Framework For Professional Development Research Articles

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.

84 - Crucial, complex, caring: a new professional development framework for Lung Cancer Nurse Specialists

84 - Crucial, complex, caring: a new professional development framework for Lung Cancer Nurse Specialists

Performance-based identity in a BIM environment: an architect's perceptions and experiences

PurposeInterpreting the meaning structure of architects' actions, behaviours and performances enacted in a building information modelling (BIM) environment is implausible by returning to the classic and ideal imagery of an architect as a natural leader. Yet, little has been empirically explored on how architects perceive their identity and most critically, how they act, behave and perform their way into it in such an environment. Consequently, architects' failing to adapt their core identity to the varying circumstances may lead to their irrelevance and being side-lined merely as aesthetic building surgeons. The current study therefore seeks a better understanding of their perceptions and experiences in manifesting their identities in the phenomenon.Design/methodology/approachDrawing upon the interpretive phenomenological approach, ten architectural trained individuals were selected for in-depth, semi-structured interviews, and written accounts exercise to disclose their lived experience. The study was conducted in a Malaysian architectural consultancy practice (ACP) setting.FindingsThe data analysis resulted in the following five performance identity themes that revolve around the core identity of a successful designer: “performing as a design strategist”, “performing as a design translator”, “performing as a design facilitator”, “reinstating the identity of a design coordinator” and “performing as a design innovator”.Practical implicationsThe study serves as groundwork for professional institutional bodies to further reconstruct a career road map alongside the professional development framework towards elevating, developing and facilitating the hybridity of architects' performance identities in such environment.Social implicationsThe study serves as a groundwork for professional institutional bodies to reconstruct the existing continuing professional development (CPD) programmes, materials and framework so that they reflect the performances of future architects practicing in a BIM environment. The elicited experiences may also inform architectural curriculum designers of the appropriate approaches of teaching and learning in architecture that could promote the hybridity of architects' performance identities in such an environment.Originality/valueThe study contributes to the identity literature by yielding valuable new insights about the experiences and behaviour of architects practicing in a BIM environment. Understanding such complexity would not be possible merely based on the theoretical lenses of professional identity and organisational identification as adopted in previous studies.

Modern technologies of organization of training of employees of the Department of Internal Affairs in the framework of professional development

Modern technologies of organization of training of employees of the Department of Internal Affairs in the framework of professional development

Development of a TPACK-Based Professional Development Framework for the New Normal in Education

The role of technology in the delivery of education in this time of pandemic help teachers in the delivery of lessons and student learning. This study examined the competence on online technological pedagogical content knowledge (TPACK) of a sample of faculty members and their online teaching attitude and ability and develop a professional development framework for teachers under the new normal in education. This quantitative research used a questionnaire to collect data from 501 faculty members from Batangas State University as respondents. Findings indicate that pedagogical knowledge, technological knowledge and technological content knowledge are the predictors of faculty members. Online attitude and ability were also considered very important by most faculty members. Thus, a professional development framework in the new normal based on technological pedagogical content knowledge of teachers was prepared.

Self-efficacy: A Key Components of Teacher Effectiveness

Teachers are very important for the education system. Teacher effectiveness is one of the most important factors that are able to influence the achievement of students, which is the primary goal of education. The purpose of this review article is to analyze the interconnectedness among self-efficacy and teacher effectiveness. This study relies on secondary sources from various articles, theses, books, journals, etc. Furthermore, this study seeks to explain the extent, perception, development, and importance of teacher effectiveness along with the interconnectedness among self-efficacy and teacher effectiveness. This study analyzes and discusses the results of different researches related to self-efficacy and teacher effectiveness. Study shows that the development of teacher self-efficacy can enhance instructional resources. As well as instructional resources can enhance the teacher effectiveness. Teacher self-efficacy directly takes part in enhancing teacher effectiveness through improving self-enhancement values or motivations for teaching, as well as by improving self-confidence. Focusing on teachers’ self-efficacy development can be a major inclusion in the in-service training design for teachers’ that can improve teacher effectiveness and achieve the ultimate goal of student outcome. Self-efficacy development programs should be included in the teachers' professional development frameworks to improve teacher effectiveness. Boosting self-efficacy among teachers’ through in-service training programs and professional development frameworks is important for rapid and continuous improvement of teacher effectiveness. Enhancement of self-efficacy by incorporating capacity-building programs and teacher professional development programs into in-service training design is capable of improving teacher effectiveness and ultimately improving student achievement.

