Need For Professional Development Research Articles

Exploring Pakistani University Lecturers’ Professional Identity Construction and Negotiation in ESL Classroom

Background: In the context of English as a second language (ESL) education in Pakistani universities, understanding the professional identity construction and negotiation of university lecturers is crucial. Objective: The current study aims to explore the complex dimensions of professional identity among non-native English speaking (NNES) multilingual Pakistani university lecturers. Theoretical Framework: This research aims to address the research gap by providing a nuance exploration of the experiences of Pakistani university lecturers by relating sociocultural theory proposed by Lev Vygotsky (1978). As this theory describes how individual’s cognition is associated with linguistic, cultural, institutional and social contexts, therefore, the focus of the sociocultural perception is on involvement in social interactions Method: Employing the qualitative research approach, the study seeks to investigate the multifaceted aspects that influence the professional identity of the lecturers. Six lecturers were purposively selected on the basis of their linguistic backgrounds and work experiences for classroom observations and in-depth interviews. Results and Discussion: The findings shed light on the challenges and opportunities faced by Pakistani university lecturers in shaping their roles within the ESL teaching domain. Research Implications: The study offers valuable insights into the evolving landscape of ESL education in Pakistan, providing various perspectives of how professional identity is negotiated and constructed within this specific educational context. Originality/Value: The relevance of this study lies in its potential to profoundly influence both academic discourse and educational practices. By delving into the subtle processes of professional identity construction, the study offers valuable insights into the dynamics of teaching and learning in diverse linguistic and cultural settings. It also highlights the critical need for continuous professional development for lecturers to enhance the quality of education.

Inclusive Change in Saint Vincent and the Grenadines: A Collaborative Autoethnography

In many countries, including those in the Caribbean, there has recently been an increasing demand for professional development on inclusive educational practices This need for high-quality professional development is in line with the United Nations Educational, Scientific and Cultural Organization’s (2016) call for inclusion of all children by 2030. Recently, our team was asked to provide professional development to educators in Saint Vincent and the Grenadines that focused on evidence-based practices for students with special education needs. Over the course of 3 years, this service work evolved into a multi-faceted pilot of inclusive education, whereby students with special education needs transitioned from a segregated school into mainstream schools. In this article, we present a collaborative autoethnography that highlights our collective experiences. Our self‑reflections chronicle our experiences and accompanying perceptions gained through providing support and education to educators, students, schools, community, and families in Saint Vincent and the Grenadines over a 3-year period, as they prepared for this transition to inclusion. In collectively reviewing our self-reflections, we discovered three major themes at the heart of our service work: (a) “barriers to inclusion,” (b) “the importance of relationships,” and (c) “transformation.” In discussing these three themes, we explore the successes and challenges we experienced throughout these service projects. What follows is a discussion of our reflective musings related to these experiences as shared critical knowledge for sustainable inclusion work within the Caribbean and beyond.

English teachers’ views of EFL education in private educational institutions in Tunisia: A qualitative investigation

This research study focuses on the status of English language education in private educational institutions in Tunisia, an area that has received limited attention. Qualitative investigation, utilizing one-to-one interviews with English language teachers in private schools and universities, was conducted to understand the conditions of Teaching English as a Foreign Language (TEFL) in the private sector. Interviews were conducted online and transcribed for analysis. Findings indicate that the quality of English language teaching in private institutions surpasses that of state schools, with students benefiting from early exposure and ample practice opportunities. Teachers in private institutions have access to better resources due to stable financial situations, but they tend to be less experienced compared to their counterparts in public schools. Despite the study's limited scope, it provides valuable insights into Tunisian English teachers’ perceptions of working conditions and highlights their need for professional development and improvements in TEFL. The instrument used in the study has been validated and could serve as a basis for future research. This research, part of a larger PhD dissertation, contributes to understanding the differences between state and private language education and has pedagogical relevance for EFL education in similar contexts.

EMPOWERING THE NEXT GENERATION: TRANSFORMATIVE IMPACT OF FACULTY DEVELOPMENT PROGRAMS IN CONSTRUCTION MANAGEMENT AND ENGINEERING

The ongoing improvement of teaching abilities among faculty is recognized as essential across various academic disciplines. Within the Construction Management and Engineering (CME) field, there's a notable need for such professional development. Our study looks into a specific program designed to bolster the teaching capacities of new faculty in foundational construction topics. The central aim was to understand the opinions of CME faculty regarding these development initiatives and their potential benefits. During the summer of 2022, we introduced the program to 15 early-career faculty members. These individuals participated in educational sessions led by experienced construction educators. To gather feedback, we collected personal reflections and insights from participants, aiming to understand their perceptions and the impact on their teaching and mentoring skills. The feedback highlighted areas for improvement in current CME teaching practices and affirmed the value of such development programs. This research provides guidance for those in CME looking to design educational tools to better prepare graduate students for academic roles.

