Professional Development Activities Research Articles

Explore Professional Development Barriers of Teachers: A Case Study of High School Lahore

The study highlights the need for schools to develop a culture that values and supports ongoing teacher professional development. The study utilized in-depth interviews to collect data from a diverse group of teachers with varying levels of experience and teaching contexts. The participants were selected through purposive sampling to ensure representation from different backgrounds and teaching contexts. The interviews were conducted using a semi- structured approach to allow for flexibility in exploring the participants' experiences. The research group includes 12 subject matter experts from four Lahore high schools. At the personal level, teachers reported that work-life balance issues and competing responsibilities, such as family and personal commitments, hindered their ability to engage in professional development activities. They also noted a lack of support from school leadership, which undermined their motivation to pursue professional growth.

Oral cancer knowledge, attitudes, and practices among senior dental students in Yemen: a multi-institution study

BackgroundThe “Knowledge, attitude, and practice (KAP)” approach is crucial in health system. Appreciating the current KAP status will reveal the extent of the efficiency of applied health strategies, and subsequently help to determine the appropriate health policy to be employed for improving the health indicators of a given disease/condition, including Oral Cancer (OC). This large-scale cross-sectional study aimed to assess knowledge, attitude, and practice on OC among senior dental students in Yemen.MethodsA pre-validated online questionnaire was used for data collection. It consisted of a series of close-ended questions on knowledge, attitudes and practices related to OC. Yemeni dental students in clinical levels (4th and 5th years) from nine dental schools based in four major cities were invited to complete the survey. The SPSS Version 28.0 was used for data analysis. Differences by different grouping factors were assessed by Chi-squared and Mann Whitney-U tests, as appropriate.ResultsA total of 927 students completed the questionnaire: a response rate of 43%. While the majority identified smoking (93.8%), and smokeless tobacco (92.1%) as potential risk factors of OC, only 76.2% recognized sun exposure as a risk factor for lip cancer and only 50% were aware of old age as a risk factor of OC. Regarding clinical signs of OC, 84.1% reported that OC can present as non-healing ulcer, but only two thirds of the participants recognized that OC can present as a white and/or red lesion. With respect to practices, although 92.1% reported asking their patients regarding oral habits, only 78% reported they regularly carry out a soft tissue examination. Only 54.5% of the participants considered themselves to be well-trained to provide smoking cessation advice, and 21% were confident regarding their knowledge on OC. The 5th year students showed significantly better knowledge and practices than the 4th year students did (p < 0.01).ConclusionThe study suggests significant gaps in knowledge, attitudes, and practices of senior dental students in Yemen regarding OC. The findings also underscore the urgent need to improve OC teaching and training of undergraduate dental students, and to provide periodic well-structured continuing professional development activities for dental professionals.

Pelaksanaan Supervisi Pembelajaran sebagai Potret Kinerja Guru dalam Mengajar

The implementation of education was inseparable from the existence and important role of the teacher. The teacher was a determining factor in the success of education, so various educational innovations, especially in curriculum development and improving human resources, were always carried out as in Madrasah Tsanawiyyah Mazro'atul Huda Karanganyar Demak. For the quality of education to be optimally achieved, the implementation of the teacher's performance tasks must receive supervision, both from the Supervisor and the Principal. Supervision of the learning process was a form of quality assurance carried out internally to provide services for an effective and efficient learning process which was generally carried out by the principal regularly. The principal acts as a supervisor in supervising the learning process to create or develop better teaching and learning situations. Based on the results of the supervision that had been carried out, the average achievement score for the implementation of teacher learning was 92.59, categorized as very good. However, some indicators need to be improved because they had values below the average. These indicators were the delivery of competencies and activity plans including the involvement of students in learning. Furthermore, the assessment of learning academic documents averaged 90.47, categorized as very very. However, the availability of learning academic documents needs to be increased in the document section of the question grid, assessment instruments, records of assessment results, documents of results of analysis of competence achievements and documents of teacher professional development activities.

