Framework For Professional Development Research Articles

Cultural barriers and facilitators for transformative nursing curriculum transformation

Successful transformative nursing curriculum implementation can be sustained when the contextual culture is considered. However, implementing a transformative curriculum is met with macro-level challenges with implications for the nursing profession and particularly nursing education. Macro-level challenges include the 4th industrial revolution, socio-political, economic, health trends, and cultural aspects. Inadvertently, culture seems to be an unexplored phenomenon regarding its influence on transformative nursing curriculum implementation. Therefore, the study was aimed at exploring congruency between Basotho culture and transformative nursing curriculum implementation. The intended objectives for this study were to identify the similarities between the Basotho culture and the student-centred approach, and also to establish the related stumbling blocks that impede CBC implementation.A qualitative explorative interpretative approach was used, and a Kawa model was adopted and adapted from clinical use to a data collection tool. The Kawa model uses a river metaphor to explore individuals’ socio-cultural interaction with society and the environmental factors which influence their life flow, therefore likened to educational flow. The adopted Kawa constructs are the ‘river flow’, ‘riverbanks’, ‘rocks, ‘driftwoods’ and ‘spaces’. The sample comprised 14 purposively selected nurse educators. Aligned with Kawa constructs, findings showed multiple subcategories and two themes, namely: ‘power’ and ‘cultural vitality’. The identified cultural barriers and facilitative aspects could be applied during transformative nursing curriculum implementation. Further research is recommended to co-construct a culturally conducive continuous professional development framework to support nurse educators to sustain a transformative nursing curriculum.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

WhatsApp Discourse Throughout COVID-19: TowardsComputerized Evaluation of the Development of a STEM Teachers Professional Learning Community.

The online version contains supplementarymaterial available at10.1007/s40593-022-00320-3.

Toward a competency-based professional development framework for faculty members: insiders’ perspectives

Toward a competency-based professional development framework for faculty members: insiders’ perspectives

Continuing professional development in Cambodia: Perspectives of different stakeholders

The objective of this study was to gather the views of training providers and library employees on the continuing professional development opportunities available in Cambodia and the associated barriers. In total, 26 semi-structured interviews were conducted – 14 with training providers and 12 with library employees. Four key barriers were identified: the lack of continuing professional development opportunities; the inability to meet real training needs; the challenges associated with attending programmes in other cities, such as travel, accommodation and study leave; and a lack of resource personnel to conduct continuing professional development programmes. Four areas of improvement are suggested: offering regular training programmes; conducting a training needs assessment study; organising a national-level meeting to discuss library staff development issues; and developing a library and information science ecosystem to support the continuing professional development framework. The findings of this study are expected to provide some background information for the development of a continuing professional development plan for the library and information science sector in Cambodia.

Productive Disciplinary Engagement as a Framework to Support Mathematics Teacher Leaders

ABSTRACT A critical aspect of Mathematics Teacher Leaders’ (MTLs) multi-faceted work is facilitating collective disciplinary discussions relevant and accessible for teachers. While research has identified goals for teacher learning, how MTLs learn to support these goals in content-specific ways is still under investigation. In this study, we lift the classroom design and analytic framework of Productive Disciplinary Engagement to examine the work of 73 MTLs and two expert facilitators in a professional development setting. Our use of the framework as an analytic lens to examine leader professional development revealed critical MTL and facilitator practices that supported productive mathematical engagement and practices that hindered engagement. We contend that productive disciplinary engagement provides a fruitful lens as an analytic framework for research. We also argue that it may serve as a valuable design framework for MTL and teacher professional development in future research and development efforts.

