Framework For Professional Development Research Articles

Affective, meta and collaborative STEAM learning

The purpose of this research was to identify synergies in affective, meta and collaborative STEAM learning, and the level of professional development structure and collaborative support needed for teachers to achieve these. Three project case studies (KIKS, STEAMTEACH and STEAMCONNECT) are examined to do this. In the KIKS (Kids Inspiring Kids in STEAM) project, student groups were issued a very open-ended challenge: “How would you get your fellow students to love STEAM?” They undertook a series of student-led intensive workshops to deliver prototypes and other teaching materials. The intensive, collaborative problem-solving Hothousing workshops focusing on Expectation shock perception enhancement, were inspired by industry practice. The successful outcomes evidenced affective, meta and collaborative learning and suggested the need for further research to develop an associated teacher professional development framework (STEAMTEACH) and also to develop further the collaborative aspect beyond the students (STEAMCONNECT). The projects together delivered over forty project outcomes judged high quality by teachers, students and researchers alike benefitted from affective, meta and collaborative, inclusive learning on many levels from students to teachers to parents to wider community collaboration including local community, business and academic experts. It was thus found that STEAM education can synergically enhance affective, meta and collaborative learning, and for this to happen, should be supported by a STEAM professional development framework and extended networking between teachers, schools, parents, education and industry experts, and community from all abilities and backgrounds.

Uncovering the emotional dimension of developing teaching practice through uncertainty: a multimodal methodology

ABSTRACT This study explored how academics perceived the development of their practice during emergency remote teaching. It investigated how they approached the rapid upskilling required and what they found helpful and challenging. Interview findings are discussed in relation to a conceptual framework of professional development to reveal shifts in academics’ conceptions when faced with a highly disruptive environment. Findings highlight the importance of capturing non-verbal data to uncover the emotional dimension of teaching development through uncertainty. In addition to assisting reflection on the design of professional development during crises, the study underscores the value of multimodal methodologies in understanding academics’ professional development needs.

Reframing Professional Identity: Professional Development Framework for Learning/Educational Designers

This paper develops the conversation focused on what professional competencies and skills learning design professionals (LDs) have or need to develop to meet contemporary learning design professional demands in organisations and learning institutions. In this paper, we used the lens of lifelong learning theory and skill analytics approach to develop a professional framework for learning design professionals. As people transition into thirdspace professional spaces like educational or learning design, a professional development framework can act as a reflective tool to support workplace learning and identity framing to look backward and forward to achieve personal and professional goals. A framework like this can potentially guide and support learning design teams and individuals to reflect on what skills they possess and identify gaps to plan how to address skill gaps through professional development, workplace learning and networking opportunities

Intérêt d’une intervention de soutien langagier basée sur la narration et menée par l’enseignante auprès d’enfants de grande section de maternelle avec difficultés langagières.

Context: Narrative intervention enhances narrative abilities by addressing macrostructural elements within storytelling tasks for instance and can be an effective way of supporting the language development of preschool-aged children. Moreover, language support in educational settings plays a preventive role in addressing potential difficulties in language skills due to a lack of linguistic stimulation. Objectives: This study assesses the implementation fidelity of a tier 2 intervention with a pre-school teacher, measures the effectiveness of this intervention with children with language difficulties, and determines whether these children can catch up the level of narrative skills of the rest of the class, following the intervention Methods: Children with language difficulties were selected by the master student based on an inclusion test determining their linguistic profile, which was administered to all pupils in the class. Narrative skills were assessed for the entire class in a pre-test, considering elements of macrostructure and microstructure elicited during narrative generation and retelling activities. A Rapid Automa-tized Naming (RAN) control task was also included to evaluate the specificity of the intervention. The teacher was trained by the master student for the intervention, according to profession-al development principles. Subsequently, the intervention, lasting 45 minutes once a week for 6 weeks, was delivered by the teacher to five children identified as having language difficulties, aged 5;5 to 5;10. The intervention aimed to improve the number of macrostructural elements in a retelling activity through the use of icons and sequential picture stories. Finally, the RAN task and narrative skills (retelling and narrative generation) of the entire class were reassessed in a post-test. Results: At the end of the intervention, macro- and microstructural improvements were observed in the story generation activity in the experimental group. Moreover, following the teacher's intervention, the experimental group did not differ anymore from the rest of the class in retelling (when considering the trained story) nor in story generation. However, data analysis revealed weaknesses in the implementation of the intervention, both in content and dosage. Conclusion: The results contribute to the existing research supporting the effectiveness of group narrative intervention. Furthermore, they suggest the possibility of replicating a tier 2 indirect narrative intervention conducted by the teacher, by enhancing the professional development framework.