Science Teachers’ Level of Technological Knowledge and the Effect of Demographic Variables in Ondo State, Nigeria

This study examines the level of Ondo State science teachers’ Technological Knowledge (TK) and the effect of demographic variables such as school geographical location and gender, with a view to bring about effective teaching of science concept through integration of technology. This study is based on survey research design. The population comprised all science teachers in public secondary schools in Ondo State. Data was collected from 628 science teachers across the three senatorial districts in the State. The instrument used was technological knowledge questionnaire and a reliability coefficient r = (0.93) was obtained using Cronbach Alpha. Two research hypotheses and one question were posed to guide the study. Findings from this study revealed that 66.9% of science teachers in Ondo State have low level of TK, a significant difference between the TK of rural and urban teachers and no significant difference between the TK usage between female and male teachers. It is recommended that government should develop a comprehensive framework for professional development that will assist teachers to develop skills to teach in the 21st century environment.

Evaluation of teacher professional learning workshops on the use of technology - a systematic review

ABSTRACT Teacher professional learning workshops have been frequently used to prepare in-service and pre-service teachers for effective use of technology in education. Evaluation of these workshops is crucial to identify the effectiveness of these programmes in terms of improving teaching skills, increasing knowledge, changing attitudes, and developing capabilities which support the achievement of student learning outcomes. Multiple approaches for evaluating professional development programmes have been developed, though each with different emphases and theoretical positioning. In this systematic review, 41 research-oriented teacher professional development workshops on technology use were critically analysed to understand how such workshops are evaluated. This study examines content evaluation, instrument types, and common professional development frameworks in teacher professional development workshops and reports on their usage and alignment. Based on the findings, the majority of papers in the systematic review did not deploy comprehensive professional development evaluation models to assess teacher professional development workshops. The majority of studies did not report on the use of established instruments for the purposes of data collection. It was further observed that the majority of these studies did not attempt to evaluate different dimensions of teacher change or different dimensions related to evaluation.

CONTINUOUS PROFESSIONAL DEVELOPMENT AS A COMPONENT OF TEACHER'S SELF-REFERENCE

The article deals with the new opportunities for teachers’ creative self-realization and self-improvement in the context of educational reform with the application of the Framework for Continuous Professional Development of Teachers. The relevance of this topic is caused by the search for mechanisms of self-reflection, self-actualization, and self-development of the teacher. This is encouraged by the Teacher Framework for Continuing Professional Development, which is a guideline for creating innovative models of professional development of teachers. The purpose of the article is to reveal new opportunities for teachers’ creative self-realization and self-improvement in terms of educational reform with the application of the Framework for Continuous Professional Development of Teachers. We have used the analysis of scientific developments and the sources on the problem of continuous professional development of a teacher, psychological and pedagogical, educational and methodological literature, information sources on the problem of research. As a result of the study we have found out that supporting the continuous professional development of teachers using the Framework for Continuing Professional Development of Teachers is an effective tool for reflective analysis and reconstruction of their professional path, and therefore − a necessary condition for professional growth. So, an important component of the roadmap of professional development of the teacher is awareness of the teachers of his\her professional role as a facilitator of learning. A motivated teacher, who uses the Framework for Continuing Professional Development, can anticipate and design the trajectory of their growth, success in teaching, opportunities and obstacles to achieving goals The analysis of scientific literature, information sources on the research problem shows that self-reference acquires special significance for teachers of all levels from a novice teacher who has just chosen this profession to a creative professional.

