Professional Development Course Research Articles

Comparing quality and engagement in face‐to‐face and online teacher professional development

AbstractIn order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face‐to‐face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face‐to‐face and online PD with respect to certain quality characteristics: clarity and structure, cognitive activation, collaboration and practical relevance, as well as participants' behavioural, cognitive and affective engagement. The study is based on 2210 teachers from Germany who participated in 1 of 137 face‐to‐face or 54 online PD courses. Although participants rated face‐to‐face and online courses very positively regarding all quality characteristics and engagement dimensions, they evaluated online courses slightly less favourably compared to face‐to‐face courses. Implications for practice and research are derived to help ensure high‐quality PD offerings in the future. Practitioner notesWhat is already known about this topic Face‐to‐face and online PD have the potential to be similarly effective. PD quality and participants' engagement can be assumed to be predictors of PD effectiveness. PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance. Engagement is a three‐dimensional construct composed of behavioural, cognitive and affective components. What this paper adds PD quality was rated very positively for online and face‐to‐face courses. Participants rated the quality of online PD lower compared to face‐to‐face PD. Participants rated their engagement in online PD lower compared to face‐to‐face PD. Implications for practice and/or policy PD format should always be chosen with which a higher benefit can be achieved. Quality assurance should take place before PD is conducted.

Mobile learning and speech technology for language teachers’ professional development

This study aims to investigate the use of mobile learning to provide pronunciation training for lecturers of English as a Foreign Language (EFL) from Vietnamese provincial universities. Mobile learning offers a potential solution for the delivery of professional development to lecturers based outside major cities thanks to its capacity to enable learning anytime, anywhere. Mobile learning and speech technology are expected to facilitate lecturers’ self-direct learning to fulfil their professional development needs using their own devices. This paper reports results from a pilot study which serves as the first phase of an ongoing design-based research project. The pilot study was carried out to explore the feasibility of an online pronunciation course and identify potential problems for future course iterations in the context of participants living outside major cities in a developing country. The objectives of the project are to establish and test a set of fundamental principles for mobile learning to be an effective way of providing online professional development for lecturers based outside major cities and to shed light on the necessary adjustments in course design to make it a scalable model for future education planning. In this study, both qualitative and quantitative data were collected during two iterations of an online pronunciation professional development course for EFL lecturers from Vietnamese provincial universities.

Facilitating social learning through learning design

In the field of technology-enhanced learning design, the rise of Web 2.0 has been the filip needed to accelerate the emergence of socially-connected global learners. These highly social learners now use the web to engage with knowledge and skill development and as such, online education has moved irrevocably beyond simply the finding and sharing of information among learners. The higher education sector is responding to this learning landscape. This is particularly relevant to the massive open online courses (MOOCs) environment where there is the potential for thousands of participants to learn through multiple open source tools with minimum intervention from educators. This social learning perspective can present a challenge for some educators. In this paper we present a work-in-progress collaborative project designed to respond to the professional development of teaching academics newly engaged in designing and teaching from a social learning perspective. We, in a central learning and teaching unit, designed and developed a professional development (PD) course that sought to build the capacity of academics going through this change: they were about to teach on a MOOC platform. Our purpose was to model the social learning framework as a method of capacity-building, but we also aimed to distil authentic social learning for the academics themselves. This resulted in creating a community of practice among educators. Further research is required to measure the impact of this capacity-building course in order to further enhance the learning experiences of academics preparing to teach on a MOOC platform.

