Professional Development Literature Research Articles

Collaborative inquiry as an authentic form of professional development for preschool practitioners

The purpose of this case study was to propose collaborative inquiry (CI) as counterdiscourse in professional development literature by acknowledging the multiple forms of personal and professional knowledge of five preschool practitioners. Data were collected from transcripts of CI group meetings, semi-structured participant interviews, researcher field notes, and observations during classroom visits and meetings with participants. In the findings practitioner goals and research questions, conversation and small talk, informal and shared readings, student documentation and artifacts, and collaboration were identified as important tools and processes as group members engaged in CI alongside participation in a voluntary quality improvement rating system at their preschool.

“Walking the talk”: The influence of an introduction to cognitive education on school leaders

The current emphasis on curriculum leadership implies the need to update school leaders’ pedagogical knowledge. This paper will interest local and international readers because it highlights both essential content and the importance of the pedagogy employed to convey it. The study explored the initial effects of an introduction to Cognitive Education on the understandings of curriculum of school leaders engaged in post-graduate study. Using a qualitative research approach informed by a social constructivist paradigm, it accessed 29 participants’ perceptions of the course content and methodology. Data included participant observer field-notes, questionnaires, and focus group interviews. Data was thematically analysed and key themes identified using ‘content’ and ‘process’ of the short course as initial categories. Findings indicated that new knowledge regarding intellectual (cognitive) development was valued, as were active modelling of cognitive education strategies, engagement with one another as a social community of enquiry, and opportunities for reflection and practice. The process categories reflected several of the characteristics highlighted as important in the professional development and cognitive education literature. Discussion focuses on the importance of the active ‘teaching of thinking’ within the curriculum and on the urgent need to pay attention to how the curriculum is delivered at all levels of education, including the new Advanced Diploma for School Leadership and related leadership development courses. Keywords: cognitive development; cognitive education; community of enquiry pedagogy; curriculum leadership; experiential learning; leadership development

EFL Professional Development: Discussion of Effective Models in Literature

This paper explores the professional development literature in the educational setting. The different literature pieces are aligned to a framework that requires effective professional development to focus on three concepts: content, context, and process. The content focuses on the “what” question in the programs while the context aims to align the content with “where” question. The third component is the focus on the process variables that professional development should follow. This paper tries to add to the English as a Foreign Language (EFL) and English as a Second Language (ESL) fields’ literature by presenting categorized overview of relevant works. The different theories include adult learning theory, functional theory, multiple intelligences, twenty-one learning styles, the Australian Government Quality Teaching Program (AGQTP) model and model of teacher change.

University Educator Mindsets: How Might Adult Constructive‐Developmental Theory Support Design of Adaptive Learning?

ABSTRACTThis article explores Robert Kegan's adult constructive‐developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning‐making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago‐Severson's interpretation of Kegan's concepts, the authors propose that behaviors of university teaching practitioners indicate mindsets evident at four ACD levels—instrumental, socialized, self‐authoring, and self‐transforming. Higher education professional development literature has identified a significant gap in practitioner implementation of interactive strategies using digital tools. If university practitioners increase their mental complexity they may become more adaptive in the application of interactive pedagogies and digital technologies. Adaptive approaches might cultivate new pedagogies supporting and challenging students toward more complex and flexible qualities of mind.

Becoming a Professional

Cultivating professionalism among students is a key goal of the Master of Public Health (MPH) practicum. Achieving this goal, however, can be pedagogically challenging. We provide guidance on implementing and using an online student discussion board as a vehicle for promoting professional development, based on our experience overseeing the MPH internship (practicum) at a large urban university school of public health. Our approach is derived from the professional development literature identifying active reflection on practice experiences as a critical means of facilitating the process of developing mastery and proficiency. We have found that an online discussion board provides a supportive environment for discussing numerous professional challenges encountered in the internship and sharing strategies for addressing these challenges. Our experience suggests that online discussion boards are a useful tool to help MPH students develop their professional skillset, conduct, and values.