Promotion of Labor Insertion Through the Build Your Professional Career (CCP) Model: A Critical Qualitative Perspective for the Improvement of Professional and Life Projects

Advances in the development of the Reinvent Yourself project are presented, the purpose of which is to validate the CCP (Build your Professional Career) model for job improvement in the Autonomous Community of Andalusia in southern Spain. The CCP model is an integrative and inclusive proposal within the framework of professional career development. Through training in transversal competencies and career management, the CCP model aims to favor the processes of labor reintegration by responding to the needs that people present from a conscious and critical perspective. In this process, a qualitative perspective is prioritized because of what the model contributes to a person’s reflexivity, awareness, and self-determination. This article reflects on the potential of the model and of the critical qualitative methodology in processes of constructing identity and a professional career. The potential of the model and of the critical qualitative methodology to facilitate the processes of building a professional career is evidenced. This methodology and the tools used allow a greater social and personal impact in terms of equality and social justice.

Utilizing the Driver-Pressure-State-Impact-Response Framework in Environmental Management Education

Contrary to expectations, a global survey of recent graduates found no direct link between participation in Continuing Professional Development (CPD) and their self-determination or motivation. Despite diverse backgrounds and consistent high intrinsic motivation, the study challenges traditional assumptions about motivation being solely driven by CPD. This highlights the inherent value individuals place on professional development, potentially driven by personal growth aspirations or intellectual curiosity. The lack of a direct CPD motivation link suggests a crucial shift towards more holistic development strategies. Beyond just technical skills, incorporating soft skills training, leadership development, and emotional intelligence workshops could create wellrounded professionals equipped for the modern workplace. The consistent self-determination levels across diverse groups imply receptiveness to guidance and support. Exploring the potential of mentorship programs could be highly beneficial, offering personalized advice, career guidance, and role models, potentially boosting intrinsic motivation and career satisfaction. This study paves the way for a more effective professional development framework that prioritizes intrinsic motivation, fosters a love for learning, and offers flexible learning avenues catering to individual preferences and styles. Incorporating technical skill development, soft skills training, mentorship opportunities, and tracking progress holistically, organizations and individuals can move beyond a transactional view of CPD and unlock its true potential: fostering not just technically skilled professionals, but also self-determined, intrinsically motivated individuals ready to thrive in the ever-evolving workplace.

Lesson study in science teacher preparation programs: a literature review

PurposeThis article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.Design/methodology/approachA systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.FindingsIn preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.Originality/valueThis literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).

Investigating the Impact of Transformational Leadership by Teachers on Student Creativity in Chinese Higher Vocational Colleges: A Theoretical Framework

This study investigates the integration of transformational leadership and teacher leadership and creativity in Chinese higher vocational education against the backdrop of the nation's ambitious industrial modernisation. Acknowledging the pivotal role of teacher leadership in educational quality, this study examines the potential of transformational leadership practices to enhance creative competencies among students identified by the World Economic Forum as a critical skill for 2025. Through a quantitative methodology, data were collected data from 1034 students across public and private vocational colleges in Jiangsu Province, employing the Multifactor Leadership Questionnaire (MLQ 5X) and the Personal-Environment Fit Creativity Scale (PEFSC) to gauge perceptions of teacher leadership behaviours and student creativity. Anchored by Bass and Riggio's Transformational Leadership Theory and Csikszentmihalyi's Systematic Theory of Creativity, this study constructs a dual theoretical lens to explore this dynamic. Anticipated outcomes include the formulation of a robust framework for teacher professional development aimed at refining teaching strategies and fostering an environment conducive to creative thinking. The implications of this study extend its utility beyond the Chinese context, offering a blueprint for integrating transformational leadership into educational practices globally, thereby enriching the discourse on the impact of leadership on student creativity.

Continuing Professional Development for Physical Education Teachers in China: Basis for Teaching Enhancement Program

