Professional Development Model Research Articles

Crafting innovative paths in non-linear professional learning for bilingual education: the role of connectivism in the age of AI

ABSTRACT This study introduces a novel Connectivist model for professional development (PD) aimed at enhancing AI literacy among bilingual/ESL teachers in K-12 education. As AI technologies rapidly reshape educational landscapes, effective PD programs are essential to equip educators with the skills to integrate AI responsibly and equitably. Grounded in Connectivism, which emphasizes non-linear learning and dynamic knowledge networks, this research explores how PD can transform educators’ perceptions of AI from apprehension to empowerment. The study involved a two-phase PD program with 30 elementary teachers and administrators, incorporating in-person AI training sessions, asynchronous tutorials, and collaborative activities. Data were collected through a phenomenological approach to capture educators’ lived experiences, with triangulation methods using surveys, interviews, observations, and Q&A sessions. The analysis revealed significant improvements in participants’ attitudes toward AI and their openness to integrating it into their teaching practices. The Connectivist model developed in this study fosters ongoing collaborative learning networks and equips educators to leverage AI in addressing resource gaps in bilingual education. This model offers a transformative, sustainable, and adaptive framework for integrating AI into K-12 education, providing a forward-looking approach to professional development in the digital age.

Development and Implementation of an Evidenced-Based Practice (EBP) Educational Program for a Multidisciplinary Rehabilitation Department.

Describe the development and implementation of an evidence-based practice (EBP) training program for occupational and physical therapists in a large pediatric hospital. EBP is valued, but a known knowledge-to-practice gap between academic training and clinical practice limits routine use. This gap was addressed through an academic-clinical partnership to develop an EBP training program. Sixty-one therapists completed the program. Therapists demonstrated improved EBP skills, knowledge, and confidence following training and a positive trend in change score for clinical outcomes and decision-making scores was noted. Academic-clinical partnerships have a unique and valuable role to support professional EBP knowledge and skill development. Stakeholder support and engagement supported program development, execution, and meaningful outcomes. The knowledge-to-practice gap for EBP is a challenge to regular EBP use. The described program addressed this challenge and improved therapists' knowledge, skills, and confidence. It provides a model for professional development.

AI-Professional Development Model for Chemistry Teacher: Artificial Intelligence in Chemistry Education

This study aimed to propose a Professional Development Model (PDM) for chemistry teachers to enhance their professional development in Artificial Intelligence (AI). The research group consisted of 17 chemistry teachers. The study was designed using a particular case study suitable for qualitative research methods. Document review, teacher interviews, and AI opinions were utilized to create the model. Data were analyzed using inductive content analysis. The document analysis emphasized the teachers' knowledge of various topics, such as AI knowledge, AI tools, AI skills, AI ethics, AI attitudes, and AI literacy, to enable them to incorporate AI into their lessons. It was also highlighted that teachers should acquire domain-specific knowledge, skills, and competencies in the areas where artificial intelligence will be integrated. When examining the recommendations of artificial intelligence (ChatGPT and Gemini), it was found that they addressed similar content to the information included in the document analysis. Furthermore, chemistry teachers stated their deficiencies in AI literacy, AI competencies, and developing AI lesson plans. They also stated that AI applications could be included in various subjects such as organic chemistry, chemical experiments, and chemical reactions. Following the analysis of documents and teacher and AI opinions, a 10-step PDM has been proposed to enhance chemistry teachers' professional development in AI.

GLOBAL TRENDS IN CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS: COMPARATIVE ANALYSIS

This research presents a comparative analysis of Continuous Professional Development (CPD) models for teachers in several countries, including Singapore, Finland, Japan, China (Shanghai), Australia, Canada (Ontario), Estonia, and the Netherlands. Employing a qualitative approach and multiple case study methodology, the research identifies key features and trends in CPD. The results indicate that effective CPD models are characterized by individualized approaches, emphasis on collaborative learning, and connections to research activities. Despite variations in implementation, all models recognize the critical role of continuous teacher development in improving educational quality. Innovative approaches are highlighted, such as the Japanese Lesson Study model, the teacher rotation system in Shanghai, and personal learning budgets in the Netherlands. The study underscores the importance of creating flexible, adaptive CPD systems capable of addressing global challenges, including the digitalization of education and the development of 21st-century skills. The research findings can serve as a foundation for improving CPD systems in Kazakhstan, taking into account their unique context for detailing and enhancing the Professional Standard “Teacher”.

