Professional Development Portfolio Research Articles

ЛАБОРАТОРИЯ ПРОФЕССИОНАЛЬНОГО РОСТА ПЕДАГОГА КАК ФОРМА ПЕДАГОГИЧЕСКОГО НАСТАВНИЧЕСТВА

In the introduction to the article, the author presents professional development laboratory as a form of pedagogical mentoring, reveals its purpose and objectives. The author considers mentoring as a process of professional and personal formation of a teacher who travels through the path of searching for an individual creative style of their activity, an original way of teaching and raising children under the guidance of a teacher – a master of his craft, relying on the pedagogical traditions of the Russian school of K. D. Ushinsky, L. N. Tolstoy, S. T. Shatsky, and V. A. Sukhomlinsky. On this path, the teacher is provided with pedagogical support by an experienced mentor, an older friend, and a teacher-consultant. In the laboratory, mentors, teachers with productive methodological and diverse experience discover the specifics of their master classes, enrich the intellectual, methodological and organizational experience of all laboratory participants, and create an innovative experience of their professional and personal formation in the process of work. The purpose of the article is to summarize the activities of the laboratory in the form of the experiment conducted in 2022–2023 under the guidance of Professor, Doctor of Pedagogical Sciences, Honored Teacher of the Russian Federation Elena Olegovna Galitsky, and the head of the center, Candidate of Pedagogical Sciences Natalia Nikolaevna Fileva at the Kirov Institute for the Development of Education under the patronage of the Center for Education and Psychology. The literature review revealed the methodological foundations of the laboratory’s activities, the scientific school of the teacher-mentor by E. O. Galitsky. There are three components in the literature review: the results of scientific pedagogical research, the experience of mastering and creating pedagogical technologies, and a list of fiction books that were used and studied by laboratory participants as sources of discussions and creative tasks. This review is necessary because one of the directions of the laboratory is the self-education of a teacher, the ability to extract what is necessary from what is read, and to comprehend reading experience as a source of pedagogical knowledge. Materials and methods. This section of the article reflects the stages of work, the principles of the organization of activities, the laboratory program, the methodology of immersion days. Each day had its own cross-cutting theme, which was developed and mastered with the obligatory inclusion of intellectual, methodological, technological and emotional components. Every day’s activities evolved into events and “educational meetings” the fruits of which emerged in the unique and imaginative work produced by each laboratory participant. The immersion in various communication formats including exhibitions, excursions, galas, festivals, mastering modern pedagogical technologies, meeting with a professional mentor guest, and final reflection freed its participants from fatigue and routine. The day ended with a creative “surprise gift”, receiving didactic material for building an individual portfolio of professional development and a photo of participants. Results. In this part of the article, the author emphasizes that in the activities of the professional development laboratory, it was not only the final result of each person that mattered, but also the process itself, the organization of which was aimed at developing creative, intellectual, and emotional potential in the teacher. The laboratory became a resource of pedagogical mentoring from “heart to heart”, through live communication with colleagues, scientists, and professional teachers. The supertask of the laboratory was to develop the personal potential of mentoring, which reveals joy, optimism, resilience, teamwork experience, the developing power of art, and a thirst for novelty in one’s work. The individual result was presented in the form that allowed conveying the teacher’s reflection on their experience, each laboratory participant had the opportunity to introduce the results of work in different forms and genres (personal presentation, project, creative workshop, story about the individual result of their development in the profession, final reflection, pedagogical diary, essay, moral choice lesson, reading diary, professional development portfolio). All works were collected and arranged into a description of the laboratory experience and stored in electronic format. The public result of the laboratory’s work was the “Success and Mastery” festival, where everyone shared their individual reflection and presented their professional development re¬sults. In conclusion, the author summed up the results of the experiment according to three com-ponents. The Professional Development Laboratory in the Year of the Teacher and Mentor opened three sources and “three doors” for each of its participants (M. Tarkovsky) to: – the free space of self-education of a modern teacher as a source of pedagogical knowledge; – Russian culture and art as a source of emotional resources for the teacher; –the experience of pedagogical mentoring which provides an opportunity for technological open communication and trust in each other as a source of methodological mastery.

IEEE EMBS International Student Conferences -Insights From 2022 Editions.