CHALLENGES FOR COLLEGE ENGLISH TEACHERS AS ASSESSORS

The present case study aims to explore the challenges that the teachers in a Vietnamese university have faced with in the role of language assessors in their outcome-based English courses. In order to fulfil this aim, the study employs Activity Theory (Engeström, 1987, 2015) as the theoretical framework and narratives as a data collection tool. It is revealed from the three selected teachers’ narratives about their personal and professional background, the experienced reality in their assessment work that their challenges are related to inadequate assessment literacy, lack of shared knowledge and unclear assessment identity, inadequate professional training and discussions. In light of the theoretical framework (i.e., Activity Theory), these challenges result from the tensions between the subject and the rules, between the mediating artifacts and the rules, and within the division of labor. With such findings, the study is expected to raise the teachers’ and the educational managers’ awareness of the contextual conditions for better teacher assessment competence and the assessment quality in the current education reform context. Accordingly, the study proposes a framework of college English teacher professional development.

School-level implementation of a state-wide professional development model for developing globally competent teachers

ABSTRACT In-service K–12 teachers require preparation and support to conceptualize and incorporate global competence into their classroom teaching practices. The state of North Carolina created a state-wide framework for such professional development: the Global Educator Digital Badge (GEDB). The GEDB focuses on developing knowledge and practices of globally competent teaching. To explore state policy to school practice, this intrinsic case study reports findings from teachers, administrators, and professional development providers from a K–5 school with 90% teacher participation in the GEDB. Tenets of effective PD and the Global Competence Teaching Continuum served as frameworks to analyze surveys, focus group, interviews, classroom observations, and documents to discern teachers’ abilities to conceptualize and enact globally competent teaching (via curriculum and instruction). Findings describe teachers’ abilities to define global education, embed global competencies within their curriculum, and implement recommended pedagogical strategies. Shifts in teachers’ practices toward globally competent curriculum and instruction are discussed.

Integrating teacher data literacy with TPACK: A self-report study based on a novel framework for teachers' professional development.

While teachers' knowledge is widely viewed as a key aspect of professional development in the new era, little research attention has been paid to one of its key components: teacher data literacy. Accordingly, this study aimed to combine teacher data literacy with TPACK (technological pedagogical content knowledge), a widely-used framework for understanding and assessing teachers' knowledge. We first used qualitative methods to develop this integrated framework, then distributed a quantitative self-report survey based on the framework to teachers, and analyzed the resulting data. The qualitative phase highlighted five types of teachers' knowledge required in an integrated core knowledge system incorporating data literacy and provided insights for reflecting on teaching and learning in smart learning environments. The quantitative analysis of data from the TDL-TPACK questionnaire indicated that most teachers were competent practitioners but had some areas for improvement. Experienced teachers in their 30s and 40s performed at higher levels, while some of those aged over 50 displayed incremental decreases in performance. Other factors such as the age, experience, academic qualifications, and role of teachers may affect different aspects of their knowledge, including their data literacy. The research findings provide useful insights for additional teacher training and development programs in the context of smart education.

Importance of the Access, Equity, and Opportunity Competencies Among 4-H Professionals

The 4-H Professional Research, Knowledge and Competencies (PRKC) is a professional development framework that can be used to identify competency gaps and training needs of 4-H professionals. The PRKC consists of 6 competency domains, 1 being access, equity, and opportunity (AEO). A tailored design method was used to gather data and sort the respondents between rural and urban community type. 4-H Extension agents serving urban communities perceived 12 out of the 14 AEO domain components as more important than agents serving rural communities did. The 2 AEO domain components that were not significantly different in perceived importance were values, norms, and practices and active listening. An essential element of the 4-H experience must include creating an environment where children and youth feel safe, included, and that they belong. The differences among 4-H youth development professionals’ perceptions of the importance of the AEO domain components, based on their work location, warrants further review. Implications of this information could influence the competencies that Extension systems look for in hiring. Furthermore, educational workshops and trainings around AEO for existing youth workers may need to be evolved.

