Professional Development Program Research Articles

Primary Teachers’ Perspectives on the Effectiveness of Continuous Formative Assessment in Teaching Lower Primary Classes

This study explored primary teachers' experiences and views on the implementation of Continuous Formative Assessment in lower primary classrooms of schools in Trashigang Dzongkhag. A mixed-method approach was used, where data were collected from 85 randomly selected primary teachers through an online survey questionnaire. The questionnaire assessed their knowledge, competencies, current practices, challenges, and perceptions regarding the effectiveness of CFA. Further, six teachers were interviewed using semi-structured interviews to gather more detailed insights. The results indicated that such substantial barriers to effective CFA implementation included competence, heavy workloads, large class sizes, and a lack of implementation guidelines. Equally significant was the dire need for extensive training and professional development programs to overcome these obstacles. These findings give useful insights into helping educators and stakeholders identify impediments to the implementation of CFA and provide practical recommendations for its effective adoption in lower primary classrooms.

Opportunities and Challenges of Online Professional Development Training: Perspectives of Private Schools’ Teachers

Objectives: This study aimed to explore the perspectives of English Language teachers in private Schools regarding opportunities and challenges of online professional development (PD) programs. It also investigated their attitudes towards these online programs. Methods: The qualitative method was employed to provide in-depth insights into the complex and nuanced perspectives of teachers regarding online professional development (PD), 5 Semi structured focus group interviews were conducted via Zoom platform with a subset of English Language teachers (N=20) randomly selected from a total of 100 male and female English Language teachers in 6 private international schools at Ajman Educational Zone. The interview main questions and follow up ones were validated by a jury of experts. Inter-rater reliability was also conducted to ensure the accuracy and precision of the results analysis. In addition, two research main questions were used to guide the study. Results: The results showed that Online Professional Development Programs granted teachers professional development training opportunities in terms of quality and quantity as well as types and varieties since these programs are flexible, and affordable. They could also save time, efforts, money, and energy. In contrast, the challenges lied in language barriers, and appropriateness for the specific needs of teachers, students, subjects, and context. Additionally, most teachers developed positive attitudes towards online professional development programs. Conclusion: It could be concluded that online professional development training programs were beneficial for teachers who developed mostly positive attitudes in various aspects like flexibility, affordability and variations though there were some barriers like appropriateness and language barriers.

The Center for Gifted Education at William & Mary: Developing Talent Since 1987

The William & Mary Center for Gifted Education (CFGE) serves high-ability students and those with gifts and talents directly and indirectly through curriculum development, precollegiate learner programs, professional development for teachers and administrators, research, and doctoral programs. With an added focus on psychological needs, in 2015, the CFGE Executive Director created the Institute for Research on the Suicide of Gifted Students. The structure of the CFGE includes an executive director, directors in each area (curriculum, research, professional development, and precollegiate learner programs), support staff, and an advisory board. A recent move to a cost-center model enhances the sustainability of the program.

