Teacher Professional Development Research Articles

Menavigasi Era Disrupsi: Menuju Transformasi Manajemen Mutu Pendidikan Islam yang Adaptif dan Inovatif

This study aims to determine the implications of the transformation of Adaptive and Innovative Islamic Education Quality Management in the era of disruption. This research uses a qualitative method with a case study approach at the Ulya Muadalah Education Unit (SPM) school institution at the Darussalam Blokagung Islamic Boarding School. Data collection techniques were collected through in-depth interviews, participatory observation, and document analysis, with the main informants consisting of principals, teachers, administrative staff and students. While data analysis used thematic analysis method with data coding to identify key themes that emerged from interviews, observations, and document analysis. The results showed that the Transformation of Adaptive and innovative islamic education quality management in the era of disruption included collaboration and cooperation networks, teacher professional development and 21st Century Skills-Based curriculum development. collaboration and cooperation networks between the Ulya Muadalah Education Unit (SPM) with madrasah diniyyah Al Amiriyyah, SPM Wustho, and Ma'had Aly institutions have proven to be an effective strategy in improving the quality of education and academic competence of students while teacher professional development is carried out with activities such as consortium, shawir and Batsul Masail

Utilization of Local Wisdom as a Learning Source in Designing Learning Tools: Culturally Responsive Teaching Negeri Hila

Community Service (PkM) activities were carried out by providing training to teachers at SMA Negeri 6 Maluku Tengah in Waitomu Hamlet-Negeri Hila. This activity aims to provide insight into the development of teacher professionalism, more specifically how deep the application of CRT in learning activities at school. This activity is expected to encourage teachers to improve their competence and motivation to become professional teachers. The activity was carried out in a structured and systematic manner in the form of providing in-depth material for teachers. The result of the community service is that subject teachers can develop learning tools based on local wisdom, namely CRT, which utilizes the surrounding environment as a learning resource. In addition, 100% of teachers like this activity, this is because there are many training activities both from the center and local governments, but CRT-based training activities are rarely delivered and are even new to teachers. The school hopes that lecturers can continue to provide assistance and training for teachers at SMA Negeri 6 Maluku Tengah by sharing new things so that they can apply them in learning. By embracing CRT in learning, it can create an inclusive, interesting, and empowering learning experience that meets the various needs of all students and helps close the gap in learning

The past and current role of pupil’s effort and physical tests in Norwegian physical education teacher’s assessment

Assessment practice is an important part of a physical education (PE) teachers work and can contribute positively to motivating pupils towards learning and developing lifelong pleasure in movement. In 2020, a new curriculum, “the Knowledge Promotion” 2020 (LK20) was introduced in Norwegian schools. This study aims to investigate physical education teachers’ assessment practice relating to the view of effort and testing in PE, after the introduction of LK20. Nine in depth interviews were conducted with nine PE teachers from seven upper secondary schools in Norway. The data were analyzed using NVivo 12 and meaning condensation. The findings show that the informants use effort differently and to a greater extent related to pupil using their skills to help fellow pupils improve. Furthermore, the informants experience effort as a greater and more important part of the assessment with LK20, than with the previous curriculum. Furthermore, the analysis suggests that the use of physical tests may have decreased. The findings indicate that there has been a change in the informants’ assessment practice in line with the curriculum’s intention, with less focus on skills and more on effort. However, the findings indicates that PE teachers have much freedom in their assessment, and points towards a need for more follow-up and professional development for PE teachers.

Supporting all learners through high quality early childhood curricula: STREAMin3 implementation across Virginia