TEACHER PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF EDUCATION TRANSFORMATION: NEW REGULATORY FRAMEWORK, CHALLENGES AND OPPORTUNITIES

The article identifies new challenges and potential opportunities for teacher professional development in the context of nowadays Ukrainian education system transformation. The meaning of the research concepts of “transformation”, “modernization” and “reformation” were clarified. The “transformation” is interpreted as profound qualitative changes in the main structural components of the system, which are satisfactory to the challenges of modern society. The conducted literature review determined that the processes and changes in current education system of Ukraine should be defined not as modernization or reformation but as transformation. Nevertheless, the education transformation in Ukraine includes both modernization and reformation. A strong impact on teacher’s professional development maintains: 1) the system of general secondary education since it determines goals, terms, and rules of professional activities, and 2) the system of postgraduate pedagogical education that induces every teacher to find the most satisfactory methods, means and approaches to sustain high productivity and achieve complete self-realization in everyday routine. The current Ukrainian system of general secondary education is under changes performed according to the “Concept of the New Ukrainian School” implemented in the new “State Standard of Basic Secondary Education for 5-9 grades” and “Professional Standard “Teacher of general secondary education institution”. The existing Ukrainian system of postgraduate pedagogical education is revised in accordance with “Procedure for improving the qualifications of pedagogical and research and teaching staff” and conceptual and methodological principles of the implementation of the certification process outlined in the “Framework for continuous professional development of teachers”. The challenges that the new regulatory framework of Ukrainian education generates for teachers in the system of general secondary education and postgraduate pedagogical education are stressed, and new opportunities for teacher professional development are accentuated.

Usability Evaluation of Mobile App for the Sustainable Professional Development of Teachers

Teachers' professional development plays a significant role in the sustainability of quality education. However, providing sustainable professional development programs is difficult because of various challenges, such as insufficient government policies, a scarcity of qualified personnel and training opportunities, lack of access and resources, etc. The COVID-19 epidemic has further intensified the problem and adversely harmed schoolteachers’ interest, motivation, and involvement. In such situations, technology can play a positive role in carrying out sustainable educational activities. However, little focus has been paid to the use of technology for the sustainable professional development of teachers, particularly in the under developing countries. Due to its unique qualities, mobile learning is receiving much attention as an essential component to impart sustainable education to teaching professionals. It represents a paradigm shift in ongoing professional development, particularly for teachers who are constrained by time, resources, and travel requirements. Mobile learning is an alternate and complementary technique to enhance teachers' professional development, allowing them to work, learn, and attain their full potential. To meet the sustainable development goal of teachers’ education, in [1] we have provided a framework for teachers' continuous professional development (CPD). Based on that, we have also developed a mobile App to provide training and ongoing support to teachers’ professionals. This study evaluates the usability of our mobile App for the sustainable development of teachers. Usability characteristics of usefulness, efficiency, and satisfaction are measured using a usability testing approach. 107 elementary school instructors took part in the study. Participants in the study performed eight usability tasks in the same room using the researcher's internet bandwidth. The participants' time and completion rate were recorded. A post-test questionnaire followed usability tasks. After the usability activities, participants completed a System Usability Scale questionnaire to assess overall satisfaction with the training app and gain a broad picture of the program. The application achieved a 100% completion rate for all tasks, indicating an extremely effective, efficient, and sustainable system. Moreover, the satisfaction percentage was also found to be 84.1 percent, which is considered highly satisfactory.

Assessing Satisfaction of Science School Subject Teachers and Leaders in Rwanda on the Continuous Professional Development through Online Learning

In Rwanda, social, economic, and educational activities have recently been affected by the COVID-19 pandemic. After its outbreak, schools closed, and one of the alternatives opted for was online learning. This study assessed the satisfaction of school subject leaders (SSLs) and school leaders (SLs) with online learning and identified opportunities and challenges for the improvement of online learning. The study was guided by a professional development framework and design for online teaching. Data were gathered through an online survey and a Zoom meeting with 158 SSLs and 120 SLs purposively chosen from the University of Rwanda's continuous professional development (CPD). Findings indicated that the most commonly used materials are laptops and mobile phones, while the most entertaining activities include doing online quizzes and interactive discussions. Furthermore, the study revealed a high level of satisfaction with online facilitation, even though teachers still need support from facilitators. In addition, males are more motivated to continue with online learning than females. It was also revealed that both SSLs and SLs still have challenges in uploading assignments, contributing to forum discussions, and understanding the subject content. This study recommended the increase of videos, online quizzes, and face-to-face sessions to improve online learning.