IMPLEMENTATION OF OPEN HIGH SCHOOL PROGRAM AT DOÑA FRANCISCA LACSAMANA DE ORTEGA MEMORIAL NATIONAL HIGH SCHOOL

The study examined the implementation and challenges of the Open High School Program (OHSP) at Doña Francisca Lacsamana de Ortega Memorial National High School (DFLOMNHS). The OHSP serves as an alternative mode of secondary education, designed to accommodate learners who cannot attend traditional schools due to personal, economic, or geographical constraints. This descriptive research investigated the relationship between learner profiles, academic performance, and the level of program implementation. The study involved 48 learners and 16 teachers, utilizing surveys to assess various factors, including the program’s effectiveness and the challenges faced by teacher-implementers. The results revealed that the majority of learners are female, aged 16-20, and come from low-income families with parents who generally have low educational attainment. The academic performance of these learners varies, with a significant portion not meeting expectations. The level of program implementation, as perceived by both learners and teachers, is generally positive, but challenges remain, particularly in addressing the diverse needs of learners and improving academic outcomes. The study underscores the importance of continued support and evaluation to enhance the effectiveness of OHSP in achieving its goals of reducing dropout rates and providing quality education to underserved communities. The following conclusions were drawn based on the findings. Open High School learners and teachers possessed varied characteristics as to gender, age, highest educational attainment of parents, occupation of the parents, family monthly income, academic performance, and years in service. Open High School is generally-well implemented by both teachers and the learners. There is no significant difference in the level of implementation of Open High School as perceived by the learners and the teachers. There is no significant relationship between the profile characteristics of the learners and various dimensions of the implementation of the Open High School program. Similarly, the profile of the teacher-respondents also showed no significant relationship with the implementation of the Open High School program across the same dimensions. The respondents face significant challenges in the implementation of the Open High School program, which can be categorized into three primary clusters: role challenges, general challenges, and instructional challenges. Based on the findings and conclusions drawn, the following are highly recommended. Schools should implement programs that equip parents with skills to support their children academically, particularly for those with lower educational attainment and low family monthly income. Regular workshops on seminars on modern teaching methods, time management, and academic support could be beneficial. Professional development programs should be intensified to equip teachers with innovative teaching methods, such as integrating technology and differentiated instruction. This will address the gap in teaching methods and promote more engaging and effective learning experiences. Efforts should be made to maintain or enhance open communication and collaboration between learners and teachers. Continuous monitoring and evaluation of the Open High School Program’s effectiveness should be carried out to ensure its goals are being met. Comprehensive evaluation of the Open High School program to identify other factors that might influence its implementation effectiveness such as program resources, training quality, and support system should be conducted. Similar studies should be conducted to further determine the effectiveness of the Open High School program.

Leveraging AI to enhance active learning strategies in science classrooms: implications for teacher professional development

The integration of artificial intelligence (AI) in educational settings offers transformative potential for enhancing active learning strategies in science classrooms. This paper explores how AI-driven tools can support the implementation of active learning methodologies such as problem-based learning (PBL), interactive simulations, and personalized learning pathways. These strategies have been shown to increase student engagement, foster critical thinking, and deepen the understanding of scientific concepts. The analysis highlights the role of AI in creating adaptive learning environments where students receive real-time feedback and differentiated instruction tailored to their individual learning needs. An essential aspect of leveraging AI for active learning is ensuring that teachers are adequately prepared to implement these technologies effectively. The discussion delves into professional development programs that equip educators with the skills and knowledge to incorporate AI tools into their teaching practices. Such programs should emphasize hands-on training, collaborative workshops, and continuous learning opportunities that align with current advancements in educational technology. By fostering teacher confidence and proficiency, these initiatives ensure that educators can maximize the benefits of AI to enhance student learning outcomes. The paper also considers the implications of adopting AI in teaching for long-term educational practices, including ethical considerations, data privacy concerns, and the importance of maintaining a human-centric approach in classrooms. Examples of successful implementations and case studies provide insights into best practices and the challenges encountered. This comprehensive approach underscores the value of combining innovative technology with strategic teacher development to create enriched, interactive, and sustainable learning environments that promote critical thinking and environmental awareness among students.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

Teaching Accountability, Engagement and Quality among Chinese Higher Vocational College Teachers

The study focused on the pressing need to enhance the quality of education in higher vocational colleges in China, addressing the gaps in teaching accountability, engagement, and quality among Chinese vocational college teachers. Despite numerous initiatives, challenges persist in improving teaching standards and student outcomes. This research aims to fill the gap by systematically exploring the relationships between teaching accountability, engagement, and quality. The main objectives are to determine the relationships among teaching accountability, teaching engagement, and teaching quality and to propose a professional development program for vocational college teachers in China. The study employs a quantitative research design involving 426 teachers from two vocational colleges. Data were collected through surveys and analyzed using statistical methods. Key findings reveal that teacher professionalism, responsibility, and duties are positively correlated with teaching engagement and quality. Teachers who exhibit higher professionalism and responsibility tend to engage more deeply in teaching activities, resulting in better student performance and achievement. The study con-tributes new insights into the interdependencies of these variables in the context of Chinese vocational education. One significant recommendation is the implementation of continuous profes-sional development programs tailored to enhance teacher engagement and ac-countability. These programs should focus on improving pedagogical skills, foster-ing a culture of collaboration, and integrating modern teaching strategies to elevate the overall quality of vocational education.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