A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait

ABSTRACT The present mixed-methods cross-cultural study probed the association between bilingual English teachers’ enjoyment, passion, and desire for professional development from the Iranian and Kuwaiti teachers’ standpoints. In doing so, a random sample of bilingual English teachers (N = 426) was chosen from educational institutions in Iran and Kuwait. Then, using self-report questionnaires and semi-structured interviews, participants’ beliefs and attitudes on the interaction of enjoyment, passion, and desire for professional development were evaluated. The results of confirmatory factor analysis (CFA) exhibited close, positive associations between Iranian and Kuwaiti teachers’ passion, enjoyment, and desire for professional development. Moreover, the results obtained from structural equation modelling (SEM) uncovered that Iranian and Kuwaiti teachers’ enjoyment and passion can positively predict their desire for professional development. However, as the results of measurement invariance revealed, some meaningful differences were found between Iranian and Kuwaiti structural models concerning the predictive role of passion and enjoyment. Additionally, according to the thematic analysis (TA) outcomes, both Iranian and Kuwaiti instructors believed that passion and enjoyment can trigger teachers to attend professional development courses. These findings may contribute to a better understanding of the role of pleasant emotions in language teachers’ motivation for professional advancement.

Profiling Teachers’ Motivation for Professional Development: A Nationwide Study

Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels. Participation in PD courses was associated with one of three profiles, labeled “reform-motivated,” “convenience-motivated,” and “interaction-motivated.” Participation in PD courses was more likely to be reform-motivated if a teacher had a major in chemistry, more experience teaching AP, more positive attitudes toward PD, or higher enactment of AP redesign in the classroom, or if the PD course was formal and face-to-face. The results show that teachers have different motivations for participating in PD courses and provide insight into how to engage teachers in professional learning.

Navigating the Online Learning Journey by Self-Regulation: Teachers as Learners

Self-regulated learning (SRL) can be defined as the ability of learners to act independently and actively manage their own learning process. This skill becomes especially important in online environments, which allow learners to decide where and how to study. Most research on SRL has focused on students; few studies have addressed teachers’ SRL as learners, and only a handful has done so in the context of online learning. A better understanding of teachers’ SRL is essential since teachers are expected to support the development of their students’ SRL abilities. This study contributes to bridging this gap by examining how online learning patterns reflect the self-regulated learning of teachers as learners in an online professional development (PD) course on nanotechnology. The study applies a mixed methods approach that combines the qualitative analysis of interviews with teacher learners and a personal summary of their learning process represented in four vignettes as well as quantitative log-file analysis to identify teachers’ learning patterns. The patterns identified are interval learning, on-track learning, skipping difficult parts, concentrated learning toward the end of the course (i.e., “bingeing”), and watching together. These patterns indirectly shed light on teachers’ SRL skills, especially their time management and task strategies, demonstrating that there is no one-size-fits-all approach to learning. The study highlights the need for a holistic approach, provides deeper insights into teachers’ learning experiences, and helps design future online PD courses.

Measuring South African novice teacher resilience in coping with teaching challenges: a Rasch model framework

PurposeThe aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.Design/methodology/approachThis study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.FindingsThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.Research limitations/implicationsThe study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.Practical implicationsDue to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.Social implicationsBy identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.Originality/valueThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.

Differentiated Instruction: A Survey of Novice Teachers’ Understanding and Barrier to Implementation

Gifted and talented students have different interests and preferred learning styles. Scholarly investigations have demonstrated that teaching gifted and talented students must address their needs as well as nurture their talents. Meeting the needs of gifted students in diverse classrooms has become a major problem for teachers. Differentiated instruction is one of the methods of instruction used with gifted children in programs. The idea that coping with all students equally is no longer effective, especially among gifted students. This emphasizes the importance of suitable teaching approaches, which include differentiated instruction (DI) as a fundamental solution, although challenging. Thus, this research aims to evaluate the level of understanding and the barriers faced by novice teachers in the implementation of differentiated instruction. This study was conducted at a boarding school located in Malaysia. The data were collected using a quantitative approach. The collected data were analyzed using SPSS software. The research revealed that novice teachers generally have knowledge and implement differentiated instruction during class. However, the amount of time taken for preparation becomes the major barrier to the implementation of differentiated instruction. The study also highlighted the need for professional development courses to support the implementation of differentiated instruction for gifted students.