IntroductionCurricula are an essential component of high-quality early learning experiences. Unfortunately, many early childhood educators face challenges in accessing evidence-based curricula, and implementation fidelity to curriculum is often poor without aligned support, including professional development for educators. This is especially true for educators within family day homes and private programs, who receive the lowest pay, struggle to access meaningful support, and leave the profession at high rates, compared to publicly funded programs.MethodsIn this paper, we describe the STREAMin3 birth-to-five curriculum model. We focus on describing how the curriculum model is intended to be used program-wide in infant, toddler, and preschool classroom, how the curriculum components support social, emotional, and academic skills, and how the aligned and embedded professional development model is designed to build educator capacity. We then present implementation data from the scaling of STREAMin3 during 2022 to 2023 in over 2,000 early childhood education classroom settings in Virginia that received state or federal funding.ResultsWe found that educators used and enjoyed the curriculum. Educators at private programs and family day homes reported higher satisfaction, compared to those at public programs and in early childhood special education settings. On average, educators reported implementing curriculum components two to three days a week.DiscussionWe discuss implications, including the need to support educators across settings as curricula and other initiatives are implemented at-scale across states. We discuss the need for future research to explore approaches to increase educator engagement and implementation, with attention to the unique needs of different program types.

Enhancing Teachers’ Creativity with an Innovative Training Model and Knowledge Management

In the post-COVID-19 era, education requires teachers to engage learners across diverse learning environments (at school or other formal institutions, at home, outdoors, or in virtual environments) using innovative learning strategies. To meet these challenges, teachers must upskill their creativity and strengthen their pedagogical digital competencies and knowledge management skills. This study introduces the innovative teacher training and support (TTS-IPCD) model to enhance teachers’ creativity and pedagogical digital competencies. This research involved a sample of 350 teachers from 75 primary and secondary schools over a four-year period. Teachers’ creativity was measured using the Kirton Adaption–Innovation Inventory (KAI), assessing key metrics such as problem-solving flexibility, openness to change, and inclination toward novel approaches. Quantitative analysis was conducted using an independent samples t-test to evaluate teacher creativity changes. The results indicated that the TTS-IPCD model enhanced teacher creativity in the direction of a stronger propensity toward innovative behaviors, including embracing diversity and change in their work, solving problems through novel approaches, and adopting a holistic perspective rather than strictly adhering to established routines. Furthermore, the TTS-IPCD model improved teamwork and collaboration, contributing to the development of more adaptive and innovative learning environments. These findings highlight the importance of continuous professional development of teachers focused on creative pedagogy and digital competencies to equip teachers for the evolving educational landscape.

Uma geração verdadeiramente única: esperta, ágil e independente ou solitária, frágil e ansiosa?

The objective of this text is to reflect on what the intense use of screens and social media causes for children, adolescents, and young people today. Is digital culture making them smarter, more agile, and independent, or anxious, lonely, and fragile? With this question as a starting point, we propose a discussion based on the writings of various authors who address the constitution of those born in Brazil from the year 2000 onward. The text was developed from a literature review perspective based on two doctoral research projects focusing on related themes: the formation of contemporary youth in the face of techno-scientific transformations, and the professional development of teachers within a collaborative and investigative community, considering the new generational profile that is entering schools, marked by global hyper-connection. The results indicate that we have a generation facing dramatic changes in how they constitute themselves, exist, and live as contemporary subjects. This is a generation that dedicates excessive time to screens and social media, facing the highest rates of depression, loneliness, self-harm, suicide attempts, and completed suicides. Such a scenario compels us to question how digital communication and information technologies are interfering with the physical, psychological, cognitive, and emotional development of this generation. Keywords: Contemporaneity. Current generation. Technological artifacts. Human development.

Students' AI-generated Images: Impact on Motivation, Learning and, Satisfaction

In the contemporary society where the rapid development of generative AI (GenAI) infiltrate daily life, it is imperative for schools to keep up with the development. Future generations are expected to have GenAI skills and knowledge in the same way that traditional literacy is a recruitment condition today. School curricula need to integrate this new technology to support students' learning and development. Research on artificial in education (AIED) has reported on the challenges with the involvement of GenAI in teaching and learning, but also on GenAi as a study support. To not fall behind many schools have started out with AIED initiatives which creates a need for studying how GenAI could be applied in a useful way in teaching and learning activities. The research question that guided this study was: In what ways could the use of GAI in visual form support students' learning process and motivation in upper secondary school settings? The overall research strategy was a qualitative case study approach with investigator triangulation. Data were collected in a combination of observations at workshop sessions and semi-structured interviews. with teachers as well as students. In a six-step inductive thematic analysis data excerpts were coded, aggregated to categories, and presented. Findings indicate that GenAI tools for image generation, can have a positive effect on learning. At the same time that memorisation of information is supported, there were also a positive impact on motivation and student satisfaction. The involvement of image generation tools not a substitute, but rather a complement to traditional teaching and learning activities. The conclusion is that the use of AI in education can offer new learning opportunities, and with the increased use of GenAI, it is crucial for both students and teachers to keep pace. However, this would require that more time and resources for teacher professional development on AIED.

