Professional Development Initiatives Research Articles

Initial Development and Validation of a Questionnaire for Students’ Artificial Intelligence Knowledge in Education

This research investigates students' knowledge in the use of Artificial Intelligence (AI) in education through the administration of a formulated questionnaire. Drawing upon insights from thematic analysis of qualitative responses and computation of Cronbach's alpha coefficients, the study aims to produce a tool to assess tertiary level students' understanding regarding AI integration in academic settings. Results reveal varying degrees of awareness, knowledge, and confidence among students, highlighting thematic areas such as perceived benefits, ethical considerations, and disciplinary perspectives. While the questionnaire demonstrates validity, reliability, and scalability as a measurement tool, limitations including response bias and generalizability are acknowledged. Implications for educational practice and research are discussed, emphasizing the utility of the questionnaire in informing curriculum development, professional development initiatives, policy decisions, and future research directions. Overall, this research provides valuable insights into students' perspectives on AI in education, offering a foundation for enhancing AI literacy, fostering ethical awareness, and shaping the future of AI integration in educational settings.

Profiles of teachers’ assessment techniques and their students’ involvement in assessment

ABSTRACT Two aspects of formative assessment practices in the Dutch and Flemish educational context were explored: the degree to which secondary mathematics teachers implement a variety of assessment techniques in their classrooms, and the extent to which their students are involved in assessment practices. By developing profiles based on the combination of these aspects of formative assessment, we were able to distinguish various developmental stages in teachers’ implementation of formative assessment. Compared to their Flemish colleagues (n = 83), Dutch teachers (n = 120) used a wider variety of assessment techniques and stimulated student involvement in assessment more. Features of the educational context, such as the availability of teacher professional development for formative assessment, possibly influence development towards use of formative assessment practices in the classroom. The profiles can be used to inform teacher professional development initiatives, as they give insight into the current status of teachers’ assessment practices.

The integration of lecturer collaboration within higher education institutions’ quality culture framework

Purpose There is a lack of clarity about how lecturer collaboration in light of learning and (professional) development fits within the framework of a quality culture in higher education institutions (HEIs). More specifically, it is unclear how collaboration is present or stimulated in the organisational context, triggering working mechanisms leading to quality-related outcomes. Therefore, the purpose of this study is to relate HEIs' quality culture to lecturer collaboration. Design/methodology/approach This exploratory study relates institutions’ quality culture to lecturer collaboration via semi-structured interviews and document analysis at the institutional level in four Flemish HEIs. Findings The results demonstrate collaboration as a working mechanism driven by the institutional strategy. In this way, lecturers’ professional development (PD) is stimulated. The results also indicate that collaboration is present within lecturers’ PD: working together during or sharing experiences after PD initiatives is considered useful for quality teaching and learning. Originality/value Following the growing attention in research and practice to lecturer collaboration, this study incorporates lecturer collaboration in the framework of quality culture within HEIs.

Child participation in South African primary schools: How useful is the Lundy model?

Background: The concept of ‘learner voice’ has received global attention in recent years, frequently credited to the United Nations Convention on the Rights of the Child (UNCRC). The UNCRC recognises that children have (1) the right to express a view and (2) the right to have the view given due weight. However, in many countries, including South Africa, despite legislation that recognises child rights, there is a relative absence of learner voice and participation in school-level decision-making.Setting: The setting of this continuing professional development (CPD) initiative is GADRA Education, a non-governmental organisation (NGO), in Makhanda Eastern Cape.Method: A consultative participation approach was adopted with Grades 2–4 learners, under the auspices of GADRA Education. Eight child participation consultations were held, followed by a further eight feedback sessions 5 months later. All were audio-recorded.Results: The results of the CPD initiative suggest that the model provides a useful framework for increasing child participation in primary schools. However, further deliberation is necessary ‘with’ learners around choices related to space, audience, and the alternative ‘hat’ of the facilitating teacher.Conclusion: Building on our learning, we aim to develop these ideas further through a more sustained research project, involving not only consultative participation but also collaborative participation and child-led participation.Contribution: Insight into the extent to which the Lundy model of child participation (Lundy 2007) can be used as a framework to guide researchers and practitioners in assisting primary school learners to develop their voice and exert influence in matters concerning them.

