Professional Development Community Research Articles

Leveraging professional learning communities in linking digital professional development and instructional integration: evidence from 16,072 STEM teachers

BackgroundIntegration of digital tools and resources in STEM instruction has garnered significant attention due to its high potential. Digital professional development is identified as a pivotal factor for equipping teachers with necessary digital skills to effectively orchestrate digital resources. Notably, the role of professional learning communities is considered critical. However, the intricate relationships among digital professional development, professional learning communities, and digital instructional integration among STEM teachers remain underexplored. Utilizing partial least-squares–structural equation models (PLS–SEM), the present study examined links in digital professional development, professional learning communities, and digital instructional integration among STEM teachers (N = 16,072) who participated in the Programme for International Student Assessment (PISA) 2022.ResultsFindings from the PLS–SEM analysis indicate that digital professional development exhibits a direct positive relationship with professional learning communities and digital instructional integration. Relatedly, professional learning communities is positively correlated with digital instructional integration. In terms of indirect effect, findings show that professional learning communities play a significant positive mediating role in linking digital professional development and digital instructional integration.ConclusionsThis study reports new evidence on the influence of digital professional development on digital instructional integration through professional learning communities among 16,072 STEM teachers and concludes that, when STEM teachers regularly immerse themselves in professional learning communities, they are more likely to benefit from their digital professional development by integrating digital technologies in classroom instruction. Policymakers and educational leaders should consider promoting digital professional development and professional learning communities among STEM teachers, along with efforts to encourage digital instructional integration.

Challenges and Professional Support for Principals at Rural Schools for Sustainable Development

This study aims to explore the challenges faced by principals in rural schools in Taiwan and the professional support they require to improve leadership and school management. Utilizing focus group interviews, data was collected from 16 participants (7 women and 9 men), focusing on issues such as limited cultural capital, student retention, teacher shortages, poor student performance, and insufficient school funding. This research highlights the specific challenges of teacher retention, student mobility, and administrative burdens. The key professional support identified includes targeted professional development, curriculum inspection, parental engagement, and collaboration with colleagues and experienced principals. This study suggests that creating professional development communities, fostering collaborative networks, and increasing administrative support can significantly enhance rural school leadership and improve education quality. The findings offer practical insights for policymakers to tailor support systems to meet the unique needs of rural school principals in Taiwan, drawing on successful strategies from both local and international contexts to ensure sustainable educational leadership and development.

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.

Elementary learning styles and application of the Dunn and Dunn learning style inventory model

This study explored the diverse learning styles of elementary pupils in an elementary school in the Philippines. It examined the application of the Dunn and Dunn Learning Style Inventory Model (DDL-SIM) to enhance educational outcomes. Recognizing the unique learning preferences of learners, the research aimed to bridge the gap in learning styles by implementing tailored teaching methods and strategies. Utilizing an explanatory mixed-methods research design, the study engaged all pupils using the complete enumeration sampling technique to ascertain their learning styles across five domains: environmental, emotional, sociological, physiological, and psychological. The survey questionnaire for the quantitative phase and the semi-structured interview guide questionnaire for the qualitative phase were employed, which were subjected to validity and reliability tests by the expert panel of evaluators. The study's data analyses utilized descriptive statistics, Spearman Rho correlation, and thematic analysis. As per the DDL-SIM, quantitative findings revealed significant emotional and physiological preferences, with significant relationships between demographic profiles and their learning styles. Qualitative insights underscored a holistic approach to learning as the generated major theme, emphasizing the interconnectedness of minor themes such as emotional intelligence, social dynamics, physical health, and environmental factors in the learning experiences. The study suggested that educators create tailored learning plans and gender-sensitive approaches and include emotional and physiological aspects in teaching. In support of varied learning styles, it promoted the DDL-SIM of educator’s professional development and parent and community participation. Hence, the DDL-SIM recognizes and addresses each learner's unique preferences, promoting a more inclusive and successful learning environment.

