alcohol, as well as those who are satisfied with their financial situation, there is almost no change, there are fewer smokers among fathers, but not mothers. According to the RLMS HSE–2019 data, there are more well-off people among married parents, less among never-married mothers and widows, as well as among divorced fathers and mothers. More fathers and mothers with special education are satisfied with life and work, much less of them smoke incomparison with those with secondary education. It does not depend on the level of education of alcohol consumption by parents, satisfaction with the financial situation and the assessment of health. In conclusion, it is proposed to revise the concepts in official documents on family policy, in statistics and in the media in relation to parents and children in non-normative families. The author emphasizes the relevance of developing educational programs for various categories of parents and future parents, and improving their competence.

Calling Nursing Informatics Leaders: Opportunities for Personal and Professional Growth

New and emerging technologies in healthcare incorporate big data and artificial intelligence analytics change every day. With the continued integration of technology into healthcare, we need more Nursing Informatics (NI) leaders. To identify actionable steps emerging NI leaders can take to mature, we conducted a website scan of eight professional organizations and two interviews with nurse leaders who have experience in those organizations. This article discusses nursing informatics and nursing leadership, and we describe our study methods and findings. Based on our study results, we provide specific recommendations for emerging NI leaders, such as obtaining training or education, seeking mentorship, building a network, cultivating confidence, and being active in professional organizations. Engaging in self-reflection and self-assessment can assist new and emerging NI leaders to prioritize actions they can take to mature in this nursing specialty.

Identity‐conscious supervision: A model for equity

AbstractThis article presents a model for identity‐conscious supervision that maximizes opportunities for personal and professional growth. It offers a strategic and relational approach to engage in self‐work, identity exploration, consciousness‐raising, trust development, and organizational change.

Delving into the dichotomous trajectory of Indian women flexpatriates: using the lens of JD-R theory

PurposeDrawing from the Job Demands–Resources (JD-R) theory, this paper aims to identify unique job demands, job resources and personal resources in the context of Indian women flexpatriates (IWFs) and understand how they manage to perform in their short-term international assignments (SIAs).Design/methodology/approachThis study takes a qualitative approach by conducting in-depth interviews of 15 IWFs.FindingsThematic analysis reveals dual-role workload, emotional demands and diluted importance of the assignments as job demands; opportunity for professional growth, social support and combination of work and leisure as job resources, and building up of self-esteem and self-efficacy as personal resources. Also, the unique Indian family structure, Indian women's desire to have “me-time” and zeal to strengthen their identity emerge as differentiating factors for IWFs that enhance their performance.Practical implicationsIWFs are enthusiastic to take up SIAs as it gives them opportunity to enhance their career and strengthen their identity. In addition to their willingness to travel, advance planning of SIAs and profiling of women based on marital status, family type and children can be done for selection.Social implicationsDespite hailing from paternalistic and male-dominating society and facing familial challenges, IWFs find SIAs liberating, which gives them an opportunity to spend some “me-time,” strengthen their identity and enhance their professional growth.Originality/valueThis is the first qualitative study contextualizing flexpatriation with gender and region by studying Indian women professionals.

Rethinking the role of reading assessments for real learning

Purpose Scholars who advocate for equity-oriented educational practices have argued that the accountability era in the USA, now in place for two decades, has failed in its intended goal to improve student performance for traditionally marginalized student populations. This study aims to use a sociocultural lens to trace how a century-old conceptualization of reading – that discrete skills comprise comprehension and that multiple-choice questions can measure mastery of those skills – predominates today’s standardized reading tests. Design/methodology/approach This essay draws on the authors’ collective experiences as literacy educators, school leaders and researchers. Findings The authors critique two beliefs rooted in Eurocentric thinking borne from a long-held conceptualization of reading – that logical reasoning and the right background knowledge can promote achievement on standardized tests. The authors link the critique to their lived experiences and situate test design features in the broader sociopolitical educational landscape. Then, by presenting examples from an urban public high school, the authors encourage educational leaders to revisit the potential of authentic assessments as complex and meaningful activities that foster the critical thinking necessary for participating in democracy. Practical implications Committing to authentic assessments takes the work characteristic of transformative school leadership, especially serving diverse student populations: A clear and ambitious vision that centers social justice and cultural relevance, frequent, shared opportunities for professional growth and shared norms for instructional practice and student growth. Originality/value This essay encourages educational leaders, researchers and policymakers to revisit the potential of authentic assessments as tasks that can surpass external measures in informing teachers about how students’ develop their literacy in school.