In pursuit of life-long learning, the teaching profession requires continuing education for institutional promotion, salary increase, and administrative position. Supportive academic institutions increase their teacher’s professional learning in the 21st century to increase their students’ further education and work as well. China consistently invested in their teachers’ professional development but empirical evidence on these programs’ effectivity is limited. Specifically, there is a demand for more quality professional development (PD) opportunities for PE teachers focused on the following reasons: (a) the education standards movement, (b) professional organizations, and (c) a call for research on teaching. Apparently, in China, most of them have not recognized their leading role and undervalued their educational career. Thus, this study revisited the impact of the PD programs in China focusing focus its lens on the continuing professional development (CPD) of physical education teachers to address the urgent call to improve the PE-CPD. Guided by the global Continuing Professional Development (CPD) framework, this study investigated the continuing professional development provided to physical education teachers in China and the results of this investigation would be the basis for their teaching enhancement program. The findings revealed that most of the PE teachers in China were male, middle aged with relative bachelor’s degree and permanent position, and developing teachers with 1-10 years teaching experience. They partly considered their involvement in skill development opportunities and interaction and collaboration, but highly considered their involvement in personal growth and reflection in their continuing professional development. Their level of involvement in continuing professional development were significantly different considering their age, sex, educational attainment, and years of teaching. Moreover, the found professional development about classroom management very effective and impactful but teaching practices about ICT skills has minimal effectiveness. However, there is a significant difference in the evaluation of PE teachers on the effectivity of the professional development when they are grouped according to their age, educational attainment, and years of teaching. Nevertheless, the significant relationship found between the their involvement in professional development (PD) and evaluation on the effectivity of the professional development became the basis for the strategic factors to be integrated in the teaching enhancement program for the CPD of PE teachers in the new normal.

Internal Control System Landscape of a State University in a Highly Urbanized City

This qualitative case study approach allows for a detailed exploration of internal control systems in HEIs, focusing on their implementation and functioning within various institutional settings. By employing in-depth interviews, the study gathered comprehensive information on the internal control processes of a government-funded HEI in a highly urbanized city. The key findings reveal that the hiring process is thorough, ensuring fairness, transparency, and compliance with governmental and institutional regulations. The training process is well-organized within the institution’s professional development framework. The procurement process is highly structured and transparent, emphasizing compliance and accountability. The budget process is formalized and governed by strict frameworks, and the payroll process is meticulously regulated to ensure accuracy, compliance, and transparency. Furthermore, the study underscores the need for public HEIs to continuously adapt their policies and procedures to the complex and evolving regulatory landscape, which is both time-consuming and costly. To enhance financial governance, ensure regulatory compliance, and maintain transparency and accountability, the study recommends training on the importance of following Commission on Audit (COA) guidelines and the Government Accounting Manual (GAM).

Continuous Professional Development in the Sri Lankan Health System: Past, Present and Future

Introduction: Continuous Professional Development (CPD) is a system of practice that plays an integral part in honing the knowledge, skills, attitudes and mindsets of healthcare professionals leading to improved patient experiences and better health outcomes, the world over. CPD in the Sri Lankan context is at the cusp of a monumental achievement. Following many years of discussions and setbacks, the National Continuous Professional Development (NCPD) framework has finally reached operational status with pilot programs being planned in several districts.Methodology: we referred to local literature, official documents and various research studies centered around CPD in an effort to detail the history of CPD activities in Sri Lanka, the establishment of the NCPD framework, the obstacles encountered during previous attempts of implementation, the journey thus far and the way forward for a sustainable, long-lasting NCPD program that is beneficial for all Grade Medical Officers (GMOs) and health professionals later on.Results: Findings included uptake of a wide array of e-learning modalities following the COVID-19 pandemic. Multiple research studies showed that stakeholders were satisfied with the cost-effectiveness, heightened productivity, convenience, flexibility and information accessibility offered by web-based CPD initiatives. However, the underdeveloped digital infrastructure remained the main drawback of adopting e-learning strategies in our context.Conclusion: E-learning platforms that gained traction during the COVID-19 pandemic have become a boon to actualizing the NCPD program together with the steps taken to strengthen the local digital infrastructure. This promises to mark the next major era of Medical Education in the country.

P2.23-07 Crucial, Complex, Caring: A Professional Development Framework for Lung Cancer Nurse Specialists

P2.23-07 Crucial, Complex, Caring: A Professional Development Framework for Lung Cancer Nurse Specialists

Towards In-Service Training for Male Teachers: Muhammad Ali and Teacher Masculinity

