Professional Development Model Research Articles

Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students

This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing the curriculum. This study involved 12 elementary school teachers enrolled in a graduate school professional development program to fulfill their practicum requirements. The curriculum emphasized a thematic unit that utilized conceptually coherent texts across science and social studies, comprehension monitoring, academic vocabulary network building, and academic conversation. An analysis of teachers’ written reflections revealed that a significant success was the enhancement of students’ engagement in learning concepts and building vocabulary through high-interest informational texts. Teachers also recognized critical teaching moments that underscored the importance of developing interconnected knowledge structures for effective text comprehension and learning. However, the study identified a need for targeted and individualized scaffolding to support students with reading comprehension challenges, making complex texts more accessible. Additionally, the shift to remote teaching necessitated the development of a new pedagogical model for professional development to effectively address the evolving needs of teachers in virtual learning environments.

Increasing Student Success in Mathematics and Statistics through Sustainable Faculty Professional Development

Inclusive and student-centered approaches to teaching are crucial for student success in mathematics and statistics courses. However, faculty need ongoing support and education to effectively implement active learning strategies that address issues such as equitable participation, to ensure all students meet their learning objectives. At California State University Monterey Bay, we have implemented a professional development model focusing on regular professional development activities that meet the ongoing needs of our faculty that will help their students succeed. This model supports both new and experienced faculty, drawing on existing campus expertise while building faculty teaching skills and a stronger teaching and learning community over time. In this paper, we discuss the lessons learned from the first year of implementing our professional development model, as well as considerations for other departments that are interested in creating a similar model for professional development aimed at increasing student success, building community in the department, and improving teaching and learning for students and faculty.

Digital faculty fellows: A cross‐disciplinary professional development model

AbstractThis chapter describes a pedagogy‐first summer faculty development program designed to support faculty who want to add digital components to a course or academic program.

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

This study aims to identify literacy competencies, self-efficacy, and Technological Pedagogical Knowledge (TPK) among teacher leaders (TL) as the foundation for developing a model of sustained professional development. The survey involved 153 respondents, TL at the junior high school level in Riau and Riau Islands. Instruments were used to measure literacy skills (environmental, numerical, digital) and TPK employed multiple-choice tests. The questions underwent item analysis, piloted with 30 respondents. A questionnaire measured self-efficacy, the role of TL, and the implementation of the Emancipated Curriculum. Descriptive data analysis determined demographic characteristics and the average competence of TL. Inferential analysis to identify relationships between variables used Structural Equation Modeling (SEM) with Lisrel 8.80 software. Research results reveal that the competence level of TL (literacy, TPK, and self-efficacy) ranges from moderate (60.60) to high (91.20). Based on SEM analysis, the developed model meets the criteria as a well-fitting model. Validation results show that all loading factors are > 0.5, t statistics > 1.96. This study recommends the development of a TL Professional Development model with the acronym MOST (mentor, observe, support, take action) as stages for their professional development to fulfill the mission of moving, acting, and driving the implementation of the Emancipated Curriculum in Indonesia.

Evaluation of the Teacher Professional Development Model at Junior High Schools in Hanoi, Vietnam

Teacher professional development is an indispensable part of a pedagogical career. In essence, teacher professional development is the process of increasing the adaptability of teachers' professional work. It is a long process and is carried out in a variety of ways. It can be done formally or informally. Although teacher professional development is highly appreciated for its importance and impact on the quality of teachers and student learning outcomes, in reality, these activities are not effective in assessing teacher professional competence and student achievement at junior high schools in Hanoi city. Research results indicate problems with the teacher professional development model at junior high schools in Hanoi including (1) teacher professional development not meeting society's needs; (2) teacher professional development has not become a content that needs to be managed in junior high school management; (3) The role in supporting colleagues' career development is still vague.

Charting the Professional Development Journey of Irish Primary Teachers as They Engage in Lesson Study

This paper focuses on the perceptions of Irish primary teachers about Lesson Study as a professional development model. To further our understanding of the characteristics of Lesson Study and its compatibility with the Irish educational context, the opinions of primary teachers are fundamental. Within this study, 19 primary teachers across eight urban schools engaged in Lesson Study for the first time, working within four grade-level Lesson Study groups. The findings suggest that while primary teachers were newcomers to Lesson Study, they were eager to engage and welcomed many of its characteristics. Notably, they valued the focus on collaboration and particular Lesson Study practices. Teachers’ engagement was hampered by the barrier of time. The paper explores additional adaptations to the Lesson Study approach that participants perceived would develop a more realistic and sustainable Lesson Study model within their particular educational context.

A journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model

AbstractThis article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner diversity through implementing differentiated instruction. Data were collected from multiple sources including lesson co-planning meetings, teacher interviews and lesson observations in a primary school in Hong Kong. The findings suggested a three-stage journey towards teacher empowerment mediated by both external and internal factors. The findings also highlighted the potential interplay of teacher empowerment, teacher professional development and its sustainability, shedding light on a sustainable model for teacher professional development.

