Professional Development Practices Research Articles

Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City

Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City

From vocation to profession: multiple identities of Chinese management academics

The academic landscape in China has undergone a profound transformation, shifting from a spiritually rooted vocation to a model driven by managerial efficiency, catalyzed by market reforms that dismantled the traditional, centrally planned system. This seismic shift has forced scholars to adapt to a performance-oriented environment, leading to significant transformations in their professional identities. Contemporary literature, primarily centered on Western role-theory perspectives, often fails to capture the intricate cognitive dynamics that shape academic identities under the varied influence of power dimensions. This study addresses this gap by exploring how Chinese academics’ identities are constructed amidst a complex interplay of power dynamics, external changes, and internal motivations, moving beyond simplistic group-level categorizations. Employing an intersectional approach within a multidimensional organizational power framework, this research utilizes case study methods to probe deeply into the multiple identities of academics in the Business Management discipline across various Chinese higher education institutions. The study reveals a dynamic interplay among multiple power dimensions, including American research hegemony, industrialization of academic governance, self-regulation, and rebellion against ‘academic games’. These forces collectively shape distinct identity modules among Chinese academics: fanatic convert of American research, career survivor, diligent game player, and career retreater, each responding uniquely to the evolving academic pressures. This research significantly enhances our understanding of academic identity construction by extending beyond traditional role-based analyses to encompass a broader spectrum of cognitive processes. It highlights the nuanced intersectionality of academic identities, effectively integrating structuralist perspectives with personal agency. This comprehensive examination provides critical insights into the development of Management disciplines, university governance, and professional practices within the academic community in China.

Psychosocial action as praxis in psychology: Insights from professional practices

Introduction: In recent decades psychology has transcended the ways of understanding human, so that contextual interpretation and analysis is carried out from a psychosocial perspective, which can be evidenced at the formative level in the development ofprofessional practices. Objective: To understand the perceptions of students and graduate psychologists around psychosocial action and praxis from the context of practices at the Universidad Nacional Abierta y a Distancia (UNAD). Methodology: Descriptive qualitative study, in which 32 people selected through a non-probabilistic sampling by convenience participated. The semi-structured interview and the focus group were used. The information processing was carried out through thematic analysis. Results: Psychosocial action is evidenced as an approach perspective characterized by interaction and the ability to transform a problematic situation where the professional exercises a horizontal role privileging subjective and collective knowledge, defined by the implementation of alternative methodologies that entail a reflexive character.Conclusions: Psychosocial action as an interactional and transformational process enables an expansion of perspectives and imaginary conceptions on practice beyond the clinical-private sphere.

Investigating Professional Development Policy and Practice for Educational Policy-Makers in Vietnam: An Exploratory Study

There has been a large number of studies concerning professional development at the micro level. However, little research has been particularly conducted to investigate professional development at the macro level. This study aims to explore professional development policy and practice in a Vietnamese government department. Using a qualitative with two focus group discussions including 11 participants and semi-structured interviews with 14 people, the study investigates professional development for state policy-makers in testing and quality assurance in Vietnam. Results show that these government officials themselves actively looked for professional development programmes together with receiving support from their organisational leaders. The research findings also reveal that top-down and bottom-up professional development mechanisms are being implemented. However, professional development policy has not been documented in this government agency. It is suggested that professional development policy aligned with best practices should be discussed, developed and evaluated by agency members and soon approved by the agency’s leader.