Model Pengembangan Profesionalisme Guru

The aim of this study is to investigate the professional development model of teachers implemented at SD Al-Imam Islamic School in Balikpapan. Expertise of the teacher becomes a crucial factor in raising student achievement in education as curricula and educational technologies advance. Observation, interview, and document review are used as qualitative methods together with case study research to gather data. According to the study's findings, this school employs a variety of professional development models, including career-growth models based on skill, knowledge, collaboration, innovation, and performance evaluation. This approach is not limited to enhancing technological proficiency; it also promotes the development of Islamic character. Thus, the development of the teacher's professionalism at SD Al-Imam Islamic School Balikpapan has a significant impact on student learning outcomes and serves as a model for other schools seeking to create a comprehensive and holistic learning environment.

Examining the fidelity of implementation of SKIP Cymru (Successful kinaesthetic instruction for pre-schoolers- Wales) by early childhood teachers in Wales following a programme of professional development

ABSTRACT Purpose Early childhood is a crucial time to develop fundamental motor skills (FMS) such as throwing, running and kicking (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.). Existing research into the play-based early childhood curricular in Wales found that children were not making progress in learning object control skills (Wainwright, N., J. Goodway, M. Whitehead, A. Williams, and D. Kirk. 2018. “Laying the Foundations for Physical Literacy in Wales: The Contribution of the Foundation Phase to the Development of Physical Literacy.” Physical Education and Sport Pedagogy 23 (4): 431–444. https://doi.org/10.1080/17408989.2018.1455819.). This was a concern as object control skill competency is critical to physical activity later in childhood and adolescence (Barnett, L. M., E. Van Beurden, P. J. Morgan, L. O. Brooks, and J. R. Beard. 2009. “Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity.” Journal of Adolescent Health 44 (3): 252–259. https://doi.org/10.1016/j.jadohealth.2008.07.004.). Therefore, SKIP (Successful Kinaesthetic Instruction for Pre-schoolers) – Cymru (Welsh word for Wales), a programme of professional development was developed based on the evidence-based work of SKIP by Goodway and colleagues (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.) to address the gaps in teacher knowledge. A limitation of previous SKIP and motor development literature is the lack of evaluation of the teacher’s fidelity to implementation. Ensuring fidelity of implementation (FoI) is a critical indicator of quality intervention programmes. Thus, this study examined the extent to which teachers could implement a 10-week SKIP-Cymru programme with fidelity with ongoing mentoring following a programme of professional development. Method Participants: Early childhood teachers (N = 5), with no prior experience of SKIP Cymru, from 4 Welsh schools took part in the study. Mentors (N = 2) supported the teacher’s implementation of SKIP Cymru following the one-day professional development workshop. Quantitative data were collected using fidelity checklists for both the Teacher Workshop and the implementation of SKIP Cymru. Descriptive statistics of fidelity data were calculated. Results The results for the Teacher Workshop found that 100% of the content was delivered in relation to the Core Instructional Principles, Practices and Expectations of the SKIP-Cymru, and teachers learned the key outcomes. The average teacher fidelity for implementation of SKIP Cymru was 67.80% (ranging between 39% and 89%). On average the teachers delivered 16.4 out of the 20 lessons. The mentors supported the teachers for an average of 7.4 lessons out of the 10 lessons. Conclusion This study demonstrates that it is possible to train teachers to deliver a developmentally appropriate motor skills programme. Nevertheless, it was evident from the inconsistencies in implementation that teachers needed more in-depth knowledge, and specifically a lot more time to develop the pedagogical and instructional skills needed to optimize the impacts of SKIP Cymru on children. It is recommended that the current model of professional development needs to be re-evaluated, with consideration being given to either more in-depth training for mentors or more in-depth accredited training for the teachers that would negate the need for mentoring and have a bigger impact on the teacher’s pedagogy and delivery.