PROFESSIONAL DEVELOPMENT ACTIVITY AND TEACHERS’ LEARNING EXPERIENCES IN THE MIDST OF THE COVID-19 PANDEMIC

This paper descriptively discusses the type of professional development activities attended by teachers during the Covid-19 pandemic and what learning and experience they obtained from the activities. The data are gathered qualitatively from open-ended questionnaires. The participants involved elementary school teachers from several regions in Indonesia. The participants (N=56) described various types of professional development activities they attended during the Covid-19 pandemic, which consisted of webinars, training, seminars, workshops, teachers gathering and networking, online courses, and supervision. The teachers also state that they obtained benefits from the professional development activities they attended. It is recommended that further researchers can study various aspects of professional development activities for teachers in Indonesia, especially in the contexts of elementary school and pre-service teachers.

Investigation of Student and Teacher Characteristics Associated with Mathematics Achievement in the Transition to Secondary Education Exam

The purpose of this study is to examine student and teacher characteristics related to students' mathematics achievement. The study group for this research was composed of 1533 students who participated in the mathematics subtest of the transition from basic education to secondary education applied in 2016 and 36 mathematics teachers who teach these students. The data for the research are collected with the prepared student and teacher questionnaires. In the analysis of the data, two-level hierarchical linear models are used. According to the results, the most important teacher characteristic related to students' mathematics achievement is the level of professional satisfaction of the teacher. In addition, teachers' seniority, main field education, and classroom management skills have a significant and positive effect on mathematics achievement. Also, teachers' participation in professional development activities has a significant and negative effect on mathematics achievement, but this effect is small in practice. At the student level, the student's self-confidence in mathematics has the most important effect on the subject’s achievement. The variables of students' liking mathematics and their anxiety towards mathematics have negative and significant effects on mathematics achievement, but these effects are small in practice.

Outcomes of professional development activities for selected Texas school personnel helping students cope with behavioral and mental health issues

School personnel help youth cope with life and school stressors. However, help may depend on each person’s confidence or knowledge of such issues. In 2019 and 2020, more than 13,800 Texas educators participated in Emotional Backpack Project (EBP) training to support youth coping with behavioral and mental health issues. Post-intervention results revealed significant gains in self-perceived understanding of students’ behavioral and mental health issues, improved confidence in approaching students, parents, or other school staff to discuss students’ harmful behaviors, understanding of mindfulness activities, and increased knowledge of trauma informed schools and trauma informed educators. Teachers and other school personnel were less confident in approaching parents or guardians to discuss youth mental health issues than in approaching students, counselors, and other staff. School personnel’s knowledge, perceptions, and confidence to help students cope with behavioral and mental health issues was significantly better after EBP interventions. EBP training should be adopted widely and occur more than once annually.

EFL Teachers’ Perception Self-Directed Professional Development Toward Oral Language Maintenance

This case study presents an EFL teacher's perception of self-directed professional development aimed to maintain and enhance her oral language proficiency to support her professional growth. Semi-structured interviews were used as the primary guides to extract information concerning EFL teachers' self-directed professional development (PD) activities associated with the maintenance and enhancement of oral language proficiency. The participant of this study was an EFL teacher who experienced oral language attrition and has motivation to maintain her oral language proficiency. Data were analyzed descriptively to result in EFL teacher perceptions of self-directed PD activities that demonstrates a positive attitude towards improving and maintaining her oral language skills as an integral aspect of her professionalism. The result indicated that self-directed professional development activities had a significant impact on the participants' recognition of the importance of maintaining oral language skills. These activities also emphasized the need to continuously improve and enhance their oral language proficiency, highlighting the benefits it brings to both teaching and learning. One specific example mentioned was the participant's engagement in self-directed PD activities using Netflix series, which proved to be highly beneficial for improving linguistic features. These efforts contribute to her long-life growth as a language teacher, enabling her to provide effective language instruction and create an engaging learning environment for her students. The study highlights the importance of self-directed professional development in supporting EFL teachers' language maintenance and the positive impact it has on their professionalism.