Student members within IEEE Engineering in Medicine and Biology Society (EMBS) are one of the most active segments among all other membership levels. Student-led initiatives all around the world have shown the necessity to give students the opportunity to present solutions to educational challenges, aiming to make the learning of young people an enriching and continuous experience while honing their organizational skills. IEEE EMBS SAC [1], formed under vice president for member and student activities, has taken the responsibility to initiate and implement programs for undergraduate and graduate student members of the society. One of these programs, IEEE EMBS ISC, is the flagship event under the oversight of the Professional Development Portfolio. The purpose of the ISCs is to help students learn to manage an IEEE-style conference in a low-pressure environment and improve on their soft skills like leadership, communication, teamwork, and project management. Moreover, it gives them a platform to practice giving and receiving peer feedback on scientific writing and presentations, as well as making international connections which could turn into future collaborations.

Nursing e-learning solution staff experience

Abstract Funding Acknowledgements Type of funding sources: None. Introduction An online education management solution (EMS) has established for the purpose of building staff interest and motivating nurses to establish professional development portfolio and becoming lifelong learners. Background In 2013 some clinical skills were collected in an e-book with a search bar to fit as a clinical procedure reference. Then in 2017, an internal website that contains more than 65 courses which the staff can access, self-enrolled and become automatically certified. This site contains hospital orientation guide, education resources and an education calendar. Education resources contain 147 clinical skills, 69 self-enrolled courses, 12 instructor-led courses. Aim To assess the nursing staff experience response and feedback to the internal EMS. Process A survey was sent to nursing staff for data collection for 5 days. The survey covers the following points: Is it the first time to visit the website? Did you find what you need? How easy do you find information on the site? How frequently do you surf the web? What is your overall impression of the site? Data Analysis Most of the nurses visit the internal website with a percentage of 85% as illustrated in chart 1. 99% from the staff found the information they are searching for, 35% found all the topics and 64% found some of the topics. How easy to find information? staff answered as 46% easy to find the information they are looking for, as 48% were in the middle side and only 6% replied as they face difficulty to find the information on the website. As mentioned before 85% from the nursing staff responded to survey visit the website, farther analysis that show that 17% visit the EMS every day to 3 times per week, 44.2% of the staff visit the site once a week to 3 time per month, 28.5% surf the site once or less per month and 10.5% are not sure how frequent they surf the EMS. Staff replay with satisfaction response regarding to site professional, informative and visual pleasing. Conclusion Having a Learning management system (LMS) takes the team training to the next level, as self-learners, but E-Learning can take it even further with accepted EMS. Staff feedback regarding the EMS will help in editing and adding the required learning recourses. Free web resources such as (google site, forms, and drive – certify me) (a customized EMS) can be established in healthcare facilities.

Reconceptualising teaching portfolios for professional development in engineering education

Reconceptualising teaching portfolios for professional development in engineering education

Student Leaders Today, Professional Leaders Tomorrow

One of the core missions of the IEEE Engineering in Medicine and Biology Society (EMBS) is to be a platform for enhancing the personal and professional development of its members. This month we focus on two related priority areas of the IEEE EMBS Student Activities Committee (SAC) [1], namely Leadership Development and Professional Development Portfolios, and bring you up close to the student and professional leaders actively building these programs. The Leadership Development Portfolio, currently led by Agnieszka Łach from Silesian University of Technology, Gliwice, Poland, focuses on nurturing and supporting student leaders of the EMBS globally. The Professional Development Portfolio, currently led by Josée Rosset from the University of Manitoba, Winnipeg, MB, Canada, aims to help EMBS student members develop their skills and experiences in the practice of biomedical engineering.

Report on the Academy/Commission on Dietetic Registration 2020 Needs Satisfaction Survey

Report on the Academy/Commission on Dietetic Registration 2020 Needs Satisfaction Survey

Japanese Elementary Teachers’ Learning Experiences of Physical Education Professional Development

The purpose of this study was to investigate Japanese elementary teachers’ professional development experiences in physical education in Japan. Participants were nine teachers from four public elementary schools. Data sources included semi-structured face-to-face interviews and annual physical education professional development portfolios. Three themes emerged from the data analyses: (a) the importance of mentoring for teachers’ growth, (b) annual in-house physical education portfolios as a professional development tool, and (c) the dilemma of being an independent learner in collective culture. The findings suggest that having access to past portfolios developed by previous teachers helped the Japanese elementary teachers to conceptualize the contents of professional learning that facilitated their transitions when they changed their teaching settings. To continuously grow as a teacher, they need to become independent learners who can make decisions about their instruction, identify the weaknesses of their instruction, and understand the impact of their pedagogy on their students’ learning.