Investigating the Use of Lesson Study as a Professional Development Model for 4-H Educators at 1890 Land Grant Universities

Investigating the Use of Lesson Study as a Professional Development Model for 4-H Educators at 1890 Land Grant Universities

Perspectives of ELF-informed teachers in Taiwan

Abstract English as a lingua franca (ELF) represents a substantial paradigm shift in ELT because it challenges the traditional norm of standard English. Despite this changing trend, there is a gap in research on incorporating ELF into in-service teachers’ professional development (PD). Given the backdrop that (trans)disciplinary courses are expected to be taught in English in compulsory K-12 education due to the Bilingual 2030 Policy in Taiwan, this paper proposes an ELF-informed PD model and specifically examines English teachers’ perspectives before, during, and after their participation in the first nationwide bilingual in-service teachers’ PD programme. We observe a growing recognition of ELF concepts among teachers, which is evident in their understanding of the pedagogic challenges and implicit tensions in ELF practice, their validating senses of being ELF teachers, and their critical reflection on ELF-informed pedagogy. The enhanced understanding highlights an alternative approach to transforming the ‘E’ in EFL.

Implementation of Lesson Study in Improving Creative Thinking and Student Learning Outcomes in Social Sciences Subjects

There is a Japanese teacher professional development model that effectively improves the quality of learning, namely Lesson Study. This research aims to analyze the impact of implementing lesson study on improving creative thinking and student learning outcomes in Social Sciences (IPS) subjects at MTsN Batu City. The research method used is classroom action research (PTK) with a qualitative and quantitative approach. The research subjects were students of class VIII MTsN Batu City. Data was collected through observation, interviews, and learning outcomes tests. The research results show that lesson study significantly improves students' creative thinking abilities and learning outcomes. Qualitative Findings: Observations revealed increased student participation in group discussions and submission of new ideas. Teachers report that collaboration in lesson planning allows them to design more interactive and engaging strategies. Interviews with students showed increased confidence and engagement in exploring social studies concepts. Quantitative Findings: Test results show significant improvements in students' academic achievement. The student's average score on the initial test of 75 increased to 85 on the final test, with the t-test showing that this difference was statistically significant (p < 0.05). This demonstrates that lesson study has increased students' understanding and mastery of social studies material.

Theoretical grounding of the professional and personal development model of a teacher at the Bila Tserkva Institute of Continuous Professional Education Theoretical grounding of the professional and personal development model of a teacher at the Bila Tserkva Institute of Continuous Professional Education

Theoretical grounding of the professional and personal development model of a teacher at the Bila Tserkva Institute of Continuous Professional Education Theoretical grounding of the professional and personal development model of a teacher at the Bila Tserkva Institute of Continuous Professional Education

Dialogic reading in an early childhood education setting: ECEs’ learning in the context of a community of practice model

ABSTRACT The professional development (PD) of early childhood educators (ECEs) is key to childcare quality. The Professional Learning Community (PLC) model has been well-researched in K-12 settings and is found to have advantages over traditional models of PD; thus, it holds promise for educators in other settings such as early childhood education centers. Indeed, there is an increasing call for the implementation of this model in ECE settings. Some research has found that supporting ECEs’ professional learning (PL) through PLC development is a promising approach; nonetheless, PLCs remain under-researched in early childhood contexts, and findings are less conclusive. The current study examined the potential of PLC development for supporting learning about Dialogic Reading (DR) – a topic of interest to ECEs. In the current study, ECEs in one Canadian context participated in an online project in which they concurrently learned about the PLC model and DR. Our research, including ECEs’ written reflections, and video data of the ECE-child storybook reading, yielded novel findings. These findings suggest that ECEs learned to employ the specific techniques of dialogic reading for engaging children and enriching the dialogic interactions during storybook reading, while also learning to enact processes associated with a PLC model. The ECEs attributed several features of the PLC model to deepening their DR learning. These findings and their implications for practice and future research are further considered.