Integrating Open Knowledge and Administrative Management in the Digital Transformation Model of Education Institutions: An Effective Approach

This paper explores the integration of Open Knowledge and Administrative Management into the Digital Transformation Model within educational institutions, focusing on the National Academy of Education Management and three secondary schools in Hanoi. Through a comprehensive methodology involving data collection, analysis, and system development, the study examines the effectiveness of this integrated approach in enhancing educational outcomes. The findings reveal significant improvements in knowledge dissemination, resource allocation, and administrative efficiency following the implementation of the integrated model. By harnessing open knowledge resources and streamlining administrative processes, educational institutions have been able to optimize teaching and learning practices, facilitate collaboration among stakeholders, and promote innovation in education. Furthermore, the study highlights the importance of ongoing research, evaluation, and professional development initiatives to sustain the momentum of this integrated approach. By investing in capacity building, promoting collaboration, and embracing emerging technologies, educational institutions can adapt to the evolving needs of learners and prepare them for success in the digital age. Overall, the integration of Open Knowledge and Administrative Management represents a promising pathway towards educational excellence and equity. Through collective efforts and a commitment to continuous improvement, educational stakeholders can drive meaningful change and empower learners to thrive in an increasingly complex and interconnected world.

LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING BEHAVIORAL ISSUES OF STUDENTS WITH SPECIAL NEEDS

This qualitative phenomenological study provides a comprehensive exploration of the challenges, strategies; coping mechanisms, and insights experienced by receiving teachers in addressing behavioral issues among students with special needs in inclusive education settings. Through in-depth focus group discussions with five receiving teachers from Island Garden City of Samal, Davao Del Norte, the study exposes the real struggle and complexities of managing diverse behavioral concerns. The thematic analysis uncovers the intricate web of both academic obstacles and behavioral manifestations, prompting the development and implementation of tailored strategies, including individualized behavior plans and collaborative problem-solving approaches. Moreover, the study highlights the vital role of coping mechanisms, such as seeking support from colleagues and prioritizing self-care practices amidst the demanding educational landscape. The insights gleaned from teachers lived experiences underscore the transformative potential of empathy, adaptability, and inclusive teaching methodologies. Ultimately, the research advocates for targeted professional development initiatives and collaborative support networks to empower receiving teachers to effectively navigate the unique challenges presented by students with special needs, especially students with behavioral issues. By promoting inclusive and supportive learning environments, this study contributes significantly to the enhancement of special education practices and resources. KEYWORDS: Special Education, Behavioral Issues, Receiving teachers, research, teaching, Inclusive Education, and special education practices.

Facilitating inclusive education: Assessing faculty awareness and attitudes towards students with special educational needs at Qatar university

IntroductionAn increasing number of students with special educational needs (SEN) are attending higher education institutions. Faculty members are key players in the implementation of inclusive policies, the success of which depends on their attitudes and awareness to help students with SEN. PurposeThe aim of this study was to assess faculty attitudes toward SEN students and awareness of the support provided by the university for SEN students. MethodsThis was a cross-sectional study of Qatar University (QU) faculty conducted via an online survey. Demographic data such as gender, years of experience, and academic discipline were collected and associated with previous exposure to SEN students and survey responses using SPSS. ResultsThree hundred and thirty-one QU faculty responded out of 1107 registered faculty in 2022, a 30 % response rate. About a third of respondents did not know about available support services for SEN students, and only half of those with awareness of the services attended. After controlling for sociodemographic variables, previous contact with SEN students had a significant effect on attitudes, such that faculty with no previous contact with SEN students (M = 1.47, SD = 0.62) had higher positive attitudes towards SEN students relative to faculty with previous contact with SEN students (M = 1.31, SD = 0.47). However, faculty with contact with SEN students were more likely to report awareness of the availability of workshops and were more likely to be aware of assistive technology compared to being unsure, while those with no previous contact with SEN students were more uncertain about the availability of workshops and assistive technology. ConclusionThe findings suggest a need for targeted interventions to improve faculty awareness of support services and attitudes towards students with SEN in higher education, highlighting the importance of professional development and training initiatives to promote inclusivity in the classroom. Faculty members need to be aware of existing support services for SEN students.