Development and optimization of an injury prevention intervention for physical education teachers

ABSTRACTBackground: Injury prevention is highly needed in physically active populations, such as pre-service and in-service physical education teachers (PETs). As a lack of adherence to preventive strategies is problematic in injury, it seems crucial to develop and optimize interventions that correspond to the specific needs and wishes of PETs.Aim: The purpose of the present study was fourfold. Specifically, we aimed at (1) systematically optimizing an injury prevention intervention for PETs, based on teachers’ qualitative evaluation of the intervention, (2) quantitatively investigating whether the appreciation of the injury prevention intervention was higher after optimization, (3) examining whether participation in the intervention resulted in positive changes in teachers’ perceived utility of, and confidence to apply the proposed preventive strategies, as well as their knowledge about these strategies, and (4) describing teachers’ adherence to the proposed preventive strategies while they were engaging in the intervention.Participants: Twenty PETs (13 men, Mage = 42.1 ± 12.17 years) from nine different secondary schools in Flanders (Belgium) voluntarily participated in this study. The intervention, based on findings from the continuing professional development (CPD) literature, and the principles of the self-determination theory, took place on two different training days (Training A and Training B) and consisted of seven intrinsic injury prevention strategies.Data collection and analysis: Qualitative data on teachers’ appreciation of the intervention were collected by means of focus group interviews, which were used to optimize the intervention (Aim 1). Quantitative data on teachers’ appreciation were collected directly after they had engaged in the intervention and were used to compare the appreciation from the initial to more optimized versions of the trainings (Aim 2). Further, by means of repeated measures ANOVAs positive evolutions in teachers’ belief in the utility of, confidence to apply and knowledge about the provided strategies across time were examined (Aim 3). Finally, teachers’ adherence was evaluated by relying on weekly online registrations of minutes and types of preventive strategies teachers had practised during the past week (Aim 4).Findings: Despite the relatively high initial appreciation scores (4.2 out of 5), the optimized versions of the trainings scored better on interaction, intelligibility, innovation, practical usefulness, and recommendation (Aims 1 and 2). Significant differences were found over time in terms of within-teacher changes in perceived utility of (4.05–4.73–4.48; p < .001), confidence to apply (3.75–3.96–4.26; p < .001) and knowledge about preventive strategies (2.49–3.53–3.39; p < .001; Aim 3). Finally, prospective registrations of teachers’ adherence to the proposed strategies showed a mean time of 62.1 ± 48.6 min/week with a balanced distribution of the different strategies (Aim 4).Conclusions: The present study developed an intervention that optimally fulfils the wishes and needs of the target population, namely PETs, and can readily be implemented in PET education programmes or CPD programmes for in-service PETs. Results of this pilot study are promising because teachers displayed increases in several relevant outcomes. Various suggestions are formulated on how to increase PETs’ appreciation of CPD programmes.

Professional development for teachers plus coaching related to school-wide suspensions for a large urban school system

Little is known about how professional development models can be used to address exclusionary disciplinary practices in response to behavior management challenges in classrooms and schools. This is of great concern given data that suggests that such practices predict negative outcomes for students, including repeat suspensions, dropout and incarceration. Instead, the professional development literature has focused largely on instructional practices in the classroom. Using secondary data, the current paper sought to address this limitation by examining the potential impact of a professional development intervention, focused on classroom management strategies through training and one-on-one coaching, on reductions in disciplinary practices. School-level suspension and behavioral incidence data were available for 70 schools participating in the intervention and 1605 schools that did not participate in the intervention during the 2011–2012 school year. First, differences in demographics between the schools receiving the professional development intervention and schools that did not receive the intervention were explored. Next, a series of hierarchical regression models were estimated in order to test the level of dosage as a predictor of change in suspensions and behavior incidents. Results reveal that intervention schools experienced significantly reduced suspensions and behavior incidents in the school year following the intervention. The number of coaching sessions also predicted significant decreases in suspensions and marginally significant decreases in behavioral incidences. These findings suggest that professional development interventions may have the potential to shift teacher behavior management practices that reduce exclusionary disciplinary practices known to be detrimental to student outcomes.

Responding to learner diversity: Student views as a catalyst for powerful teacher development?

Increasing diversity in schools means that teachers need more effective forms of professional development to address the challenges they face. Drawing on findings from a three-year study in three European countries, this paper presents a new way of thinking about what this should involve. What differentiates the proposed model is that it emphasises the views of students themselves, something that has previously been largely absent from teacher professional development literature. Through the use of illustrative examples, the paper shows how this factor can act as a catalyst for the development of new thinking and practices in response to learner differences.

