Professional Development Activities Research Articles

School-Based Professional Development (SBPD) Model: School Principals' Opinions and Suggestions

The School-Based Professional Development (SBPD) Model is a program developed by the Ministry of National Education (MoNE) to address the individual and professional needs of principals and teachers by providing them with specific competencies. The Regulation on In-Service Training for Ministry of National Education Personnel, published by MoNE in 2022, introduced three new approaches: School-Based Professional Development, Professional Development Communities, and Teacher Mobility Program. School-based professional development activities have recently gained importance as a crucial component of the in-service training plan for teachers. Given that school principals are primarily responsible for planning and implementing these practices in schools, it is important to consider their opinions, suggestions, and needs in the process. This qualitative research involved in-depth interviews with 18 school principals using a semi-structured interview format, and data analysis was conducted using content analysis. The results indicated that school principals generally viewed the SBPD Model positively and expressed a need for expanding its implementation.

Scientific Literacy, Professional Development, and Support of Teachers in Selected Kindergarten Schools in Guiyang City, China

The study aimed to address the critical issues of scientific literacy among the selected kindergarten teachers by comprehensively assessing their current level of scientific literacy and identifying the influencing factors. The research design was a descriptive quantitative design aimed at assessing and developing the scientific literacy of kindergarten teachers. The primary respondents of this study were teachers from three selected kindergartens in Guiyang City, Guizhou Province. These 147 teachers were responsible for the care and education of children aged 3 to 6 years old in three different early childhood institutions. By focusing on kindergarten teachers, recognizes the direct influence of teachers' scientific literacy on children's scientific literacy in the critical period of children's development. The study concluded:1. The main characteristics of kindergarten teachers in Guiyang City include a predominant age distribution of less than 25 years old, a preponderance of females, a predominance of undergraduate degrees, and a preponderance of 0-3 years of experience in kindergarten teaching. These characteristics provide basic information for understanding the overall literacy level of teachers.2. The overall level of scientific literacy of kindergarten teachers is good. Teachers' mean score of 3.04 in the areas of scientific knowledge, instructional practices, and use of resources indicates that teachers overall have a good level of understanding and application of scientific literacy.3. The personal background of kindergarten teachers had less influence on scientific literacy. Educational background factors such as age, gender, academic qualifications and teaching experience had a small effect on teachers' level of scientific literacy, indicating that educators had relatively consistent levels of scientific literacy across different characteristics.4. Kindergarten teachers are actively involved in professional development. Teachers' mean score for professional development and support was 2.89, indicating that teachers as a whole were actively involved in professional development activities and received some level of support.5. kindergarten teachers' personal backgrounds had less impact on professional development. There were no significant differences in the level of career development and support among teachers of different ages, genders, academic qualifications and teaching experience, indicating that these factors have less influence on teachers' career development support.6. Scientific literacy of kindergarten teachers is significantly associated with career development. There is a significant positive correlation between teachers' level of scientific literacy and their career development and support, emphasizing the importance of improving teachers' scientific literacy for their career development.

How Do Teachers Collaborate in Informal Professional Learning Activities? An Epistemic Network Analysis

Teachers turn to many sources for support and professional learning, including social media-based communities that have shown promise to help teachers access resources and facilitate productive exchanges. Although such online communities show promise, questions about their quality for providing a suitable learning environment remain insufficiently answered. In this study, we examine how teachers’ engagement on Twitter (now known as “X”) may adhere to characteristics of high-quality professional development (PD) activities. In that, we employ advanced conversational analysis techniques that extend the primarily descriptive methods used in prior research. Specifically, we collected data from three Twitter communities related to Advanced Placement Biology (N = 2,040 tweets, N = 93 teachers). Qualitative two-cycle content analyses derived both tweet content and sentiment. Using epistemic network analyses, we examined the collaborative structures to examine how participation patterns can identify characteristics of high-quality online PD. Results indicate that some teachers use Twitter with a content focus and coherent to their individual contexts and prior knowledge. Notably, differences in collaboration and participation patterns by teachers’ overall activity level hint at the existence of an online community of practice. More active teachers communicated more about how their individual contexts relate to instruction, whereas less active teachers exhibited more targeted engagement, for instance, related to sharing teaching resources and organizing learning opportunities. Overall, this study illustrates how Twitter may provide a meaningful learning environment to teachers so that it can serve as a relevant avenue for their professional learning.

