Professional Development Model Research Articles

Lesson Study as a Professional Development Model for Teaching Spatial Ability in Primary STEM

This study explores the efficacy of a professional development (PD) model that employs lesson study to teach spatial ability skills in primary STEM education. The structure of the PD supported the ‘Insights’ mechanism by focusing on visualisation, mental rotation, construction and deconstruction, and spatial orientation, which are vital for nurturing students’ spatial abilities. The ‘Motivation’ mechanism was addressed through goal setting in lesson planning, motivating teachers to integrate spatial tasks into their curricula. Continuous feedback and practical support facilitated the ‘Technique’ mechanism, embedding learned skills into everyday teaching practices. Last, the ‘Embed in Practice’ mechanisms, including action planning and prompts, were effectively translated into classroom practices, evidencing the model’s operational efficacy.

Review of the Cooperative Development Framework in Language Teacher Education

This review article introduces the Cooperative Development (CD) model of professional development following its development process from Cooperative Development (Edge, 1992) to Continuing Cooperative Development (Edge, 2002) and to Computer-Mediated Cooperative Development (2006a). Some other professional development models are also briefly introduced in this review, including the Counseling-Learning approach, Collaborative Conversations, Collaborative Supervision, Professional Learning Communities, Communities of Practice, and Peer Coaching.

The impact of professional learning and development on primary and intermediate teachers’ digital technologies knowledge and efficacy beliefs

AbstractTo prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Māori-medium curriculum and the English-medium curriculum. This study investigated the long-term impact of three different models of digital technologies in professional learning and development on primary and intermediate schoolteachers’ knowledge and efficacy beliefs (value beliefs, self-efficacy beliefs and teaching efficacy beliefs). Professional learning and development were found to have a positive long-term impact on teachers’ digital technologies knowledge and efficacy beliefs, yet no one professional learning and development model was found to be more effective than another. Post professional learning and development, teachers were found to want more support on how to plan for Digital Technologies curricula implementation and fully adopt twenty-first-century pedagogical practices. School environments were shown to influence efficacy beliefs, and a lack of time in the classroom to plan for and upskill in digital technologies was reported. Limitations of the study are discussed, and areas for future research are identified.

Essential components of teacher professional development for financial literacy: A literature review

Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.

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.

Intercontinental translatability of a peer-led GP education model from New Zealand to the United Kingdom: a pilot study.

Pegasus Small Group education for General Practitioners (GPs) is a professional development programme that has been delivered in Canterbury, New Zealand for over 30 years. Peer developed content is delivered in small groups supporting interactive discussions informed by evidence and locally relevant data. An international collaboration between South Tyneside Clinical Commissioning Group (CCG) in the UK and Pegasus Health in Canterbury New Zealand aimed to determine whether the Canterbury model of Small Group (SG) professional development for GPs was transferrable to the South Tyneside context. This was a pilot qualitative study testing proof of concept for the Pegasus Small Group GP education model of professional development in another country. To test the concept, three pilot sessions on Persistent Pain, Screening, and Optimising Treatment were delivered between November 2021, and March 2022. Four UK GPs were trained as SG leaders and a member of the Pegasus team liaised with various UK GPs in South Tyneside to adapt topics for the local context. The use of videoconferencing (MSTeams, Zoom) to deliver support, training, and the programme itself had been developed and refined in the pandemic so that it could be run entirely online without losing its core components or interactive nature. Thirty-one, 50 and 61 GPs respectively from the 68 registered GPs attended the three sessions, 90% of whom rated the overall quality as good or excellent. These results and other positive feedback from attendees provided a mandate for a further extension over the following months. The pilot proved the potential for health systems to collaborate globally despite geographical distance. A wider evaluation to assess the impact of the education initiative is needed to determine the impact on patient care and to demonstrate the benefits of supporting the small group peer education model.

