Professional Community Research Articles

‘I believe I was able to help…’ preprofessionals’ positionings in reflective writing

This paper explores reflections written by advanced undergraduates at two US universities. Using theories of languaging and positioning to frame our analysis, we found students used language in their written reflections that distanced themselves from the actions that occurred (and their control over those actions) and mitigated their agency when they recounted their experiences in professional spaces: we observed repeated instances of weaker lexical choices (e.g. helping someone instead of teaching someone) and syntactic structures including periphrasis in causatives (e.g. allowed me to…) and modals (e.g. I was able to…). We suggest students deployed these linguistic features strategically to position themselves as novices and thus less responsible for outcomes in these settings. In discussing our findings, we query the significance of socialization into professional communities for students, and in turn, we consider how we as instructors and mentors have invited students to position themselves in their written reflections.

Exploring educational ecosystems: insights from the implementation of SchoolWeavers tool in Catalonia

ABSTRACT Education has undergone significant changes, leading to more complex and collaborative approaches that recognize schools as ecosystems where diverse stakeholders interact. Consequently, new processes and tools are needed to promote leadership within these ecosystems. To guide school leadership teams, we developed and piloted the online tool ‘SchoolWeavers’, which fosters relationships and collaboration across the ecosystem to improve learning and well-being. This study examines the initial outcomes of using SchoolWeavers as a school leadership strategy in five schools in Catalonia, Spain, by surveying 1,615 members of the ecosystem, including teachers, leaders, staff, families, students, and community professionals. The aim is to investigate school ecosystem dynamics through the domains addressed by the tool, such as empathy, trust, shared purpose, innovation, collaboration, equity, and personalized learning, identifying opportunities for improvement and ways to foster stronger educational ecosystems. Leadership teams showed the highest scores and positive perceptions, while students rated the domains lower. Community professionals had low participation, indicating weaker collaboration with the community. Trust and equity received the highest scores, whereas innovation and personalized learning were less valued. This study highlights the need for tools to strengthen educational ecosystems and identifies areas for improvement, particularly in innovation and student agency.

Influence of PE Teachers’ Professional Learning Community on Continuing Professional Development

The study determined the predictive influence of PE Teachers’ professional learning community participation (PLC) on their continuing professional development engagement. To measure the PLC participation of the respondents, the researcher used the core features of PLC in China: common vision, read-practice-share learning flow, continuous reflection, supportive and sharing leadership, and peer and organizational support. For the assessment of CPD status, the study used the following sub-variables: keeping one’s self abreast, reflection and feedback, experimentation, collaboration for instruction improvement, and collaboration for school development. The assessments showed that the respondents participated in PLC well. Similarly, there is a high CPD engagement among the respondents. More importantly, the study showed that PLC participation significantly predicts CPD engagement.

Investigating the Levels of Schools as a Professional Learning Community

Purpose: The study aims to reveal the levels of schools as being a PLC regarding the opinions of teachers working at the high schools. Design/Methodology/Approach: The research was carried out in accordance with the correlational survey design. Participants were selected by the stratified sampling method, which is one of the random sampling types. It consists of 385 teachers. The participants of the research are from Maltepe, Sultanbeyli, Esenler and Bakırköy districts of İstanbul during 2021-2022 academic year. To get the data, PLC Scale was used and to analyze descriptive statistics and one-way analysis of variance were used. Findings: The level of being a professional learning community is at the level of "agree". When the scale’s sub-dimensions were examined, a significant difference was found between the employment type, length of service and district variables. On the basis, some suggestions are given to policy makers. Highlights: It is important to establish an online platform that allows the expansion of the learning network. In addition, a framework plan for schools to ensure sustainability is planned. Lastly, the implementation of rotation between schools could be considered to transform individual intelligence into collective intelligence.

Missed Opportunities for Intervening Early in Preschoolers with Developmental Concern: Perspectives From Head Start Parents, Teachers, and Healthcare Providers.

