Process Of Professional Development Research Articles

An Investigation into Student Dietitians’ Professional Development through Video-Mediated Communication Training on Patient Counselling

ABSTRACT The aim of the study is to describe a student dietitian’s professional development process in a video-mediated communication skills training cycle designed for undergraduate nutrition and dietetics education and including activities such as simulated and real patient counseling, feedback, and reflection. The design of the training cycle is inspired by (reflective) interventionist Conversation Analysis (CA) through researcher and trainer collaboration, and the data comes from the screen-recordings of video-mediated meetings. CA is used to analyze the video-mediated interactions on a moment-by-basis and trace the student dietitian’s interactional change over time. CA examination of the data showed that the trainer identified listenership in simulated sessions as an improvable practice (i.e. due to repetitive overlaps and cutoffs) and used it as the basis for the intervention. In the post-intervention period, the student dietitian observably improved her listenership both in simulated and real patient counseling sessions. The video-mediated, interventionist, reflective, and data-led cycle played a role in the development of the interactional and professional practice of the student dietitian in ways transferrable to real patient counseling. The training cycle with evidence-based lectures, data-led interventions, and simulated/real patient counseling can be integrated to dietetics education curricula both for clinical communication training and preparing for future teleconsultation practices.

Evaluation of the digital teacher professional development TARGET-tool for optimizing the motivational climate in secondary school physical education

AbstractGiven the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET-tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured interviews and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improvements were identified to further optimize the perceived usability, such as simplifying complex features, providing additional support and resources, and improving (data) presentations. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain.

Career trajectories of graduates of Russian universities of natural sciences and humanities

Introduction. The process of professional development of the country is influenced by global processes: digitalization, progressive science and institutional education, the emergence of new interdisciplinary scientific fields, the development of new factors of social mobility, the emergence of new professions, etc. This influence can be taken into account in the discrepancy between the desired labor and educational career paths with the fact that university graduates use life guidelines based on the level of dissatisfaction with their acquired profession and career. The purpose of the article is to demonstrate the distinctive features of the formation of career trajectories of university graduates who received education in the natural sciences and humanities. Materials and methods. To achieve this goal, an online questionnaire was conducted, in which 252 graduates of different years from 32 Russian universities of natural sciences and humanities took part. To process the data, sequential analysis of t-Student criteria (p = 0.05), factor analysis, and content analysis were used. Results. Special features of the formation of career trajectories have been identified: the assessment of the demand for knowledge and skills in the labor market among graduates of natural science faculties after a bachelor's degree is higher than among graduates of humanities (7.17 compared to 5.75); More often than not, graduates of natural science faculties (71.6 compared to 43.1) plan to work/continue to work in the specialty acquired as a bachelor’s degree; 67.9% of graduates of natural science faculties have a longer planning horizon (several years) (compared to 43.1). from 32.1%); 26% of “techies” continue their work dynasty (compared with 6%); %); significant values for graduates of humanities are “harmony of personal life and career” (4.49 on average 4.01), “social recognition” (3.42 on average 2.95) and “emotional health” (4.52 on average 4.11), while for “techies” the opportunity to realize their entrepreneurial abilities is more significant (3.2 on average 2.75). “Humanitarians” compared to “technical specialists” are potentially more ready for sabbatical (3.46 on average 2.78), downshifting (2.65 on average 2.18) and relocation (3.40 on average 2.73). Four types of career trajectories were identified among graduates of humanities faculties (using the rotation method – Varimax): balanced multipotential, stagnant uncertain, innovative and altruistic escapism. For graduates of natural sciences, such differentiation is not defined. Conclusion. The data obtained allow us to conclude that graduates of natural science faculties have more employment opportunities due to the compliance of university training with the requirements of employers. For graduates of humanities faculties, the career trajectory is more variable, unstable, has a fluctuating nature and is associated primarily with horizontal mobility, while for graduates of natural science faculties the career trajectory is less variable and has a greater tendency toward upward mobility

Awareness of Using Tablets as Potential Assistive Pedagogical Tool among Primary School Teachers in Nachingwea District