HISTORICAL CONTEXT AND MODERN INTERPRETATION OF THE FACTORS OF THE PROFESSIONAL SPORTS DEVELOPMENT IN NORTH AMERICA AND EUROPE

Background and Study Aim. Today, professional sports are a powerful social phenomenon that is developing at a high rate both in terms of sports and in terms of business. It is natural that various factors influence this process throughout the history of its formation and development. Study Aim: to identify the key factors that influenced and influence the formation and development of professional sport in Europe and North America. Material and Methods. The main materials for the research were data from historical and modern materials regarding various factors that determined and determine now the peculiarities of professional sport development in Europe and North America. Methods: analysis and synthesis, historical method, systematic approach, theoretical interpretation and explanation. Results. Given the global phenomenon of professional sport in the modern world, it should be noted that its structure and effectiveness depend from a wide range of factors, both the external environment and those related to the construction of internal mechanisms of professional sports organizations. Among them: globalization, geopolitical and economic trends, transformation of information and communication technologies, crisis social factors, sports migration, population and demographic ratios in the country, monopoly and competition in the professional sports arena in relation to the coexistence of different organizations in one sport, the focus of professional leagues on higher efficiency. Among the factors that have a negative impact on the development of professional sport today should be noted corruption aspects of professional sports activities. Conclusions. The nature of the influence of these factors is determined by the territorial affiliation of professional sport organizations, as there are certain traditions and legal frameworks of their operation in the United States and various European countries, which have significant differences. At the same time, today the North American remains a more effective model of professional sport development in terms of organizational and economic efficiency.

Supporting SEL in childcare centers with curriculum enrichment and an adapted professional development model

American children need access to high-quality early education. One limiting factor is the lack of professional development for the childcare workforce. This study examined the impact of a professional development model designed for teachers working with preschool children in childcare settings. Intervention included an evidence-based early learning curriculum focused on social-emotional learning and early literacy. Center directors were trained to serve as program coaches. Childcare centers with classrooms serving preschool children were recruited from ten counties in [state blinded for review] characterized by concentrated population-level poverty and randomized to intervention and control groups. Teachers and directors showed high levels of intervention engagement and good program implementation. Pre- to post-test comparisons of the intervention and control groups revealed that the intervention promoted responsive teaching practices, emotion coaching, enriched language use, and improved instructional quality. Implications for practice and policy are discussed.

Middle school educators’ experiences in a cross-institutional professional development model for enhancing writing instruction

PurposeThis paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.Design/methodology/approachThe case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.FindingsThrough a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.Originality/valueOur case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

A Model of Lecturers Professional Development in Business School of Research Universities in the 21st Century

In the era of the 21st-century knowledge economy, research universities serve as strategic pillars for fostering an innovative nation, leveraging their unique strengths to establish national scientific and technological forces that support high-level self-reliance in science and technology. Meanwhile, the professional development of lecturers constitutes a crucial component of research activities within these institutions. Nevertheless, inadequate research has been conducted in this domain, leading to a deficiency in societal impact. This study employs content analysis to explore the lecturers professional development in business school and to build a model of the lecturers professional development in the business school of research universities in the 21st century. According to the content analysis, the results indicate that lecturers effectively advance their professional development by fully exploiting the ample resources offered by business schools within research universities, integrating their attributes, international training programs, and scientific research for personal enrichment. The article suggests establishing a novel mechanism to foster the professional development of lecturers and facilitate the exchange and recruitment of talented individuals. Encourage professional development among lecturers and foster the dissemination of innovative resources, ultimately resulting in heightened production of high-quality research in academic institutions.

The Outcomes of Collaborative Whole-School Professional Development on Teachers' Inclusive Practices in a Mainstream Secondary School

The outcomes of a collaborative whole-school model of professional development on teachers' learning to enact an inclusive education initiative, in a mainstream post-primary school explores the outcomes of whole school collaborative professional development on teachers' learning in terms of the degree and quality of teacher change in relation to inclusive practices, in this instance specific to level two learning programmes (L2LPs) and what factors facilitated or hindered teachers' learning for enacting inclusive practices. The findings of this paper highlight the potential of facilitated PD to empower teachers to develop greater levels of knowledge, skills, and experience of inclusive practice to enable collective decision-making and enhanced planning and teaching for all learners. Though aimed at a specific programme (L2LPs), the authors believe this research has wider implications for supporting mainstream teachers build capacity in their inclusive practices generally.

Exploring the role of research in teacher education and teachers’ professional development

This paper explores and discusses the role of research in teacher education and teachers’ professional development. It does so by presenting some perspectives on research-based teacher education and conceptual frameworks for teacher professionalism. The relationship between theoretical and practical knowledge is discussed together with central dimensions of teacher professionalism. Three metaphors and figures of thought for the theory–practice relationship are introduced and discussed: research as a mirror, as a compass, and as a stone in the shoe. Against this backdrop, a couple of examples of models for teachers’ professional development through critical engagement and enquiry are presented. Special attention is given to a critical dialogical model for teacher education and professional development that promotes reflective learning through sharing experiences and engaging with theoretical frameworks. This model integrates reflective-analogical, critical-analytical, and interactive self-building processes, enabling teachers and students to transform their knowledge and practices based on new insights.