Teacher clusters of emotions and self-efficacy in curriculum reform: Effects on collaboration and learner-centered teaching

This study aimed to examine the emotional and cognitive dimensions of teachers to elucidate how various clusters manifested their emotions and perceived their self-efficacy within the context of curriculum reform. Employing a survey design, we analyzed responses from 624 upper secondary school teachers in Taiwan. The results revealed three teacher clusters distinguished by varying levels of emotions and self-efficacy. Regression analyses indicated that self-efficacy, in comparison to emotions, emerged as a stronger predictor for teacher collaboration and learner-centered teaching practices. These findings hold implications for designing tailored professional development courses.

Stress among Private School Teachers

The modern lifestyle is accompanied by a great amount of stress, and private school teachers are also not far from it. The workplace is also more stressful than it used to be. Stress among private school teachers is influenced by a multifaceted phenomenon. For the completion of this research, the predetermined objectives were set first. The objectives of this study were to analyze and address the factors contributing to stress among private school teachers in order to implement effective support mechanisms and promote overall well-being within the educational environment. Altogether, 19 respondents, among them 1 principal, 2 management committee members, and 16 teachers (8 from the basic level and 8 from the secondary level) of a private school in Solukhumbu, were selected purposefully. The data and responses were collected from management committee members, principal, and teachers through an open ended questionnaire, and the responses were interpreted and described qualitatively according to the defined objectives. Maslow's hierarchy of needs theory is interconnected in this study to understand stress among private school teachers and use appropriate remedies in a specific order, starting with basic physiological needs and progressing to higher-level needs. 16 respondents working as a school teacher in a private school were burdened with excessive tasks, responsibilities, and demands within their professional role. They were facing high teaching loads with numerous classes, subjects, and students to manage. They had very limited time for lesson preparation and other innovations. Strategies such as workload management, providing adequate resources, promoting work-life balance, and offering support for professional development can help alleviate the stress associated with work overload and enhance the quality of teaching and learning. Further, private school teachers in Solukhumbu were not getting the facilities of professional development opportunities like seminars, workshops, research, on-the-job training, and other soft skills workshops from the school administration. To address this issue, it would be essential for private school teachers, school administrators, and relevant stakeholders to collaborate and advocate for the importance of professional development. Additionally, government policies or initiatives that support and incentivize private schools to invest in teacher training and other professional development courses. The responses of all the respondents showed that job security and stability are big worries for them. The survey showed that private school teachers in Solukhumbu had a lot of uncertainty about job security and stability, which is creating stress for the teachers. The school management committee and school administrators should prioritize clear policies regarding employment terms, the school's future plans, bonuses, insurance, retirement plans, disability coverage, and other wellness programs. All 16 respondents from different backgrounds responded that teaching is stressful and sensitive enough to address cultural differences, language barriers, and varying learning styles, which requires extra effort from the teacher. The school management committee and administration should prioritize the pressure of the sociocultural sensitivity of diverse students to the teachers. Limited participation in decision-making can generate stress by undermining teachers' sense of professional value, autonomy, and job satisfaction. Addressing these stressors involves implementing effective feedback mechanisms by the concerned authorities that provide constructive insights, recognize achievements, and support teachers. Maslow's theory is a psychological theory that suggests teachers are motivated by a hierarchy of needs, starting with basic needs and progressing through safety, belongingness, esteem, and self-actualization. While Maslow's theory is primarily focused on motivation, it can be indirectly related to stress management. Implementing these recommendations requires the commitment of school administrators, policymakers, and educators to create a supportive and conducive environment for teaching and learning in private schools.

Impact of a Professional Development Course for Doctoral Nurses and Students on Genomic Conceptual Knowledge and Competencies.