Academies in England and Independent Schools in Finland: A Distributed Leadership Perspective

Many education systems adopt neoliberal privatisation and marketisation approaches to diversify education provision and improve quality. England is a leading example, transforming local authority-maintained schools into academies. In contrast, Finland resists neoliberalism and maintains a small number of independent schools. This paper examines how resources and leadership are distributed in academies and independent schools to explain the different educational paths taken by England and Finland. This study uses a scoping review approach to explore and contrast academies and independent schools. The comparison covers aspects such as history, education administration, local governance, accountability, curriculum and performance, teacher professional development and home–school–community relationships. The findings reveal that academies in England often concentrate leadership roles and resources among a privileged few, including large Multi-Academy Trusts, technocratic trustees and curriculum experts. This concentration tends to marginalise local communities and parents, particularly those from disadvantaged backgrounds. In Finland, independent schools serve a supplementary role within the education system, catering to specific cultural, linguistic and religious groups while adhering to the national core curriculum and regulations. While existing studies critique the academisation movement in England and commend the high-performing public school system in Finland, a direct comparison between academies in England and independent schools in Finland has been lacking. This systematic review offers original insights into these two types of schools and clarifies why neoliberal approaches often exacerbate rather than mitigate disparities in education access and equity.

Using RE-AIM to Assess Infant Early Childhood Mental Health Practices in Classrooms Serving Children with and Without Disabilities

Background/Objectives: High-quality inclusive education is important for promoting the positive development of children with disabilities in early childhood care and education (ECCE) settings. However, ECCE teachers may not have the knowledge and skills to manage challenging behaviors in young children, especially those with disabilities. Infant and Early childhood mental health consultation (IECMHC) is one mechanism to support the professional development of teachers. This study explored the impact of an evidence-based IECMHC program, Jump Start Plus COVID Support (JS+CS), on outcomes for teachers in classrooms including children with disabilities. Methods: Utilizing a RE-AIM framework, we examined the extent that JS+CS impacted teacher outcomes related to classroom practice and teacher attitudes after the initial intervention period. In addition, we examined the extent that the classroom children with disability ratio moderated the impact of the intervention on teacher outcomes. Using a cluster randomized controlled trial in a sample of 138 racially and ethnically diverse teachers in 31 ECCE centers, we examined the reach, effectiveness, adoption, and implementation of JS+CS. Results: The results indicate that the JS+CS program shows promise as an intervention to support ECCE teachers working in classrooms with children with disabilities, particularly in improving teacher safety practices, behavior management skills, and resiliency coping. In addition, the program was adopted equally in classrooms that served children with and without disabilities. Conclusions: This is a unique contribution to the literature given that no previous IECMHC programs have examined adoption in classrooms serving children with disabilities. Further investigation is needed to determine the specific factors that impact program implementation considering that this study was conducted during various phases of the COVID-19 pandemic.

Teacher Autonomy from the Perspective of Middle School Teachers

This study aims to examine middle school teachers' perceptions of teacher autonomy in depth. The study was conducted using a phenomenological design, a qualitative research method. The study participants were 17 middle school teachers working in public schools in three provinces located in northern Turkey. Data were obtained through semi-structured interviews. The results showed that teachers defined the concept of autonomy in the context of autonomy in the educational process, professional development, professional respectability, and freedom of expression. Teachers emphasized that autonomous teachers have characteristics such as pedagogical freedom and creativity, using technology, student orientation, critical and analytical thinking, independence and self-confidence, content knowledge and research ability, social and communication skills, leadership, and problem-solving. Finally, the factors affecting teachers' autonomy were analyzed. In this context, it was concluded that social and environmental factors, personal and professional characteristics, and institutional and system factors are among the factors that affect teacher autonomy.