Cultivating teacher leadership: evidence form a transformative professional development model

ABSTRACT This study delves into the transformative impact of a professional development model (PDM) across three affiliated private schools in Beirut, Lebanon, spanning three years, with a primary focus on nurturing teacher leadership. At the heart of this PDM, teachers assumed the role of trainers, guiding their colleagues during dedicated professional development days. Employing a grounded theory approach, the study conducted semi-structured interviews with 12 teacher trainers and engaged with three school principals. The research reveals five central categories. Two categories revolve around the evidence highlighting the progression of teacher leadership: (1) accessing and utilising research to enhance teaching and student learning, and (2) promoting professional learning for continuous improvement. Additionally, three categories elucidate the elements instrumental in facilitating the PDM's role in cultivating teacher leadership: reciprocal empowerment, conceptual awareness, and collaborative metacognition. This model redefines traditional top-down leadership structures, allowing teachers to actively mold their professional development journey, creating a more collaborative and intentional approach to teacher leadership.

Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models

Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.

From beginning to mature: investigating the development of teacher community through Lesson Study

This research investigates the potential of Lesson Study to develop teachers’ professional community. Situated in two case study schools, Doone and Crannog (both pseudonyms), where mathematics teachers participated in multiple, successive cycles of Lesson Study over the course of one academic year, the research details the development of teacher community through teachers’ conversations and reflections. Data was generated through audio recordings of teachers’ Lesson Study meetings and individual interviews with participating teachers. Analysis is based on a framework of professional teacher community which describes discrete phases of development from beginning to mature. Findings from the research suggest that groups of teachers may begin their Lesson Study work at different stages of evolution of teacher community and that Lesson Study has the potential to strength and develop such community over successive cycles. The research demonstrates that teachers’ participation in Lesson Study can provide them with opportunities to recognize and express communal responsibility for individual growth of colleagues, a key feature in the formation of teacher community. The research also highlights the importance of navigating fault lines or differences in ideas and opinions during the Lesson Study work. Findings may offer guidance to facilitators of Lesson Study on elements of teachers’ collaborative work which may benefit from additional focus, such as productively engaging with conflict within a group. This research contributes to the literature on Lesson Study in outlining how this model of professional development may provide a powerful structure within which teacher community can be developed.

Frames of Learning: Privileging Teacher Perspectives for Decolonizing Lesson Study for Mathematics Teaching

Lesson study’s international popularity spread as a unique, agency-oriented model of teacher professional development that is context-rich and deeply rooted in teacher subjectivities. This project aimed to answer the question, what do mathematics teacher education researchers learn about teacher learning by focusing on uncertainties as they arise when the group is trying to construct new knowledge in lesson study? Using ethnographic case study, this article explores the ways one community of practice in a Chilean school negotiated evolving objectives over the course of one school year and how I as the lesson study facilitator took up roles to support collaborative meaning-making and decolonize lesson study as a professional development tool through the use of framing.

COVID-19 Pivoted Virtual Skills Teaching Model: Project ECHO Ontario Skin and Wound Care Boot Camp.

To describe a virtual, competency-based skin and wound care (SWC) skills training model. The ECHO (Extension for Community Healthcare Outcomes) Ontario SWC pivoted from an in-person boot camp to a virtual format because of the COVID-19 pandemic. An outcome-based program evaluation was conducted. Participants first watched guided commentary and videos of experts performing in nine SWC multiskills videos, then practiced and video-recorded themselves performing those skills; these recordings were assessed by facilitators. Data were collected using pre-post surveys and rubric-based assessments. Descriptive statistics and thematic analysis were applied to data analysis. Fifty-five healthcare professionals participated in the virtual boot camp, measured by the submission of at least one video. A total of 216 videos were submitted and 215 assessment rubrics were completed. Twenty-nine participants completed the pre-boot camp survey (53% response rate) and 26 responded to the post-boot camp survey (47% response rate). The strengths of the boot camp included the applicability of virtual learning to clinical settings, boot camp supplies, tool kits, and teaching strategies. The analysis of survey responses indicated that average proficiency scores were greater than 80% for three videos, 50% to 70% for three of the videos, and less than 50% for three of the videos. Participants received lower scores in local wound care and hand washing points of contact. The barriers of the boot camp included technical issues, time, level of knowledge required at times, and lack of equipment and access to interprofessional teams. This virtual ECHO SWC model expanded access to practical skills acquisition. The professional development model presented here is generalizable to other healthcare domains.