This study investigated the awareness of using tablets as Potential assistive pedagogical tools among primary school teachers. The Technological Pedagogical and Content Knowledge (TPACK) model was adopted to show the process of professional development for teachers as a consequence of technology implementation in classrooms. Triangulation design with concurrent orientation was used that enables data collection, interpretation and analysis using quantitative and qualitative approaches at a single phenomenon and same time. Data collection tools included closed-ended questionnaires and an interview guide. Descriptive statistics and thematic analysis were used to analyse data. The findings revealed that all the respondents were familiar with the use of tablets, but they differed in terms of knowledge and skills of how to change the devices in facilitating the teaching processes where there are those with high awareness, medium awareness and low awareness. The study recommends that the government should provide in-service training in ICT to build teachers’ ability to use tablets as assistive pedagogical tools. The findings of the study bear significant practical implications for a broad range of stakeholders, including learners, teachers, educators, policymakers, mobile companies, industry professionals, researchers, NGOs, and society at large. The results aid educational stakeholders, and policymakers in making informed decisions about increasing the provision of modern ICT tools to teachers

THE REFLECTION OF DIDACTICAL DESIGN RESEARCH LEARNING AS AN EFFORT OF ELEMENTARY SCHOOL TEACHER EDUCATION (ESTE) LECTURERS’ PROFESSIONAL DEVELOPMENT

The determining factors for the success of the learning process are students and the teacher/lecturer as the person most responsible for implementing the learning process. This study aimed to describe the process of learning reflection as the professional development of Elementary School Teacher Education (ESTE) lecturers based on Didactical Design Research (DDR) in learning the Elementary Science Basic Concepts course. The method used in this research is qualitative. The research design used is phenomenology. This research was conducted at the ESTE Study Program, one of the tertiary institutions in Cimahi City. The participants in this study were an ESTE lecturer. Data collection techniques used in this study were participant observation, interviews, and focus group discussions. The data analysis technique used was Interpretative Phenomenological Analysis (IPA). The results showed that there were several learning obstacles in the form of epistemological obstacles, which occurred due to students' lack of knowledge related to the concepts they were learning and caused students to experience misconceptions. Then a hypothetical learning trajectory is compiled as a series of learning paths that students go through to achieve more meaningful learning goals. The limitation in this study is that the analysis of each step in the DDR process has not been fully described, so that for further research each step can be clearly described to see a more real impact from the lecturer professional development process that has been implemented.

The Relevance of Visibility in Cultivating Teacher Leaders’ Professional Identity

In the realm of education, discussions surrounding the concept of “visibility” typically concentrate on students and marginalized populations, often overlooking highly positioned individuals, such as leading teachers. This research delves into the fundamental importance of visibility in the transformative process of teacher professional development as leaders. It investigates its character among teacher leaders and the experience of being seen and scrutinizes its central role in shaping a cohesive professional identity. Over a two-year period, data were gathered from 42 leading teachers in elementary and high schools using a phenomenological approach. The findings reveal a paradox: despite the visibility of teachers in their communities, expressions of a lack of professional visibility persist in their continuing professional development (CPD). However, visibility is crucial for research participants, serving as a catalyst for shaping their professional identity. This identity formation involves four key processes: recognizing one’s developmental journey, reflecting on professional experiences within a timeframe, fostering introspection, and reconstructing identity based on reflection outcomes. This iterative process signifies continuous evolution and analysis.

Reinventing a training program to support the professional development of inspectors and school principals: Overcoming difficulties and creating new actions through activity analysis

AbstractThis article presents an empirical study on a new training program for the professional development of school inspectors and principals. The international literature reviews show that training based on the learning of managerial skills has limits. Another approach to training based on professional difficulties experienced and on authentic practice is necessary for school inspectors and principals. The study explores the effects of the training program “NeopassCadres” on the professional development of inspectors and school principals. A qualitative research design elaborated from a practice perspective and based on self‐confrontation interviews with inspectors and school principals who participated in the program “NeopassCadres”. The results show the impact of the activity analysis on the professional development of inspectors and principals. The activity analysis is an opportunity to describe professional actions and difficulties, share experiences between peers, engage in professional debates on generic problems, identify progress in the practice, and assess the effectiveness of new actions. The study focuses on a case study in France. The number of participants is low; the results must therefore be supplemented by new studies on the impact of activity analysis on the professional development of inspectors and principals. The study contributes to the evolution of training for novice inspectors and novice school principals. The main contribution concerns the understanding of the process of professional development, linking it with individual and collective activity analysis. The other contribution relates to the evolution of the trainers' posture during viewing and analysis of videos. The study provides knowledge about training based on analyzing the “non‐visible” dimensions of actors' activity at work. The activity analysis method helps inspectors and school principals evoke difficulties, motives, intentions, and emotions.