The purpose of this study was to discover the care meanings of facilitators and barriers to detection and intervention for developmental delay among Head Start preschool-aged children, as viewed by parents, teachers, and primary care providers. We used a qualitative focus group design and broad cultural lens to understand similarities and differences in family and professional care, as Head Start programs educate preschoolers living in poverty who are disproportionately from ethno-racial minoritized groups. We sought the perspectives of 15 Head Start parents equally representing Black, Latino(a), and White parents, 17 teachers, and 11 healthcare providers to discover facilitators and barriers to adherence with professional recommendations. We found that silos in professional communications, parent distrust, knowledge deficits, and stigma were barriers to obtaining developmental recommendations. Participants also identified missed opportunities to facilitate interagency coordination, parental advocacy of a child's developmental needs, and professional alliances to take collaborative actions for early identification and treatment. Furthermore, a subculture of poverty adversely influenced adherence to developmental recommendations, and ethno-racial biases affected Black and Latino(a) families' follow-through. Our findings highlight how the lack of coordination between sectors resulted in the dismissal of parental concerns or denial of services by 1 system or the other, thus, at the very least reducing the child's chances for earlier intervention and treatment. We also identified potential benefits to children when the barriers of poverty and ethnoracial bias are addressed by professionals with coordinated actions, and new systems are developed for sharing developmental screening results and partnering to coordinate care across the preschool and primary healthcare settings.

Professional Training of Future Teachers of Physical Culture for Animation Leisure Activities

The purpose of the study is to determine the need for professional competencies development for future teachers of physical culture in the field of animation leisure activities, taking into account modern educational requirements and trends. The research methodology for preparing future teachers of physical education for animation leisure activities includes several key methods and approaches. One of the main methods is the analysis of scientific literature, including the study of existing research papers, articles, and monographs related to the professional training of future teachers of physical education for animation activities. To achieve the research objectives, it is necessary to define and analyze the concepts “professional training”, “animation leisure activities”, “competence”, and other important terms. This methodology allows a comprehensive study of the process of preparing future physical education teachers for animation leisure activities. Results. It has been found that animation leisure activities play a significant role in the professional training of future physical education teachers, as they contribute to the development of professional competencies, creativity, and communication skills. This concept encompasses various activities and actions that help students not only master the methods of organizing leisure activities but also develop the ability to engage others in an active and healthy lifestyle. Conclusions. Animation as an educational component can make a school lesson more engaging through various methods, forms, and means. Animation can be fully applied as a creative learning activity that develops learners’ potential while also encouraging them to challenge current social issues. Animation is viewed not only within the context of leisure but also as an opportunity to be applied in the educational practice of modern education.

Many roads to Rome? Cultivating physically active learning

ABSTRACT To cultivate professional learning communities (PLC) has become a widely recognised strategy for school development and student learning. This case study employed multimethod qualitative data collection (focus groups, individual interviews, and document analysis) to provide insight into how PLC within two primary schools cultivated physically active learning (PAL) in Norway. Findings illustrate how PAL can be cultivated in different ways and that the process is contingent on school leadership, irrespective of participation in continuing professional development programmes. Drawing on Robinson’s student-centered leadership, we suggest that school leaders, teachers, and other staff members practice this when cultivating PAL to build capacity and ownership among staff. The study concludes that PLC could be a strategy for cultivating PAL when combined with internal and/or external PAL expertise.

A multi-institution longitudinal randomised control trial of speaking up: Implications for theory and practice.

Speaking up is an important yet challenging aspect of health professional communication. To overcome social-cognitive influences and improve speaking up, an intervention based on Kolb's experiential learning cycle was developed, which integrated Virtual Simulation, curriculum, and practice speaking up. The present study investigated if integrating Virtual Simulation influenced Respiratory Therapy students' ability to challenge a physician compared to a control condition at multiple time points during training. A multi-institutional longitudinal randomized control trial was conducted. Students from two schools completed a Virtual Simulation or No Virtual Simulation before classroom instruction on speaking up and an in-person simulation requiring speaking up. After three-to-six months and post-clinical placement, students completed a second simulation requiring speaking up. The student's ability to speak up and use CUS (Concerned, Uncomfortable, Safety Issue) was measured. No significant effects for the intervention were observed across time points, p>.05, with a small effect for using CUS, ϕ=.28. During the study, two unexpected findings emerged with theoretical and practical implications. The multi-institutional design created a natural experiment that allowed for the identification of instructor effects on speaking up and Bloom's Two-Sigma problem. Observations were also made related to perceptual limitations that diminish the ability to speak up. Single speaking-up interventions continue to appear to be ineffective. To substantially influence behaviour, consistent mentorship through a "champion" is likely necessary to train for and create a culture of speaking up. Training in situational awareness is also likely needed to counter human perceptual limitations in complex situations.