A Higher Education Action Research Study on the Effectiveness of an ePortfolio as a Learning Tool to Promote Reflective Professional Development

Within higher education, ePortfolios have been demonstrated to enhance professional development and to promote critical thinking. In this context, one higher education level nine module, namely, the Professional Development Framework Portfolio module, was analysed. The module was piloted during the 2019-2020 academic year in one Irish Institute of Technology. It was intentionally designed to align with the Professional Development Framework promoted by the Irish National Forum for the Enhancement for Teaching and Learning. The primary aim of this study was to explore the effectiveness of an ePortfolio as a learning tool for professional development, in the context of the module’s delivery. An action research methodology was employed. Data collection tools and processes included a learner-questionnaire, an ePortfolio mapping analysis, and a dialogical reflection on the part of two lecturer-researchers. Salient findings were that the use of ePortfolios for the purpose of professional development in higher education was evidenced, and the effectiveness of ePortfolios to facilitate the mapping of professional development was established. The main recommendations to enhance this module for future action research iterations included: 1) to facilitate deeper reflection on personal professional development goals, 2) to support reflective practice and reflective writing skills, and 3) to provide a pre-module workshop on ePortfolio web development prior to module commencement. More broadly, it was also recommended to revisit the time demands of the module and to research the extent to which the module might effectively promote a sustainable professional development community of practice framed around ePortfolio development.

Participant Engagement with Eportfolio on the PACT Digital Badge: An Explanatory Sequential Mixed-Methods Analysis

This paper explores participants’ perceptions of eportfolio on the National Forum for the Enhancement of Teaching and Learning’s PACT digital badge in which eportfolio is a central component of the teaching and learning experience. The PACT badge was launched in 2018 by the National Forum to promote engagement with their National Professional Development Framework for All Those Who Teach in Higher Education (National Forum, 2016). A small but growing body of studies indicates that the pairing of eportfolio with digital badges increases participant engagement with course content, facilitates the open evidencing of skill acquisition as well the transfer of knowledge beyond the life span of the course (Kehoe and Goudzwaard, 2015; Ambrose and Anthony 2016; Nilson and Dewiyanti, 2019). In January 2021, an explanatory, sequential mixed methods approach comprising a survey and focus group was employed to obtain and analyse feedback from graduates of three iterations of the PACT digital badge in relation to their perceptions of the eportfolio component. Data indicated a range of benefits including enhanced digital literacy, an enhanced ability to reflect, a more engaging learning experience, more robust evidencing of professional development and increased engagement with the National Professional Development Framework for all Those Who Teach in Higher Education. Seventy-Eight percent of respondents stated that eportfolio was an important part of the PACT course. A key recommendation of the study is the additional front loading of support materials in relation to eportfolio engagement in Week 0 of the course in response to feedback in which PACT participants indicated that eportfolio could be technically challenging and time consuming. The findings of this exploratory study could be tested at larger scale across a wider range of National Forum digital badges that incorporate eportfolio.

Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education

COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published between 2010 and 2020. Following an inductive thematic analysis, the authors identified four themes that represent the literature: learning approaches, delivery modes, design features and institutional support. Based on the emerging themes and the analysis of the selection of studies, a framework for professional development is proposed to prepare teachers in higher education for ERT. The use of the framework is recommended to guide higher education institutions in best assisting their academic staff during an ERT context.

Linguistically Responsive Instruction in Corequisite Courses at Community Colleges

English Learners (ELs) attend community colleges at a greater rate than four‐year schools, making community colleges primary sites of ESL education in American higher education. These institutions’ recent embrace of the corequisite structure – a pairing of a non‐credit developmental course with a credit‐bearing disciplinary content course in order to accelerate students’ progress in their coursework – has direct implications for ELs. As corequisites are enacted in a wide range of content areas, professors will need to attend to students’ language development in a wide range of disciplinary courses. This qualitative study applies Linguistically Responsive Instruction as a framework to understand corequisite instructors’ beliefs about students’ learning, knowledge of teaching language, and understanding of the broader contextual factors at community colleges, including institutional policies and definitions of students’ readiness and success. Drawing on ongoing interviews conducted with faculty members throughout one semester, it offers faculty members’ perspectives on the opportunities and challenges of teaching ELs in the corequisite structure and provides a framework for professional development and institutional support.