Establishing links between research and practice

Lesson study is a professional development process that has become widely disseminated worldwide, corresponding to a small investigation of participants’ professional practice. In this article, our objective is to present aspects of the work of a lesson study, namely in its preparatory phase of documentation and preparation of the lesson plan and in its phase of post-lesson reflection. We pay special attention to the work of selecting and elaborating tasks, the foresight of the strategies and difficulties of the pupils, and the preparation and conduction of the whole-class discussion. We also show how the participating teachers see the lesson study. We point out the necessary conditions for undertaking lesson studies and show how the lesson study, as a formative activity based on practice, can be a powerful teacher professional development process.

Promoting 21st century pedagogy: can school autonomy and school-based professional development processes make a difference?

ABSTRACT Public schools are expected to ensure that students who graduate the kindergarten (for 5–6 year olds) through twelfth grade (for 17–18 year olds) system are adept in 21st century skills to be successful in the new workforce landscape. Hence, schools need to establish progressive teaching and learning processes that significantly differ from the traditional ones. Since learning environments designed for knowledge construction promote self-regulated and self-directed learners, the current study attempts to assess to what extent do teachers’ perceptions of their school’s autonomy and satisfaction with school-based professional development (PD) processes foster 21st century oriented pedagogy. Data were collected from 645 teachers in 64 Israeli public junior high schools through questionnaires. A positive association was found between teachers’ perceived school autonomy and their satisfaction with school-based PD processes. High teacher satisfaction with PD was positively associated with progressive pedagogy. Teachers’ satisfaction with PD mediated the effect of school autonomy on using technology in teaching, on 21st century pedagogical knowledge, and on teachers’ professional competence. School autonomy with the mediation of teachers’ satisfaction with PD processes makes a positive contribution to teachers’ professional competence, knowledge related to progressive teaching and the use of technology. Theoretical and practical implications are further discussed.

Transformative Horizons in Education: Navigating Challenges, Embracing Innovations, and Shaping Global Landscapes

The global education landscape stands at a crossroads, grappling with multifaceted challenges that demand transformative solutions. The inertia within traditional educational systems, financial constraints, stakeholder resistance, reliance on standardized testing, digital inequalities, and a gap between education and needs of the workforce collectively hinder the necessary evolution. Bringing change in education requires a concerted, collaborative effort to embrace disruptive innovations. Reshaping curricular frameworks, bridging digital divides, and fostering a culture that values adaptability and inclusivity are priority. As we navigate this transformative journey, the solutions to educational challenges can be achieved by recognizing the interconnected nature of these challenges and addressing them collectively. That will also ensure that the pursuit of innovation in education becomes a global priority. Through sustained commitment, collaboration, and strategic planning we can equip learners to be ready to face the complexities of the 21st century. In closing, we welcome the readers of the 'International Journal of Change in Education.' The journal envisions itself as a catalyst for positive change, providing a space for cutting-edge research and innovative ideas that address the critical issues facing education globally. By fostering a community of scholars, educators, and policymakers, this journal aspires to generate insights and solutions that will shape the future of education. As contributors and readers, your support is pivotal. We encourage you to share your expertise, experiences, and groundbreaking studies that delve into the heart of educational transformation. Thank you for joining us on this transformative journey.

The school of thought of St. Petersburg methodological linguoconceptology: experience in problematising a continuing professional development course

Continuing professional development is considered as a form of lifelong learning. The paper describes the experience of problematising the interdisciplinary professional development course "Linguoconceptology: methods and techniques for working with concepts". The main aim of the study is to evaluate the impact of the new scientific field on the student’s motivation for academic and scientific work in the professional development process, as well as on its effectiveness expressed in the desire to use the methods and techniques of methodological linguoconceptology in researchand practical activity. The main research methods were system and problem analysis when making the problem statement in conjunction with the content analysis and questionnaire methods. The study reveals the mechanism of interaction between three resources, namely scientific (an invitation to comprehend new ideas and concepts of modern science), methodological (which is particularised in authorial techniques and anthropopractices), and students’ motivated activity as a marker of their effective completion of the course syllabus. The motivational activity resource was involved in two assignment types, i. e. testing and solving practice-oriented problems. We performed content analysis of the course participants’ products. The paper presents the results of studying the trainees’ motivated activity. The most important principle for the professional development system is the immediate application of what has been learnt.