Universally, nurses' limited educational opportunities to expand their genomic literacy may have implications on patient care management, research, and training. To evaluate the impact of a self-paced online course on genomic knowledge and competency acquisition in a sample of nurses possessing a doctoral degree and doctoral students. Pre- and postcourse data were collected using the "Genomic Nursing Concept Inventory" (GNCI) (N=129) and a self-report survey based on the Essential Genetic and Genomic Competencies for Nurses with Graduate Degrees (N=131). GNCI scores in all 4 topical categories and in 9 of the 16 domains significantly improved. All Genetic Competency scores significantly improved. Significant correlations were observed between Genetic Competency self-ratings and GNCI scores precourse and change of scores. The positive outcomes should encourage the development of more accessible educational opportunities for nurses and other healthcare professionals to improve genomic literacy and competency.

Clinician Awareness of Stickler Syndromes Among Australian Allied Health Care Professionals.

Stickler Syndromes are multisystem collagenopathies affecting 1 in 7500-9000 individuals and are associated with craniofacial, ocular, auditory, and musculoskeletal complications. Prophylactic retinopexy treatment reduces the risk of retinal detachment, emphasising the need for early detection and multidisciplinary referral. This study evaluated knowledge and awareness of Stickler Syndromes among allied health professionals and their perceived needs for targeted education to improve multidisciplinary care. A cross-sectional survey was undertaken among audiologists, speech pathologists, optometrists, orthoptists, and physiotherapists in Australia. Survey questions included practitioner demographics, awareness and knowledge of Stickler Syndromes, confidence managing Stickler Syndromes, and perception of multidisciplinary care needs for Stickler Syndromes. Of 180 healthcare professions who participated (79% female; 78% aged between 25 and 44 years), 55% indicated that they had heard of Stickler Syndrome, and 14% had directly worked with patients known to have Stickler Syndromes. Practitioners who had were either optometrists, orthoptists, or audiologists. The most recognised clinical sign of Stickler Syndromes was retinal detachment (selected by 66% of optometrists and orthoptists and 16% of other professions), but only 41% of optometrists and orthoptists (27% all respondents) selected cryopexy as a potential management strategy. Vitreous anomaly was recognised as a clinical feature by 20% of all respondents. Overall, 69% of allied health professionals did not feel confident managing Stickler Syndromes, and a similar number of practitioners (69%) indicated that they were willing to attend professional development courses for complex conditions such as Stickler Syndromes. This study provides meaningful insights on awareness and knowledge of Stickler Syndromes among allied healthcare professionals. Targeted clinician education, enhanced communication between healthcare entities, and multidisciplinary care programs can significantly improve the integrated care of Stickler Syndromes leading to better patient outcomes.

Factors Influencing the Provision of Professional Development among Primary School Teachers in Kahama Municipality, Shinyanga Region, Tanzania

Teachers are a way to enact any educational reforms since they have significant power over what is taught in the classroom. According to the research conducted by [1], it has been suggested that; to enhance the effectiveness and efficiency of teachers, it is imperative to recognise the significance of professional development (PD) courses, specifically those focused on in-service education and training for primary school teachers (Inset-PST). The study examined the factors influencing the provision of professional development among primary school teachers in Kahama Municipality, Shinyanga Region, Tanzania. Under the mixed research approach, a convergent parallel research design was adopted. A questionnaire and an interview were employed, and a sample size of 112 was used. The results indicated that teachers’ competences, development of science and technology, challenges in teaching and learning, academic performance of the learner and employer needs are factors that influence the provision of professional development programmes. According to the study's results, there is a need for professional development programs for teachers in public primary schools because they are influenced by a variety of internal and external influences. To improve the delivery of high-quality education, the study recommended that educational leaders should ensure that public primary school teachers are given access to professional development programmes and actively participate in them.