Sophie’s Choices: One TESOL Professional’s Journey

While conducting a qualitative, semi-structured interview study that investigated the role of program administrators and managers in the field of teaching English to speakers of other languages (TESOL), the author encountered a TESOL professional whose 30-year career as an instructor, administrator, and owner of her own language school was so inspirational as to warrant its own exploration as a continuous professional development case study. Using the conceptual framework of continuous professional development (CPD) through the lenses of critically reflective practice and transformative and transformational learning (Brookfield, 2017; Cranton, 1996; Freire, 2007; Mezirow, 1991) and the methodological framework of the use of narratives in TESOL and teachers’ narrative inquiry as professional development (Johnson & Golombek, 2002; Pavlenko, 2002), the author unravels each step of Sophie’s career as a guidebook for other TESOL professionals who might be contemplating a similar journey. The author’s findings highlight the impetus and decision-making processes behind each transition in her career trajectory and concludes by illuminating what Sophie identified as lessons learned. Since many TESOL professionals aspire to open their own language schools in an English as a foreign language (EFL) context, the lessons learned from that enterprise were delineated separately. The critical roles preservice preparation, CPD, and effective supervision and mentorship play when transitioning into administrative positions were identified as areas for further investigation and research, including how modifications in these areas might foster a more seamless professional evolution into entrepreneurship.

Social Emotional Learning: A Framework for Practice and Pedagogy

This second article of a three-part series describes a methodology framework for educator preparation programs and professional development promoting embedded SEL/TEI in practice and pedagogy.

The “new” normal: Re-imagining professional development amidst the COVID-19 pandemic

In response to the COVID-19 pandemic, transitioning to online education proved to be difficult due to lack of training, resources, and funding to adequately provide what every student and teacher needed. We present a framework for ongoing professional development for in-service teachers to expand their attitudes and beliefs about culturally relevant and culturally responsive teaching during a global pandemic. Specifically, we look at how professional development can build and sustain equitable instructional practices through culturally responsive teaching while addressing inequities that exist in student technology use and access. In an effort to encourage teachers to facilitate culturally responsive learning opportunities and environments and “perpetuate equitable surveillance of student technology use and access” we suggest a virtual professional development framework that includes professional learning communities, personal coaching, classroom observations, and self-reflection.

HELPING YOU KNOW WHAT YOU DON’T KNOW: A SELF-ASSESSMENT REVIEW OF PSYCHOTHERAPY IN CHILD PSYCHIATRY PRACTICE

This psychotherapy Workshop will focus on a broad range of issues related to psychotherapy with children, adolescents, and their families that the practicing child and adolescent psychiatrist encounters regularly. Audience response systems will be used so that participants may initially test their own knowledge by answering a multiple-choice question chosen by the Lifelong Learning Committee. Questions will be chosen to cover common issues in the use of psychotherapy and psychotherapeutic techniques in the practice of child and adolescent psychiatry, whether engaging in more formal psychotherapy or using techniques to facilitate physician patient/alliances and promoting more supportive and integrated care. After each participant has answered a question, 3 leading experts in the field will discuss the answer and contribute clinical pearls related to the challenge that each question presents. This dynamic immediate-feedback Workshop is designed to identify and bridge gaps in the knowledge of the participants in their understanding and practice of child and adolescent psychotherapy and the use of psychotherapeutic technique across their practice endeavors. Self-assessment is frequently challenging to the practicing child and adolescent psychiatrist. This Workshop provides immediate individualized feedback to participants as they answer the multiple-choice questions, followed by an expansion of the topic through expert discussions of the topics that have been queried. The Workshop provides a way for the participant to: 1) document strengths in the area of psychotherapy practice; 2) identify opportunities for improvement that can serve as a framework for professional development planning that can lead to pursuit of another cogent session at the AACAP Annual Meeting in order to improve their practice knowledge base; and 3) meet the requirements for self-assessment for the American Board of Psychiatry and Neurology Maintenance of Certification Program.

Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education

COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published between 2010 and 2020. Following an inductive thematic analysis, the authors identified four themes that represent the literature: learning approaches, delivery modes, design features and institutional support. Based on the emerging themes and the analysis of the selection of studies, a framework for professional development is proposed to prepare teachers in higher education for ERT. The use of the framework is recommended to guide higher education institutions in best assisting their academic staff during an ERT context.

Professional learning and development framework for postdoctoral scholars

PurposeMany postdoctoral scholars are seeking professional learning and development (PLD) opportunities to prepare for diverse careers, roles and responsibilities. This paper aims to develop an evidence-informed framework for PLD of postdoctoral scholars that speaks to these changing career paths.Design/methodology/approachThis paper used an integrated knowledge translation approach to synthesize and extend previous work on postdoctoral scholars’ PLD. The authors engaged in consultations with key stakeholders and synthesized findings from literature reviews, surveys and semi-structured interviews to create a framework for PLD.FindingsThe PLD framework consists of four major domains, namely, professional socialization; professional skills; academic development; and personal effectiveness. The 4 major domains are subdivided into 16 subdomains that represent the various skills and competencies that postdoctoral scholars can build throughout their postdoctoral fellowships.Originality/valueThe framework can be used to support postdoctoral scholars, postdoctoral supervisors and higher education institutions in developing high quality, evidence-informed PLD plans to meet the diverse career needs of postdoctoral scholars.

Exploring the potential of digital teaching portfolios to support in/non-formal professional development for those who teach in Higher Education

It is broadly recognised that professional development (PD) to enhance academic practice amongst those who teach in Higher Education (HE) encompasses a range of approaches; while there is an established culture of accredited PD provision – particularly for early-career academics – literature points to a preference among more established faculty for non-accredited or informal PD activities such as workshops, projects, conferences, professional dialogue, experimental approaches or activities related to the scholarship of teaching and learning (Ashgar and Pilkington 2018; Kálmán et al. 2019; Spowart et al. 2017). The provision of accredited PD is now commonplace in the Irish context and many Irish HE Institutions offer programmes in academic practice at Graduate Certificate, Diploma or Masters Level (Maguire et al. 2017; Maguire et al. 2015). However, evidence also points to a long-standing culture of engagement in in- and non-formal PD activities among Irish HE teachers (Kenny et al. 2015). This has been recognised in the Irish National Professional Development Framework which is underpinned by an ‘acknowledgement of the spectrum of activities that could be considered under the umbrella of PD’ (National Forum 2016a; National Forum 2016b). Thus, a considerable amount of the professional learning that is undertaken to enhance academic practice takes place through experiential or work-based practices including communities of practice, conversations with colleagues and practice-based innovations (Knight et al. 2006; Nerantzi 2015; Warhurst 2008).
 Furthermore, there is a growing body of literature highlighting the use of portfolios to support academic professional learning activities and reflective practice in Higher Education (Costelloe et al. 2019; Hamilton 2018; Hoekstra and Crocker 2015; O'Farrell 2007; Pelger and Larsson 2018). Described as ‘a purposeful collection of evidence, consisting of descriptions, documents and examples of what is good teaching for the teacher’ (de Rijdt et al. 2006, p.1086), portfolios are being used in multiple ways to support PD: to provide evidence of a quality approach to professional development, to document teaching practices for the purposes of promotion, to showcase and reflect on academic practice and to provide evidence of engagement with PD activities. An eportfolio adds an extra dimension to the affordances of a more traditional portfolio through the potential inclusion of multimedia artefacts such as audio, video and text to capture, share and reflect on academic practice. 
 Bearing in mind the Irish HE context and the recent introduction of the National Professional Development Framework, this paper will explore the potential of eportfolios – and specifically digital teaching or professional practice portfolios – to support, document and evidence the wealth of non-accredited and in/non-formal professional learning undertaken by HE teachers to enhance academic practice. Drawing on semi-structured interviews carried out with Irish HE teachers in three institutions in the Mid-West region, this paper will consider how digital teaching portfolios offer a space to capture, evidence, reflect on and share the wealth of practice-based and in/non-formal PD in which HE teachers engage.