Thriving or surviving at work: how workplace learning opportunities and subjective career success are connected with job satisfaction and turnover intention?

PurposeThe purpose of this study is to better understand factors related to turnover intention (TI) and job satisfaction (JS) in the information technology and engineering sectors. Specifically, this study investigates the role of workplace learning opportunities (WLO) afforded by the environment and individual’s subjective career success (SCS). The connections between learning opportunities and career success are examined, as well as their connections to JS and TI.Design/methodology/approachThe current research was based on self-report questionnaire data (N = 153). The questionnaire included existing instruments measuring WLO, SCS, JS and TI. The analyses of the data included Pearson product-moment correlations, path analysis (based on multiple regression) and analysis of relative importance (dominance analysis).FindingsResults indicated that higher access to resources that support learning, more opportunities for professional growth and satisfactory career decisions made by employees were connected to lower TI. The processes of well-being and learning are strongly intertwined and mutually reinforce each other, reducing the willingness to change a job in the near future.Originality/valueThis study adds to the previous research by providing more detailed knowledge on the connections between the various dimensions of WLO and SCS. The findings of the present study can offer insights for developing work environments where employees wish to remain, learn and are satisfied with their job and careers, thus ultimately supporting their well-being.

CRITICAL THINKING AND MOTIVATION OF CHESS TEACHERS WITH "BEST EXPERIENCE"

Based on the results of experimental research, we conclude that teachers with the best experience of teaching chess, in the course of their professional activities accept their personal limitations, realize the importance of the goal, are interested in the thoughts of others, show active listening skills. This testifies to their critical thinking ability. At the same time, it was found out that teachers with the best chess teaching experience, especially in their professional activities, emphasize career advancement, success, acceptance and encouragement of work results, responsibility, opportunities for creative and professional growth. This indicates that regardless of salary and the social status, teachers are especially driven by internal motives.We strongly believe that the presence of the above-mentioned professional competencies of teachers with "best chess teaching experience" also contributes to the efficiency of the educational process.Therefore, in order to extend the "best experience" of chess teaching, our research team is currently developing a "Best teaching practice" model for chess teachers, aimed at developing the basic competencies and components of a 21st century teacher.

Appreciating the Fear of Conflict and the Possibilities in Disagreement

Abstract The present contribution seeks to strengthen the capacity of social workers to respond to the experience of potential or actual conflict. In this project, an initial stage involved scanning the available literature. This process yielded two general findings: (i) most of the available literature is specialist in nature and (ii) the available social work literature concentrates on conflicts between workers and clients. The second stage in the exercise develops a set of linguistic distinctions, for example that disagreement can be distinguished from confrontation. Building on this set, three vignettes are examined as concrete sites in which formulations of, and responses to, conflict are developed. An outline of symmetrical and complementary processes is then introduced. This theoretical material is central at the consideration of a final, more complex vignette—an engagement that consolidates, and then extends, the themes developed earlier in the paper. A general proposition is raised: deliberately engaging with the issue of conflict offers opportunities for personal and professional growth. More specifically, it is suggested that those who tend to avoid conflict can usefully experiment with leaning into, rather than away from, disagreement whilst those who tend towards directness can usefully practice behaviours that engage with difference more obliquely.

In the Fleet as a Flight Surgeon: An Opportunity for Professional Growth.

In the Fleet as a Flight Surgeon: An Opportunity for Professional Growth.

Exploring staff turnover, burnout, and resilience in cytology reference laboratories: A workforce qualitative study.