“If it can be done, it will be done:” AI Ethical Standards and a dual role for public relations

This research reports a five-year study with different types of participants to examine questions related to ethics in artificial intelligence (AI) and the use of AI in public relations and professional communication. AI specialists from computer engineering and closely related fields, as well as CCOs, communication directors/managers, public affairs officers, and CEOs participated in this research, explaining and assessing the role of ethics in AI. Through numerous points of data collection, the topic of AI ethics in public relations was examined through a mixed method approach. This study offers insight into the ethics and design of AI systems that communication professionals must not only use in practice but also understand, advise upon, ethically oversee, and occasionally defend in the public sphere when used (or commissioned) by our organizations. After a review of broad literature and longitudinal data from hundreds of sources, recommendations for a more robust framework for AI ethics in public relations are proposed. Ethical considerations and quantum and neuromorphic computing are posed as means to avoid technocracy, and base use of these advanced systems on moral values.

Crossing boundaries: developing preservice teachers' professional identity through hybrid school–university partnerships

PurposeSchool–university partnerships are the core of effective teacher preparation programs, and central to this model are the classroom teachers who mentor preservice teachers into the profession. This article describes an innovative collaboration that transcends institutional boundaries, operating in a hybrid space, aimed at supporting preservice teachers' development as educators, expanding their professional networks and fostering their sense of belonging and professional identity within a broader community of teacher leaders.Design/methodology/approachThis article describes a hybrid partnership model that provides preservice teachers with innovative mentoring experiences. Research on hybrid partnership models and boundary-spanning frames the discussion. The article provides a brief overview of two iterations of a collaboration between elementary preservice teachers and a cohort of teacher leaders in a fellowship program. The paper concludes by discussing lessons learned and directions for future research on the topic.FindingsPreservice teachers benefit from opportunities to engage with a variety of mentors throughout their program. While the classroom teacher serving as a mentor is central to teacher preparation, there is a space for hybrid partnership models that provide preservice teachers additional mentors to support their development and connections to a professional learning community of teacher leaders. Through innovative hybrid collaborations, preservice teachers engage with diverse mentors, expanding their professional networks and preparing them to navigate the complexities of the educational landscape with a sense of belonging and identity.Originality/valueThis article contributes to the literature on hybrid partnership models, aimed at empowering preservice teachers by integrating them into a professional community of teacher leaders, fostering their sense of belonging, identity and preparedness to navigate the complexities of the profession.

Identifying factors associated with instructor implementation of three-dimensional assessment in undergraduate biology courses.

Recent national calls to transform undergraduate science education have centered on engaging students in scientific practices as a means to help them develop deeper insights into science. The three-dimensional framework for science education encapsulates the goals of these national calls by recommending that instructors integrate scientific practices, crosscutting concepts, and disciplinary core ideas throughout their courses. Prior research has found that introductory undergraduate biology exams contain few three-dimensional items suggesting that instructors likely face barriers in meeting the goals of national calls. To better understand these putative challenges, we explored factors potentially associated with three-dimensional alignment. Our generalized linear mixed model indicated that instructors who used three-dimensional items on their exams were more likely to use Bloom's Taxonomy when designing their exams and were more likely to write these items using a constructed-response format. We also found that professional development opportunities did not necessarily change the likelihood an instructor would employ three-dimensional items. We previously identified that few items in our sample fully aligned to scientific practices, making scientific practices the limiting dimension for three-dimensional alignment. Our subsequent analysis here revealed that most biology instructors had exam items that were at least partially aligned to scientific practices. Based on our results, we highlight the significant time and resources that instructors likely need to write and grade constructed-response assessments, suggest that instructors build on items that are mostly aligned to scientific practices to increase their three-dimensional alignment, and propose ways that professional development programs and communities might further support instructors in meeting national calls.

Insights into longevity and the professional lifespan of early and mid-to-late career teachers: perspectives of teacher wellbeing

ABSTRACT This article reports on the findings of research that investigated the personal, organisational, and socio-political factors that affect early and mid-to-late career teachers’ well-being in Australian schools. Framed through the lens of the Job Demands-Resources Model, the study focused on both positive and negative indicators of teacher well-being. Informed by a qualitative research methodology, the study draws upon data from in-depth semi-structured interviews with early and mid-to-late career teachers which addressed four dimensions of impact on teacher well-being: (i) job/professional resources, (ii) job/professional demands, (iii) school culture, and (iv) social, cultural, and political challenges. Examination of the data indicates that both novice and experienced teachers rely significantly on accessible resources like mentorship, professional learning communities, increased autonomy, and interpersonal connections, which contribute positively to their overall well-being. However, challenges such as time constraints, administrative responsibilities, toxic school environments, and larger systemic issues exert detrimental effects on teachers’ well-being.