Teaching for Accessibility: Introduction

Technology regularly helps people communicate ideas and information; explore the world; and capture, store, and interpret large amounts of information. However, some learning environments may prevent individuals from accessing these resources. Fortunately, guidance exists to develop more widely accessible materials and tools. This special issue of the Journal of Technology-Integrated Lessons and Teaching (JTILT) focuses on professional development workshops, lessons, activities, and materials to facilitate accessibility.

The Reality of Management of Professional Training Activities for Teachers at Preschools in an Giang Province, Vietnam Country

Author has conducted a survey on the management of professional development activities for preschool teachers in An Giang province. The survey results show the strengths, limitations and causes of the management of professional development activities for preschool teachers in An Giang province in the past times. Thereby, it is the basis for leaders to research measures to foster professional skills for preschool teachers in An Giang province to meet the requirements of improving teaching quality in preschools of An Giang province.

Exploring Microbes in Breast Tumors From Women of Different Races

Exploring Microbes in Breast Tumors From Women of Different Races

Conceptions of Mathematics Teacher Educators Depicting Essential Mathematics Teacher Educator Knowledge

&lt;p style="text-align: justify;"&gt;Research into knowledge which mathematics teachers require to teach abounds. There is also mounting interest among mathematics teacher education researchers to characterize mathematics teacher educator knowledge (MTEK). However, there is a generic dearth of studies focusing on conceptions of mathematics teacher educators (MTE) regarding MTEK. This article is a product of a qualitative case study underscoring teacher educator conceptions in that regard and the investigation involved two MTE who were practicing in a university. The research site was conveniently chosen, and participants were intentionally selected to respond to interview questions which elicited espoused views. Narrative analysis was used through exploration and subsequent interpretation of transcripts which aligned with questions posed. Analyses suggested a complexity to exhaustively categorize the MTEK necessary for MTE to train mathematics teachers. Notwithstanding, MTE believed that MTEK should include understanding of research in mathematics teacher education and teaching, mathematics teacher knowledge, and MTE professional development. Additionally, the findings suggested that MTE acquire mathematics teacher educator knowledge through postgraduate studies, on the job practice, mentorship, and participation in professional development activities. Research in other contexts is recommended to identify mathematics teacher educators’ understandings of MTEK and how that knowledge should be acquired.&lt;/p&gt;

Professional Development Measuring the Relationship among Professional Development Activities, Teacher Leadership, and Life Satisfaction

The aim of this study was to compare the number of Professional Development (PD) activities the teachers attended, compare them by demographic variables, and investigate the relationship between these activities and teacher leadership and life satisfaction. The study sample was determined by the simple random sampling method and consisted of 821 teachers working in various provinces in Turkey. The results of the study are summarized as follows: A significant weak positive correlation was found between the teachers' beliefs regarding the function and importance of PD activities and the total number of PD activities they attended in 2020. It was found that the teachers' monthly income and the PD activities they attended per week and per year had a significant positive effect on their leadership behavior and that the leadership behaviors of teachers had a significant positive effect on their life satisfaction.

Knowledge, attitudes and practices on postoperative pain management among registered nurses in a private hospital in Selangor-Malaysia