IMPACT OF CLASSROOM OBSERVATION TOOL AND RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM ON ELEMENTARY SCHOOL TEACHER PERFORMANCE

This literature review explores the implications of utilizing the Classroom Observation Tool (COT) and Results-Based Performance Management System (RPMS) on teaching performance among educators in public elementary schools. The COT serves as a structured instrument for assessing classroom activities, while the RPMS provides a framework for evaluating teacher performance based on professional standards. Through a comprehensive analysis of existing research and policy documents, this review examines the impact of these systems on teaching effectiveness and student outcomes. Research indicates that the systematic use of the COT allows educators to identify areas of strength and growth in their teaching practice, leading to targeted professional development interventions. Additionally, the integration of the RPMS ensures alignment between teacher assessments and professional standards, promoting accountability and continuous improvement in teaching practice. Studies have shown that educators who participate in regular classroom observations and performance evaluations experience enhanced job satisfaction and morale, leading to greater retention and commitment to their profession. Moreover, the implementation of these systems has been associated with improvements in student learning outcomes, as teachers are better equipped to meet the diverse needs of their students. However, challenges such as resource constraints and resistance to change may hinder the effective implementation of these systems. Moving forward, further research is needed to explore the long-term impact of the COT and RPMS on teaching performance and student achievement. Overall, this literature review highlights the importance of incorporating systematic observation and performance evaluation mechanisms into teacher professional development initiatives to promote continuous improvement in teaching practice and enhance student learning outcomes in public elementary schools.

Enhancing Teacher Professional Development: Strategies, Challenges, and Impacts on Instructional Practice and Student Learning Outcomes: A Review of Research Literature

Abstract: Teacher professional development (PD) is widely acknowledged as a critical component in enhancing educational outcomes and improving student achievement. This study provides a comprehensive review of the importance of teacher professional development, focusing on its impact on teacher effectiveness, instructional quality, and student learning outcomes. Drawing on a synthesis of empirical research, theoretical frameworks, and best practices, this paper highlights the multifaceted benefits of continuous teacher PD, examines key factors influencing its effectiveness, and identifies promising approaches for supporting teachers' ongoing growth and development. The findings underscore the significance of investing in high-quality PD initiatives to cultivate a skilled and motivated teaching workforce capable of meeting the diverse needs of 21st-century learners.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

How do micro-placements in industry within an initial teachers’ training programme contribute towards bridging the gap between education and employment?

ABSTRACT The complex interplay between labour market needs and education poses significant challenges to the teaching profession, frequently criticised for its perceived inadequacy in addressing contemporary work – life dynamics and professional practices. In response to these challenges, the ‘Micro-Placements’ initiative was introduced in an initial teacher training programme in Malta, aimed at providing student teachers with practical exposure to different industries. This study reports on an evaluation conducted within a higher education institution, utilising a responsive approach alongside the RUFDATA evaluation framework to observe the value-added of having micro-placements in a programme that enables students to become teachers. Through qualitative analysis, this study underscores the value of micro-placements in enriching pedagogical practices by enabling teachers to integrate diverse workplace experiences, thereby fostering the development of skills essential for active citizenship among students. The findings advocate for the integration of micro-placements into initial teacher training programmes and for their incorporation into continuous professional development initiatives for educators.

Centering community and collaboration in a multi-year literacy professional development initiative between a university and school district

PurposeThis paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).Design/methodology/approachWe asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.FindingsOur findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.Originality/valueThis paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

Applying an Academic Literacies Lens to the Scholarship of Teaching and Learning (SoTL): A Scoping Review

Scholarship of teaching and learning (SoTL) is central to improving teaching, enhancing students’ learning experiences and ensuring practice is evidence-based. This study explores the insights gained by applying an academic literacies lens to the results of professional development initiatives (programmes, schemes, etc.,) designed to enhance features of faculty colleagues’ SoTL skills. A scoping review was conducted on Journal of University Teaching and Learning Practice (JUTLP) papers published from 2004-2023. Developing teaching practice is a central theme of JUTLP and the papers published across this timeframe provide a rich source from which to explore initial insights as a first step to potentially deeper explorations. The review identified four themes emerging from the qualitative data captured across the review sample: meaning-making together; journey of becoming; flattening of power; and context-specific identities. The analysis points to reasons why collaborative meaning-making opportunities are so valued within professional development initiatives. The academic literacies lens highlights issues of discourse, power, epistemology and identity, and consequently illuminates these collaborative moments as spaces that provide a knowledge and identity-based anchor for colleagues. This lens also stresses the destabilising and emotive nature of ‘becoming’ a pedagogic scholar. Implications of the findings are considered from an academic development perspective. Discussion centres particularly on how academic developers may work to support rather than jeopardise colleagues’ future SoTL trajectories.