ПРОФЕСІЙНИЙ РОЗВИТОК ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ НЕФОРМАЛЬНОЇ ТА ІНФОРМАЛЬНОЇ ОСВІТИ: ІННОВАЦІЙНІ ПРАКТИКИ

The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers. The essence of innovations as a tool for the professionalization of teachers in the context of non-formal and informal education, which contribute to professional development, is analyzed. The innovations developed at the theoretical and practical levels of scientific research are characterized. The analysis of individual innovations aimed at promoting the professional development of pedagogical and scientific and pedagogical staff of higher education institutions (on the example of the initiatives of the Department of Andragogy of the Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine) is carried out. The expediency of expanding the network of centers of andragogical teaching excellence is actualized. Attention is focused, in particular, on the testing of author's trainings and professional development programs, the educational initiative «Corporate Training Cluster», the creation of virtual project teams, the development and implementation of thematic video content, and the testing of scientific and methodological support for the professionalization of andragogues. The significance of the proposed innovations for the professional development of university teachers is outlined and the feasibility of their further implementation in non-formal and informal education is substantiated.

Lesson Study as a Professional Development Practice: Perspectives of Myanmar Teacher Educators

Lesson study (LS) is a professional development practice in which teachers collaborate to develop a lesson plan, teach and observe the lesson to collect data on student learning, and use their observations to refine their lesson. LS was introduced into education and teacher education in Myanmar through two international projects, but there has been barely any follow-up research exploring whether and how LS is practiced as a regular professional development activity since the international projects terminated in Myanmar. The present study aims to fill this gap by exploring Myanmar teachers' and teacher educators' understanding of lesson study, their LS practices, the benefits of LS they have identified, and the challenges they have experienced in establishing LS as a long-term, sustainable professional development practice. Mixed methodology was used in the research that forms the basis of this study, with an online questionnaire survey for the quantitative study and a semi-structured interview for the qualitative study. The results of the semi-structured interviews complement the results of the questionnaire and provide a deeper explanation along the following four themes: knowledge and practice of the method, the perceived benefits of the method and the challenges of its implementation. The quantitative research results show that 47% of the participants, i.e. all participating teacher educators, were aware of the method, while 53% of the participants, i.e. all participating teachers from public education, had no knowledge of LS. Therefore, the focus of the study had to be limited to teacher educators' understandings, perceptions, practices and experiences of LS. Their understandings of LS slightly vary, while their perceptions of the method are overwhelmingly positive; nevertheless, since the completion of the international projects, the use of lesson study has declined in their practice due to a marked decrease in administrative support, and, consequently, in their own commitmentto LS. The study can shed light on the factors that determine the success of the introduction and adaptation of a new method that can be called innovative.

Interpretive Autoethnography in Medicine: An Accessible Way to Introduce Healthcare Professionals to the Craft of Critical Qualitative Writing

Qualitative research is valuable in medicine because of the deep insights it offers into the social and cultural dimensions of healthcare. Historically, qualitative methods have been influenced by critical theory and have shared its constructivist epistemology and orientation towards social justice. It can be challenging to teach such critical qualitative inquiry to healthcare professionals because its underlying philosophy can seem at odds with the objectivist biological perspective emphasized in medical education. This is unfortunate because several social inequities are perpetuated by modern healthcare systems and critical qualitative inquiry is essential to the project of addressing them. This article argues that Norman Denzin’s interpretive autoethnography is a promising method through which educators could introduce healthcare professionals to critical qualitative inquiry. In this method, the author uses the craft of writing creatively about their personal experiences as a tool for cultural interpretation and social justice activism. Such a creative analytic practice might seem alien to many medical professionals. On the other hand, the idea of analyzing their own experiences in detail is likely to feel familiar to them because of the prominence of reflective writing in healthcare professional development practice. This familiarity might make interpretive autoethnography accessible to healthcare professionals and practicing the method could help them to appreciate the value of interpretive writing as a way of investigating sociocultural meaning and promoting just change.

Coalition for Health and Gender Equity (CHANGE)-a protocol for a global cross-sectional survey of health and gender equity in rheumatology.