SKILLS LABORATORY APPROACHES AND ENTREPRENEURSHIP LEARNING ACHIEVEMENT IN UPPER SECONDARY SCHOOLS IN RWANDA A CASE OF NYAGATARE DISTRICT

The need for entrepreneurial skills impacting the quality of teaching and learning entrepreneurship all over the world. More emphasize have been made in teaching entrepreneurship but entrepreneurial outcome for graduate in upper secondary is still critically. The study aimed to investigate the effect of skills laboratory approaches on learning achievement in entrepreneurship in upper secondary school of Rwanda. Study utilized descriptive research. The study included a total population of 3661 individual consisting of 49 deputy head teachers in charge of studies, 102 entrepreneurship teachers and 3510 upper secondary students from upper secondary schools in Nyagatare district, the researcher determined the sample size of 361 respondents using Yamane formula. structuring questionnaire, interview and observation are employed as tools of data collection. The result indicated that 86% strongly agreed that skills laboratory boast learners engagement and confidence in activity presentation, 87.9% strongly agreed that project based assessment enable learners creation of project in student business clubs, 85.9% of respondents strongly agreed that Students business club helps learners to demonstrate entrepreneurship knowledge or skills learnt in real life, 92.2% strongly agreed that demonstration of skills lab improve pitching skills and creativity of project. Results revealed thatskills laboratory approach have positive significance to learners performance since the p value is less than 0.005 underpinning the positive relationship between skills laboratory and entrepreneurship learning achievement.The study recommends thatThe study recommends learners to become actively engaged in group discussion, presentation so that improve learners performance that result in interaction and improve their entrepreneurial skills and entrepreneurship achievement rather than memorizing for purpose of getting marks.entrepreneurship teachers to use skills laboratory approaches in teaching entrepreneurship lesson so as to help learners to solve community problem. School administration for participate in capacity building of entrepreneurship teacher by organizing community of practices and continuous professional development to boost the capacity of in service teachers on using skills laboratory approaches in teaching and learning entrepreneurship. curriculum designer and policy makers due to their role in education, to revise entrepreneurship curriculum into another image of teaching-learning activities, techniques, approaches, and assessment methods of entrepreneurship for practice purpose in secondary school of Rwanda.

Teachers’ views on gameful practices – A scoping review

Gameful education can foster students' lifelong learning perspectives, which is vital in the 21st century. However, implementation strongly depends on teachers' views about gameful practices. This scoping review aims to identify the characteristics of relevant studies and explore factors influencing gameful practices. Following the PRISMA protocol, 143 studies were analysed that focused on in-service teachers’ beliefs, attitudes, or practices concerning gamification or game-based learning; published between 2013 and 2023; written in English; contained primary source; and peer-reviewed. The study introduces a typology of supporting and inhibiting factors, emphasising the importance of professional development and supportive communities.

Exploring the Link Between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach

Exploring the Link Between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach

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.

CED PORTAL WEBSITE

Abstract-. The Continuing Education Department (CED) is committed to advancing lifelong learning and professional development by providing a wide range of high-quality, accessible educational programs for adults and professionals. These offerings include professional development courses, certification programs, workshops, seminars, community education, and online learning, all designed to enhance skills, promote personal growth, and foster community engagement. Through these initiatives, the CED aims to improve employability, support career advancement, and contribute to community development, ensuring that individuals and communities are equipped to adapt to evolving industry trends and achieve their personal and professional goals. Index Term: HTML; CSS; JavaScript; Bootstrap; PHP; UI; Web Application.