Apgar score comprehension in clinical practice: A cross-sectional study of healthcare professionals in Dhaka, Bangladesh

Introduction: The Apgar score is a critical tool for assessing the health of newborns immediately after birth, with implications for immediate clinical care decisions. Despite its established importance, variations in the comprehension and application of the Apgar score among healthcare professionals can significantly affect neonatal outcomes. Objective: This cross-sectional study aimed to assess the comprehension and application of the Apgar score among healthcare professionals in Dhaka, Bangladesh, to identify gaps in knowledge and practice that could impact neonatal care outcomes. Methods: Conducted between September and December 2022 at a tertiary medical college and hospital in Dhaka, this study involved 80 nurses from the labor room, selected through purposive sampling. Data were collected via face-to-face interviews using a pre-tested semi-structured questionnaire, with knowledge assessed on a 24-point scale and categorized as good (>15) or poor (<15). Statistical analysis was performed using SPSS 26.0. Results: Most respondents (31.78% aged 27-33 years and 32.63% aged 34-39 years) were nursing college graduates (40.69%). A significant knowledge gap was identified, with only 25.33% demonstrating a good level of understanding of the APGAR score. Notable discrepancies were found in the recognition of the Apgar score's components, criteria, and clinical implications. Educational level significantly influenced Apgar score knowledge (p=0.046), with nursing college graduates showing greater understanding. Recent training appeared to impact knowledge positively, suggesting the need for continuous professional development. Conclusion: The study highlights a concerning gap in the understanding and application of the Apgar score among healthcare professionals in Dhaka, emphasizing the need for enhanced neonatal care education and training. Addressing these gaps through comprehensive educational programs and continuous professional development is crucial for improving neonatal assessment practices and outcomes in Bangladesh.

Doing enactment within the logics of policy privatisation: how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students

The logics of policy privatisation in schooling, including decentralisation, school autonomy, and discretionary funding mechanisms, shift responsibility for particular types of students onto individual schools and their staff. Burch (2021) asks to what extent the most disadvantaged students in government schools are able to access services most beneficial to them, under these emerging forms of privatisation. With this question in mind, this paper considers the delivery of English as an Additional Language/Dialect (EAL/D) services under the umbrella of the Queensland Department of Education Inclusion policy, in two Queensland government secondary schools. We tease out how the Inclusive Education (IE) policy, of which EAL/D is a subset, is interpreted and translated (Ball et al. 2012) in the situation of privatisation practices. We found that inclusion was understood as primarily targeted at students with disabilities, and that mainstreaming of all learners was considered unsustainable for teachers. In interpreting and translating inclusion for EAL/D, both schools pushed back against the ‘mainstreaming’ discourse, and instead, EAL/D service was provided through targeted programs, staffed with key specialist personnel. In both cases, privatisation logics enabled the ‘EAL/D aware’ principals to justify and enact specialised EAL/D services. In this policy context, there is a need for widespread professional development to ensure all principals understand and apply appropriate supports for EAL/D learners.

ФОРМИРОВАНИЕ ДУХОВНО-НРАВСТВЕННЫХ ЦЕННОСТЕЙ КАК ВАЖНЕЙШИЙ ЭЛЕМЕНТ УРОКА ИНОСТРАННОГО ЯЗЫКА

The article, based on the empirical data obtained during the survey, aims to consider the prob-lem of the formation of spiritual and moral values in foreign language lessons. The article proves that the integration of traditional spiritual and moral values into the content of the school and university curriculum is perceived by the majority of respondents as a return to tradition. The majority of respondents expressed a desire to reassess the goals and content of the learning process, pointing to the need to integrate traditional spiritual and moral values into educational programs. The obtained research data demonstrate that foreign language teachers are aware of the need for constant professional development, taking into account spiritual and moral aspects, and are ready to adapt and introduce new approaches into the educational process to effectively instill the traditional Russian spiritual and moral values. The results of the study indicate the need to update educational materials taking into account spiritual and moral aspects. Textbooks and teaching aids should be richer in content that promotes the formation of values, ethical principles and moral beliefs of students.