Speaking of Organic Chemistry: A Faculty Metaphor Analysis in Organic Chemistry Education

Organic Chemistry is frequently considered to be a difficult subject. Understanding the factors that contribute to this phenomenon can inform the chemistry education community of what can be done to improve organic chemistry education. This work is part of a larger study focused on student and faculty perceptions of organic chemistry at a large public university in the southeastern United States. Specifically, this paper contains an analysis of metaphors from interviews with faculty members who teach organic chemistry. Over the course of the interviews, the faculty members compared experiences in organic chemistry to learning a new language, practicing an instrument, and organizing clothes. The analysis of these metaphors was based on the Improved Metaphor Analysis (IMA) framework. The connections made by these metaphors gives greater insight into the perspectives of the organic chemistry faculty members as well as possible faculty action research interventions in organic chemistry education. We propose that metaphor analysis can be a powerful and innovative tool to guide professional development and action research initiatives.

ASSESSMENT OF ATTITUDES OF NURSING STAFF TOWARDS FEMALE OBESE PATIENTS

Obesity is a pervasive healthcare challenge impacting patient care and outcomes. Despite the crucial role of nurses in patient management, stigmatising attitudes towards obesity among nurses remain inadequately explored, particularly concerning female obese patients. Objective: This cross-sectional study aimed to assess nurses' stigmatising attitudes towards female obese patients and explore associated factors. Methods: The current study was conducted at Nishter Medical College and Hospital, Multan, from January 2022 to January 2023. It involved 100 nurses. A structured questionnaire gathered demographic data and utilised the Fat Phobia Scale (FPS) to gauge attitudes towards obesity. Data analysis employed descriptive and inferential statistics, including chi-square tests and regression analysis. Results: Predominantly female participants (70%) with a mean age of 32.5 years and an average experience of 8.2 years were included. The mean FPS score was 3.2, indicating moderate stigmatising attitudes towards obesity. Regression analysis revealed significant predictors of attitudes towards obesity, with years of experience and educational background playing key roles (p < 0.05). Conclusion: The findings underscore moderate levels of stigmatising attitudes towards female obese patients among nurses. Addressing these attitudes through targeted educational interventions and professional development initiatives holds promise for enhancing patient care and outcomes.

Enhancing teacher AI literacy and integration through different types of cases in teacher professional development

Integrating artificial intelligence (AI) into teaching practices is increasingly vital for preparing students for a technology-centric future. This study examined the influence of a case-based AI professional development (PD) program on AI integration strategies and AI literacy among seven middle school science teachers. Employing three distinct case problems, from well-structured to ill-structured, the AI PD program aimed to stimulate teachers’ reflection on AI literacy development and encourage the construction of problem-solving and AI integration strategies within various pedagogical contexts. Analysis of video-recorded case discussions revealed that teachers primarily drew on personal experiences for collaborative problem-solving across the three cases. However, the complexity of the case problems influenced their approach to knowledge co-construction, and dealing with ill-structured problems promoted the application of new knowledge. Through analyzing the survey data, we found a marked increase in teachers’ AI literacy, particularly in the domain of knowing and understanding AI, suggesting a pivotal role for direct instruction that supports AI literacy growth. However, their application of this AI knowledge was limited during the case discussions, while other domains of teacher AI literacy were more frequently employed. The findings highlight the importance of combining direct instruction with case-based discussions in AI-related PD programs to bolster teacher AI literacy effectively. The research has implications for using a case-based learning approach during short-term PD initiatives and advocates the ongoing need for comprehensive AI literacy development to facilitate teachers’ AI integration in subject-specific teaching.