Educators’ motivations in massive open online courses for professional development

Educators’ motivations in massive open online courses for professional development

Effects of Occupational Therapy Professional Development Training on School-Based Practice

ABSTRACT Purpose A training program was provided to school-based occupational therapy practitioners (SBOTPs) in Massachusetts to support practices aligned with educational policies and regulations. The purpose of this study was to determine the impact of this training program on school-based practice patterns. Methods This study used a researcher-designed online exploratory survey to determine occupational therapy practice patterns in Massachusetts public schools following the training program. The survey was emailed to the 309 SBOTPs who participated in a Massachusetts Department of Education sponsored training between 2007 and 2019. The survey questions analyzed the frequency of reported participation-based intervention methods, in-context and out-of-context services, and interdisciplinary collaboration used by these practitioners. A Chi Square Goodness of Fit Test was performed to determine if there were categorical differences in the frequency of responses to each research question. Results After analyzing our 29 responses we determined that the training program was effective and had an impact on how SBOTPs practice within their schools. After the training, SBOTPs in Massachusetts reported engaging more frequently in participation-based practice in natural school contexts, and collaborating with teachers and other school professionals. Contribution to Occupational Therapy This research serves as evidence that professional development courses can impact how SBOTPs practice. This study suggests that practice patterns of SBOTS can be influenced by participating in trainings that include a model with rationale and facilitated practice for providing occupation-based services in the least restrictive environment and for increasing collaborative practices in schools. School-based occupational therapy (SBOT) is integral to the educational development of children who require this service as part of their individual educational program (IEP). SBOT helps students to achieve success in occupations within the school setting, such as education, play and leisure, activities of daily living (ADLs), and social participation. Students who receive special education services are eligible for occupational therapy if the IEP team determines that SBOT is necessary to achieve the prioritized student goals developed by the team, enhancing the student’s ability to succeed in the educational program. The overarching goal of school-based occupational therapy in working with eligible students with disabilities under the federal special education law, the Individuals with Disabilities Education Act (IDEA), is to support students’ abilities to successfully participate (academically and functionally) in their educational program in the least restrictive environment in order, ultimately, to prepare them for adult living (AOTA, 2017; IDEA, 2004).

Profiling the status of out-of-field teaching in Western Australia: graduate teacher and principal perspectives

ABSTRACT This paper shows how system-level data can generate useful insights into the profile of first-year graduates who are teaching out-of-field (OOF). Understanding in-school demand and impacts on first-year graduates teaching OOF is important, especially when the first years of teaching are complex, busy, and involve a steep learning curve. A mixed methods sequential explanatory design was used to generate qualitative and quantitative data collected from teacher and principal surveys. This study establishes the prevalence of OOF teaching amongst first-year graduates in Western Australian public schools and develops a profile of their OOF experiences and support needs based on their perceptions and their principals’ perceptions. This study details the supports that will make a difference to teachers’ capability, in particular a reduction in load where the OOF teaching workload is high, and access to formal subject-specific mentoring, both noted in research as important support mechanisms. This paper provokes new research questions, highlights areas for further research, and establishes the need for more large-scale datasets and longitudinal studies to examine change over time and the enduring effects of OOF teaching, both in relation to transitions into teaching, as teachers learn on-the-job, and when teachers undertake formal professional development programmes or courses.

Professional development of english foreign language teachers in Indonesia: non-english educational background

The paper reports on the results of a study aiming to analyze the teachers’ perception of their professionalism in teaching English as non-English education graduates as well as the challenges that are faced by the teachers. The data were collected from observation and interview with two English teachers of the Senior High School in Subang, West Java, Indonesia. The data were analyzed by a qualitative method through three steps: reduction, display and conclusion. From the interview result, two teachers have similar perceptions of professionalism in teaching. They believed that professional development can be improved by joining some events and programs in an effort of developing their pedagogical competence such as seminars, workshops, short courses or teacher training related to teaching in order to develop their knowledge of teaching methods. Meanwhile, the observation results show that both teachers have not applied all practical professional development activities in their classrooms, such as the implementation of lesson study is not achieved well and the teachers are not familiar with self-reflection. The result highlighted from two teachers’ perceptions of being professional that they are consciously confident that professionalism is undeniable for the sake of students’ achievement in learning English by having various of professional development courses or trainings. In conclusion, the researcher assumed that their teaching English professionalism could be developed as long as they have taught English skills which can be reinforced by some experiences in teaching English, applying pedagogical knowledge and attending teacher’s programs that can improve their competence in teaching.