Special Education Teacher Leadership: Toward a Teacher Leadership Framework for Professional Development

ABSTRACT Through the design of a survey and measure validation using exploratory factor analysis (EFA), we aimed to identify and define constructs required for special education teacher leadership that may inform the focus of professional development opportunities. Results of the analysis indicate a four-factor model is best suited for measuring special education teacher leadership capacity at the individual level. The teacher leadership domains that were defined through the EFA were as follows: (a) pedagogical confidence, (b) ethical considerations, (c) collaboration, and (d) assessment practices. Additionally, we identify differences between general and special education teacher identification of leadership skills, which can assist in targeting professional development to the specific needs of special education teachers that differ from general educators. Implications for research and professional development are presented to improve our understanding of and preparation of special teacher leadership. Through this work, we present a teacher leadership framework for the professional development of special education teacher leadership.

Kindergarten Teacher Responses to a Contextualized Professional Development Workshop on STEAM Teaching

This study examined the supports and barriers encountered by kindergarten teachers when participating in a STEAM professional development (PD) workshop that took place in their own classrooms. This study draws on Practice-Based Professional Development framework and adult learning theories to guide the design of the workshop and analysis of results. A teacher focus group with five participants was conducted and analyzed through emergent coding. Teachers identified several supports and challenges when implementing strategies learned during the workshop, providing important insights on improving PD experiences in this innovative approach to education. This paper will present a reconceptualized approach to short-term PD interventions in STEAM that capitalizes on important best practices from recent coaching literature, yet maintains the low cost and time investments of traditional PD approaches. We describe participating kindergarten teachers’ responses to this PD intervention, as well as identify lessons learned to inform PD experiences in the future.

Self-Initiated Professional Development (SI-PD) Elements for Malaysian Vocational Colleges’ TVET Teachers Using Fuzzy Delphi Method (FDM)

Self-Initiated Professional Development (SI-PD) has gained much attention lately due to increasing concern on the effectiveness of teachers’ professional development practice. It is also one of Ministry of Education (MOE) agenda in Malaysia Education Blueprint (MEB) 2013-2025 to transform Continuous Professional Development (CPD) by increasing Self-Initiated Professional Development (SI-PD) from 16 percent to 60 percent and reducing Ministry-led professional development by the year of 2025. Specifically, the aim of this study was to explore the elements required in Self-Initiated Professional Development (SI-PD) framework for TVET teachers in vocational colleges according to experts’ consensus. Fuzzy Delphi Method (FDM) was used as a tool in this study to explore the elements and data presented here were a part of a larger study which explored SI-PD among TVET teachers in Vocational Colleges. Nineteen experts were involved consisted of MOE officers, lecturers from universities and teacher training institutions who have at least five years of experience in teachers’ professional development and TVET. Based on the data analysis, the defuzzification values for all elements exceeded the minimum value 33.6 and therefore, the findings conclusively suggested that the experts have consensually agreed that there are ten elements required in Self-Initiated Professional Development (SI-PD). The ranking of the elements based on experts’ consensus was listed as follows, (1) Industrial attachment opportunity, (2) Attitude, (3) Understanding, (4) Collaborative environment, (5) School administrators’ role, (6) Strategy, (7) Readiness, (8) Autonomy, (9) Reward and (10) Professional development system. The findings were used to design Self-Initiated Professional Development (SI-PD) framework for TVET teachers in vocational colleges. This study also promotes the suitability of Fuzzy Delphi Method as a current research tool in the field of research on professional development. The proposed SI-PD elements can underpin TVET teachers’ professional learning and support the cultivation of Self-Directed Learning (SDL) which then enable changes in their teaching and learning practice to be more meaningful and effective.