The Impact of Technology Induced Professional Development Model on Coaching and Mentoring of Teachers

The paper assessed the impact of technology-enhanced coaching and mentoring on the Continuous Professional Development (CPD) of teachers. It examined leveraging technology to build mentors’ capacity, support mentees, and improve learning outcomes even with limited resources. The study explored the feasibility and effectiveness of a technology-enhanced training model in promoting CPD for mentors and enhancing teacher competencies in low-performing schools. A cross-sectional survey design was used, with questionnaires collecting data from 500 school improvement support officers (SISOs) in Ghana, selected through quota sampling. The data was analyzed using descriptive statistics. The results indicated that technology stimulates teachers’ curiosity, intrinsic motivation, learning quality, and creative thinking. The study also found that technology-induced CPD is cheaper in the long term compared to traditional face-to-face models. However, many teachers face issues with internet connectivity and high data consumption, hindering access to online content despite having smart devices. The study recommends deliberate capacity building for teachers to improve their skills in accessing technology-enhanced CPD. It also suggests collaboration between governments, educational institutions, telecommunication companies, and internet service providers to make internet connectivity accessible and affordable. Exploring zero-rated data for teachers to access relevant content is also recommended. Keywords: Technology, motor learning outcome, teacher professional development, model

Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers

Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children’s learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers’ lesson design and reflection notes, and children’s learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable “task design professional development model” was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers’ professional knowledge and capabilities and their young children’s mathematics learning capabilities.

Does Teacher Professional Development Improve Student Learning? Evidence from Leading Educators’ Fellowship Model

Teachers are the most important school-specific factor in student learning. Yet, little evidence exists linking teacher professional development programs and the strategies or activities that comprise them to student achievement. In this paper, we examine a fellowship model for professional development designed and implemented by Leading Educators, a national nonprofit organization that aims to bridge research and practice to improve instructional quality and accelerate learning across school systems. During the 2015–2016 and 2016–2017 school years, Leading Educators conducted its fellowship program for two cohorts of instructional leaders, such as department chairs, mentor teachers, instructional coaches, and assistant principals, to provide these educators ongoing, collaborative, job-embedded professional development and to improve student achievement. Relying on quasi-experimental methods, we find that a school’s participation in the fellowship program significantly increased student proficiency rates in English language arts and math on state achievement exams. The positive impact was concentrated in the first cohort and in just one of three regions, and approximately 80% of treated schools were charters. Student achievement benefited from a more sustained duration of participation in the fellowship program, varied depending on the share of a school’s educators who participated in the fellowship and differed based on whether fellows independently selected into the program or were appointed to participate by their school leaders. Taken together, findings from this paper should inform professional learning organizations, schools, and policymakers on the design, implementation, and impact of educator professional development.

A Novel Approach to Supporting Ambulatory Nursing Professional Development.

Because of the growth of nursing care in ambulatory clinics, nursing education and professional development needs have increased. At one academic medical center, development of a combined centralized-decentralized nursing professional development model addressed the needs of this expansion. Hiring dedicated nursing professional development staff for prioritized education programs improves throughputs and outputs associated with nursing professional development. Implementation of unit-based clinic rounding has improved staff engagement with education, professional development, and quality outcomes. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].

Influence of Mentor-Mentee Interaction Patterns on Student Teachers’ Learning to Teach in Public Secondary Schools During Teaching Practicum