Teaching Ability, Digital Literacy, and Professional Development of Application-Oriented University Faculty in China

This study employed descriptive research to determine the relationship among teaching ability, performance and professional development of university faculty in China, based on the practical needs of digital transformation and technological empowerment in higher education, as well as the popularization of higher education. A total of 425 from 10 applied-oriented universities from three provinces in China participated in the study. Results showed that majority of the respondents were female, 46-50 years old, bachelor’s degree holders and working for 1 to 5 years. The respondents agreed on the items under teaching ability except for cognition. In terms of digital literacy, the respondents agreed on the items except for digital social responsibility and development. As regards professional development, the respondents disagreed on the items under experience and performance and vision and expectations. Also, there exists significant difference of responses in teaching ability, digital literacy, and professional development when respondents were grouped according to profile variables, except for sex. In addition, there exists a highly significant relationship among teaching ability, digital literacy, and professional development of application-oriented faculty members in China. This implies that teachers with strong digital literacy skills are more likely to implement innovative teaching strategies, leading to improved teaching ability. Also, effective professional development programs can enhance both teaching ability and digital literacy skills. Lastly, teachers with high teaching ability may be more motivated to seek out professional development opportunities, including those related to technology integration Hence, the study proposed a comprehensive training and development program specifically designed for application-oriented university teachers in China.

PERCEIVED STRATEGIES FOR ENHANCING QUALITY ASSURANCE ON SECONDARY SCHOOL PHYSICS TEACHERS IN KOGI EAST EDUCATIONAL ZONE

Quality assurance entails the systematic review of educational provision to maintain and improve its quality, equity and efficiency. It involves self-evaluation, external evaluation, staff evaluation, student evaluation and school evaluation. The purpose of the study was to investigate strategies for enhancing quality assurance in physics education in Kogi East Educational Zone. The study adopted descriptive survey research design. The population for the study comprised all the physics teachers in Kogi East. The sample size for the study consisted of 120 physics teachers which were selected from private and public co-educational secondary schools in the study area using random sampling technique. Two research questions and two hypotheses guided the study. The instrument used for collection of data was a structured questionnaire, titled: Physics Education Quality Assurance Questionnaire (PEQAQ), which was developed by the researcher and validated by experts. The reliability index of the instrument using Cronbach Alpha yielded 0.69. The data collected were analyzed using descriptive and inferential statistics. Findings revealed among others that ensuring functional quality assurance mechanisms in secondary schools in Kogi East provided positive feedback to educational management to enhance performance. Based on the findings, the following recommendation was made. Develop and implement targeted professional development programmes in Kogi State, focusing on research-based quality assurance, strategies and contextualized to address local challenges and needs.

Planning, Strategies Implementation and Evaluation Practices among CSL Teachers in China

Teaching Chinese as a Second Language (TCSL) has witnessed a growing significance in the global educational landscape due to the increasing demand for proficiency in Mandarin. The study assessed the TCSL professional development programs by identifying strengths and areas for improvement in TCSL teachers’ planning, strategies implementation and evaluation practices. Using descriptive research design, 399 TCSL teachers in China answered an adopted modified questionnaire. Results reveal that on planning among TCSL teachers, their course objectives were clear, specific, and can be easily conveyed to the students. Additionally, on strategies implementation, TCSL teachers were able to regularly reflect on their teaching and were able to choose appropriate teaching strategies based on the language proficiency and learning needs of their students. Lastly, they were able to use various evaluation methods in order to adjust their teaching strategies and methods in a timely manner. Overall, the study indicates that better planning leads to better strategies implementation and evaluation. Similarly, better strategies implementation also leads to better evaluation.