Background: Postoperative pain is an important aspect of patient care. It occurs when there is tissue injury and muscle spasms following surgery. The goal of postoperative pain management is to minimize discomfort and side effects. Poor pain management can result in patient discomfort, complications, slow recovery, and longer hospitalization. Therefore, it is crucial for registered nurses to have a good understanding of postoperative pain assessment tools in order to provide the best pain management for their patients.Purpose: To assess knowledge and attitude related to pain management practices among registered nurses (rn) in postoperative patients. Method: In this study, a descriptive quantitative cross-sectional survey design was used. A questionnaire was administered, consisting of four parts. The first part collected socio-demographic data from Registered Nurses. The second part contained 13 true and false questions to evaluate their knowledge level. The third part consisted of 14 questions to assess the attitudes of Registered Nurses, and the fourth part consisted of 18 questions using a Likert scale to evaluate their practices. The total number of respondents was 108 Registered Nurses. The data obtained were analyzed using IBM Social Packages for the Social Sciences (SPSS) software version 26.Results: The study finding shows that 58.2% of Registered Nurses possess adequate knowledge regarding postoperative pain management, while 41.8% lack sufficient knowledge. These nurses agree that effective analgesia is crucial in postoperative care, with 90.8% recognizing the importance of pain measurement instruments. Providing a clean and comfortable ward with a neatly made bed is the most commonly practiced intervention for pain relief among Registered Nurses. Additionally, the study found a positive correlation between age, years of clinical experience, and pain management practices.Conclusion: According to the findings, there is significant variation in the knowledge, attitude, and practices of registered nurses when it comes to managing postoperative pain. To ensure that patients receive helpful and effective pain management after surgery, it is important for nurses to participate in ongoing professional development activities.

Development of an Advanced Practice Conceptual Model

All professional disciplines have a body of knowledge consisting of theories, research, and methods of inquiry related to practice. However, a theory specifically for the advanced practice provider (APP) has not been developed. Delineating the professional goals and scope of the APP is possible through a conceptual model. To serve a gap in existing literature, a conceptual model for the phenomenon of APP practice is proposed. The elements within the APP conceptual model are described, including the relationships surrounding clinical care, education, and professional development. The middle-range theories supporting the development of this conceptual model are presented. Finally, the conceptual model was applied to the development of a Professional Advancement Model. The proposed APP conceptual model was applied and tested during the development of a Professional Advancement Model. Early benefits of improved engagement and involvement in professional development activities were noted. This demonstrates the work needed to foster the professional development and provider satisfaction of our APPs.

Examining Types and Duration of Teachers’ Professional Development Activities and Their Relationship with Job Satisfaction

Abstract Introduction: The aim of the study was to describe the teachers’ views on the professional development activities, the frequency of the teachers’ participation to such activities and effectiveness of these professional development (PD) activities. What’s more, it was aimed to analyse the relationship between PD activities that the teachers participated and their job satisfaction (JS). Methods: The sample of the study comprised of 357 teachers. In order to seek the answers to the research questions, correlational research models were used in addition to survey. The data was collected through implementation of two different instruments. These were Participation to PD Activities Questionnaire (survey) and Job Satisfaction (JS) Scale. These instruments were developed within the scope of the study. Results: The findings of the study could be summarized as follows: the teachers’ frequency of participation to peer coaching-based PD activities, participated PD activities, number of individualized and self-directed PD activities was at a lower level; however, the teachers restated that they experienced positive effects at higher or moderate levels from PD activities in their teaching practices. Within the scope of the existing study the hypothesis was tested that PD activities would increase the teachers’ job satisfaction and the findings were supported. It was seen that there was a positive relationship between the PD activities participated by the teachers and the teachers’ job satisfaction. Discussion: In the study it was noticed that more than one third of the participant teachers did not perform PD based peer coaching and observations, but more than one third of the teachers accessed virtual platforms and watched videos and related feed on lecturing and techniques for PD. In TALIS study done at OECD countries, it was noted that almost half of the teachers participated to peer coaching-based activities. Limitations: Data were collected from teachers that research is limited with teachers’ perceptions. Research is limited with teachers’ professional development activities and their job satisfaction. Conclusions: It was found out that very few teachers attended educational congresses to present their activities/scientific studies. Therefore, it might be recommended to improve teachers’ study skills in terms of scientific studies, and they might be encouraged to present their studies at conferences.

Short bowel syndrome with intestinal failure in adults.