Office Talks: Connection & Discourse in Peer Mentoring of Postsecondary Educators

By encouraging the development of a community of practice, peer mentoring can be a high impact component of a teaching professional development program. However, in implementing our program for novice instructors in the mathematical sciences, we found that pairing up peers and encouraging regular meetings was insufficient to create this desired connection. This article describes our solution, a just-in-time conversation tool called Office Talks, and the impact it had in creating rich mentor-mentee relationships. We provide steps to help others in designing office talks that fit the unique needs of their peer-mentoring program.

Teacher perceptions about the reputation of technical and vocational education and training in Ghana

PurposeThis study examines the perceptions of technical and vocational education and training (TVET) teachers about the factors that influence the reputation of TVET in Ghana.Design/methodology/approachQuantitative and qualitative data were collected from 680 TVET teachers in Ghana using a survey instrument that included an open-ended section that required participants to provide written comments. The quantitative data gathered were analysed by way of the fuzzy analytic hierarchy process (FAHP), while the written narratives of participants were evaluated using thematic analysis. The quantitative and qualitative data analysed were subsequently integrated using a four-stage pillar integration process (PIP), which included listing, matching, checking and pillar building.FindingsThe findings show that TVET teachers’ perceptions regarding the factors influencing the reputation of TVET in Ghana include investment in infrastructure and learning resources; collaboration between TVET institutions and industries; public perceptions of TVET prospects; occupational standards; testing and certification; pedagogical approaches; students’ academic coping abilities; gender and equity considerations and labour market information requirements. Furthermore, state policies regarding student access, funding models, curriculum reform, investment in TVET teacher education and professional development as well as the remuneration, motivation and working conditions of TVET teachers, significantly influence the reputation of TVET in Ghana.Originality/valueThis study contributes to the scholarly discourse on the reputation of TVET and how the sector could be improved to attract more learners who can contribute meaningfully to the development of Ghana. The findings illustrate how human capital theory and the concept of reputation in its expansive form, which includes social factors, culture, time and space, are jointly linked to skills development, employability, and public acceptance of TVET. To address the issues concerning the reputation of TVET, this study recommends, among others, that issues concerning student access, gender and equity and collaborations between TVET institutions and industry should be improved.

Examining the Perceived Roles of Educational Planners in Shaping Pupils' Academic Performance in Dodoma Municipality, Tanzania

This study examines the roles of educational planners in shaping pupils' academic performance in Dodoma Municipality, Tanzania. The study aims to address two main specific objectives namely identifying strategies employed for enhancing pupils’ academic performance and assessing the challenges faced by educational planners in achieving the goals. An interpretive paradigm guided the study, using a qualitative approach with an exploratory case study design. The target population included 2600 teachers and 37 educational officers in Dodoma municipality. However, from the total population of 2637 only 15 participants were purposively sampled to participate in the study. Data were analyzed using content analysis with the aid of Atlas.ti software; and ethical approval was granted by the Directorate of Research, Publications, and Innovation at the Open University of Tanzania. The findings revealed that the strategies employed by educational planners to improve pupils' academic performance include curriculum development and implementation, teacher training and professional development, resource allocation and infrastructure development, monitoring and evaluation, stakeholder engagement, policy evaluation and implementation, and promoting equity and inclusion. Despite these efforts, several challenges hinder the effectiveness of these strategies. These challenges include economic constraints, inadequate resources, demographic factors, socio-cultural influences, technological gaps, and the need for enhanced teacher capacity building. In conclusion, while educational planners in Dodoma Municipality have implemented strategies aimed at improving academic outcomes, significant challenges remain. Addressing these barriers is essential for sustainable improvement. The study recommends aligning the curriculum with local contexts, expanding teacher training opportunities, particularly in modern pedagogies, and increasing community involvement in educational planning. Additionally, it is crucial to address resource allocation and infrastructure disparities, particularly in rural areas, to ensure that all pupils benefit from improved educational opportunities.