Supporting elementary preservice teachers' content knowledge for teaching about matter and its interactions

AbstractKnowledge of science content and the ability to translate knowledge into effective teaching is known as teachers' content knowledge for teaching (CKT). Teachers with developed CKT are able to more effectively determine instructional and assessment activities that will deepen K‐12 students' scientific literacy. However, preservice teachers (PSTs) can have limited opportunities to develop CKT, and little is known about how to support PST CKT development in elementary science teacher preparation. In our work, we developed instructional materials (i.e., “CKT Packets”) intended to support teacher educators (TEs) in developing elementary PSTs' CKT for one content area—matter and its interactions. We facilitated a professional learning community for TEs to support their learning how to implement the materials in their courses. We report on results from a mixed‐methods study using a quasi‐experimental cohort control design with a pretest and posttest to understand differences in PSTs' CKT (N = 250) in eight TEs' science classrooms. Nesting PSTs within their TEs' courses, and controlling for PSTs' prior CKT, engagement time on the assessments, prior coursework, and TE time‐invariant effects, we found preliminary evidence that PSTs achieved greater CKT when TEs implemented more CKT Packets. Salient factors that we hypothesize influenced TEs' productive uses of CKT Packets included disruptions to courses/contexts, TEs' sources of motivation for implementing Packets, TEs' entry points for the alignment of curricular materials with existing topics and pedagogical course emphases, TEs' approaches for first‐time use of curricular materials, and TEs' experiences with the instructional routines of the Packets. We bound our interpretation of results within limitations (e.g., small sample size, quasi‐experimental design) and suggest avenues for new research. Throughout this article, we include implications for TEs, PSTs, educative curricula developers, and researchers working to improve science teaching and learning for students.

A Profession of Accessible Conversations: Convo Communications

In this article, I study how a Deaf-owned company, Convo Communications, builds on accessibility as the baseline from which members contribute to more inclusive workspaces through innovative technologies and communication practices. I analyze the company’s website, blog posts, and videos to demonstrate how this organization embodies the value of accessible communication and a collective vision, how the members design more accessible ways to connect and use their expertise to educate other businesses and professionals, and the organizational commitment to communication diversity and accessible conversations. The findings lead to implications for even more inclusive business and professional communication practices.

Examining Teacher Willingness and the Labyrinth of Challenges in Implementing Professional Learning Communities at the Senior High School Level in Builsa South District

Aim: This study aimed to examine teacher willingness and the labyrinth of challenges in implementing Professional Learning Communities at the senior high school level in the Builsa South District. Methods: The study was purely quantitative and employed a descriptive correlational design with a questionnaire as the data collection instrument. A census technique was used allowing for the total accessible population, 79 senior high school teachers participate in the data collection process. Data was analyzed using descriptive statistics and a simple linear regression model. Results: The results showed that the regression model predicting willingness to participate in Professional Learning Community (PLC) activities from attitudes was statistically significant, F(1, 77) = 66.56, p < .001, meaning that more positive attitudes are associated with greater willingness to engage in PLC activities. Additionally, challenges such as time constraints, lack of leadership support, and resistance from teachers were reported as key obstacles faced in the implementation of Professional Learning Communities. Recommendation: The study strongly recommends that schools should prioritize providing adequate support and resources for Professional Learning Communities (PLCs) to address teachers' dissatisfaction in this area. This can include allocating sufficient time, funding, and administrative support to ensure the smooth functioning of PLC activities. By enhancing support and resources, schools can create a more conducive environment for collaboration and professional development within PLCs.

Revisiting Four Conversations in Technical and Professional Writing Scholarship to Frame Conversations About Artificial Intelligence

This article explores four different topics of conversation in technical and professional communication (TPC) scholarship that overlap and connect with contemporary issues in generative artificial intelligence (AI): process and iteration, theory and power, actors and activity, and the social justice turn. The authors offer four nonexhaustive reviews of these conversations, offering insight into key issues and texts that have animated discourse in the field and can directly or indirectly address the complex relationship between TPC work and generative AI.