Promoting a more diverse and inclusive research workforce through the research scholars program

BackgroundNovel and comprehensive approaches are needed to address shortcomings in the diversity and inclusiveness of the scientific workforce. In response to this need and informed by multiple programs and data sources, we created the Research Scholars Program (RSP). The RSP is a yearlong program for early-career faculty with an overall objective to overcome barriers to the academic success, retention, progression, and promotion of groups underrepresented in biomedical and behavioral research. The goal of the RSP is to increase research confidence and productivity, build a supportive research community, and reduce isolation by providing personal and group research enrichment to junior faculty through professional development, mentorship, and networking.MethodsWe adapted evidence-based approaches for our institutional context and vetted the RSP across our campus. The resulting RSP consists of three main elements: (1) five levels of Mosaic Mentorship; (2) group and tailored professional development programming; and (3) scientific and social networking. To determine the potential of the RSP to improve research confidence critical to success, we used a modified shortened version of the Clinical Research Appraisal Inventory (CRAI-12) to assess participants’ confidence in performing a variety of research tasks before and after program participation. We collected information about retention, promotion, and grants submitted and awarded. Additionally, we conducted semi-structured exit interviews with each scholar after program participation to identify programmatic strengths and areas for improvement. Data for Cohorts 1 and 2 (N = 12) were analyzed.ResultsOur assessment finds, with one exception, increasing confidence in participants’ research skills across all items, ranging from 0.4 (4.7%) to 2.6 (40.6%). In their exit interviews, the Research Scholars (RS) described their improved productivity and increased sense of belonging and support from others. Research Scholars noted numerous components of the RSP as strengths, including the Mosaic Mentorship model, professional development programming, and opportunities for both informal and formal interactions. Respondents identified time pressure, a lack of feedback, and unclear expectations of the various mentorship roles as areas in which the program can improve.ConclusionPreliminary findings indicate that the RSP is successful in building the research confidence of underrepresented and disadvantaged early-career faculty. While this report focuses on the development and protocol of the RSP, additional cohorts and data will provide the evidence base to support dissemination as a national model of research professional development. Such programming is critical to ensure sustainable support structures, institutional networks, infrastructure, and resources that will improve discovery and equity through inclusive excellence.

Utilizing the Nursing Professional Development Model to create and sustain nursing education aimed at improving the care of patients with Parkinson's Disease in the hospital.

The Nurse Professional Development Model (NPD) has been utilized to improve quality of care for several conditions. Patients with Parkinson's Disease (PD) are susceptible to higher risks while in the hospital. Educational efforts for this patient population are challenged by the small, disbursed number of patients as well as increased turn-over and reliance on temporary nursing staff. To properly care for this patient group, any education has to be hospital wide and ongoing for maintenance of competency. We have used the NPD Model to initiate education for new incoming nurses as well as for continued education for a program that requires hospital-wide reach. Our utilization of the NPD Model for this high risk, low volume patient population has helped us improve the safety of this patient population in the hospital. With this manuscript we detail the need and the educational platform with the hope of it serving as a reference for other institutions facing similar challenges.

A retrospective study of a climate change communication train-the-trainer program

Train-the-trainer programs are an effective method for improving educators’ content knowledge and pedagogical skills. They also offer a way to reach more educators than by traditional professional development models. This manuscript shares the results of a retrospective study conducted with a cohort of informal science educators who participated in a climate change train-the-trainer program. Using expectancy-value theory and the Professional Development Motivation Model, this study explored the components of the program to identify what contributed to the outcomes of the train-the-trainer model. The positive components included in person meetings, a paid coordinator to support the educators following the training, and evidence-based pedagogical strategies for teaching about climate change. Negative features included interpersonal and intrapersonal conflicts related to learning new pedagogical strategies. A small number also felt the curriculum was not applicable to their communities. Organizations should consider these factors as they design new programs to best serve their participants.