Clicks for credit: an analysis of healthcare professionals’ social media use and potential for continuing professional development activities

ABSTRACT Background Previous studies have examined social media habits and utilization patterns among various groups of healthcare professionals. However, very few studies have evaluated the use of social media to support continuing professional development activities. The goal of the 2023 Clinical Education Alliance social media survey was to explore how HCPs interact professionally with social media, describe utilization trends, and identify barriers to using social media to disseminate CPD content. Methods We conducted an online anonymous, voluntary survey of healthcare professionals contained in the Clinical Education Alliance learner database from January to March 2023. The survey was distributed via email and all learners were invited to participate regardless of profession or specialty. This survey consisted of 16 questions and collected demographic information and social media utilization and habits of healthcare professionals. Results Of the 2,615 healthcare professionals who completed the survey, 71.2% use social media. Most respondents were physicians (50.6%) practicing in an urban setting (59.6%) and have been practicing for more than 15 years (70.5%). The most widely used platform was Facebook (70.7%), but there were no significant differences among the different professions. Of the respondents who use social media, 44.5% used social media to access continuing professional development-certified activities. Surveyed learners preferred passive participation with social media content. Participant-reported concerns include issues with legitimacy of the information, privacy, time constraints, and institutional barriers. Discussion As the continuing professional development community continues to evolve and seek new innovative strategies to reach healthcare professionals, the findings of this survey highlight the need to identify and enact social media-based strategies aimed to engage healthcare professionals and provide them with unbiased evidence-based education.

Health Care Professional Distress and Mental Health: A Call to the Continuing Professional Development Community.

COVID-19 unleashed a maelstrom of distress on health care professionals. The pandemic contributed to a host of stressors for workers because of the need for rapid acquisition of new knowledge and skills to provide best treatment while simultaneously dealing with personal safety, limited resources, staffing shortages, and access to care issues. Concurrently, problems with systemic racial inequality and discrimination became more apparent secondary to difficulties with accessing health care for minorities and other marginalized groups. These problems contributed to many health care professionals experiencing severe moral injury and burnout as they struggled to uphold core values and do their jobs professionally. Some left or disengaged. Others died. As continuing professional development leaders focused on all health professionals, we must act deliberately to address health care professionals' distress and mental health. We must incorporate wellness and mental health as organizing principles in all we do. We must adopt a new mental model that recognizes the importance of learners' biopsychosocial functioning and commit to learners' wellness by developing activities that embrace a biopsychosocial point of view. As educators and influencers, we must demonstrate that the Institute for Healthcare Improvement's fourth aim to improve clinician well-being and safety (2014) and fifth aim to address health equity and the social determinants of health (2021) matter. It is crucial that continuing professional development leaders globally use their resources and relationships to accomplish this imperative call for action.

TEACHER'S CONGRESSES IN THE DESIGN OF THE PEDAGOGICAL COMMUNITY OF RUSSIA (SECOND HALF OF THE XIXTH – EARLY XXTH CENTURIES)

In the article, based on the analysis of a complex of historical sources – research materials, newspaper articles and reviews of the pedagogical press of 1860–1900 – and the stated theoretical framework of the study (the theory of the development of professional communities), it is concluded that teachers’ congresses were a condition for the transformation of a professional group into a pedagogical community, which characterizes the signs of the group’s social maturity. Their dynamics and degree of manifestation made it possible to single out three periods in the pre-revolutionary history of the Russian teachers’ congresses.

A Grounded Theory of Indonesian English Teacher Educators’ Professional and Identity Development in a Blended Professional Development Community

This study aims to explore engagement that shows evidence of the professional development of Indonesian English language teacher educators converging in a blended learning community pseudonymously called the PL community. Further, the study seeks to explore how professional identities, which are also part of the professional development of teachers and teacher educators, are negotiated and claimed. The data was collected through (1) participant observation (participation in Facebook discussions), (2) interviews, and (3) documents (e.g., Facebook interactions/dialogs, workshop materials, or published papers). Grounded theory was used to analyze the data and to theorize emerging themes. Here, three layers of coding (open, axial, and selective) were done. Data analysis suggests that, by actively interacting in the PL community, members experience professional development activities, particularly in teaching, research, and publication. How professional identities were negotiated and claimed was also discussed.