A dynamic capabilities framework for agriculture education partnerships

ABSTRACT Purpose Our study aimed to identify the characteristics required to develop effective teacher-industry partnerships in Australia. These partnerships are increasingly important in agricultural for teachers to better understand the technological careers available for their students in agriculture. To determine the dynamic capabilities required for effective partnership in agriculture, we examined how teachers and industry representatives worked in partnerships to increase knowledge and understanding of agriculture technology in schools. Design/Methodology/Approach A qualitative case study methodology was used which focussed on industry representatives’ and teachers’ experiences in the context of a teacher professional development programme. Semi-structured interviews were used to explore five purposively selected teacher-industry partnerships that were formed during the programme. Findings This study has identified specific characteristics and behaviours required for effective teacher-industry partnerships in Australia and provide a practical guide for those seeking to work together to improve the visibility of agriculture careers and support a talent pipeline into the sector. Practical Implications Our research has found that for Australian teachers to be role models for future agriculture professionals and provide up-to-date information about the career opportunities available in agriculture, they require knowledge of authentic industry practices that can be developed through partnerships with industry. Theoretical Implications This study applies the Dynamic Capabilities (Dentoni et al. 2016) framework to an agriculture education context and extends it by identifying critical characteristics for agricultural education partnerships. Originality/Value Establishing stronger ties between agriculture teachers and industry is more important than ever given the critical talent pipeline issues facing the Australian agriculture sector. This paper contributes by providing a framework of dynamic capabilities required for effective teacher-industry partnerships in agriculture education.

Teachers’ and kindergartners’ perceptions of children’s participation in interactive book reading

Children learn language through participating in language-rich activities such as book reading. This longitudinal qualitative study explored the perception of 11 teachers and 78 kindergartners regarding children’s participation in book-reading in order to understand how it is experienced by those most involved in this activity. Each participant was interviewed three times, before, after and 3-month after a professional development program on interactive book reading. The reflexive thematic analysis yielded four themes describing: 1) the shift from a more adult-controlled to a more spontaneous child participation; 2) the challenges teachers faced in facilitating children’s participation while maintaining the rhythm of the story; 3) the evolution of children’s perceptions of their role in reading; and 4) children’s perceptions of the relationship between their behavior and their right to participate. The findings have implications for supporting collaboration between teachers and school-based speech-language pathologists to facilitate the implementation of language-supportive practices in the classroom.

Evaluating computer science teaching competence: teachers’ self-efficacy and professional development

Evaluating computer science (CS) teacher competencies is crucial for advancing CS education. This study aims to develop and evaluate a self-efficacy assessment tool for CS teaching competence among 1412 CS teachers nationwide in Thailand. Using structural equation modeling, the validity of the tool was examined across four domains: Content Knowledge and Skills (CK), Instructional Design (ID), Classroom Management (CM), and Professional Development (PD). The results demonstrated a good model fit and validity (CFI = 0.95, TLI = 0.95, PNFI = 0.85, RMSEA = 0.08, SRMR = 0.02, GFI = 0.97). Significant differences in self-efficacy were observed across the domains with a medium effect size (χ2(3) = 1233.26, p < .001, w = 0.29), with the highest self-efficacy in PD, followed by CM, CK, and ID. Teachers in their 30 s showed greater confidence in CM, while those with 5–9 years of experience exhibited the highest overall self-efficacy. Secondary school teachers expressed more confidence in ID and PD than primary school teachers. Additionally, teachers in smaller schools, categorized by the number of students, reported significantly lower self-efficacy in CK (p = .01), ID (p < .01), and CM (p < .01) than those in larger schools. These findings highlight the need for specific and continuing PD programs to address differences in teacher competencies and improve the quality of CS education in Thailand.

Reimagining professional development for school leaders in Brazil, Chile, and Colombia: an examination of current approaches and future directions

ABSTRACT This study examines current approaches to professional development (PD) for school leaders in Brazil, Chile, and Colombia. While PD programs indicate significant progress, school leadership remains in an early stage of development. The findings highlight the need for national policy commitments to ensure long-term sustainability. The challenge is not only in offering accessible programs for new principals but also in ensuring quality and promoting continuous professionalisation. The analysis underscores the need for individual-centred PD approaches that prioritise the personal growth of school leaders, recognising the multifaceted dimensions of their roles. Additionally, it emphasises the importance of embedding professional development within a learning system that fosters partnerships between academia, government, and wider society. Addressing the need for a more context-sensitive approach to professional preparation, the study also highlights the political dimension of school leadership, advocating for programs that equip leaders with the political awareness necessary to navigate complex policy contexts effectively. Recognising the influence of the Global North, this study advocates for reimagining PD approaches to integrate and prioritise contextualised practices and knowledge, considering the diverse realities and challenges faced by educators in the region.