Male teachers often experience contradictions in their role and their identity. Teaching is sometimes not regarded as a masculine occupation, as it is associated with caring for children and associated with the home, where love and obligation drive production rather than pay. There is a contradiction in the viewpoints that men engaged in caring professions are both seen to be feminized but, at the same time, to be sexualized and hypermasculine. As such, the male teacher is positioned within a discourse of suspicion: they are suspected to be potential child molesters. At the same time, male elementary teachers are wanted in schools expressly as disciplinarians, and these teachers can be exploited when their female counterparts do not share the role of disciplinarian. Despite noting that many males leave teacher training because of these challenges, researchers have spent much less time investigating strategies to assist men in coping with them and persist in the profession. Considering this, an effort was made to develop an in-service workshop for male teachers by appreciating the life and career of Muhammad Ali, arguably the greatest boxer of all time. This was qualitative research which made use of primary materials, collected from discussion using Appreciative Inquiry methodology and principles, and secondary materials, such as a documentary and videos, and in the following manner: after watching videos of some of Ali’s best knockouts, and watching a documentary of his life, 19 volunteer male teachers conducted interviews in pairs and, following feedback and discussions, five themes from Ali’s life and career were qualitatively identified: the thief who stole Ali’s bicycle; success is 10% talent and 90% hard work; proper preparation and having confidence about one’s work; male teachers mold our learners’ diversity; and confidence before and during his fights. These themes were suitable for application in the male teachers’ careers and could serve as a curricular framework for professional development.

Measuring Behaviors for Assessing Design Expertise: A Comprehensive Framework for Professional Development

Increasing attention has been paid to understanding expert design behavior to help novice students enhance their knowledge and abilities for their professional development. However, an integrative framework must still be created to identify expert-based design behavior. Using an international web-based survey, this study identifies major expert design behaviors, and reports on the development of a unique behavioral multiple scale that measures central behaviors in the design process for assessing design expertise. Considering theoretically grounded behaviors of experts in the design literature, a 29-item scale is formulated for capturing key expert design behaviors based on exploratory factor analysis. Evidence for construct validity and reliability is presented, suggesting seven primary expert diversified behaviors in the design process. Nevertheless, using a structural equation modeling, it is concluded that the behavioral multiple scale represents only six significant behaviors of design expertise. Moreover, a path analysis of this comprehensive framework shows that some behaviors are central, directly related to design expertise (i.e., strategic approach to design complexity and framing of design problems), and act as mediators for other behaviors (i.e., reflection on design problems and solutions, systematically breaking the design into sub-problems, application of conceptual thinking, and reuse of previous solutions). Findings can be implemented by intervention programs in the design studio aiming to support professional development in design education by training students to enhance their expertise.

Perspectives on Professional Development Among University and Community Pediatric Hospitalists.

Multiple professional societies have emphasized the importance of professional development for physicians. This qualitative study aimed to explore pediatric hospitalists' perceptions of professional development needs and to refine a framework for professional development in pediatric hospital medicine (PHM). We conducted four focus groups in April to May 2019 with 19 pediatric hospitalists at six clinical sites within a single institution. Participants identified key components of professional development including skill development, personal growth, career satisfaction, and individualization. Hospitalists agreed upon 8 domains of professional development: clinical excellence, advocacy, global health, health care administration, informatics, medical education, quality improvement, and research. They also identified missing the mentorship necessary to change their passions into career advancement, highlighted barriers and facilitators, and noted that an alignment in personally meaningful projects to what is meaningful to the institution was in everyone's best interests. Faculty programs should build infrastructure to aid pediatric hospitalists in achieving their career goals.

STUDENT PROFESSIONAL DEVELOPMENT: FOSTERING CRITICAL THINKING AMONG STUDENTS

Abstract— Student Professional Development is defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are the very important part and parcel of educational institutions to develop the students‟ personality as well as to strengthen the classroom learning directly or indirectly. Professional development (PD) can be defined in diverse ways and can take many forms. Formal education is classroom education, with nonformal considered as “any organized, systematic, educational activity, carried on outside the framework of the formal system, to provide selected types of learning to a particular subgroup in the population. A problem higher education faculty face is the lack of a framework for holistic student professional development and assessment. Such a framework can serve as a bridge between academic and professional identity development This article presents the framework planned in the institute for professional development of students where the students learn by Informal education by association and affiliation, specifically, “the life-long process by which every person acquires and accumulates knowledge, skills, attitudes, and insights from daily experiences and exposure to the environment. The idea is to facilitate an academic mixed with co-curricular and extra co-curricular culture so that they can participate as effectively . Our mixed-methods study examined the impact of many activities leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights for student PD program evaluation. Keywords— Keywords: Educational change, impact evaluation, professional development,

Language Teacher Mindset and Teacher Identity

Teacher identity refers to how teachers see themselves as teachers and how others see them as teachers. A teacher growth mindset refers to a teacher’s belief system that sees professional learning as a possibility, even in the face of challenges and disruptions. In this presentation, I outline what teacher identity means, and why it is important for teachers to know about their changing identities in the contexts in which they work. I also suggest narrative ways of exploring those identities – that is, to generate and understand teachers’ identity stories. I then briefly describe what mindsets are and share several stories told by teachers and teacher educators that reveal how their identities and their mindsets interconnect. I show how this interconnection does not always reveal a growth mindset or a belief in learning. To try to explain this situation, I present a professional development framework consisting of a number of interrelated mindset continua that aims to achieve, through teacher narrative inquiry, some sort of equilibrium or stability in the lives of hard-working teachers.