The Role of Machine-Readable Law Technologies in Ensuring the Stability of Public-Government Communication

The relevance of this study stems from the rapid pace of digitalization and the widespread adoption of innovative digital technologies, particularly in public administration, alongside the significant political and legal changes that have ensued. The transparency and clarity of procedures for governing interaction between citizens and the state are expected to bolster the support and approval of management decisions, thereby enhancing the stability of public-government communication. Machine-readable law technologies can serve as tools for regulating these relationships. This study aims to analyze the use of machine-readable law technologies to ensure the stability of public-government communication under modern conditions. While the advantages of these technologies in the legal field are evident, attention must be given to potential challenges and risks, such as ensuring the accessibility of legal text, maintaining transparency, and addressing personnel-related issues. This study concludes that the implementation of machine-readable law technologies must be conducted with deliberate caution, incorporating expert opinions, sociological studies, and other specialized assessments. Mechanisms of public control and oversight by the professional community must also be involved. A joint human-machine approach to governance appears most promising, as it substantially mitigates the identified risks.

Promoting the Higgs boson as `discovery science' news: exploring the boundary spanner functions of CERN communication professionals'

The announcement of the discovery of the Higgs boson at CERN marked a groundbreaking achievement in Mode 1 'discovery science'. We combined analyses of CERN strategic documents and organisational structures with ethnographic observations of, and interviews with, communication professionals. Our findings show that promotion of this 'Mode 1' discovery, in combination with the potential for longer-term 'Mode 2' innovation, was a strategic priority for CERN, but highlighted operational challenges for coordination between scientists and journalists. We conclude that CERN communication professionals played an essential boundary spanning role, brokering solutions and maintaining relations across borders and between relevant constituencies.

Terminology of medicines used to control seizure disorders: 2024 ILAE Recommendations and profile of real-world term use

Background. The International League Against Epilepsy (ILAE) has provided recommendations on the terminology of medicines for control of seizure disorders, which should be adapted into different languages.Objective: to evaluate the usage profile of terms describing the effects of medicines used in patients with epilepsy.Material and methods. The search query analysis systems Google Trends and Yandex Wordstat as well as PubMed/MEDLINE, Google Scholar and eLibrary databases were used to evaluate the general public and professional usage profile, respectively.The following terms in Russian and English were studied: “antiepileptic”, “antiepileptic drug”, “antiseizure”, “antiseizure drug”. In order to ascertain a prevailing opinion within professional and patient communities, a questionnaire survey was conducted on the public online resources of the non-profit partnership “The Association of Epileptologists and Patients” carried out via the cloud-based cross-platform social media as well as instant messaging service Telegram and the social media platform VK.Results. In the English-speaking internet segment, the term “antiepileptic” is used more than 5 times frequently than “antiseizure” by the general public. Conversely, in the Russian-language segment, the term “antiseizure” is almost 2.5 times more common. The term “antiepileptic” is more prevalent in scientific community in both segments. This finding aligns with the profile of terminology usage observed among epileptologists and epilepsy patients. The questionnaire survey results revealed that 56.42% of 179 respondents were in favor of the terms “antiepileptic drug”, “AED” and “antiepileptic therapy”, whereas as few as 17.32% of those endorsed the ILAE-proposed terminology.Conclusion. In light of the established practice of terminology use in both professional scientific community and among practicing epileptologists and epileptic patients, as well as the differences in the semantics of English- and Russian-language terms and the identified lack of precision in the ILAE definition of epilepsy, it can be concluded that for the Russian-speaking population, the terms “antiepileptic drug”, “AED” are more preferable rather than the terms “antiseizure medication”, “ASM”. Additionally, it is preferable to use the terms “convulsive ictus” and “epileptic ictus” due to negative connotation with term “seizure” in Russian. The terms “antiseizure” and “antiepileptic” should not be regarded as mutually exclusive in the context of treatment that has a direct impact on epilepsy course. Finally, it is necessary to further refine epilepsy definition and classification.

Too Legit to Quit: Developing Cognitive Legitimacy by Reconceptualizing Failed Product Pitches

Establishing legitimacy is a key goal for new ventures. Entrepreneurs can establish legitimacy for their new ventures by attracting financial backing from investors and using those funds to build value into ventures. The professional communication-focused behavior of delivering an entrepreneurial pitch to potential resource providers represents one of the most important behaviors entrepreneurs engage in while developing a sustainable venture. Effective professional communication skills are essential not only to the development of entrepreneurs but also to those management and finance students destined to enter professional environments requiring interaction with entrepreneurs and start-up ventures. We present an assignment introducing management students to the concept of entrepreneurial pitch as a tool necessary for identifying and implementing legitimacy, framing, and entrepreneurial motivations. The pitching-failed-product-ideas assignment allows students to begin building skills necessary to communicate legitimacy of an organization to an audience of stakeholders and utilize entrepreneurial motivations of enthusiasm, preparedness, and commitment.