Modern technologies in the development of higher education teachers’ professional competence

The relevance of the research. The current stage of the historical development of the world community is characterized by the acceleration of scientific, technical and social progress, the large-scale dissemination of new ideas and technologies. Therefore, the reproduction of knowledge carriedout on an innovative basis is relevant and has an increasing impact on the rate of economic growth. The problem statement. The modern education system is gradually beginning to fully use theresources of the competency-based approach. In vocational education this approach is the conceptual basis for the implementation of an innovation system. The problem of the research is to identify the features of the formation of professional competence of higher education teachers. The purpose of the article is to substantiate modern technologies for developing the professional competence of vocational education teachers to increase their readiness to train future specialists on innovative principles. The research methods used are theoretical analysis of scientific literature on the research problem; study of regulatory documents in the field of education; analysis and synthesis; systematization and generalization; survey. The results and key conclusions. The need for continuous professional development of teachers based on innovative principles and updating of the problem under consideration has been identified. The use of modern pedagogical technologies of distance learning, project-based learning and production technologies for the formation of professional competence of higher education teachers, as well as modern forms of training future qualified specialists, have been justified.

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers

AbstractResearch has highlighted the advantages of specific practices for enhancing student learning. However, the adoption of these practices varies among teachers. This disparity raises fundamental questions: Why do certain teachers use these practices while others do not? Does the use of these practices depend on the career stage of the teachers? This paper analyses the practices adopted by teachers at different career stages. We used a mixed‐methods approach, combining a questionnaire (n = 300) and three focus group discussions (n = 13). The results revealed significant variability in the use of pedagogical practices among novice, experienced and senior teachers. Experienced and senior teachers demonstrate a deeper understanding of adapting teaching methods to student needs, establishing clear objectives and providing feedback. However, certain practices, such as metacognition, remain underused at all career stages. The study highlights the need for professional development concerning these practices, while emphasising the challenge of their implementation.

Exploring Citizen’s Satisfaction with the Police in Developing Society

To develop a harmonious and productive relationship between citizens and the police in Trinidad and Tobago (T&T) it is important to first understand the impact of procedural justice and satisfaction with the police which was the aim of this study. A quantitative research methodology was used with an online survey of eight multiple-choice questions with responses aligned to a Likert scale. The results showed that 47.5% of participants were not satisfied with the police service, and only 10% felt very satisfied. The results indicated that officer did not use the correct procedures, disrespectful, undignified, unfair, lack transparency and inconsistent. The results highlighted the need for practice and policy changes in the Trinidad and Tobago Police Service especially during a contact with citizens. It was suggested that there was the need for continuous professional development (CPD) towards improving officer's skills, knowledge, and behaviour (KSB) which could enhance officers and citizens relations. Key Words: Satisfaction; Policing; Citizens; Trinidad and Tobago; Post-Colonial.

Secondary School Teachers’ Conceptions of Teaching Science Practical Work through Inquiry-Based Instruction

Contemporary science teaching pedagogy in Namibia places a strong emphasis on fostering inquiry-based instruction and practical work in secondary school science education. In recent years, there has been a growing recognition of the need to move beyond traditional, rote-based methods towards more learner-centred approaches that encourage active inquiry and critical thinking. Teachers are encouraged to design lessons that promote inquiry, where learners actively investigate scientific phenomena, ask questions, and develop solutions through hands-on experimentation. Science practical work, which involves conducting experiments and investigations, is considered a cornerstone of this approach as it provides learners with opportunities to apply theoretical knowledge, develop laboratory skills, and gain a profounder understanding of scientific concepts. This sequential explanatory mixed methods study explored Namibian secondary school teachers’ conceptions of teaching science practical work through inquiry-based instruction to provide a comprehensive understanding of teachers’ perspectives and practices. Findings from this study revealed that many teachers held traditional views of science practical work, emphasizing cookbook-style experiments and memorisation. These teachers often faced challenges in implementing inquiry-based instruction due to a lack of training and resources to facilitate science practical work. However, a subset of teachers who embraced inquiry-based methods reported increased learner engagement, critical thinking, and in-depth understanding of scientific concepts. Additionally, the findings underscored the importance of aligning teacher conceptions with contemporary pedagogical approaches for effective secondary science education in Namibia. The study thus, highlighted the need for professional development and support to help more teachers transition to inquiry-based instruction and improve science education in Namibian secondary schools.

Assessing the Impact of Regulatory Frameworks on the Success of Green Building Projects in Singapore

This paper examines the influence of regulatory frameworks on the success of green building projects in Singapore. By analyzing the Building and Construction Authority’s (BCA) Green Mark Scheme and other related regulations, the study highlights how these frameworks have shaped the environmental sustainability practices within the construction industry. Through a mix of qualitative interviews with industry professionals and quantitative analysis of building performance data, the research demonstrates that regulatory frameworks not only enhance environmental outcomes but also drive innovation in building technologies and practices. The findings suggest that while these regulations have led to significant improvements in energy efficiency and resource management, challenges such as high compliance costs and the need for continuous professional development remain. The paper concludes with recommendations for evolving these frameworks to better support sustainable development in Singapore’s urban landscape.