School-Based Teacher Professional Development Framework (SBTPDF): A Blueprint for School Principals in Nigeria

There is a growing body of knowledge on effective Teacher Professional Development (TPD), with a consensus that skews in favour of decentralised, school-based and teacher-centred approach to TPD as opposed to the centralised, traditional and top-down approach. On the contrary, developing countries such as Nigeria still practise a centralised education system where traditional top-down TPD remains the norm, with the attendant consequence of professionally deficient teachers in the classroom. This situation has left a deficiency in centralised district/cluster-based teacher development. This study explored teachers’ and school administrators’ perceptions on the existing effectiveness TPD, with a view to developing a school-based TPD framework that caters for teachers’ professional needs. The study was a qualitative multiple-case study informed by the interpretivist paradigm. The study used, as its lenses, two complementary theories: Distributed Leadership Theory (DLT) and Adult Learning Theory (ALT). Three schools were selected using the purposive sampling technique. Four participants were selected from each school using a combination of purposive and snowball techniques. Data were collected through semi-structured interviews and analysed using the Thematic Analysis (TA) procedure. The findings revealed that one-size-fit-all centralised schools cluster TPD no longer meet the professional needs of teachers. The result also showed that participants preferred school-based teachers’ professional development to centralised approach. Hence, the study proposed a data-informed and theory-driven model known as School-Based Teacher Professional Development Framework (SBTPDF) as a blue-print for the implementation of school-based TPD for school administrators.

Educators’ Perspectives on Training Mechanisms That Facilitate Evidence-Based Practice Use for Autistic Students in General Education Settings: A Mixed-Methods Analysis

Educators often feel ill-equipped to support autistic students in general education contexts, although research shows that inclusion in these settings can contribute to positive outcomes. Professional development (PD) in evidence-based practices (EBPs) for autistic students can address this need; however, it is essential to understand the mechanisms by which PD can improve educators’ EBP use. Through an explanatory sequential mixed-methods design (QUAN→ QUAL), the authors gathered quantitative (Phase 1) and qualitative (Phase 2) data from 86 educators (special educators, general educators, and paraeducators) serving autistic students in general education elementary school classrooms. Using survey data on educators’ reported EBP training and use, the authors evaluated the effects of different training types (conference, in-service workshop, pre-service preparation, webinar, coaching/consultation) on educators’ use of EBPs for autistic students. The authors explored educators’ training experiences that facilitated their EBP use. The authors applied an established professional development framework to qualitative interview data to identify how key PD features (active learning, collective participation, content focus, cohesion, and sustained duration) have been accessed by educators and how they describe these as enabling their EBP use. Results demonstrate that pre-service training, in-service district or school-provided workshops, and coaching or consultation predicted EBP implementation. In addition, educators highlighted key PD features that facilitated EBP use, such as active learning. The authors discuss implications and guidance for incorporating these features within existing PD models to enhance EBP use for autistic students.

Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey

Abstract Formative assessment has become an increasingly popular topic in educational reform since the publication of Black and Wiliam’s (1998) highly influential review article. In China, formative assessment has been promoted by the Ministry of Education in its curriculum standards for over two decades. A lack of implementation in classrooms has been attributed to the lack of assessment literacy among classroom teachers. A 12-week professional development program was designed and implemented for a group of five secondary school EFL teachers in China aiming at developing their classroom-based formative assessment literacy. The program took the form of collaborative action research in which a researcher joined the teachers to form a community of practice for continuing professional development. This paper focuses on one teacher’s growth in assessment literacy for classroom-based formative assessment. Classroom video recordings and interviews were transcribed and coded using NVivo 12. Baseline data indicated that the teacher lacked the knowledge and beliefs needed to conduct formative assessment. She did not have clear targets for teaching, learning and assessment; and she did not make any targets clear to her students. In addition, the teacher’s assessment practices did not aim to improve student subject core competencies as stipulated in the senior secondary English language curriculum. By the end of the program, the teacher’s knowledge, beliefs and practices in formative assessment were significantly enhanced. In particular, her goal setting for classroom teaching, learning and assessment was intentionally aligned with the development of subject core competencies. More cycles of formative assessment practices were found to help students close the learning gaps and achieve their learning goals. These findings lend encouraging support to the feasibility of teachers developing formative assessment literacy within a continuing professional development framework.