Impact of Teachers’ Professional Development on the Reading Achievement of Canadian Allophone Students

<p>This study examines the impact of teachers’ professional development on Canadian allophone students’ learning and reading performance levels. We used the data from the Pan-Canadian Assessment Program 2016 involving Grade 8/Secondary II Canadian allophone students (N = 2,244) and teachers in French and English Language Arts (N = 598). Our correlation results show that Canadian allophone students’ reading achievement was positively associated with teachers’ professional development activities such as academic pursuits (e.g., university courses) and marking or scoring sessions. The correlations also demonstrate that teachers’ professional practice of curriculum development had a positive influence on the learning levels of Canadian allophone students who were born in Canada, while teachers’ participation in professional learning communities had a positive effect on Canadian allophone students who were not born in Canada.</p>

Self-Perceived Assessment Skills and Professional Learning Priorities of Filipino Secondary Science Teachers in Flexible Instruction Delivery

As a context-dependent process, the role of assessment in the practice of flexible instruction delivery during the onslaught of the COVID-19 pandemic paved the way to rethink teachers’ assessment practices that respond to the demands of the context. This further forced teachers to capacitate themselves with the new platforms for assessing students’ learning and engagement. This descriptive study aimed to delineate Junior High School science teachers’ perceived assessment skills and professional learning priorities and preferences in the areas of assessment in flexible instruction delivery. Results uncovered that they generally perceived themselves as proficient in all the surveyed assessment skills and responsibilities, having the foundation of assessment dealing with the traditional nature of assessment strategies and their purposes, as the area in which they are more skilled. Regarding professional learning priorities on assessment, they deduced moderate interest in integrating and communicating assessment practices and aligning current assessment theories, principles, and practices. This further implies that they pay interest not only in learning the contemporary approaches to assessment but still the traditional tasks and responsibilities associated with it. In the delivery of professional learning activities, professional development activities in person are still the most preferred mode.

Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania

In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two micro-servers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity.

Private practice dietetics: A scoping review of the literature.

Private practice is one of the most rapidly growing, but under-researched employment sectors for graduate dietitians in Australia, limiting evidence-based workforce development. This scoping review examines existing international literature to gain an understanding of the current private practice workforce size, distribution, demography and workforce development considerations, including competencies, supply and demand, remuneration and professional development activities. The databases MEDLINE, EMBASE, CINAHL, EMCARE, PsycInfo (Ovid) and grey literature were systematically searched in August 2023 using key search terms to identify studies for inclusion. Articles were included if they related to private practice dietetics and described an aspect of workforce. Original research, government and organisational reports,statements of practice and websites providing governmental or organisational statistics were included. A directed content analysis and qualitative constant comparison technique were used to deductively map intelligence sources against a workforce development framework. A gap analysis was also conducted to provide a focus for future workforce development research. A total of 72 peer-reviewed and grey literature sources were included, with 65% of the studies being Australian-based publications. Private practice dietetics research interest has increased in the last decade. Despite a breadth of published sources, this review found little published data on workforce size, distribution, demography, supply, demand, continued professional development and remuneration, indicating a significant gap in the evidence base. Existing literature focuses on workforce challenges and barriers, the work of private practice dietitians, with limited exploration of competency requirements for graduate private practitioners. The literature on the private practice dietetics workforce is lacking worldwide, which constrains evidenced-based workforce development initiatives. Workforce development research across all workforce aspects is warranted to address current evidence gaps.

Action research and professional development in schools

This article examines practitioner action research in schools and how action research can enhance practice and generate knowledge through partnerships between academia and the education sector. In 2020, revisions to the Norwegian curriculum for primary and secondary education introduced guidelines for professional work. The changes in the curriculum framework entail teachers’ collaboration in knowledge production - utilizing research and their own experiences in the process. This changed the formal role of teachers from transmitting established knowledge to producing knowledge in professional development and research activities. The new regulations can be related to traditions within practitioner action research. The article explores how action research can be used as a methodological framework in the professional work of schools. The starting point for the article is a thematic analysis of reflections from an action research project named Deeper Learning – How?, in which six schools participate in developing a model for unit planning. Structured interviews were conducted with members of school development groups in the schools every six months over 3.5 years, totaling seven interviews per school. The participants' reflections on their professional work serve as the empirical basis for the article. Results from the thematic analysis demonstrate that participants employed the action research process as a methodological tool to cultivate new insights and enhance practice. These reflections enrich the schools' comprehension of their educational practices and lead to measures for improvements, actions, and change. The results also highlight that proactive leadership, agreed-upon measures, teamwork, and a consistent rhythm in professional work are vital for educational practice development and knowledge production.