PRACTICAL EXPLORATION OF THE PROFESSIONAL DEVELOPMENT OF COLLEGE IDEOLOGICAL AND POLITICAL TEACHERS

This study takes the political, theoretical, and belief requirements of college ideological and political courses as the premise and basis, summarizes the characteristics of the professional development of college ideological and political teachers, and extracts the requirements for the professional development of college ideological and political teachers. Under the guidance of the development stage theory, the professional development of college ideological and political teachers is divided into seven periods, which are the pre-service education period, the initial period, the adaptation and transition period, the competence period, the maturity period, the stable period, and the retirement period. According to the characteristics of each stage, explore the practice mode of professional development of teachers of ideological and political courses, such as implementing school-based training, relying on school-based curriculum development, effectively carrying out action research, actively carrying out teaching reflection, building a community of teacher professional development, and conducting scientific teacher evaluation, etc.

THE FORMATION OF FUTURE DOCTORS’ MANAGERIAL COMPETENCE: EXPERIENCE IN LEADING INSTITUTIONS OF HIGHER MEDICAL EDUCATION IN UKRAINE

The article deals with the problem of future doctor’s managerial competence formation. The aim of the article is as follows: to analyze the educational programs of future doctor’s training in the leading medical higher education institutions in Ukraine in the context of their managerial competence formation. The article highlights the results of scientific literature analysis. The author substantiates the criteria for selection of institutions of higher medical education of Ukraine, the experience of which is studied. The article presents the results of the analysis of educational programs for future doctors’ training and determines its common features as well as compliance with the Standard of higher education for the second (master’s) level of higher education in speciality 222 Medicine. It is proved that most institutions of higher medical education offer optional courses, which form separate components of the managerial competence of a future doctor in such professional domains as “cooperation”, “services”, and “the development of profession”. The issues of forming managerial competence for the implementation of one’s own professional activity and professional development of doctors, promoting the development of professional community, improving services, introducing changes, etc., remain outside the attention of educational programs’ developers. The conclusion is made that there are gaps both in educational programs and in the knowledge of medical students regarding the need to master managerial knowledge, skills and abilities, as well as their application in professional activities. Such conclusions provide grounds for the development of scientific and methodical recommendations for solving this issue.

The New Curriculum Implementation in Indonesia: A Study in Two Primary Schools

The new 2013 curriculum has just been implemented recently in Indonesia from primary to secondary school levels. There are a lot of criticisms towards the implementation, especially in the schools’ readiness to apply the new curriculum in the real classroom. This study aims to investigate the role of school leaders in the new curriculum implementation. Several aspects were also examined: teacher professional development with regards to the curriculum implementation, how schools involve parents prior and during the curriculum implementation, supporting factors for the implementation and factors that hinder the success of the new curriculum implementation. Data were gathered from school leaders, teachers, and parents. The findings show that school leaders in these schools play an important role by exercising transformational leadership and shared instructional leadership. Continuous teacher professional development and professional learning community are other important factors for the success of the new curriculum implementation. Time constraints and limited resources are reported to be the hindering factors. The findings show that albeit schools acknowledge the importance of parental involvement in students’ learning, schools have not given adequate support that parents need in order to be fully involved in their children’s learning.

Analysis of key roles in large‐scale online learning: Interactive participation characteristics and knowledge construction behaviour patterns