From Houle to Dirkx: Continuing Professional Education (CPE), A Critical State-Of-The-Field Review

Learning as a central focus in the discourse on professional development is well grounded in the educational and professional development literature. Yet, despite this consensus, and significant research on how professionals learn, most professional development and continuing professional education (CPE) practices continue to focus on delivering content rather than enhancing learning. This paper provides an update and overview of adult education’s ongoing critique of and contributions to debates about the aims, structure, and purposes of continuing professional development and CPE. The author profiles a long-standing and continuing effort by educational scholars to reclaim this vital area of study and practice, in order to bring their learning focus as well as their critical questions to bear on it.

Helping Teachers Help Themselves

For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this scholarly article synthesizes findings and presents core features of effective professional development, including what those features might look like in practice. Strategies for teachers, administrators, and schools to begin to engage in meaningful professional development experiences are presented and discussed.

Characterizing Key Features of the Early Childhood Professional Development Literature

Professional development (PD) has been defined as facilitated teaching and learning experiences designed to enhance practitioners' knowledge, skills, and dispositions as well as their capacity to provide high-quality early learning experiences for young children. The purpose of this study was to use a framework from the National Professional Development Center on Inclusion (2008) to characterize key components of early childhood PD by conducting a descriptive systematic review of empirical literature. Two hundred fifty-six studies were identified that met specified inclusion criteria: (a) described a type of PD, (b) involved early childhood practitioners who were working with children birth through the age of 5 years, and (c) reported empirical evidence about PD outcomes for either early childhood practitioners or children. Findings revealed that studies typically included information about PD recipients, the topic or content focus of the PD, and the type of facilitated teaching and learning experiences provided. Seventy-four percent of the reviewed studies included systematic follow-up as a component of the facilitated teaching and learning experiences but limited information was provided about dose and fidelity of implementation of the follow-up. The review provides a descriptive characterization of the who, what, and how of early childhood PD. These data complement an emerging experimental intervention literature focused on second-generation PD research questions. We discuss the need to reach consensus about reporting key components of PD interventions to facilitate interpretations of relationships among PD interventions, improvements in practice, and desired child outcomes.

Building Community in Triads Involved in Science Teacher Education: An Innovative Professional Development Model

This article describes a pre-service and in-service science teacher joint professional development pilot project. It is intended to strengthen the community and facilitate professional growth for triad members involved in the professional development of pre-service science teachers. Through a summer workshop and follow-up monthly meetings, this project connected the clinical experiences of the pre-service teachers with the joint professional development of both the pre- and in-service teachers. A mixed-methods research design was used to investigate the impact of this project. Results indicated that this model was successful in aligning with characteristics of effective professional development derived from national standards documents and professional development literature. Additionally, through engaging pre- and in-service teachers in the co-creation of modules, which were subsequently enacted in classrooms, collaborative positioning occurred whereby the pre- and in-service teachers were found more equally sharing and co-negotiating responsibilities in the classroom. This article describes the need for this project and provides an in-depth description of each component of the project enacted, as well as additional findings supportive of its effectiveness.

Holism in Sports Coaching: Beyond Humanistic Psychology

Increasingly the professional development literature in sports coaching encourages coaches to coach holistically. Yet the phrase ‘holistic coaching’ is mired in ambiguity and has the potential to become meaningless. The aims of this article are to explore the relationship between holism, humanistic psychology, humanism and sports coaching, and to pose some challenges, which could support the field to move beyond the influence of humanistic psychology.

Making Adequate Yearly Progress: Teacher Learning in School-Based Accountability Contexts

Context This study addresses recent changes in professional development policy, practice, and theory, in which professional development has increasingly become continual, collaborative, and school based. We consider both traditional notions of structure and content as well as context in developing a more complete understanding of professional development for today's teachers. Purpose We conducted this study to understand more fully the delivery of school-based professional development within a high-stakes accountability context. We build on the accountability, professional development, and school context literature and expand the explanatory framework to include teacher experience with, and use of, school-based professional development in instructional practices. Research Design We conducted case studies of professional development in three elementary schools with varying levels of pressure to make adequate yearly progress. Although these three school sites operated within the same federal, state, and district policy contexts, the school contexts varied considerably. We focused in particular on professional development around short constructed responses, a form of paragraph writing required for the state exam. Conclusions We argue that school leadership, culture, and resources, as well as the structure and content of professional development, filter policy initiatives before they ultimately shape teacher learning experiences. Although high-stakes accountability policies increased the quantity of professional development, the quality of teacher learning opportunities depended on the context in which it was delivered.