Professional Development, School-based Management Implementation, and Organizational Support on Instructional Supervisory Practices of School Administrators

The study developed a structural model on the professional development, school-based management practices, and organizational support on level of competence in instructional supervision of school administrators. Descriptive-correlational and structural-comparative research design were used in this study. Five hundred one (501) school administrators in Divisions of Region X were chosen as participants of the study in the school year 2023-2024. Data were analyzed using frequency counts, percentage, means, correlation, and multiple linear regression analyses, and structural equation model. Professional development, school-based management practices, and organizational support in the context of educational administration. The indicators examined include professional development activities such as trainings/seminars, self-efficacy, and attainment of advance degrees. Additionally, school-based management practices encompass leadership and governance, curriculum and instruction, accountability, continuous improvement, and management of resources. Lastly, organizational support is evaluated through aspects such as training and development opportunities, performance review and appraisal systems, merit-based promotion schemes, and incentives and awards systems. The best predictor on the instructional supervision of school administrators is organizational support for training and development significantly predicts the outcome variable. Higher levels of organizational support are associated with increased training and development opportunities, highlighting the importance of supportive organizational practices in facilitating employee growth and development. KEYWORDS: Instructional Supervisory Practice, professional development, School-Based Management Implementation, Organizational Support

A Review of the Effects of Integrated Language, Science and Technology Interventions in Elementary Education on Student Achievement

This systematic literature review presents a review of the effects of integrated language arts, science and technology (ILS&T) instruction, with an inquiry- or design-based pedagogy, in elementary schools on student achievement. To this end, an overview of the characteristics of the 19 included studies and their interventions is first presented. Second, the effects of interventions in relation to the study characteristics and outcome variables were examined, by comparing the mean effect sizes. The findings demonstrate positive effects of ILS&T instruction for all reported student learning outcome variables. Third, the relation between characteristics of the intervention and effect sizes was analysed. Interventions with higher levels of integration, a short duration, and teacher professional development activities produce higher effect sizes. These findings are relevant for the design of ILS&T interventions. The analysis was challenged by a lack of detailed information in study and intervention descriptions, which prompts a call for scholars to provide more comprehensive information in their intervention studies.

A collaborative professional development and its impact on teachers' ability to foster higher order thinking

The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.

Nursing Continuing Professional Development Activity: May/June 2024.

Nursing Continuing Professional Development Activity: May/June 2024.

OPPORTUNITIES, TEACHERS’ ATTITUDE AND ENGAGEMENT IN CONTINUING PROFESSIONAL DEVELOPMENT (CPD) ACTIVITIES

This descriptive research investigated the opportunities, attitude, and engagement in Continuing Professional Development (CPD) activities among elementary school teachers in the Province of Iloilo for the school year 2023-2024. The population comprised of elementary school teachers, with 380 participants selected through random sampling. Data were collected through an online survey utilizing a structured, researcher-made, validated and reliability tested questionnaire. The results revealed significant differences in the opportunities for CPD activities across congressional districts. Additionally, significant variations were found in teachers' attitude towards CPD activities based on their educational attainment. Furthermore, significant differences were observed in the level of teachers' engagement in CPD activities concerning both educational attainment and congressional district. However, no significant differences were found when teachers were classified according to their age, sex, school level, and school size. This study concludes that, while opportunities and attitude significantly influence engagement in CPD activities, their significant differences vary when they were classified according to their educational attainment and congressional district. Hence, it is imperative to consider these when designing CPD programs for elementary school teachers in the Province of Iloilo. Tailoring CPD opportunities and strategies is highly recommended to address the specific needs and preferences of teachers based on their educational backgrounds and geographic locations. Moreover, further research is warranted to explore additional variables that may influence teachers' engagement in CPD activities and to assess the long-term effectiveness of CPD programs in enhancing teaching quality and student outcomes.

Analisis Kinerja Manajemen Tenaga Pendidik dan Kependidikan di SDN Lontar II Surabaya

This study aims to analyze the performance of teacher and educational management in SDN Lontar II Surabaya, focusing on the effectiveness of human resource management and strategies for teacher professionalism development. The research method used is a case study in several primary schools in a specific region. Data were collected through observations, interviews, and document analysis. The results of the analysis indicate that the performance of teacher and educational management in primary schools still faces several challenges, including lack of administrative support, limited resources, and the need for further training and development for teachers. Therefore, it is suggested that schools improve human resource management strategies, provide relevant training, and encourage teacher participation in professional development activities.

Continuing professional development opportunities: Teachers’ motivation and perceived effectiveness

Continuing professional development (CPD) ensures that learning is an ongoing process and that professionals should continuously upgrade their craft throughout their careers. This study explored the perceived effectiveness of professional development (PD) activities on teachers' competence, aiming to answer questions about what PD activities teachers participate in, what motivates and hinders their participation, and how effective they are perceived to be in terms of improving teaching competence and enhancing student learning. The study utilized a quantitative approach, collecting data through a survey instrument from 1,063 teachers from Central Visayas, which is Region 7 in the Philippines. The results showed that teachers engaged in a variety of activities for their own personal and professional development to enhance their instructional strategies and to meet professional standards. However, hindering factors included lack of time, funding, and workload. Teachers believed that high-quality and needs-based PD activities enhance teaching competence and practice and impact student learning. In conclusion, the study highlights the importance of needs-based CPD programs to support teachers' ongoing professional development and enhancing their effectiveness in the classroom. By addressing the motivating and hindering factors identified in this study and prioritizing responsive CPD opportunities, educators and educational institutions can create a culture of continuous learning and improvement, resulting in positive outcomes for both teachers and students.