The primary aim of the CHANGE survey is to determine the current state of gender equity within rheumatology, and secondarily, to review the physician perspective on bullying, harassment and equipoise of opportunities within rheumatology. The CHANGE e-survey is a cross-sectional self-reported questionnaire adapted from EULAR's gender equity in academic rheumatology task force. The survey was launched in January 2023; it is available in six languages and distributed widely via rheumatology organizations and social media. Eligible participants include rheumatologist physicians and rheumatology health-care professionals. Survey responses will undergo descriptive analysis and inter-group comparison aiming to explore gender-based discrimination using logistic regression, with subgroup analyses for country/continent variations. This e-survey represents a comprehensive global initiative led by an international consortium, aimed at exploring and investigating the gender-related disparities and obstacles encountered by rheumatologists and rheumatology health-care professionals across diverse communities and health-care environments. By pursuing this initiative, we aim to take the broader rheumatology community a step closer to understanding the underlying origins of inequities and their determinants. Such insights are pivotal in identifying viable interventions and strategies to foster gender equity within the field. Ultimately, our collective objective is to ensure equitable access to opportunities for every individual, irrespective of gender, thereby promoting inclusivity and fairness across the entire spectrum of professional practice and career development.

What next for behaviour change professional development in general practice? insights from an environmental scan and workshops

BackgroundA key role of general practice professionals (i.e., general practitioners [GPs], and general practice nurses [GPNs]) is to support patients to change behaviours. Traditional approaches to assisting patients with, and learning about, behaviour change have modest outcomes.AimTo explore behaviour change with GPs and GPNs and the availability of related professional development (PD) opportunities.Design & settingMulti-methods study comprising an environmental scan survey of behaviour change tools and PD opportunities, and online workshops with Australian GPs and GPNs.MethodSurvey data were analysed using qualitative content analysis, informing the design of the workshops. Workshop data included: observation, note-taking, and collaborative reflection, which were analysed thematically and synthesised with survey data.Results and ConclusionSurvey responses (n=18) and two virtual workshops (W1 n=30, W2 n=8). There was diversity in awareness of existing behaviour change tools and resources. Preferences for future tools and PD opportunities related to specific aspects of its design, content, activities, and delivery. Three themes developed from the workshop data relating to relationships, continuity, and context. In the absence of tools and resources, GPs and GPNs in our study discussed behaviour change as something that occurs best through a patient-centred alliance that is continuing, respectful, grounded in trust and an understanding of their patient, and prioritises patient autonomy. Future general practice behaviour change PD should support clinicians to ‘assist’ patients and recognise the social and contextual influences on behaviour.

Relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia regional state, Ethiopia

The study evaluated the relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia Regional State. The researcher used a mixed method with concurrent triangulation design. The researcher selected a total of 618 samples of the study using different sampling techniques such as purposive, convenience, stratified, and simple random sampling techniques. The data were collected from primary sources of data such as teachers, mentors, principals, supervisors, coordinating committees, and parents using questionnaires, interview, focus group discussion, document examination, and observation. The researcher analyzed the data using mean, standard deviation, one-way ANOVA and post-hoc test, and thematic narration. The findings of study showed that teachers’ professional development practices were powerless to update professional competencies and improve professional and innovative pedagogical practices in classrooms. Primary school teachers were not learning proficiently from continuous professional development practices to ensure basic and specific professional competencies required in classrooms. The implementations of reflective activities such as action researches, classroom observation, differentiated learning, collaborative learning, microteaching, and lesson studies couldn’t contribute to practical changes. The study forecasts the requirement of context specific policy framework and practical toolkit for newly deployed and experienced teachers rather than focusing on the generic policy document.

Teacher Attitudes and Perceptions of Inclusive Education: A Case of Ghana

Abstract The purpose of this study is to examine the knowledge and perceptions of 145 teachers from three regions in Ghana regarding inclusive education. The results show that the teachers have moderate knowledge of inclusive education practices and processes. Additionally, slight moderate positive relationships were found between participants’ level of training in inclusive education and their knowledge of inclusive education. From the findings, we argue for stakeholders in teacher education to, as a matter of necessity, reconsider the curriculum and practicum for preparing special and general educators to focus on inclusive practices to effectively prepare pre-service teachers to succeed in inclusive settings. There is also a school leadership imperative, in view of site-specific challenges and needs, to influence school-based strategies to advance inclusionary practices. Successes of such initiatives could be replicated in other schools to advance inclusive education in Ghana. Implications of the study for teacher professional development and inclusive education practice in pre-tertiary educational institutions are underscored.

Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives

Undoubtedly, due to continuous changes in time, environment, and demand, teaching techniques in science education should be constantly explored, reflected upon, and improved. This paper explores the current evidence related to secondary science teachers’ perspectives about teaching inquiry skills in the United Arab Emirates (UAE). After a systematic Boolean search in online databases, a research synthesis was conducted on the perspectives of secondary science teachers regarding inquiry and critical thinking of students in the context of UAE. Eight quantitative and qualitative studies were analyzed, and results showed that science teachers’ perspectives on teaching inquiry skills varied across studies. Additionally, some factors should be addressed when teaching critical thinking including socio-psycho factors (e.g., attitudes towards learning science, teacher competence, professional development, student characteristics, teaching and learning practices, and classroom management). This study recommends that further attention should be paid to teaching theories and approaches such as active learning strategy, sociocultural theory, constructivism theory, and affective filter hypothesis. These results are important since they identify the need of reevaluation of inquiry-based teaching and learning of science (e.g., critical thinking skill as a key one) in UAE secondary schools.

Factors influencing college teachers' adoption of live online teaching: a conditional process model of technology acceptance, user satisfaction and privacy concerns.

In recent times, live online teaching has emerged as a prominent trend in online education. However, teachers are confronted with the challenge of not only acquainting themselves with the associated technologies but also effectively integrating them into their teaching practices. This dual challenge exerts pressure on teachers to adopt live online teaching. This study aims to explore the factors and mechanisms influencing teachers' attitudes and continuance intention toward live online teaching. It covers both intrinsic and extrinsic motivations, as well as both enabling and inhibiting factors, thus providing valuable suggestions for encouraging teachers to engage in live online teaching actively. This study proposed a conceptual model based on the Technology Acceptance Model, Uses and Gratifications Theory, and Communication Privacy Management Theory. A simple random sampling method was employed to recruit participants from a university in eastern China. With 224 college teachers participating in the study, various analyses, including descriptive analysis, regression analysis, and simple slope analysis, were conducted to explore the factors and mechanisms influencing college teachers' adoption of live online teaching. The study revealed the following key findings: (a) perceived easy of use had a positive impact on perceived usefulness and user satisfaction; (b) perceived usefulness had a positive effect on user satisfaction; (c) both perceived usefulness and user satisfaction positively influenced teachers' adoption of live online teaching; (d) perceived easy of use did not directly affect teachers' adoption of live online teaching; (e) privacy concerns exhibited a moderated effect on the relationship between perceived easy of use and perceived usefulness, as well as the relationship between perceived easy of use and user satisfaction. The study reveals a conditional process model elucidating teachers' adoption of live online learning. The model incorporates perceived ease of use as a predictor, perceived usefulness and user satisfaction as two mediators, and private concerns as a moderator. The findings suggest that stakeholders should collaborate closely to enhance the design and development of the live online teaching platforms. Additionally, efforts should be made to support and improve teachers' information literacy, fostering their enthusiasm and facilitating their professional development in live online teaching practice.

Enhancing Teaching Skills of In-service English Teachers through Online Professional Development

The present study examined online professional development practices of in-service English teachers. A sample of 184 in-service English teachers from various levels of education in Turkey participated in the study through an online questionnaire. The collected data was analyzed using SPSS to assess the teachers' utilization of the internet for professional development, classroom activities, and collaboration with others. The results revealed that the participants utilized the internet extensively for professional development and classroom activities, and collaboration with others. Furthermore, significant differences were found between participants' teaching levels and their use of the internet for collaboration, frequency of internet use and internet use for classroom practices, and ICT training experiences and use of the internet for overall professional development, classroom activities and collaboration. The findings suggest that in-service English teachers prioritized and benefited from online professional development practices and ICT training affected their use of the internet for such practices.