This study examined the contribution of mentor-mentee interaction patterns on student teachers’ learning to teach during Teaching practicum (TP). The study objectives are: (i) to understand the interaction patterns between mentor teachers and student teachers during teaching practicum, (ii) to establish how those interaction patterns develop student teachers’ learning to teach. This study adopted a qualitative research approach using in-depth face-to-face interviews conducted twice for each interviewee of not less than forty (40) minutes as part of data collection. The interviews were carried out to six (6) third-year student-teachers who were posted in two neighbouring public secondary schools as their TP sites. The study found that: Mentorship relies much on interpersonal relationships and interaction patterns between student teachers and their mentor teachers. Four (4) possible interaction patterns in TP stations were identified. In practice, there is mentor teacher – student teacher, student teacher – students, student-teacher - student teacher, student teacher – resources interactions. Teacher education programs, policies, and documents recognize and have been stressing the importance and role of mentoring in student teachers, as part of their professional development. Student teachers have had higher expectations of the teachers they want to be in the future, but their way through mentor support is unclear and once they face “reality shock” during TP their efficacy becomes low. This leads to less motivation for a teaching career and increases the attrition rate of future teachers. In-service teachers do not assume the crucial role of assisting student teachers in learning to teach. In such circumstances, some student teachers have been struggling to develop their professional future due to limited mentorship in secondary schools. The study recommends enhanced teacher training programs and continuous in-service professional development models to accommodate sensitive mentorship skills

MÔ HÌNH PHÁT TRIỂN CHUYÊN MÔN GIÁO VIÊN MẦM NON: NGHIÊN CỨU TRƯỜNG HỢP TRÊN MÔ HÌNH STEMSMART

This article presents the STEMsmart early childhood teacher professional development model. The model is developed based on Clarke and Hollingsworth’s Interconnected Model and focuses on early childhood STEM education. The model includes components contributing to teachers’ change in four main domains: (1) Personal domain, (2) External domain, (3) Domain of practice, and (4) Domain of consequence. Initial trials of the model have significantly improved teachers’ knowledge and pedagogical practices related to STEM education. This model needs further research to gather convincing evidence confirming its suitability and effectiveness, providing a basis for scaling up and applying it to develop other professional competencies of early childhood teachers. Keywords: Professional development; early childhood teacher; professional development model; STEMsmart.

Networked aspects of lifelong work-integrated learning

The increasingly digitalised and continuously changing working life needs a continuous lifelong professional development that preferably is networked and work-integrated. This this study builds upon university teachers' and course participants’ experiences from a technology enhanced project called BUFFL A pilot project that combines truly work-integrated learning with lifelong learning, in a strive to address the contemporary need for continuous professional development. The important aim in the BUFFL project is to develop a model for collaborative, flexible, and lifelong professional development. A new and interesting concept in the BUFFL project was to involve concept of Bringing Your Own Data for activities in course modules. The aim of this study is to describe and discuss the lifelong work-integrated learning in the BUFFL project from a networked learning perspective. Data were gathered from e-mail interviews with teachers, e-mail conversations between teachers, facilitators and course participants, and from course evaluations. Results from the data sources have been grouped into three main themes in an inductive thematic analysis. Findings show that in academia, in industry, and in the in between a potential is found in the form of collaborative learning. A networked collaboration that should involve the theories from academia, combined with real-world-problems in the workplace, to achieve a fruitful meeting between academia and the industry

Challenges of ICT Teachers in Integrating Digital Literacy Post-COVID-19 Curriculum Revisions in Thailand’s English Teacher Education Programs

After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers’ ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.

Advancing interprofessional workplace learning: Successful implementation of the ‘WILD Series©’ hybrid professional development model

BackgroundThe 2021 NCICLE Pathways to Excellence framework highlights the need for professional development opportunities promoting interprofessional learning to optimize healthcare provider and learner teaming in the clinical learning environment. Despite this priority, research shows some clinicians are not developing their collaborative practice skills. PurposeThis article describes the hybrid Workplace Interprofessional Learning and Development (WILD) Series, which was developed to promote interprofessional preceptor development through workplace learning. MethodThe WILD Series© includes four unique six-week offerings, each dedicated to one Interprofessional Education Collaborative (IPEC) competency area. Each six-week session includes five weeks of one topical, actionable independent email engagement and concludes with a structured, facilitated synchronous debriefing session. DiscussionThe WILD Series© is the first IPE program designed for independently practicing clinicians and preceptors that includes synchronous and asynchronous components. Initial feedback was positive regarding the series format, content, and outcomes. ConclusionThe WILD Series© demonstrates that workplace learning can be an effective strategy for addressing gaps in interprofessional preceptor development.