The aims of the study were to investigate cytology laboratory staff turnover in the context of workplace stressors and burnout and to explore qualities associated with long career tenure, in order to facilitate the development of future workplace intervention programs. Using an interpretive qualitative approach, semi-structured interviews were conducted and analysed using a directed and conventional content analysis. Seven participants who had left large cytology reference laboratories were purposively sampled to interview about their experience of leaving their former laboratories. Conventional content analysis was used to inductively generate themes and deductive content analysis was conducted with categories from the Transactional Model of Stress and Coping (ie, stress appraisal and coping style). Three main themes were discerned from the interviews: concerns about the cytology workplace, reasons for choosing to leave, and strategies for coping with stress. Demand for productivity was the most commonly cited concern among cytotechnologists, followed by work-life balance, and musculoskeletal strain related to microscopic screening. The top reason given for people choosing to leave the commercial laboratories was the lack of work-life balance, and the second was the lack of professional challenges and growth opportunities. Participants with longer job tenure who experienced a promotion described coping with job stress as more optimistic and problem focused. Opportunities exist within large commercial laboratories for improving the work environment to reduce workplace burnout and turnover.

After the Covid-19 Pandemic: Rethinking the Relationship between Technology and Teacher Training

The paper proposes a reflection on the new development trajectories of teacher training in light of the impact with the Covid-19 pandemic. The health emergency is producing, among other aspects, a rethinking of the relationship between those who teach and new technologies. The hypothesis to be demonstrated is that the current experience is configured as an important opportunity for professional growth for the teacher if this profession becomes increasingly open to the demands of the present time, ready to respond to emergencies that may arise in teaching practice, skilled in managing and mastering a conscious and mature relationship with technology. The paper also presents the partial results of a research, carried out in three Italian universities, on the relationship between teachers in the training phase and technologies in this pandemic time.

Utilization of peer advisement course among first year students: A pilot study exploring students and their perceptions

BackgroundThe transition from high school to college can be a stressful experience for first-year university students. Peer advisors are thought to be a valuable social support resource for first-year nursing students. PurposeThe purpose of this study was to assess the perceptions and experiences of both first-year nursing students and their peer advisors in a first semester seminar course. MethodologyA cross-sectional descriptive design was used on a sample that included 108 first-year nursing students and five peer advisors. ResultsThe study revealed that 68% of the participating freshmen felt that the program met their nursing school expectations and 95.1% reported that the peer advisor group meetings were beneficial and met the goals of the courses, as anticipated. Students described their peer advisors as excellent communicators, accommodating, and sensitive to diversity. The course also offered peer advisors an opportunity for personal and professional growth. ConclusionThe findings of this study might help inform the academic institution's practices regarding the benefits of peer advisement program for first-year students.

A Critical Reflection on the Experience of Non-Physician ("Public") Members in Milestones 2.0 Work Groups.

A Critical Reflection on the Experience of Non-Physician ("Public") Members in Milestones 2.0 Work Groups.

“More Mindful of ESL Students”: Teacher Participation and Learning in ESL and Content Teachers’ Collaboration in a Science Middle School Classroom

Teacher collaboration has received international research attention and has emerged as an effective way for teachers to engage in professional growth opportunities (Dove & Honigsfeld, 2018; Rao & Chen, 2020). An examination of teacher collaboration can shed light on the process by which teachers work together and illuminate further possibilities for professional learning and growth across all English teaching contexts (Dove & Honigsfeld, 2018; Giles & Yazan, 2019). Building on a sociocultural theory of learning, this study examined ESL and science teachers' participation in a collaborative partnership to enhance ESL students' education. It investigated how both teachers learned to co-plan and co-teach ESL students in a seventh-grade science classroom in the Southeastern U.S. This study relied on qualitative data methods and employed grounded theory techniques (Charmaz, 2006). The findings showed that limited collaborative planning time and the ESL and science teachers' disparate notions of collaborative teaching contributed to the teachers' unequal collaborative planning and teaching roles. Consequently, different learning outcomes were realized for both teachers.