Redesigning Learning Space for Teacher Professional Development: From Traditional PD to Metaverse-based PD

To address the evolving demand for modern-day classrooms and skills, there is a need to redesign the approach used for teacher training and professional development. This proposed research project aims to explore how teachers perceive the implementation of metaverse-based professional development, using qualitative research methods. The study's findings may provide insights for the redesign of teacher professional development practices, aiming to enhance their effectiveness in the classroom.

Practices, Challenges, and Perceived Impact of Professional Development Activities among Senior High School Teachers

Professional development is a critical aspect of education for teachers in the Philippines, who encounter various challenges in addressing the evolving needs of their students and the education system. Using the descriptive cross-sectional technique, the study aimed to identify the practices, challenges, and perceived impact of professional development activities among senior high school teachers. While there are similar studies on the subject, there are few to none which present the specific situation of senior high school teachers in the Philippines. The results showed that the respondents utilized professional development practices in terms of graduate/post-graduate studies to a great extent; FGDs, LACs, and other trainings to a very great extent; research and publication to a very great extent; education innovations to a very great extent; membership in professional organizations to a very great extent; and community service involvement to a very great extent. Of these practices, those in terms of community service involvement were utilized the most while those in terms of graduate/post-graduate studies were utilized the least. In addition, the respondents experienced professional development challenges in terms of teacher-related factors to a great extent; professional development availability, cost, and design to a great extent; and instructional supervision and assistance to a moderate extent. Of these challenges, those in terms of professional development availability, cost, and design were experienced the most while those in terms of instructional supervision and assistance were experienced the least. Furthermore, the respondents perceived the impact of professional development activities to a very great extent. The results also imply the need to underscore involvement in graduate/post-graduate studies in the proposed action plan and to improve the job satisfaction of teachers after engaging in professional development activities. Future researchers may conduct a similar study with the inclusion of the views and experiences of administrators and students as a means of validating the supposed impact of professional development activities as perceived by senior high school teachers.

Ethics in the professional practice of imaging specialists

Introduction: It constitutes an unavoidable need to maintain the complementation of ethics and the Imaging specialty as fundamental sciences during professional practice. Objective: To describe the role of ethics in the field of Imaging for the proper development of professional practice. Methods: An electronic search of publications and systematic reviews of the literature was carried out during the months of June and July of the year 2023, in the electronic databases Pubmed, Medline and SciELO, using the Google Scholar search engine, with the descriptors: "ethics and medical ethics", "Imagenology" and "ethics and Imaging". A total of 56 sources in the referred databases were reviewed, of which 31 bibliographic references were used. Results: Imaging specialists must comply with ethical obligations, like other health professionals, including respect for privacy, medical secrecy, confidentiality, as well as the practice of informed consent. These professionals are exposed to ethical conflicts during their professional practice, so they must be technically and scientifically prepared, which will also allow them to face the ethical dilemma of medico-legal Imaging, during which they must pay special attention to the indication of imaging studies for this purpose, when they do not provide any benefit to the patient. Conclusions: Imaging specialists who assist in patient care must ensure behavior in accordance with the ethical standards that govern the practice of this profession.

Trials and Triumphs of Running Cross-Year Experiential Modules: Blending Theory and Practice to Advance Student Professional Development and Academic Practice.