Engaging Preservice Secondary Science Teachers in TeachLivETM to Support English Learners in Developing and Communicating Science Ideas: An Innovation Guided by a Trifocal Approach

To meet the needs of English learners (ELs) and the call of the Next Generation Science Standards to engage all students in communicating science ideas, a collaboration between science, second language acquisition, and disciplinary literacy teacher educators resulted in a trifocal approach within a reformed science teacher education program. The purpose of this study is to explore how TeachLivETM, a mixed-reality simulation technology, was used to prepare preservice teachers (PSTs) to support ELs in communicating science ideas through questioning. Findings from transcribed lessons, coaching sessions, and PST self-reports show that TeachLivETM provided opportunities to practice questioning and reflect on challenges, and was a collaborative learning context. The significance for secondary science teacher education and inservice teacher professional development is presented.

Prioritization of Secondary Education over Basic Education in Ghana: The Gains and Losses

This paper explores the prioritization of Secondary Education over Basic Education in Ghana and its consequences for educational equity and sustainable development. Basic Education, encompassing early childhood and primary levels, forms the foundation for lifelong learning and socio-economic growth. However, Ghana’s recent policies, particularly the Free Senior High School (SHS) policy, have shifted focus towards expanding Secondary Education, leading to increased enrollment yet creating challenges at the foundational level, such as inadequate funding, infrastructure, and teaching quality. Using Human Capital Theory and Educational Ladder Theory, this study underscores the importance of Basic Education in building essential skills for higher education and employment. A mixed-methods approach comprising literature review, document analysis, and comparative case studies reveals that an overemphasis on Secondary Education may undermine foundational competencies. Key recommendations advocate targeted reforms and increased investment in Basic Education, including setting qualification standards and in-service training for early childhood educators, equitable resource allocation, and structured professional development for teachers. By aligning Basic and Secondary Education policies, Ghana can ensure continuity and coherence across educational stages, strengthening its education system’s resilience and promoting equity, inclusivity, and sustainable development.

Journey to becoming a culturally responsive science educator: reflections about use and barriers from graduate teaching assistants at a Minority-Serving Institution

IntroductionA pedagogical framework with the aim of dismantling sociostructural disparity and systemic oppression is culturally responsive science teaching (CRST). Although CRST has been linked with improved student empowerment, self-efficacy, and ethnic and academic identity, more research is needed to assess whether graduate teaching assistants (TAs) in college science are familiar with and prepared to engage in CRST. We conducted two training sessions for inclusive teaching practices and CRST during a graduate TA teaching professional development course at a research-intensive Minority-Serving Institution (MSI).MethodsWe collected surveys, written reflections, and session artifacts from five graduate TAs participants and used qualitative methods to generate an understanding of their experiences with inclusive teaching and CRST.ResultsResults from this exploratory study indicated that graduate TAs felt they lacked training in inclusive practices and CRST, but still were intentional in providing their students with individualized attention and tried to make sociopolitical connections in their teaching. Also, they reported using inclusive practices and CRST by encouraging shared student experiences and promoting growth mindsets. A lack of time and training remained a barrier to implementation.DiscussionThese findings can inform future inclusive teaching professional development, which aims to bolster instructor's inclusive and culturally responsive science teaching practices, especially at MSIs.

Effect of Teachers’ Professional Development on Classroom Management at Higher Secondary Level

Since effective pre- and in-service teachers’ professional development (TPD) on classroom management (CM) as an organizational and instructional factor practiced in school classrooms is important in providing adequate practical knowledge on how teachers can prevent, control, and manage student disruptive behaviours in lessons, student conduct in classrooms, and proactively supervise and manage disruptive behaviours to promote positive learning environment and student conduct in classrooms. Effective professional development interventions build teachers’ knowledge and actual use of appropriate and positive classroom expectations, effective behavioral repertoire, and effective instructional practices. Professional development focuses thus on the strengthening of these competencies to assure that plan for dealing with these challenges can be implemented and learners supported in the classroom. The purpose of the study to ascertain the extent of professional development and classroom management, impact and interaction between PD and CM. The population included all higher secondary schools and colleges. Convenience and purposive sampling were used, though, the technique used in the research was multistage sampling. The tools used in the study were questionnaire. Quantitative data was analyzed using arithmetic mean, standard deviation, Pearson’s coefficient of correlation and simple regression analysis. Statistical data analysis was done using Statistical Package for the Social Sciences. The study findings showed teachers’ PD had highly significant effect on CM at higher secondary level.

Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice

ABSTRACT Teacher retention has been a persistent challenge globally. School leadership plays a central role in retaining teachers. Drawing on a major review of 355 research outputs, this article develops and discusses an international empirical evidence base specifically on the potential effects and leadership practices of promoting teacher professional autonomy, development, and voice in relation to teacher retention. The evidence suggests that promotion of teacher autonomy, development and voice is likely to interactively enhance teacher well-being, commitment, and retention. It categorically highlights five domains of salient leadership practices to promote these teacher outcomes. The article discusses some gaps in the evidence base and proposes directions for future research to inform policy and practice on leadership for teacher retention.

Principals’ Instructional Leadership in Teacher Professional Development and its Relationship with Students' State Examinations Performance in Bururi Province Schools, Burundi

Purpose: Students who sit for the state examinations in Bururi Province have recently posted unsatisfactory performance. This poor performance could potentially have a severe impact on the educational system and the subsequent transfer from secondary schools to higher education if it is not addressed. The goal of the current research was to explore the principals’ leadership in teacher professional development and its relationship with student’s performance in the state examinations in secondary schools in Bururi Province. Methods: The transformational leadership theory served as the foundation for the present study. The research design for this study was the correlational research design. The target population was public secondary schools in Bururi province and the study involved principals, teachers, and the provincial directors of education. The researcher used a purposive sampling technique to select 11 boarding schools, all the principals, and the 6 provincial directors of education in the study while simple random sampling was adopted to identify teachers who participated in the study. Principals’ and teachers' questionnaires, as well as interview guides for directors of education in Bururi province, were utilized for collecting data. For quantitative data, Pearson Moment Correlation Coefficient was used to identify correlations between the independent and dependent variables in this study. Qualitative data from the interview was analysed thematically. Results: The findings indicated that coordination of teacher professional development had a positive and significant relationship with student performance in the state examination. Conclusion: The study recommends that principals should strengthen activities related to instructional leadership in coordination with teacher professional development.

Educating the Educators on Generative Artificial Intelligence in Higher Education

In the current spring of Artificial Intelligence, the rapid development of Generative AI (GenAI) has initiated vivid discussions in higher education. Opportunities as well as challenges have been identified and to cope with this new situation there is a need for a large-scale teacher professional development. With basic skills about GenAI teachers could use the new technology as an extension of the existing technology enhanced teaching and learning. The aim of this paper is to present and discuss the project FAITH (Frontline Application of AI and Technology-enhanced Learning for Transforming Higher Education). FAITH is a higher education pedagogical development initiative for institutional development for teachers with good fundamental skills in traditional pedagogy. A project with the overall objective of increasing the staff understanding of AI and to develop new competencies in the field of GenAI and technology enhanced learning. The research question that guided this study was: "What are the perceived opportunities, challenges and expectations of involving GenAI in higher education?" The overall research strategy for the FAITH project is design-based research, which involves iterative and cumulative development processes. In the early iteration that this study was a part of has been carried out inspired by Collective Autoethnography where members of the steering group behind the FAITH project, and members of the project team have constituted the main focus group. Data were collected by structured interviews where two GenAI tools also have been interviewed. Findings show that the expectations are high, but that the FAITH ambition of institutional development is depending on teachers’ motivation for taking an active part in the project. Another challenge could be that many teachers see GenAI as something that threatens the current course design, and that a general ban of GenAI is the appropriate solution. One of, several identified opportunities, is that a general revision of syllabi and assessment in an adaptation for GenAI enhanced learning would improve the current course design.