Senior manager leadership competencies for quality residential aged care: an Australian industry perspective

BackgroundDocumented poor quality and standards of care in Australia’s residential aged care (RAC) sector have highlighted a need to better understand the role of and skills required by, RAC senior management personnel to address these concerns. This study examined which senior management leadership skills and personal qualities are necessary to deliver and strengthen the quality of RAC, with the aim of improving understanding of the professional development needs of leaders in the sector.MethodsWe conducted 12 in-depth interviews with Australian aged care industry experts, including academics, and representatives from the primary health network, consumer, and provider advocate groups. Abductive, thematic analysis incorporated coding derived from existing leadership skills frameworks as well as inductively identified themes.ResultsIdentified leadership skills were grouped into five domains including i) workforce development and retention, ii) governance and business acumen; iii) health systems knowledge; iv) stewardship and v) responding to regulatory and political contexts. Skills particularly emphasised by participants were those required to recruit and retain a skilled workforce, manage relationships, and promote a positive organisational culture and employee wellbeing.ConclusionsRAC senior managers require a complex mix of business, human resource management, and clinical skills to deliver quality care in Australia’s complex RAC setting. The lack of any professional development framework to guide the acquisition or updating of those skills is a concern.

Professional development in conservation: an effectiveness framework

AbstractContemporary conservation professionals are part of a workforce focused on overcoming complex challenges under great time pressure. The characteristics of conservation work, and in particular the evolving demands placed on the workforce, mean that to remain effective these professionals need to enhance their skills and abilities continually. Currently, there are no sector-wide guidelines to promote systematic professional development that addresses both individual and organizational learning. This study builds upon existing knowledge from other sectors by examining professional development in conservation through an in-depth qualitative thematic analysis of interviews with 22 conservation professionals, resulting in an effectiveness framework for professional development in the conservation sector. Our findings indicate how individuals’ motivation to learn, proactivity, open-mindedness towards alternative information and views were considered preconditions for effective professional development. A balance between organizational goals and career ambitions was found essential to maintain this motivation to learn and vital for staff retention and preservation of institutional knowledge. Professional development plans may help distinguish between individual career aspirations and organizational objectives and aid a discussion between staff and management on how to balance the two. Leaders have the opportunity to remove barriers to effective professional development. We discuss solutions to overcome specific barriers, to promote an inclusive approach for diverse learners through provision of opportunities, effective learning design, and resource distribution for professional development. This effectiveness framework can be used by conservationists and conservation organizations to plan and decide on professional development.

An Integrated Framework of Professional Development for Vietnamese Lecturers of English as a Foreign Language

This study applied phenomenology as a methodology in order to gain deeper insights into the lived professional development (PD) experiences of Vietnamese tertiary English as a foreign language (EFL) lecturers. Evidence from this study highlights that lecturers’ PD is a multidimensional and dynamic activity. Grounded in a combination of ecological systems theory and andragogy theory, the findings of this study led to the design of an integrated framework of effective PD for tertiary EFL lecturers that incorporates the three main dimensions of content, context and process. This representation helps to shed light on what PD planners and academic managers need to focus on when organising and implementing PD activities. The study contributes to the current literature related to tertiary EFL lecturers’ lived experiences of PD within the Vietnamese higher education context and may be applied to other international contexts.

Professional Development Activities that Shape Teachers' Perspectives on the Curriculum Project in Lesotho

This paper stems from the notion that the redesigning of effective continuing professional development (CPD) should be informed by teachers' perspectives. CPD is described as the lifelong education of professionals on specialized knowledge, skills, attitudes and ethical and moral values after the initial registration and admission to the profession. This qualitative study used sense-making theory (SMT) and the Desimone framework for effective professional development to explore how CPD activities had shaped the teachers' perspectives on the Lesotho integrated curriculum innovation. Data were collected through document analysis, semi-structured interviews and lesson observations, with four primary school teachers purposively selected from Leribe and Berea districts in Lesotho. Data were analysed using thematic and descriptive content analysis techniques. The findings of the study showed that the teachers' perspectives on the curriculum project that were shaped by CPD, were their beliefs on the use of learner-centred approaches, their perceptions on the use of integrated assessment approaches, their attitudes towards the usefulness of the integrated curriculum and their beliefs on whether teacher development influenced learner outcomes. The study recommends that CPD should be designed to have a greater influence on teachers.