This paper aims to evaluate the impact of two innovative cross-year experiential modules operated jointly between undergraduate Stages 3 and 4 on the professional development of students and the advancement of academic practice at Robert Gordon University in Scotland. Drawing upon pedagogy, including active and experiential learning and qualitative data collected from Stage 3 and 4 student focus groups and academic staff interviews, this paper aims to analyse the opportunities and challenges presented by cross-year experiential modules in relation to student engagement and professional development, and lessons learnt with implications on academic practice. These modules, designed to simulate a real-world Digital Marketing Agency, are a distinctive part of the BA (Hons) Digital Marketing course. They provide collaborative learning problem-solving opportunities through cross-year group work involving Stage 4 students taking on leadership roles in strategic planning over Stage 3 students, in operational roles, who develop related campaign materials in response to the requirements of live clients. This is reflected in the application of two distinct sets of criteria to assess the students’ coursework in accordance with stage-specific learning outcomes. Each group is supported by an academic and industry mentor for the duration of the modules.

‘Every ending requires us to begin anew’: Endings and beginnings in supervisory relationships

Aim(s)Supervision has been characterised as a ‘signature pedagogy’ in the helping professions and an integral component of pre-service training for applied psychologists. Regulatory and professional standards for trainee and qualified Educational Psychologists (EPs) emphasise engagement in supervision as part of our discipline’s orientation towards learning and growth, as well as in enhancing safety and effectiveness for service users. This paper aims to provide a reflective account of evaluation and endings in supervisory relationships.Method/RationaleThere is an increasing interest in the place of supervision as a core component of lifelong professional learning and development. In contrast to beginnings, the evaluation and ending of supervisory relationships (SR) have received less attention in the literature and can be left unattended to in practice. This may reflect some uncomfortable feelings associated with giving and receiving feedback within professional relationships, as well as the multiple meanings endings may have for supervisee and supervisor. The Relational Model of Supervision for Applied Psychology Practice (RMSAPP) and associated supervisory process in evaluation and endings may support practice in this area. This paper outlines the model’s framework for evaluation and ending, and a reflective account of the ending and beginning of supervisory relationships is provided. The supervisee provided feedback on the SR to the original supervisor and this informed the ending made in that supervisory dyad. The supervisee then established a new SR with a different supervisor and the paper’s reflective accounts are from three perspectives: the supervisee, the former and new supervisors.FindingsA critically reflective account of evaluating, ending and new beginnings between a supervisee and two different supervisors is offered, with attention paid to the power differentials between supervisee and supervisors. The account illustrates some of the meanings made of evaluation, endings and beginnings. The benefits of the approach are highlighted, and some tentative ideas about how further developments could be made included.LimitationsThe meanings derived from the authors’ experiential learning arose within particular SRs and are unique to these relationships.ConclusionsThere are opportunities for development of reflective EP practice in this area, and for further research. The reflective accounts provided may be a stimulus for further reflection on personal and professional development of supervisory practice.

Professional Development of Teaching Staff in the Issues of Education and Socialization of Students Using the Resources of the Urban Environment

The article presents the results of a study of the practice of professional development of the director's advisers on education and interaction with children's public associations, an analysis of foreign and domestic approaches, models, practices and programs of professional development of pedagogical and managerial personnel in the issues of education and socialization of students, including using the resources of the urban environment. In the course of the study, various groups of methods were used, including the method of comparative analysis of normative, legal documents; analysis, systematization and generalization of the data obtained; complex analysis, classification and structuring of information and statistical data; modeling method; generalization of research results. As a result, model solutions have been developed and theoretically substantiated for the professional development of pedagogical and managerial personnel, including advisers to the director for education and interaction with children's public associations, in matters of education and socialization of students. It should be noted that one of the conceptual ideas that is reflected in almost all countries is the idea of continuity and individualization of professional development of teachers in the field of education and socialization of students. It should be noted that one of the conceptual ideas that is reflected in almost all countries is the idea of continuity and individualization of professional development of teachers in the field of education and socialization of students. Continuous professional development of teachers, including advisers to the Director of education and interaction with children's public associations, is carried out through the integration of formal and non-formal education, as well as through self-education and self-development. Teachers, advisers to the director of education should be able to design a socio-cultural educational environment for the upbringing and positive socialization of students, while including socio-cultural objects and resources in educational practice.