Professional Development Institute Research Articles

Online Education and its Relevance for Pakistan: A Case Study of Professional Development and Research Institute Pakistan (PDRI)

This article debates the need and importance of alternative education by comparing online and on-campus modes of learning. Focusing on the (PDRI) in Pakistan, which was shifted to online education during the pandemic, this research aims to determine the benefits and drawbacks of both methods. This research will further identify the role of AI in modern online education and the problems posed by the alternative methods. For extended access and flexibility in post-COVID Pakistan, e-learning has emerged as an important solution. It, however, comes with difficulties in technological participation barriers and quality assurance challenges. On-campus education offers face-to-face interaction and campus resources. This paper, therefore, argues for future research directions in the pursuit of hybrid models, addressing socio-cultural barriers by building digital literacy toward more inclusive education systems. These insights seek to enlighten stakeholders on how to establish an adaptable and resilient system of education for their digital future.

SBAE teachers’ perceptions of science integration and inquiry-based learning

The integration of science within an agricultural education classroom is very important. This study explored the influences CASE professional development institutes had on the teacher-participant’s perceptions of science integration and inquiry-based instruction. This study utilized a pre and post-test comprised of the integrative science survey and the inquiry-based teaching techniques. We attempted a census of all (N = 38) high school agricultural educators who were participants in the Principles of Agricultural Science-Plant (ASP) and the Agricultural Power and Technology (APT) CASE institutes. Overall, respondents had more positive perceptions of science integration and IBI following the CASE institutes. Teacher educators should incorporate inquiry-based teaching techniques and examples of integrating science into preparation programs and offer professional development workshops to practicing teachers. Future research should take a deeper look into the impacts of CASE institutes on teachers’ attitudes towards science integration and implementation of IBI in their classrooms. A larger population of teachers needs to be studied with the study taking a longitudinal approach to focus on the long-term implementation of IBI in the agricultural education classroom.

Interrogating the Tensions: A Collaborative Self-Study of Middle Grades Teacher Education Practices in Justice-Oriented Professional Development

Middle grades teachers and middle grades teacher educators are practicing in a complex sociocultural and sociopolitical moment. As part of the recent critical turn in middle grades education, antiracist teaching and equity pedagogies have gained momentum in the middle grades education literature. Calls to engage in these practices, however, have been met with education legislation and policies intended to forestall equity-oriented teaching. In this context, middle grades teacher educators have an especially important role to play in helping prepare and support justice-oriented preservice and in-service middle grades teachers. In this collaborative self-study of teacher education practices, the authors looked closely at the experiences of five facilitators of a critical professional development institute and also engaged the perspectives of professional development leaders. Together, the authors sought to understand both the strategies and tensions in their work to engage middle grades teachers in critically conscious practice. Study findings describe both teacher educator strategies for the implementation of critical professional development and the possible tensions in this work.

Collaborative spaces: investigating the relationships between students’ group-based learning and lecturers’ approaches

ABSTRACT Background Enabling teaching approaches that promote active learning can require a certain amount of organisational reorientation. For example, structural and cultural shifts may be needed to accommodate moves towards student-centred learning. In higher education environments, lecturers can play a significant role in supporting students’ collaborative learning. More needs to be understood about the connections between lecturers’ pedagogical approaches and the enhancement of student learning through group-based activities. Purpose With the context of a journey towards active learning in mind, this qualitative study sought to explore the relationship between lecturers’ pedagogical approaches and students’ group-based learning, and consider how student learning may be enriched through collaborative activities. Method Data were collected through semi-structured interviews with 12 lecturers who were teaching a range of subjects in a higher education institution in Malaysia. Observations of teaching were also undertaken. Data were analysed thematically. Findings The in-depth analysis of rich data identified the many different ways in which lecturers enabled and promoted students’ group-based learning, through the design and delivery of appropriate and engaging collaborative tasks. Some challenges in the journey towards active learning development were identified in terms of supportive and procedural information provision. Conclusion Findings offer insight into how group activities may enhance student learning, when supported with carefully designed learning tasks which help students acquire the necessary collaborative skills. More broadly, they also highlight the need for institutional professional development support for higher education lecturers in order to engender a sustained culture of collaborative teaching and learning.