The role of world’s natural-science picture formation in the professional thinking development process of aquaculture specialists

Long-term work on the educational program’s “Aquatic Bioresources and Aquaculture” implementation shows that for specialist’s training in the field of aquaculture and agriculture in general, systematic natural-science worldview formation is the basis for quality professional skills and knowledge acquisition. The natural-scientific picture of the world requires both basic scientific laws knowledge and mastery of the scientific knowledge methodology basics, the formed ability to be critical of generally accepted truths and information in mass communication and advertising. The written survey included first-year aquaculture majors (N0=30) and third-year students (N1=38). Fisher’s φ test and Student’s t-test (p ≤ 0.01) were used to statistically evaluate the results. The results showed no fundamental differences in the formation of representations in the natural science picture of the world among 1st and 3rd year students. The differences in the professional thinking formation among junior and senior students were significant. It can be concluded that the disciplines content used to form a picture of the world and ideas about the new systematic approach to the sustainable development problems needs to change, and promising will be further research for more perfect methods of professional thinking formation.

Professional formation of college students at the stage of their pre-professional development

The subject of the study is the formation of components of professional formation (professional identity, motives of professional choice, ability to build time prospects) of college students at the stage of their pre-professional development. In the course of theoretical analysis it was determined that professional formation is a long, discrete segment of life, which is characterised by phases with alternating turning points at the milestone stages. The stage of pre-professional development includes two stages: the stage of preparation for professional choice and the stage of professional training. Among the most important indicators of successful process of professional development at the stage of pre-professional development are the formation of motivational sphere, awareness of professional choice, ability to plan and build time prospects. As a result of the study, it was revealed that in the group of students under study, the predominant identity is uncertain identity, indicating the unconsciousness of professional choice. Students build their professional future not considering their own interests and needs, but in order to avoid criticism and admonition of others. Students with a pronounced imposed identity easily relate to the events of the present and put hope in their future and the opportunities they define for themselves in it, but the prevailing motivation for planning their future in them is also external negative motivation. Students at the stage of "crisis of choice" evaluate the events that happened to them in the past as a positive experience, they perceive the events of the present objectively, thoughts and actions are aimed at building their professional future. The data obtained in the course of the study indicate the need to develop a system of psychological support of students' professional development, aimed at the formation of their active, subjective position in mastering the chosen profession.

РАЗВИТИЕ СИСТЕМЫ ПРОФЕССИОНАЛЬНОГО ОБУЧЕНИЯ В КОРПОРАЦИИ

The article discusses issues related to modern methods of forming a system of professional training for corporation specialists. Currently, corporate governance systems are striving to optimize the process of professional development of employees with the help of artificial intelligence and digital resources. New resources for professional training of corporation specialists increase its efficiency.

ФОРМИРОВАНИЕ СИСТЕМЫ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ ГОСУДАРСТВЕННЫХ ГРАЖДАНСКИХ СЛУЖАЩИХ МОСКОВСКОЙ ОБЛАСТИ

The article discusses issues related to modern methods of forming a system of professional development of state civil servants. Currently, the public administration system is striving to optimize the process of professional development of public civil servants with the help of artificial intelligence and digital resources. New resources for the professional development of state civil servants increase the efficiency of the government agency.

Terapeutas ocupacionais novatos em unidades de cuidados críticos: quais estratégias educativas de reabilitação e cuidados são implementadas em sua formação?

Abstract Introduction Practical training for occupational therapists in critical care units is essential for professional performance in rehabilitation and clinical care areas. Objective To analyze the use of educational strategies employed in critical care units and their integration into the professional development process for novice occupational therapists. Methodology A qualitative research with a phenomenological approach and descriptive design was conducted. Intentional sampling was employed. Data was obtained through the application of semi-structured interviews, direct observation, and documentary review. Four occupational therapists working in a high-complexity hospital in Santiago, Chile, participated. The data was coded into themes, categories, and subcategories for analysis, considering the units of meaning present in the messages from a hermeneutic perspective. Results The necessary theoretical-practical integration required for the development of high-quality professional competencies in critical care environments is emphasized. Effective educational strategies for novice occupational therapists are considered, including systematic mentoring, participation in interdisciplinary teams, and ongoing feedback from experiences in intensive medicine. Conclusion The importance of achieving high-quality professional training for occupational therapists is emphasized through the implementation of interdisciplinary collaboration strategies, recognizing the significance of strengthening effective communication skills between occupational therapists and critical care patients. The need to establish a specific training field for educational strategies in the development of professional competencies for novice occupational therapists is identified.