AbstractOnline teacher professional development is a branch of online learning, which offers educators opportunities to refine their pedagogical skills and collaboratively construct knowledge within professional learning communities. During these interactions, teachers often engage in knowledge construction while exhibiting diverse role characteristics. Investigating these role characteristics and knowledge construction patterns can enhance the comprehension of the interaction process and contribute to online teacher professional development design, addressing challenges such as weak activity and low collaboration. This study examined the key roles that actively interact or contribute to the online community in online teacher professional development, analysing interactive participation characteristics and knowledge construction behaviour patterns. Data were collected from an online teacher professional development activity in China. Statistical, content and lag sequence analysis methods were employed. Results showed that the three key roles had weak interaction persistence and different content quality in interactive participation characteristics. Knowledge construction behaviours of key roles were generally at a high level, with different patterns observed. Finally, the study proposed practical implications based on key roles' interactive participation characteristics and knowledge construction behaviour patterns. These implications may inspire the learning designs that promote online interaction and deep learning based on role characteristics in online teacher professional development.Practitioner notesWhat is already known about this topic Online teacher professional development is an evolving and increasingly recognized field within education, positioned as a subset of online learning. Within professional learning communities, teachers engage in knowledge construction and display varied role characteristics. In large‐scale online teacher professional development, only a few consistently maintained knowledge sharing and interaction. These active participants, or ‘key roles’, account for the majority of interactions. The interactive characteristics of the key roles are rarely discussed. What this paper adds Key roles, while actively participating in the online community, do not necessarily maintain consistent activity throughout the learning process. The interactive participation behaviour of key roles tends to learn more towards ‘following’ rather than ‘initiating’. The quality of interactive content from key roles varies widely. While they are responsible for a significant portion of interactions, it is not guaranteed that these interactions will always be of high quality. Knowledge construction behaviour patterns vary among key roles. Overall, their knowledge construction behaviours are generally at a high level and primarily transit among high stages of knowledge construction. Implications for practice Maintain continuous interaction and posting high‐quality content prove to be challenging even for key roles. Course administrators should monitor and strategically enhance their engagement to prevent them from becoming lurkers. Understanding the behaviour patterns of key roles offers insights for increasing interaction enthusiasm among active participants. It is necessary to develop role‐specific scripts in professional learning communities, to tailor content for opinion leaders, contributors and boundary spanners.

Ideological sensemaking in an elementary science professional development community

ABSTRACT Background Ideologies are socially constructed frameworks for sensemaking that influence teaching and learning. Drawing on Learning Sciences research on ideologies, we explore how an elementary science professional development (PD) community used substrate (shared interactional resources) in sensemaking interactions to reify or rearticulate dominant ideologies. Method We analyzed PD interactions to understand how PD community members used substrate across multiple timescales as part of ideological sensemaking. Findings We first show how participants drew on substrate to rearticulate ideologies about young learners’ capabilities in science. We then show how limited resources available in substrate impeded interactional engagement with deficit narratives of multilingual learners. Contribution Practically, we demonstrate how ideological rearticulation requires establishing intentionally designed substrate as a resource for later PD and facilitation that surfaces and challenges dominant ideologies. Methodologically, we show how substrate—often analyzed at microgenetic scales—can be traced back over longer timescales to understand longitudinal learning.

Opening Up the Continuing Professional Development Imagination: Bringing the Clinical Workplace Into View.

This Foundations paper introduces the "Working as Learning Framework (WALF)" to the continuing professional development community. Developed by researchers in the domain of workplace learning, the WALF draws upon theories and concepts from economics, sociology of work, and sociocultural theories of learning. The Framework provides conceptual tools to analyze interconnections between workplaces, the organization of work tasks, and learning. Through these interconnections, the Framework introduces the concepts of "expansive learning environments" and "restrictive learning environments." This paper provides an overview of the WALF before discussing possible implications for continuing professional development educators and researchers. Ultimately, this Foundations paper invites readers to engage with the rich scholarship on workplace learning informed by sociocultural concepts of learning and complemented by research on work and workplaces.

Disempowerment versus empowerment: Analyzing power dynamics in professional community development

ABSTRACT Using a dimensions of power framework that integrates the theoretical work of Gaventa, Giddens, and Young, this paper unpacks the meanings of self-efficacy, solidarity, and agency in relation to different forms of power. These definitions: (1) reaffirm radical understandings of empowerment as an internal process for both individuals and groups, as well as a function of enabling institutional and societal structures, and (2) enable critical examination of the role of community development professionals in the pursuit of empowerment at these various levels of analysis. We begin with a critique of imposed, deficit-oriented approaches to community development and examine how mainstream practices have shifted intentions toward asset-oriented, participatory work within communities served, but even in the best circumstances fail to address underlying systemic barriers to empowerment and community well-being. Based on this analysis, we consider how these findings call for transformation of the role of professional community developers.