The construction of systems thinking pedagogy during a professional development institute

The construction of systems thinking pedagogy during a professional development institute

Counterintelligence and the Changing Threat Landscape

On March 16, 2023, Daniel Stanton—Director, National Security Program, University of Ottawa, Professional Development Institute—presented Counterintelligence and the Changing Threat Landscape. The presentation was followed by a question-and-answer period with questions from the audience and CASIS Vancouver executives. The key points discussed were the definitions and outcomes of offensive and defensive counterintelligence (CI), the principle states engaged in CI, and the shift in CI tactics and operations in recent years. Received: 2023-05-14 Revised: 2023-05-25

INFORMATION INTEGRITY LAB AND THE IMPORTANCE OF CONTINUING DIGITAL EDUCATION FOR INTELLIGENCE PROFESSIONALS

On November 22, 2022, Alan Jones, Executive Advisor in the University of Ottawa Professional Development Institute (uOttawa PDI), presented Information Integrity Lab and the Importance of Continuing Digital Education for Intelligence Professionals. The presentation was followed by a question-and-answer period with questions from the audience and CASIS Vancouver executives. The focus of the presentation was the role of uOttawa PDI in regard to educating on national security.

Faculty perceptions, awareness and use of open educational resources for teaching and learning in higher education: a cross-comparative analysis

This paper explores faculty’s perspectives and use of open educational resources (OER) and their repositories across different countries by conducting a multiple case study to find similarities and differences between academics’ awareness, perceptions and use of OER, as well as examining related aspects of institutional policy and quality that may influence individual views. Data were collected through nine expert reports on each country studied (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain and Turkey) and were analyzed through qualitative content analysis using thematic coding. Findings show the impact on individual OER adoption with regard to the individual control of diverse factors by faculty members; of institutional policies and quality measures on the externally determined factors (by the institution); and of institutional professional development and provision of incentives in more internally determined factors (by the faculty members themselves). These findings carry implications for higher education institutions around the world in their attempt to boost OER adoption by faculty members.

STRATEGY OF PUBLIC SERVICE TO IMPROVE SERVICE QUALITY AT THE INSTITUTE OF LEARNING DEVELOPMENT AND PROFESSION (LP3) STATE UNIVERSITY OF SURABAYA

The implementation of a clean and effective government is a constitutional obligation and the hope of all citizens. In reality, these rights have not been fully obtained by the community. This is reflected in the number of complaints or public reports to the Ombudsman Institution to help handle complaints related to the performance of public services by government agencies. Based on the incoming reports, it can be seen that State Higher Education Institutions are ranked 12th based on the number of reports. One of these State Universities is the State University of Surabaya (Unesa). Unesa has an institution, one of which is called the Learning and Professional Development Institute (LP3) which has 7 (seven) centers, namely the Teacher Professional Education Center, Training Development Center, Professional Certification Center, Learning Strengthening Center, Core and Institutional MPK Management Center, Character Development Center and Counseling Services and Psychological Service Centers. The purpose of this study was to obtain an overview of the Public Service Strategy to Improve Service Quality at the Institute for Learning and Professional Development (LP3), State University of Surabaya. This type of research was developed using qualitative research. Sources of data from informants, events and documents. Data collection techniques through interviews, observation, documentation and triangulation. Data analysis is done by collecting data, reducing data, displaying data and drawing conclusions. Empirical data is needed to improve public services through LP3 Unesa. The information obtained can be used as a basis for establishing strategic policies that will help improve the quality of public services. The theory used in the opinion of Osborne (2001) there are 5 (five) strategies to improve the performance of public services. The strategies are Core Strategy, Consequences Strategy, Customer Strategy, Control Strategy, Culture Strategy.