Implementing Evidence Based Practices for Children's Mental Health: A Case Study in Implementing Modular Treatments in Community Mental Health.

There is strong enthusiasm for utilizing implementation science in the implementation of evidence-based programs in children's community mental health, but there remains work to be done to improve the process. Despite the proliferation of implementation frameworks, there is limited literature providing case examples of overcoming implementation barriers. This article examines whether the use of three implementations strategies, a structured training and coaching program, the use of professional development portfolios for coaching, and a progress monitoring data system, help to overcome barriers to implementation by facilitating four implementation drivers at a community mental health agency. Results suggest that implementation is a process of recognizing and adapting to both predictable and unpredictable barriers. Furthermore, the use of these implementation strategies is important in improving implementation outcomes.

CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS OF ENGLISH: IMPORTANCE AND PECULIARITIES

The purpose of this article is to introduce the scholars’ views on the topic of Continuing Professional Development (CPD) and its various forms. The researchers came to the conclusion that there is a need for universities to develop and implement a Continuing Professional Development policy for teachers of English in Ukraine. This work presents the stages of teacher development (awareness, understanding, engagement, integration) and reasons (recognition, imposition, self-improvement, enjoyment) for carrying out CPD. Scientific literature compares traditional professional development activities (workshops, seminars, conferences) to non-traditional ones (mentoring, coaching, peer observation etc.). The results of the research which consisted of different forms (interviews, a workshop) are discussed. The ways of creating a unique selling point (USP) and the forms of professional development portfolio, which will help teachers of English to promote themselves, are introduced in this paper. Ten tips on how to develop English teachers’ USP are presented in the article.

Professional Development Portfolio: Perceptions of Nutrition and Dietetics Current Students and Recent Graduates

Professional Development Portfolio: Perceptions of Nutrition and Dietetics Current Students and Recent Graduates

Analysis of factors influencing acceptance of personal, academic and professional development e-portfolios.

This research investigates factors that influence students’ intentions to use personal, academic and professional development portfolios using a theoretical model based on the Decomposed Theory of Planned Behaviour (DTPB). Electronic portfolios (e-portfolios) are important pedagogical tools and a substantial amount of literature supports their role in personal, academic and professional development. However, achieving students’ acceptance of e-portfolios is still a challenge for higher education institutions. The model suggests that Attitude towards Behaviour (AB), Subjective Norms (SN) and Perceived Behavioural Control (PBC) and their decomposed belief structure can assist in predicting and explaining students’ Behavioural Intention (BI) to use e-portfolios. After using e-portfolios, data was collected from 204 participants from a UK university and analysed through the Structural Equation Modelling (SEM) technique. The results demonstrated that the proposed personal, social and control factors in the model were well supported statistically and significantly influenced e-portfolio acceptance. The study provides for the first time a proven theoretical model which can be used to predict e-portfolio acceptance. The findings are valuable for system developers, educational developers and higher education institutions where e-portfolios are being used.

Using action research as process for sustaining knowledge production: A case study of a higher education qualification for academics

The study reported in this paper focuses on the idea that I, as academic specialising in higher education, monitor and gather data about my practice, alongside colleagues enrolled for a formal professional qualification in higher education, with a view to sustaining scholarly and professional development. I do this to improve my practice in an innovative and accountable way, which includes constructing new meaning and contributing to the production of knowledge in the fields of facilitating learning in higher education and academic staff development. The illustrative case study is the Postgraduate Certificate in Higher Education (PGCHE). Cultivating scholarly higher education practitioners is viewed as an important aim of the programme. The focus is on constructing one’s own understanding of one’s higher education practice in a scholarly way. Learning theories, including self-regulated professional learning and constructivist learning, as is to be found in the principles of action research, form an integral theoretical underpinning for scholarly development. Action research is used as a means of sustained professional learning for all participants. My study investigates how professional learning can be encouraged and sustained through the development and assessment of professional development portfolios. The portfolios came to represent the living theories (McNiff 2002) of practice of all participants, substantiating educational values and claims of improved practice. The process of compiling the portfolios is based on the principles of action research. This process is in stark contrast with the notion that a portfolio is ‘a file of evidence’. They rather represent evidence of new knowledge produced/constructed. A mix of research methods is used to obtain data – gathered, by means of a learning style questionnaire, text analysis and photo evidence. Other methods such as observation, student feedback questionnaires and interviews are not reported. Keywords: Whole brain learning, constructivist learning, action research, professional portfolio, learning styles