English as a Foreign Language Teachers' Technology Professional Development Needs

This study examined the Technological, Pedagogical and Content Knowledge (TPACK) professional development needs of English as a Foreign Language (EFL) Teachers. EFL teachers participated in semi-structured interviews from seven primary schools in a middle-sized urban school district in the east part of China. The results indicated that though primary EFL teachers in China have basic technological knowledge to support teaching, they are lacking appropriate knowledge and training, particularly in areas of TPACK related to EFL teaching. Results from the present study indicate that there is a need for PD that helps EFL teachers integrate technology in teaching reading, speaking, and writing.

Investigating perceptions of primary and preschool educators regarding incorporation of educational robotics into STEM education

STEM education integrates an interdisciplinary pedagogical model that includes rigorous scientific principles across the fields of science, technology, engineering, and mathematics into realistic problem-solving exercises oriented toward real-world challenges, incorporating educational robotics. For the successful integration of quality STEM education, it is crucial to comprehend the perceptions of educators. This study aims to investigate the perception of primary and preschool educators regarding the incorporation of educational robotics into STEM education and the factors that influence their convictions.<b> </b>The research involved 307 (n=307) pre-service teachers. Data collection was carried out using a closed-ended questionnaire with a reliability coefficient of Cronbach’s alpha=.885. It was observed that the respondents largely hold a highly positive attitude regarding the incorporation of educational robotics into STEM, recognizing its fundamental principles while simultaneously acknowledging the need for professional development in this domain. STEM-related courses attended by educators influence their perspectives to a certain degree, while no correlation was found with gender or specialization.

European Study investigating Adult Numeracy Education

Numeracy is a critical competency needed by adults to navigate their way through tasks in their personal and professional lives. Hence, it is critical that efforts are made to identify and address challenges that prevent adults from developing the numeracy skills needed to engage in society. In this research we identify the challenges facing adult numeracy eduction across Europe. A survey, which sought to investigate the main challenges faced by adult educators and policy-makers when delivering numeracy programmes, was distributed to leading figures in adult numeracy education in EU states. Twelve countries responded and challenges identified related to the lack of a standardised definition of numeracy, the lack of a standardised framework to support adult numeracy education and the need for professional development for adult numeracy tutors. In this paper we look at how these challenges manifest themselves in different jurisdictions and offer suggestions for overcoming these challenges in future.

CHALLENGES IN CREATIVITY DEFINITION AND MEASUREMENT: EDUCATIONAL IMPLICATIONS

The article examines the complex nature of creativity with the goal to project implications for educational settings, starting from its historical evolution, and the challenges associated with its definition and measurement. The study aims at reviewing the main approaches to defining the concept of creativity with a particular focus on educational settings application. Creativity, once attributed to divine sources, is now recognized as a multifaceted human capacity encompassing cognitive, conative, and environmental factors. The research spans various definitions and assessments, including personality and biographical inventories, behavioral tests, and both objective and subjective evaluations of creative outputs. Creativity theories are highlighted, emphasizing creativity's presence across multiple domains. Despite the plethora of testing methods, the paper critiques the dichotomous view of creativity as simply present or absent, advocating for a nuanced understanding that encompasses its varied degrees and dimensions. The study further stresses the importance of considering individual traits and contextual factors as part of a dynamic interplay that influences creativity. For educators, these findings underscore the need for professional development that addresses the broad scope of creative competencies, encouraging a holistic approach to fostering creativity in students. The paper concludes with recommendations for developing clear operational definitions for creativity that can lead to more consistent and reliable assessments within educational research and practice.

Understanding proficiency-oriented silence in the context of EAL

This mixed methods, case study focuses on adult second language learning and their silences in a pre-intermediate level class, where they experience a potentially difficult time reaching the point of Target language proficiency. The findings of this study respond to the paucity of research on the problem adult student silence in a pre-intermediate language classroom by investigating the pre-intermediate language learning experiences of competent bilingual adults reflecting back on learning English as a second language (EAL) in Australia. The findings give reason for why students are silent in class. Analysis of student reflections combined with the EAL teachers’ interviews identified a pedagogical barrier. These barriers caused them to be silent because most of the teachers teaching content at this level were not trained to teach students who approximately break their silence at this level, and need a particular teaching approach to help them. The findings show that there needs to be a reform in approach during adult silent period which happens to be approximately at pre-intermediate level (Ekici, 2022). The need for teacher professional development on being able to adapt their English language classroom talk to foster spoken interactions was seen as priority. Finings have shown that the nuanced dynamic between what teachers think they are doing and what students know they are trying to achieve in many cases fail to match. Teacher and learner confusion about each other’s' styles, the struggle to teach and learner in which both pedagogy and silence are mutually problematic, and above all else, the need for empathy for student learning and the need to customise a pedagogy to suit it to avoid untreated proficiency silence which can be detrimental (Ekici, 2022).