The use of digital technologies in the sport and physical education lesson: Fostering need-supportive behaviours in physical education teachers

<p>In primary and high school settings, the benefits of incorporating technology into curricula have been addressed by several studies; however, wearable technology integration as experienced by physical education teachers is less prevalent. Physical education teachers’ lack of confidence teaching P.E. using wearables, along with a lack of appropriate preparation and unclear curricula frameworks that define how wearables could be used, are additional factors which require further exploration. As such, due consideration of the opportunities and barriers that physical education teachers encounter with wearable usage is presented. This article contributes to pedagogical practices in physical education using wearable technology. This is achieved by highlighting the opportunities that wearable technology presents as a student learning support tool as wearable allow cross curriculum learning opportunities with science, technology, engineering and mathematics. In this paper, the practicality and curriculum relevance of wearable usage in physical education is highlighted. Our paper discusses implications for research and practice and provides a knowledge base for the establishment of professional development courses based on teacher needs.</p>

ARTIFICIAL INTELLIGENCE IN EDUCATION: CASES OF USING CHATGPT 3.5

Formulation of the problem. This research explores the possibilities and peculiarities of employing artificial intelligence in general secondary education. A retrospective analysis of human utilization of artificial intelligence is conducted. Emphasis is placed on the relevance and significance of aligning the education system with contemporary demands and implementing new technological solutions. The focus is on the correctness of queries to systems and the necessity of analyzing work outcomes. Materials and methods. Data collection and processing were conducted during professional development courses for education professionals in the Chernihiv region (Ukraine) through pedagogical observation of course participants and their work with AI. Throughout the study, 34 training sessions were conducted, involving 748 teachers teaching various subjects. Among the showcased cases of AI usage, the most demanded queries among teachers are presented. Results. Examples of text analysis using the generative system ChatGPT 3.5 are provided. The obtained results are analyzed. The findings emphasized the necessity of clearly formulating queries and providing comprehensive input data and complete texts for analysis. In such cases, the artificial intelligence system can provide more accurate responses. This study demonstrated that the system handles this task quite successfully when providing the text of a program code and requesting commentary. However, solving mathematical problems poses specific difficulties, and obtaining the correct answer is only sometimes achievable. That reiterates the critical approach toward the system's obtained work outcomes. Conclusions. ChatGPT 3.5 can correctly analyze well-known facts and provide accurate information about them, but if the facts are local, the system cannot cope with the task. Simple math problems and tasks are performed correctly, but more complex ones already cause difficulties. It is essential not only to write prompts correctly but also to present input data. Such tasks as paraphrasing, translation, and changing the text's tone demonstrate modern AI systems' capabilities. ChatGPT 3.5 can become a good teacher's assistant or assistant for preparing various documentation. Requests for help in writing lesson plans, preparation of educational activities, formation of project topics, and technological maps of projects are carried out by the system at a high level.

Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching

One of the obstacles preventing change of teaching methods in schools is teachers’ traditional conceptualizations of ‘teaching’ as transmissive and teacher-centered. The aim of this study was to track changes in experienced teachers’ concept of ‘teaching’, following their exposure to attentive teaching. This is a dialogical method in which the learners represent their concepts in drawings and written explanations, and discuss them with their teacher and peers. Method: This was a multiple-case study. The participants were three teachers who attended an attentive teaching professional development course. They drew ‘teaching’ in the first, sixth, and the last, fifteenth, session, and provided explanations of their drawings. Findings: At the start of the course, they described teaching as a unidirectional process of transmitting knowledge. In the middle, they became more aware of the students as individuals who should be listened to. By the end of the course, teaching was portrayed as multi-directional (and enjoyable), so that all the participants, including the teacher, teach and learn from each other. Conclusions: This study shows that by studying, experiencing, and implementing attentive teaching, it is possible to change experienced teachers’ traditional beliefs without directly challenging them, and that drawings can track the changes’ trajectory.