Using an ‘effective’ model of professional development in science education to improve primary teachers’ classroom practice: the CSSP experience

ABSTRACT The international research literature concludes that effective professional development for teachers needs to: be truly collaborative involving an active role for practitioners; help break down teacher insulation and isolation; provide opportunities for teachers to work together in developing their classroom practices. However, professional development, as understood in the Irish context, tends to be characterised by predominantly transmission of knowledge models. The Clare Small Schools Project (CSSP) is an innovative professional development programme in primary science education in Ireland. Its constituent partners are Clare Education Centre, Dublin City University and small rural primary schools in County Clare. It is planned and designed in accordance with agreed characteristics of transformative professional development: ongoing, collaborative, embedded in teachers’ work, with an emphasis on changing classroom practice. This paper draws on the key developments emerging from the programme. Findings show that the CSSP is making positive changes in teachers’ individual and collaborative practices and is helping teachers overcome professional isolation. Key to this is the prominent role the Education Centre plays in encouraging participatory approaches to practice. These findings add to what is known about providing transformative professional development. They have far-reaching implications for teacher educators in Ireland and farther afield.

School-Based Professional Development (SBPD) Model: School Principals' Opinions and Suggestions

The School-Based Professional Development (SBPD) Model is a program developed by the Ministry of National Education (MoNE) to address the individual and professional needs of principals and teachers by providing them with specific competencies. The Regulation on In-Service Training for Ministry of National Education Personnel, published by MoNE in 2022, introduced three new approaches: School-Based Professional Development, Professional Development Communities, and Teacher Mobility Program. School-based professional development activities have recently gained importance as a crucial component of the in-service training plan for teachers. Given that school principals are primarily responsible for planning and implementing these practices in schools, it is important to consider their opinions, suggestions, and needs in the process. This qualitative research involved in-depth interviews with 18 school principals using a semi-structured interview format, and data analysis was conducted using content analysis. The results indicated that school principals generally viewed the SBPD Model positively and expressed a need for expanding its implementation.

Developing a support model for hybrid work-integrated continuous professional development

In the contemporary digitalised knowledge society, work-integrated professional development is an important and continuous activity. Continuous professional development should preferably be a hybrid format, where academia collaborates with industry and the surrounding society in a multi-directed exchange of ideas. Continuous professional development is today conducted in a blend of workplace activities, and in technology enhanced online environments. A complex blend for professionals that at the same time are working full-time with their ordinary jobs. The need for a support model to navigate in these new digital learning spaces is obvious, where the support model also should include collaboration and a community of practice. A community where the members communicate regularly to improve their skills and knowledge in their common professional domain. The aim of this paper is to describe and analyse the development of a support model that involves these aspects. Findings confirm the necessity of the four steps in the earlier model, at the same time as they indicate the need for a fifth step facilitating the creation of Communities and Landscapes of Practice. The use of the model may support higher education institutions in creating beneficial conditions for hybrid work-integrated continuous professional development for industry.

MODELS OF PROFESSIONAL DEVELOPMENT FOR BIOLOGY TEACHERS IN THE CONTEXT OF SOCIAL CHANGES

This article aims to explore the impact of social changes on the professional development of biology teachers. The purpose of the study is the analysis of modern challenges in the field of education and the development of a model of professional growth of a biology teacher. The following methods are employed in the study: analysis and synthesis of literature on the research topic to determine the current state of the investigated problem, systematic analysis, and synthesis of obtained information to identify the main models of professional development for biology teachers. The regulatory framework ensuring conditions for the professional development of teachers has been analyzed. Modern economic and technological changes, socio-cultural and political transformations, dynamics of interethnic and cultural relations in Ukraine, high population mobility, and migration processes affect the education system and the professional development of teachers. In the scientific discourse, among effective models of professional development for teachers, scholars distinguish: concepts of teaching and development of teachers' professional abilities based on knowledge (knowledge for practice, knowledge in practice, personal knowledge); models of professional development for educators (training model, award-bearing model, deficit model, cascading model, standards-based model, coaching/mentoring model, community of practice model, action research model, transformational model); competency, cognitive, human-centered models; models of applied science, craftsmanship, reflective, apprentice-expert model, rationalist model, case studies model, cascading. The author proposes an original model of professional development, which involves six stages: analysis of contemporary challenges, professional training based on teachers' needs, creation of an individual development plan, integration of innovative technologies into professional activities, self-evaluation, and the establishment and support of professional communities. The main research results indicate the need to reconsider traditional approaches to teaching biology and emphasize the use of modern technologies in the professional development of teachers for successful implementation of changes in the educational environment.

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 UK: a pilot study.

Pegasus Small Group education for 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 in the UK and Pegasus Health in Canterbury, New Zealand aimed to determine whether the Canterbury model of Small Group 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 Small Group 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 (Microsoft Teams and Zoom) to deliver support, training, and the programme itself had been developed and refined during the COVID-19 pandemic, so that it could be run entirely online without losing its core components or interactive nature. Of the 68 registered GPs, 31, 50, and 61 GPs attended the three sessions, respectively, 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 of the programme 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.

The Professional Competency Development Model of Science Teachers through Learning Leadership

The Professional Competency Development Model of Science Teachers through Learning Leadership