Exploring K-3 Educator Perspectives on STEM Learning

Science, technology, engineering, and mathematics (STEM) instruction has become a priority b across the globe in recent years. Elementary educators are seeking ways to integrate STEM in all areas of learning. However, research indicates that most elementary teachers grapple with identifying and using appropriate STEM tools and instructional strategies that teach STEM as an integrated subject. This paper reports on an exploratory study examining the experiences of K-3 teachers (n=26) who contributed to the development of a summer STEM institute. It also examines in greater detail the perceptions of twelve of those participants who participated in the professional development institute. The study used quantitative and qualitative approaches to collect and analyze data. Findings indicate that teachers appreciate the use of inexpensive STEM tools and that they recognize the potential that an integrated STEM project-based learning approach has for young students. Implications for teacher education and professional development are offered along with recommendations for future research.

Peranan Sumber Daya Manusia dan Presentasi (Presenter) Dalam Memasarkan Produk Pendidikan di Lembaga Pendidikan dan Pengembangan Profesi Nusantara

To win business competition either in the field of education or other fields businesses must carry out various marketing strategies such as: product strategy, pricing strategy, promotional strategy, and strategy and presentation of Manusa resources. The last two strategies are important strategies in recruiting prospective students (customers), Presenter's performance can be measured through the ratio of consumers who come to then enroll and the next who register (become students). The problem at the moment is that thebalancebetween consumers who come, consumers who sign up and consumers who are accepted is poorly maintained . Based on the above problems, the author chose the Nusantara Professional Education and Development Institute (LP3N) as the object of research, because LP3N is an educational institution engaged in the development of Human Resources (HR) that produces ready-to-eat labor. The purpose of this research is prioritized to know the extent of the role of human resources and presentations (presenters) in marketing educational products in order to attract students in the process of admission of new students conducted by educational institutions and professional development of the archipelago (LP3N). In addition, in order to be utilized by the Nusantara Professional Education and Development Institute (LP3N) in taking policy in its marketing activities. In this study using quantitative method where this research is intended to describe and analyze the role of presenters in marketing educational products in educational institutions and professional development of the archipelago. While in the calculation process using SPSS Version 24 . Keywords : Consumers, Human Resources, Marketing Strategy, Performance, Presenter .

From Professional Development to Native Nation Building: Opening Up Space for Leadership, Relationality, and Self-Determination through the Diné Institute for Navajo Nation Educators

Many of us have multiple stories that would be appropriate to tell given the theme of this Special Issue. I am compelled to tell a story about my work with teachers, teacher leaders, and other allies on the Navajo Nation. The Diné Institute for Navajo Nation Educators (DINÉ) was started by teacher leaders who envisioned a collaborative professional development institute specifically for K12 teachers on the Navajo Nation. In their rural, Indigenous-serving schools, teachers are often asked to deliver scripted curriculum that is decontextualized, dehistoricized, and therefore, dehumanizing for their students, themselves, and their communities. Their vision for the DINÉ was developed and honed over many years in response to this context. In this essay, I will briefly describe the DINÉ, how and why it began, and its current status. I will focus on three critical spaces that have opened up in and through the DINÉ: teacher leadership, connection/relationality, and activism/self-determination. In reflecting on these three spaces, I suggest that our work in the DINÉ is fundamentally about Native Nation building.

Implementing Implementation Research: Teaching Implementation Research to HIV Researchers.

Given the growth in HIV-related implementation research, there is a need to expand the workforce and rigor through implementation science (IS) training and mentorship. Our objective is to review IS training opportunities for HIV-focused researchers and describe the approach and lessons learned from a recent HIV-related implementation research training initiative. IS training opportunities range from degree programs to short- and longer-term professional development institutes and community-focused institutional trainings. Until recently, there have not been extensive dedicated opportunities for implementation research training for HIV-focused investigators. To meet this gap, an inter-Center for AIDS Research IS Fellowship for early-stage investigators was launched in 2019, building on lessons learned from dissemination and implementation training programs. Key components of the HIV-focused IS fellowship include didactic training, mentorship, grant-writing, and development of HIV-IS collaborative networks. Fellows to-date were two-thirds junior faculty and one-third post-doctoral fellows, the majority (69%) with prior public health training. Perceived value of the program was high, with a median rating of 9 [IQR 8-9] on a 10-point scale. Overall, 22/27 (81%) Fellows from the first cohort submitted IS-related grants within 12 months of Fellowship completion, and by 1 year 13 grants had been funded among 10 investigators, 37% overall among Fellows. Mentors identified framing of IS questions as the top-ranked training priority for HIV-investigators. Increasing knowledge of the utility of IS may support more grants focused on optimal implementation of HIV treatment and prevention strategies. Experiences from mentors and trainees engaged in an IS-focused fellowship for HIV investigators demonstrate the demand and value of a dedicated training program and reinforce the importance of mentorship.