For more than 97 additional nursing continuing professional development activities related to gastrointestinal topics, go to NursingCenter.com/ce. Nursing2023 will no longer facilitate mail-in nursing continuing professional development tests. All NCPD tests must be taken online at www.nursingcenter.com/CE. Please address any questions to customer service at 1-800-787-8985.

Heart failure: An update for nurses.

For more than 86 additional nursing continuing professional development activities related to cardiovascular topics, go to NursingCenter.com/ce. Nursing2023 will no longer facilitate mail-in nursing continuing professional development tests. All NCPD tests must be taken online at www.nursingcenter.com/CE. Please address any questions to customer service at 1-800-787-8985.

Teacher Professional Development for STEM Integration in Elementary/Primary Schools: A Systematic Review

There has been a recent increase in studies devoted to integrated science, technology, and engineering mathematics (STEM) education. However, as the field is emerging, there has not been a large amount of scholarship on how to best provide teacher professional development (PD) on integrated STEM education. On the other hand, well-grounded research is available in the field of effective teacher professional development. Therefore, in this study, a systematic review of empirical studies on training elementary/primary school teachers in integrated STEM education was undertaken. Using an adapted version of Lawless and Pellegrino's analytical framework (2007), the emerging commonalities among eleven studies in conjunction with the literature on effective teacher professional development were analyzed and discussed. This study aims at connecting current STEM-integrated PD activities with the literature on effective PD and laying the groundwork for future professional development programs and evaluations in integrating STEM subject areas in elementary or primary schools.

The School Principal and Teachers’ Roles in Improving Learners’ Academic Performance at a Selected School in the Karas Region (Namibia)

Objective. The purpose of the study was to investigate the principal and teachers’ roles in improving learner’s academic performance at a selected school in the Karas region (Namibia). &#x0D; Materials &amp; Methods. The researcher applied a qualitative approach to obtain the qualitative information and deep understanding of the role of the principal and teachers in improving learner’s academic performance at a selected school. The teachers and the director of the Karas region took part in the study. The sample consisted of one principal and fourteen teachers, which gave a total sample size of 15 participants. For the study, the researcher used one of the best schools in the region. A purposive sampling was used to choose the participants. &#x0D; Results. The findings of the research revealed that the principal’s and teachers’ roles in improving learners’ academic performance are supervision and monitoring, discipline and decision making, assessment as well as involvement of the learners in extramural activities. Upon executing those roles, they faced some challenges such as lack of teaching and learning resources, misconducting by teachers and learners, failure to meet the set targets, late coming and overcrowded classrooms. These challenges were overcome through motivation, improvising resources, continuous professional development and team building activities.&#x0D; Conclusions. In this scenario, principals are required to work with other stakeholders. Collaborative teaching and discussion should be improved as it will help teachers to improve on teaching and learning. The school principal and teachers should continue to inspire their learners by talking. Teachers are encouraged to continue to play their role in classroom management, guide learners in their learning activities and let the learners use their study time judiciously. Strategic planning should be developed as it will help the stakeholders to focus on key targets for improvement.

Notions for improved professional development of prospective teachers: Effective collaboration among stakeholders to develop conceptual framework for university-school partnership

ABSTRACT This study was conducted in Islamabad Capital Territory of Pakistan to explore possible strategies for improved professional development of Prospective Teachers (PTs). Primary purpose was to propose a conceptual framework for ensuring university-school partnership as existing literature indicated that such partnership can offer unique opportunities to improve the level of professional development activities for PTs. Teacher educators and school principals constituted the population of the study. Collected data reflected that for improving the quality of teaching practice, there is a dire need to ensure an operative connection among teacher educators, school principals, cooperative teachers, and prospective teachers. Themes generated from data (collected from teacher educators and school principals) were utilised to develop a tentative conceptual framework for university-school partnership. Afterward, focus group discussions were arranged with educational experts for validation purposes, and by incorporating the suggestions of experts, the final draft of the university-school partnership framework was developed.