The Essential Practice Competencies for the Commission on Dietetic Registration’s Credentialed Nutrition and Dietetics Practitioners

T HE COMMISSION ON DIETETIC Registration (CDR) is the credentialing agency for the Academy of Nutrition and Dietetics. More than 96,000 registered dietitian nutritionists (RDNs) and nutrition and dietetics technicians, registered (NDTRs), are currently certified by CDR, which administers rigorous, valid, and reliable credentialing processes to protect the public andmeet the needs of nutrition and dietetics practitioners, employers, and consumers. CDR’s vision is to support credentialed practitioners’ competence, lifelong learning, and career advancement. In July 2012, CDR began to transition its current Professional Development Portfolio (PDP) recertification process from a knowledge-based system to one based on practice competencies. This competency-based PDP process will become effective for new registrants beginning their very first cycles starting June 2, 2015. Current registrants entering new recertification cycles will begin the competency-based process starting June 1, 2016. Practice competencies define the knowledge, skills, judgments, and attitudes that are necessary to provide competent, ethical, and safe care throughout practitioners’ careers, across practice settings, and within focus areas. The rationale for CDR’s decision was to enhance relevance to credentialed practitioners’ learning and continuing competence, as well as to better define and inform accreditation organizations, employers, and the public about what characterizes and differentiates practice of CDR’s credentialed practitioners. CDR’s Competency Assurance Panel, which is responsible for developing and revising policies pertaining to the PDP recertification process, led the competency project. The Competency Assurance Panel, along with representatives of the Academy’s Quality Management Committee, conducted a literature review and global environmental scan. This information was used to develop a competency framework and outline, conduct competency writing sessions, and, finally, validate the practice competencies through a nationwide validation study with credentialed practitioners. To enhance and ensure the validity of the process, CDR sought out industry leaders in the area of competency development to serve as consultants to facilitate and develop the Essential Practice Competencies. Throughout the entire process, CDR informed and consulted with key internal Academy stakeholders (eg, House of Delegates, Board of Directors, Council on Future Practice, and Accreditation Council for Education in Nutrition and Dietetics) and external stakeholders (eg, accredited providers of continuing education). The intention of this article is to provide a detailed overview of the comprehensive steps taken by CDR to create the Essential Practice Competencies for Commission on Dietetic Registration’s Credentialed Nutrition and Dietetics Practitioners, and to familiarize its credentialed practitioners and the public regarding the newly developed and nationally validated practice competencies.

Could your Digital Profile Damage your Career?

“Digital Professionalism is the competence or values expected of a professional when engaged in social and digital communication.” In an online world where private personas are merging with professional and public, it is fast becoming an essential digital literacy for the contemporary workplace and a key skills set for organisations facing up to the challenges and transformational benefits that social media has to offer. Employees need training and support in how to create, protect and even spring clean their online profiles. No continuing professional development portfolio can afford to ignore it, argues Bernadette John. But, with ever evolving smart applications, platforms and functionality, and a ‘Bring Your Own Device’ (BYOD) culture in the workplace, it is a demanding challenge.
 “DP has become an essential skill, underpinning online literacy, and requiring technical fluency, regular training, relevant updates and clear policy and guidelines. It is no longer a level of behaviour an organisation can simply expect from its staff or students by parking a social media policy on an intranet or issuing a stern warning regarding what is said on social channels.”

Tracing the reflective practices of student teachers in online modes

AbstractDuring the course of pre- and in-service teacher education programmes, reflection can happen in a number of ways, for example: reflective journals, personal stories and pair/group co-operative discussions, professional development portfolios, and blogs and electronic portfolios. The aim of this paper is to examine various technologies such as online chat, discussion forums and blogs, in terms of their suitability and affordances as reflective media. It begins by examining positional survey data gathered from student teachers (STs) who have used these social media over a period of time. Following this it focuses on one of the desired outcomes of Reflective Practice (RP), the construction of teacher identity as part of the process of becoming a professional. The construction of identity through the mediational tool of language used across these modes is examined through a corpus linguistics lens. Collections of language produced around RP activities are analysed as a corpus in quantitative and qualitative ways. These complementary sources of data in a mixed-methods approach provide some insights into the technologies and their potential in a Language Teacher Education (LTE) context. To this end, our findings suggest that blogs, in particular, foster narration, RP and the expression of identities, while chat and forums promote emotional and affective engagement, all of which can be useful to STs at the initial and continuing stages of their career.