Professional Development in Early Childhood Programs: Process Issues and Research Needs

In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. Therefore, the early education field needs well-conducted empirical studies on which to base professional development practices. In this article, we offer research directions associated with the processes underlying professional development, including areas in need of investigation that can inform the early childhood education field in terms of how professional development efforts exert their influence and produce meaningful change in practitioners' skills, behaviors, and dispositions. The article highlights representative research from the professional development literature on its various forms/approaches and offers an agenda for research on the professional development process. Broad issues associated with the conduct of research on professional development, including considerations of professional development processes, participant characteristics, relationships, and sustainability, are discussed.

The Role of Coflection in Equity-Centered Mathematics Professional Development Practices

This article is about locating equity concerns within epistemic processes in school mathematics professional development. The professional development literature indicates a focus on subject matter and pedagogical content knowledge without explicit attention to equity concerns as they arise in professional development practice. Though scholars have called attention to the professional learning needed for equity practice, the equity and professional development literatures do not directly inform each other. In professional development practice, teachers' assumptions underlying equity issues often remain unchallenged. We use the term “coflection,” (Skovsmose & Valero, 2001), an epistemic, or knowledge-generating process, to capture the socially critical nature of the interactions among teachers within professional learning experiences that we believe are necessary for generating the kinds of knowledge teachers need to facilitate students' academic success. Using examples of practice from the literature and our own research experiences, we argue that coflection centers equity concerns within teachers' professional development practice.

Professional Development for Museum Educators

Frontline museum floor staff people are critical agents in the field's efforts to catalyze greater community engagement and participation at the intersections of science, art, history, and society. Yet, coming from widely disparate backgrounds and often with little formal professional development in place, many museum-based education practices are informed still by classroom-based (transmission or instructionism) models of teaching and learning. Such approaches may limit the reach and impact of our work, particularly with respect to communities that are under-represented in museum audiences. Drawing on their respective experiences leading science museum professional development programs in the US and the EU, the authors review key ideas from research in the learning sciences that, combined with the educator professional development literature, challenge some of the deep-seated epistemological conceptualizations embodied in practices of many museum educators and suggest the need for new approaches to professional development for museum educators.

PR career progression – the gap between traditional research and the UK industry's perception

Purpose – Public relations research into career advancement has been frequently criticised for its focus on gender discrimination and the prevailing dominance of American academics, while widely ignoring the perception of “industry insiders”. This paper aims to provide new insight into PR career progression.Design/methodology/approach – The paper considers alternative aspects to PR career progression, as emphasised by general management and continuous professional development literature, with a close examination of the UK's public relations industry and its practitioners' perceptions of career advancement impacting factors.Findings – The results gained were used to develop a Five‐step PR Career Progression Model, which may act as a useful starting point for further research into career advancement factors and the move towards a widely accepted set of career progression benchmarks for the UK's public relations industry.Originality/value – Overall, this paper encourages both PR academics and practitioners t...

Factors Influencing Outcomes From A Technology-Focused Professional Development Program

Using survey data, the authors examined the relationship between intensity (as opposed to duration) of a technology-focused professional development program and specific participant characteristics in predicting successful outcomes. The four participant characteristics chosen were: teachers’ feelings of preparedness to support student technology use, teachers’ perceptions of the usefulness of creating technology-based projects with students, teachers’ perceptions of the relevance of the pedagogical approaches emphasized, and teachers’ prior use of featured software. Two outcomes were defined: (1) Use of new software applications/technology skills and (2) implementation of new technology-rich lessons. Analyses indicated different combinations of personal characteristics predicted each outcome. In addition, intensity of the program only predicted the latter outcome. Implications of this research are discussed within the framework of the professional development literature.

Interdisciplinary In‐service at the University: a participatory case‐based model for professional development

The Participatory Case‐Based Model for Professional Development is an in‐service model which is useful across the human service disciplines (social work, occupational therapy, public health, special education, early childhood and family education). In the model, participants enrolled in a graduate course engage in dialogue and perspective‐taking, through case analysis and case writing. Using grounded theory and inductive data analyses, the major effects of this professional development model were studied. These effects included: (1) gaining new knowledge; (2) ‘really seeing’ from multiple perspectives; and (3) developing a sense of support, renewal and networking across various professions. Connections to the selected professional development literature —; problem‐based learning, case process and effects, and the practical argument model — offered affirmations and challenges to the Participatory Case‐Based Model for Professional Development