TEACHER PARTICIPATION IN ACCREDITED MUSIC PEDAGOGY PROGRAMMES

The quality of initial education, the professional affirmation of beginners, extensive work experience, favourable professional climate, work motivation and continuous professional development are the prerequisites for successful work of today’s teachers. Initial teacher education is the main requirement for ensuring teacher’s professional competence in teaching, however, their professional self-actualization can only be achieved by means of continuous and lifelong development of professional competences, both through individual and institutional professional development. The paper discusses the formal, institutionalised professional development of teachers in the field of music pedagogy through content analysis of accredited programmes for professional development of teachers. Our aim is to analyze the scope of music pedagogy content in accredited programmes for professional development of teachers and identify teacher participation in those programmes. In that regard, the subject of our study are accredited programmes represented in the catalogues of programmes for continuous professional development of teachers, preschool teachers and technical associates, issued by the Institute for the Improvement of Education, as well as in the Professional Development Database of the Centre for Professional Development of Education Professionals. The research is based on the implementation of a descriptive method. The sample comprises 9 official catalogues, published between 2006 and 2018. Research results show that in this period, the total selection of teacher education programmes gradually increased, but the inclusion and participation of teachers in the programmes dedicated to professional development in the field of music pedagogy has been limited.

Supporting teachers as they support each other:Lessons concerning mentor teacher feedback to teacher mentees

ABSTRACT Supporting the growth and retention of teachers in urban classrooms poses significant challenges to the education community. Student-centred instruction has demonstrated positive impacts on student academic growth and social development, facilitating acquisition of 21st century skills. However, implementing student-centred instruction is demanding for teachers, requiring high quality professional development. Teacher peer mentoring can be an effective and efficient component of professional development initiatives, but little is understood about ways to support and sustain the mentors themselves. This study employed qualitative methods to explore these issues over two summers of a professional development institute during which 10 teachers experienced in implementing a student-centred instructional model mentored 14 teachers new to student-centred instruction. The teachers and students in the summer institutes came from 13 urban secondary schools serving students underrepresented in STEM who had demonstrated economic needs. Embedded in a larger study of professional development, the current study focused on the experiences and perspective of the mentors as they provided feedback to their mentees. Findings suggested that teacher peer mentoring has the potential to change practice, but that effective mentoring required support and structures for the mentors as they grow into new roles and responsibilities.

The Teachers Teaching Teachers GIS Institute: Assessing the Effectiveness of a GIS Professional Development Institute

The authors assessed eight years of a national professional development institute focused on providing geographic information systems (GIS) teaching and technical skills for educators, titled Teachers Teaching Teachers GIS (T3G). Through a survey (N = 276 [out of a total population of 450]), the authors determined that the institute generally met its goals of equipping educators so that they could (1) teach GIS concepts and skills for their peers, (2) create GIS-based curricula, and (3) communicate the value of GIS to other disciplines. Over the eight years that the institute ran in a face-to-face format, the institute reflected broad changes in GIS technology and methods, including the transition from desktop to Web-based GIS and the movement to shorter lessons. Our study also revealed challenges and benefits of this model of professional development and broader issues of adoption of GIS in primary, secondary, university, and informal areas of education. These revelations allowed us to expose and evaluate strategies to advance the implementation and effectiveness of the use of GIS in instruction.