Assessment of pharmacy studentsʼ attitudes regarding professional development portfolios: Before and after practitionersʼ roundtable discussion

Schools and colleges of pharmacy were recently called on to evaluate students based on portfolios that document progressive achievement of competencies. Student buy-in is recognized as an important consideration related to implementation, and in order to better communicate the relevance of maintaining a portfolio, a Practitionersʼ Roundtable Discussion was initiated in one college of pharmacy. To assess studentsʼ attitudes towards portfolio-based learning and determine the effect of a Practitionersʼ Roundtable Discussion on student perceptions of portfolio-based learning, a survey was administered to 146 P1 pharmacy students before and after the discussion. The pre- and post-discussion response rates were 95% and 85%, respectively. Students maintained a neutral attitude towards the impact, value, and practical application of maintaining a Professional Development Portfolio (PDP). Pre- and post-intervention analyses of P1 student results suggest that the intervention of the Practitionersʼ Roundtable Discussion positively affected student attitudes, but in a limited capacity.

Developing leadership competencies: Insights from emergent junior talent-intransitions in South Africa

Leadership Development, Leadership Development Assessment, Management Development, Portfolio Assessment Increasingly, leadership development programs are being challenged to produce robust evidence of their impact on leadership competencies of participants in South Africa. If used properly, portfolio assessment of one`s own leadership development journey has the potential to depict not just learning achievement, but also leadership growth and development. A multinational corporation in South Africa outsourced to a business school a program to develop leadership of selected 15 high-performing employees who were in transition to junior management. To the end of this study, qualitative research was conducted to get a complex and detailed understanding of how these participants perceived and self-assessed their own development of a self-selected set of leadership competencies over a period of time using portfolios. As the number was small, all the 15 personal and professional development portfolios were collected and analyzed using open coding and constant comparison techniques to induce themes. Evidence in the portfolios showed that while emergent junior talents were able to identify specifically the leadership competencies they were developing, they actually had difficulties to capture strong, relevant, and dynamic pathways of how their leadership competencies evolved and developed over time. More importantly, evidence in the portfolio revealed that the internal reward system was less supportive as it valued individual achievement of own performance target even at the expense of supporting others to develop their leadership. The lack of support from mentors and colleagues stifled leadership development of participants. This paper argues that it is vitally important that an organization's own systems are integrated and coherent enough not to inadvertently impede leadership development efforts. Correspondence:

A Leadership Elective Course Developed and Taught by Graduate Students

To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students. An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course. Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills. This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources.

Perceptions of a Continuing Professional Development Portfolio Model to Enhance the Scholarship of Teaching and Learning

Objective: To obtain feedback about the potential usefulness of a continuing professional development (CPD) portfolio for enhancing a faculty or practitioner’s scholarship of teaching and learning (SoTL). Method: A CPD portfolio approach to the SoTL was distributed in advance to registrants of the 2011 Annual AACP Teacher’s Seminar. In an interactive workshop, faculty facilitators described a model for a CPD process applied to the development of an individual’s SoTL. During the workshop, participants were asked to complete the initial sections of the portfolio to develop a personal plan for success in the SoTL. Post workshop, an evaluation form was distributed to the participants to obtain feedback about the CPD approach. Completed evaluation forms were collected, collated, and summarized. Results: A total of 53 (14.1%) workshop participants completed the evaluation form of the 375 attendees. In all, 25 assistant professors, 14 associate professors, 4 full professors, 10 residents/students, 22 clinical, and 2 research faculty submitted evaluations. The proposed uses for the portfolio model selected most often by the responders were for personal development, faculty evaluation, increasing the SoTL, new faculty development, preceptor development, and residency training. Implications: A structured CPD portfolio model might be useful for the professional development of the SoTL.

Continuing professional development in nursing in Australia: Current awareness, practice and future directions

Australian nurses and midwives are expected to compile a professional development portfolio during their annual registration process. This study aimed to ascertain the current understanding, practice and future continuing professional development (CPD) needs of nurses and midwives employed in a regional area of Queensland, Australia. Perceived barriers and incentives for CPD were also measured. 289 public and private hospital nurses and midwives responded to the survey. Results showed that participants understood the new requirements, valued ongoing learning, preferred education to occur within work hours, and considered their workplaces as accepting of change. Approximately two-thirds of participants believed CPD should be shared between them and their employers. Barriers to undertaking CPD included understaffing, and the concern that CPD would interfere with time outside work. Organisational support positively influenced attitudes to CPD. This study highlights the importance of supportive management in encouraging their workforce to embrace ongoing learning and change.