Teacher Research for Professional Development: The Tales of Two Teachers

Teacher research (TR) has become popular as a transformative continuing professional development (CPD) activity for in-service teachers. In Vietnam, English as a foreign language teachers carry out TR through a top-down national scheme called ‘ Sang kien kinh nghiem’ (‘initiatives–experiences’ (I-E)) to explore and attempt to resolve classroom issues through the application of ‘innovative solutions.’ This paper reports a part of a larger study which examines I-E scheme implementation. It focuses on the narratives of two teachers who engaged with the I-E scheme. The narratives, constructed through narrative analysis from narrative frames, semi-structured interviews, and the teachers’ I-E reports, reveal the affordances and hindrances in the experience of the teachers when engaging with the I-E scheme. The paper offers insights into TR for teachers’ CPD in Vietnam and has implications for effective implementation of TR for teachers’ CPD elsewhere.

A Quantitative Study on the Intersection of Personal Competence and Classroom Efficiency in Dance Teaching: A Case of Middle and Primary Schools in Dongchangfu District, Liaocheng City, Shandong Province, China

Dance education plays a vital role in fostering creativity, self-confidence, and overall well-being among students. Effective dance instruction requires a deep understanding of the intersection between personal competence and classroom efficiency among dance teachers. However, this intersection remains relatively unexplored, particularly in the context of Dongchangfu District, Liaocheng City, Shandong Province, China. To address this gap, this quantitative study examines how dance teachers' personal competence influences classroom efficiency in terms of student engagement, learning outcomes, and overall teaching effectiveness. A sample of 93 dance teachers from 45 primary and secondary schools in Dongchangfu District participated in the study. The findings reveal that dance teachers generally perceive themselves as competent and effective in their teaching practices, with high levels of technical skills, pedagogical knowledge, adaptability in teaching methods, communication effectiveness, and engagement in professional development activities. Moreover, teachers reported high levels of classroom efficiency, including student participation and engagement, achievement of learning objectives, effectiveness of teaching methods, classroom behavior management, and overall satisfaction with teaching outcomes. The study underscores the importance of continuous professional development, student-centered instructional strategies, effective classroom management, and support for novice teachers in enhancing dance education practices. The implications of the findings for practice, policy, and future research are discussed.

The current state of academic librarians’ continuing professional development and the roles of continuing professional development providers in Thailand

This research explored the current state of the continuing professional development of Thai academic librarians and the roles of continuing professional development providers, employing a mixed-methods approach. An online questionnaire was completed by 243 Thai academic librarians and in-depth interviews were conducted with 20 library directors and deputy directors. The quantitative data was analysed using descriptive analysis, while the qualitative data was examined through thematic analysis. The research found that academic librarians recognized the importance of participating in continuing professional development activities and exhibited a preference for online continuing professional development, with ‘in-house’ providers and academic library networks assuming significant roles. The study recommends focusing on information technology skills and English proficiency. Concise and dynamic guidance is offered for academic libraries and continuing professional development providers to reshape continuing professional development activities to post-pandemic dynamics, based on academic librarians’ needs, and align their offerings with contemporary academic library challenges and trends, better suiting Thailand’s evolving educational context.

Professional development activities of English language lecturers in Vietnam through the lens of sociocultural theory

Professional development activities of English language lecturers in Vietnam through the lens of sociocultural theory

“Without the video I wouldn't have known”: An experienced EFL teacher learning to provide oral corrective feedback

AbstractOral corrective feedback, a key aspect of second language teaching, has received extensive research attention. However, little is known about whether and how professional development (PD) activities influence teachers' beliefs and classroom practices regarding oral corrective feedback. This case study investigates the effects of a targeted PD program on one experienced teacher's feedback beliefs and practices. The program comprised a workshop facilitating the teacher to discuss recent research findings regarding corrective feedback in language classrooms and experiential learning and reflective activities for 8 weeks. The data included semistructured interviews, three sources of written reflections, and classroom observations conducted over 17 weeks. The findings showed that although the teacher had already been positive about the importance of corrective feedback in teaching and learning, she underwent several considerable changes in her beliefs regarding the types and timing of feedback. The findings also showed some considerable changes in her actual feedback practices. Implications for teacher PD programs are discussed.