Understanding the Link Between INSET Attendance and Teaching Efficiency of High School Teachers

Recognizing the importance of in-service education and training (INSET) for teacher development, this study investigated its effectiveness in enhancing teaching efficiency among high school teachers at Southern Baptist College. Employing a convergent mixed-methods design with twenty-three participants, the study revealed that high school teachers generally perceive in-service education and training (INSET) positively and value its effectiveness in enhancing teaching skills and practices, but there is no significant relationship between the frequency of attending INSET programs and teaching efficiency. The study identified five essential guidelines that include conducting targeted needs assessments, practical application, individualized professional development plans, ongoing mentoring, and data-informed evaluation systems. The result revealed that the programs of in-service education and training attended by high school teachers were the pedagogy workshops, subject-specific training, technology integration, assessment and evaluation and professional development designed to enhance teacher’s teaching skills, subject knowledge, and classroom management techniques. Majority of the respondents attended the programs conducted by Southern Baptist College, Inc. The themes such as personal and professional growth, improved teaching effectiveness, enhanced mental abilities, positive workplace changes, transformative challenges, and emphasize collaborative approaches were drawn to address challenges and maximize benefits of ongoing professional development initiatives. Moreover, the effectiveness of in-service education and training (INSET) attended by high school teachers is perceived positively. The high school teachers in majority got Very Satisfactory in their teaching effectiveness. However, there is a weak positive correlation between the effectiveness of attending in-service training (INSET) and teaching efficiency of high school teachers. Thus, null hypothesis was not rejected.

Fluency in Language Assessment Literacy: A Literature Review

Fluency in Language Assessment Literacy (LAL) is increasingly recognized as a crucial competency for language teachers and learners alike. This literature review explores the concept of Language Assessment Literacy, its theoretical underpinnings, and its implications for language teaching and learning. The review delves into the role of assessment literacy in language education, highlighting its impact on teaching practices, learning outcomes, and student motivation. Additionally, it examines strategies for developing and enhancing assessment literacy among language educators, including training programs and professional development initiatives. Furthermore, the review identifies current trends and future directions in language assessment literacy research, emphasizing the need for continued efforts to promote assessment literacy in language education practice and policy. Overall, this review underscores the importance of fluency in LAL and calls for concerted action to foster its development among language educators and learners.

Geographic and Demographic Variations in Secondary School Teachers’ Job Satisfaction and Attitude towards Teaching

This quantitative study examined the relationship between job satisfaction and secondary school teachers’ attitudes toward teaching in Punjab, Pakistan. A sample of 560 public school educators completed the Job Satisfaction Scale for Teachers and the Questionnaire of Attitudes Towards the Teaching Profession. Descriptive statistics revealed moderately high mean satisfaction and positive outlooks on teaching overall, with minor variations by gender and locale. Rural female teachers showed significantly more favourable perspectives than urban counterparts. Correlational analysis indicated a robust positive correlation between job satisfaction and attitude toward teaching across demographic groups. Results align with existing evidence that multifaceted policies targeting sources of teacher dissatisfaction and unfavourable attitudes may simultaneously improve both constructs to enhance educational quality. Locality emerged as the most meaningful demographic distinction, suggesting differentiated supports for rural versus urban schools warrant consideration. Further localization of professional development initiatives also appears vital to bolstering provincial secondary instruction. Overall, findings underscore the interdependence of teacher job satisfaction and teaching perspectives while highlighting the instrumentation of tailored, context-specific interventions for maximizing vocational engagement and performance among Pakistani secondary teachers.

The psychometric properties of teacher leadership scale: the study of adaptation and validation based on the MLQ-5X in higher education

PurposeGiven the importance of teacher leadership in influencing, motivating and inspiring student learning engagement and associated learning outcomes, a robust instrument to assess this construct is critical. Although there are some teacher leadership instruments available in existing literature, efforts to adapt robust psychometric instruments to measure teachers' leadership practices in Ethiopian higher education institutions have been limited. Therefore, this study attempted to address this gap by adapting the Teacher Leadership Scale (TLS) based on the Multifactor Leadership Questionnaire (MLQ-5X) and validating its psychometric properties for use in higher education settings.Design/methodology/approachUsing a cross-sectional design, the study involved 409 undergraduate university students who were randomly selected from public universities. Factor analytic methodologies, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), were used to analyze the data collected.FindingsThe result confirmed a set of 36 items arranged in nine factors, which have a theoretically supported factor structure, excellent model fit and robust evidence for validity, and reliability and measurement invariance. These results demonstrate that the scale is a strong psychometric tool for measuring the leadership profile and practice of higher education teachers.Originality/valueIt can be concluded that the TLS can assist stakeholders in several ways. Researchers can benefit from the scale to measure teachers' leadership practices and predict their influence on student learning outcomes. In addition, the scale can help practitioners and policymakers collect relevant data to rethink teacher professional development initiatives, leadership training programs and other practices aimed at improving teacher leadership effectiveness.