Development of big data system of LP3 UNNES to support excellent service of LPTK on international reputation

Semarang State University, Education and Professional Development Institute (LP3) is a public service institution integrated with the Semarang State University Institute (UNNES). As a public service institution, LP3 is bound by regulations related to service satisfaction and service statistics as part of public accountability. In fact, as a public service institution overseeing services in the fields of PPL, PPG, MKU / MKDK, Career and Counselling, as well as Language and Training services, LP3 does not yet have a qualified DSS. An outline of the research method used in detail was explained as follows: Retrieve Data; Development System; Operation. Based on the results and discussion, it can be seen that building a LPS DSS requires quite a long time. The data in LP3 comes from inhomogeneous forms and varied sources. We conclude that the DSS of LP3 UNNES was going well. The website of data.lp3.unnes.ac.id can be utilized by the community as a decision support system.

4197 A Landscape Analysis of CTSA websites for Clinical Research Professional Training Opportunities

OBJECTIVES/GOALS: We conducted a review of CTSA websites to understand the current landscape for CRP institutional professional development and training revealed in the CTSA hub websites. METHODS/STUDY POPULATION: We accessed and reviewed 59 currently funded CTSA hub websites for evidence of CRP training opportunities. Parameters reviewed included: 1) opportunities were specified for CRPs versus K and T trainees; 2) mandated training; 3) leveling; 4) delivery methods/resources; 5) public accessibility; 6) unique features. The website reviews informed a REDCap survey sent to the CTSA Administrators (n = 149) and the Coordinator Taskforce (n = 105) listservs to gain additional knowledge of CRP training available at the institution. A subsequent repeat review of the CTSA hub websites will be conducted to determine evolving trends. RESULTS/ANTICIPATED RESULTS: A total of 40 responded to the survey from 59 CTSA hubs. Survey results are being analyzed. Website review data are being tabulated and the subsequent review of websites will be collected in February. Those findings are pending and will include a comparison of prior findings. 42% of CRP hubs list CRP training within the CTSA hub website. Required onboarding training (beyond CITI certificates) is revealed for some hubs (15%). DISCUSSION/SIGNIFICANCE OF IMPACT: On our initial website review less than half of the CTSA hub websites list specific CRP training on their website. Many were hidden behind firewalls and could not be reviewed for content. The REDCap Survey will provide more granular descriptions of programs. Data from a second website review will be collected for comparison. Based on a preliminary re-review of sites, there is a suggestion of increasing CRP workforce development information. CTSAs are well-positioned to be a central hub for promoting educational excellence of the institutional workforce, for medical centers and in other venues where clinical research is performed.

The nature of teacher professional development in Australian international vocational education

ABSTRACT Together with Canada, the UK and the US, Australia is one of the most active countries in promoting education export and recruiting international students with international education as the country’s biggest and most successful services export ‘industry’. However, staff capacity building in international education has not been adequately invested. In research, while the teaching and learning of international students is a topic of growing popularity, the professional development (PD) and capacity building for teachers, who play a crucial role in the internationalisation of education and in particular, in supporting the learning of international students, has been left largely unexplored. This article responds to this critical gap in the literature by examining the nature of teacher professional development practices in international education The findings of the research shows that, at the individual and institutional levels, teacher self-positioning of their PD needs and other positioning of the institutional PD provision seem to reveal the internal contradictions and tensions within institutions that work against the principles of responsive learning and teaching relative to international students’ needs and expectations. The article calls for more support and investment in teacher professional development tailored to their needs to operate, teach and learn effectively in a context of increased internationalisation.

Learning Communities Finding Common Ground for the Common Good

ABSTRACTMuseum educators and instructors of English as a Second Language (ESOL) at a community college in New York reflect on their experiences facilitating a program designed to enrich the language, cultural, and visual literacy skills of adult immigrant students. The CALTA21 program brought together three stakeholders, immigrant ESOL students, language instructors, and museum educators in collaboration to build linguistic, social, and cultural capital. A professional development institute, utilizing Visual Thinking Strategies as a core pedagogy, provided a common practice used by the stakeholders in the classroom and the museum. This democratic method subverted the traditional student–teacher relationship by using inquiry and personal narratives to inspire an exchange of ideas. The case study will consider the elements of the program that supported the development of a dynamic community of learners, and the empowering experience of teaching and learning within a model of shared authority.