Digital Transformation in Education: Emerging Trends and Best Practices Across Borders


 
 
 Digital transformation has become a prominent aspect of modern education, with emerging trends and best practices shaping educational landscapes across borders. This article explores the implications of digital transformation in education through a qualitative examination of literature and library research. By analyzing various studies and reports, this research aims to identify emerging trends and best practices in digital transformation across borders. The findings reveal several key themes, including the integration of digital technologies into teaching and learning, the use of data analytics for personalized learning experiences, the importance of digital literacy and skills development, the role of artificial intelligence and machine learning in education, and the impact of digital transformation on educational equity and access. Furthermore, this article discusses the challenges and opportunities associated with digital transformation in education, such as the digital divide, privacy concerns, and the need for professional development for educators. By synthesizing existing literature and research, this study provides insights into the current state of digital transformation in education and offers recommendations for policymakers, educators, and stakeholders to navigate and leverage the potential of digital technologies in shaping the future of education.
 
 

LANGUAGE ASSESSMENT LITERACY: A SIGNIFICANT SYSTEMATIC REVIEW

The importance of Language Assessment Literacy (LAL) in education has received considerable attention in recent years due to its crucial impact on learning and teaching. This article seeks to synthesize existing knowledge, identify research gaps, and offer insights into the complex nature of LAL in educational environments. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach. A comprehensive collection of LAL studies was obtained by systematically searching academic databases, specifically Scopus and Web of Science (WoS). The review includes peer-reviewed studies from the social sciences, using a systematic search strategy to find relevant articles. Six main themes were identified in the synthesis of final findings from a review of key themes based on a sample size of 35. These themes are as follows: (1) LAL Components; (2) Teachers' LAL Levels; (3) Knowledge, Perceptions, and Practices of Language Assessment; (4) The Development of LAL Measures; (5) Professional Development and Training Needs in LAL; and (6) LAL Impacts. This literature review offers a comprehensive synthesis of current research on LAL, providing valuable insights for educators, researchers, and policymakers. The findings contribute to the ongoing discussion on effective language assessment practices in diverse educational settings, providing a basis for further exploration and development of LAL.

Nordic radiographers’ and students’ perspectives on artificial intelligence – A cross-sectional online survey

IntroductionThe integration of artificial intelligence (AI) into the domain of radiography holds substantial potential in various aspects including workflow efficiency, image processing, patient positioning, and quality assurance. The successful implementation of AI within a Radiology department necessitates the participation of key stakeholders, particularly radiographers. The study aimed to provide a comprehensive investigation about Nordic radiographers' perspectives and attitudes towards AI in radiography. MethodsAn online 29-item survey was distributed via social media platforms to Nordic students and radiographers working in Denmark, Norway, Sweden, Iceland, Greenland, and the Faroe Islands including items on demographics, specialization, educational background, place of work and perspectives and knowledge on AI. The items were a mix of closed-type and scaled questions, with the option for free-text responses when relevant. ResultsThe survey received responses from all Nordic countries with 586 respondents, 26.8% males, 72.1% females, and 1.1% non-binary/self-defined or preferred not to say.The mean age was 37.2 with a standard deviation (SD) of ±12.1 years, and the mean number of years since qualification was 14.2 SD ± 10.3 years. A total of 43% (n = 254) of the respondents had not received any AI training in clinical practice. Whereas 13% (n = 76) had received AI during radiography undergrad training. A total of 77.9% (n = 412) expressed interest in pursuing AI education. The majority of respondents were aware of the potential use of AI (n = 485, 82.8%) and 39.1% (n = 204) had no reservations about AI. ConclusionOverall, this study found that Nordic radiographers have a positive attitude toward AI. Very limited training or education has been provided to the radiographers. Especially since 82.8% reports on plans to implement AI in clinical practice. In general, awareness of AI applications is high, but the educational level is low for Nordic radiographers. Implication for practiceThis study emphasises the favourable view of AI held by students and Nordic radiographers. However, there is a need for continuous professional development to facilitate the implementation and effective utilization of AI tools within the field of radiography.