Influence of digital transformation of society on the competence requirements of transport company employees

Within the framework of this article, the author carried out work related to the analysis of the existing requirements that are presented by the employer in relation to the level of competencies of employees, considering the specifics of the current stage of the digital transformation of human society. A proposal was put forward regarding the features of the type of structure of competencies of a transport enterprise and the features of the structure of competencies of its employees. It was possible to demonstrate the existing connection between the specific competencies of employees and the competencies of a transport enterprise through the prism of the professional development process. Work was carried out to study the features of the digitalization process within a transport enterprise, as well as the level of its influence on the competitiveness indicators of both employees and management of the organization.

CONTINUOUS PROFESSIONAL DEVELOPMENT AS A PERSPECTIVE TREND IN THE ACTIVITY OF SPORT PROFILE UNIVERSITIES

Purpose. The article is devoted to the topic of the influence of international trends on the continuous professional development of higher education teachers, including sports universities, which is significant in modern geopolitical conditions. The subject of analysis is the process of continuous professional development of teachers. The author aims to determine and justify models of professional development, which are designed to ensure greater individualization of the process of professional growth of teachers. This goal required the solution of the following task: to identify and present some international trends that very visibly affect the professional development of teachers, including in sports universities.
 Method or methodology of the work. The study is based on methods such as analysis, synthesis, grouping, comparative analysis using elements of benchmarking technology, which allows identifying the best practices in this area. The author analyzed open data posted on the websites of sports universities and educational portals. The priority research method is a comparative analysis of teachers’ professional development in modern universities.
 The results of the work consist in the fact that the article updates the importance of discussions in the Russian pedagogical community about the prospects for modernizing the domestic system of higher education, including the system of professional development of teachers, after Russia’ exit from the unified educational area of Europe and the emergence of new opportunities for the development in the context of global challenges. The author proposed three models of teachers’ professional development (professional- pedagogical model, socio-pedagogical model, and personal-oriented model), which could serve as a guide for designing their own models for improving the professional skills of teachers in a particular university. The author assumes that the international trends, outlined in the article (internationalization, people’s diplomacy, digitalization, academic mobility), constructively affect the content of advanced training programs, as well as the choice of priority areas for the professional development of higher education teachers.
 Practical implementations. The results of the study can be applied in the field of higher education, as well as in the system of teachers’ advanced training in sport profile universities.

Teacher trade unions, unionization of novice teachers, implications for professional development in South Africa

The object of research: In this research paper a critique of teacher trade unionism as a political mechanism and its impact on newly qualified teachers’ dilemmas is presented.
 Investigated problem: Political power is inherently viewed as platform through which critical decisions on education matters are made. Some of these political decisions are, but not limited to teacher professional development and career advancements. Though the aim of teacher trade unions is to salvage the rights of the teachers in the profession, the historical development of teacher trade unions suggest that they act as political vanguard of the working class.
 The main scientific results: This qualitative study probed the current state and nature of teacher trade unionism have and implications for novice teachers in the sense that it does not encourage professional development, rather, political one. The results of this study confirm and demonstrates that the choice of novice educators to join a trade union of their choice is intrinsically linked to the career pathways the trade unions can offer rather than what trade unions are able to offer in their careers.
 The area of practical use of the research results: The study is of importance to South African novice teachers who are engaged in teacher professional development programs.
 Innovative technological product: The results of this study made it possible to outline strategic directions for the introduction of digital technologies that will enhance teacher professional development. The results of this study further stresses that the lack of resources which impedes teacher professional development.
 Scope of the innovative technological product: The result of the study concerns the implementation of professional development initiatives, that will require the integration of information and communications technology in the professional development process, stressing policy as an imperative point of departure.

“Its not a book; it’s a Bok”: social work students’ experience of using creative journaling practices as a pedagogical tool to develop transformative learning during the COVID-19 pandemic

ABSTRACT This paper reports on an international research project designed to explore the relevance and impact of creative journaling as a pedagogical tool during the COVID-19 pandemic. The project involved seven social work and social policy educators from eight countries: namely, Canada, India, Israel, Jersey Island, Spain, Sweden, the United Kingdom, and United States of America. Our work comes out of a larger mixed-method project that aimed to understand how creative journaling may help to facilitate transformative learning experiences and professional socialization processes of social work students. The data used for this article explicitly interpret conversations from two transnational focus groups, comprising 15 students from six participating countries (Canada, Spain, Jersey, India, UK, United States of America) in 2020–2021. Five significant themes emerged: Remote Learning during COVID-19, Self-care during COVID-19, Learning through the use of the Bok, Personal and Professional Identities, and Pathways toward Transformative learning. The findings revealed that creative journaling practices were important components of students’ professional development processes. Our intention with this paper is to contribute conceptual and practical insights into the implementation and impact of creative journaling practices.