Promoting Teaching and Learning Through Research-Informed Professional Development: The Leadership for Learning Programme in Australia and China

The fragmented provision of training for early childhood educators has highlighted the imperative need for research-informed professional development (PD) programmes to enhance educator professionalism. This study evaluates the effectiveness of a research-informed in-service PD programme—“Leadership for Learning”—through cluster randomised controlled trials in Australia and China. In Australia, the study involved 83 early-years services, and 1346 4–5-year-old children. In China, the study adapted the PD programme both educationally and culturally, involving 24 preschools, 95 classrooms, 202 educators, and 547 children aged 3–5 years. The comparative findings revealed that the PD programme significantly improved scores on the ECERS-E and SSTEW classroom quality rating scales in both Australia and China. Regarding children’s outcomes, the Australian PD programme significantly enhanced children’s numeracy development, social–emotional development, and expressive language, but not vocabulary, while the Chinese adaptation improved literacy development but not numeracy. This study has important implications for the implementation of PD programmes and cross-cultural educational research, highlighting the need for context-specific adaptations to maximise the effectiveness of PD interventions.

How and Why Teachers Use Technology: Distinct Integration Practices in K-12 Education

This study investigates the integration of digital technology in K-12 education by examining the practices of Estonian primary and lower secondary school teachers. Through latent profile analysis, we identified six distinct profiles of teachers’ digital technology integration practices, each characterised by unique patterns of how and why technology is integrated. These profiles—Motivating Facilitators, Depth Facilitators, Efficiency Engineers, Engaging Innovators, Depth Divers, and Motivating Traditionalists—highlight the necessity for context-specific professional development that addresses teachers’ diverse needs and motivations. The study contributes to the growing literature on technology-enhanced learning by providing valuable insights into designing effective professional development programs and promoting the strategic use of digital technologies to enhance student learning.

Exploring Formative Assessment Strategies for Pupils with Learning Disabilities in Inclusive Schools in Temeke Municipality, Tanzania

Formative assessment is a key tool for monitoring the progress of pupils with disabilities in inclusive educational settings. This study investigates the strategies used for formative assessment of pupils with learning disabilities in inclusive schools, with a specific focus on teachers' perceptions in Temeke Municipality. The study is grounded in an interpretive paradigm and adopts a qualitative research methodology, using a multiple case study design. A purposive and snowball sample of 22 teachers was selected, with data collected through in-depth interviews and analyzed using content analysis facilitated by Atlas Ti software. Ethical considerations were adhered to by obtaining approval from the Directorate of Research, Publications, and Innovation at the Open University of Tanzania, and ensuring participant confidentiality and anonymity throughout the research process. The findings indicate that teachers primarily use quizzes, tests, exams, and task-based performance as common formative assessment methods for pupils with learning disabilities. Such methods helped to assess the academic progress of pupils, including those with learning disabilities, by providing valuable insights into their understanding of the material. Teachers also noted the importance of ongoing feedback in supporting student progress. The study concludes that the use of a variety of assessment techniques is essential for improving the academic performance of pupils with learning disabilities in inclusive settings. Based on these findings, the study recommends that the government should implement regular professional development programs for teachers, focusing on enhancing their formative assessment skills in special needs. Such initiatives are expected to foster a more inclusive and effective learning environment for all pupils.

Physical education teaching: A biomechanical perspective of physical education educators and coaches

This study investigated the integration of biomechanical principles into physical education teaching practices. We use a combination of surveys, classroom observations, focus groups, pre-assessments and post-assessments, as well as force analysis in order to look at the knowledge, skills, and attitudes of physical education educators and coaches. Our findings are that theoretically, there is a substantial chasm between knowledge and application in a physical education environment. Most teachers recognized the importance of biomechanics but frequently did not have adequate preparation and resources to make it part of their teaching curricula. From the findings of our study, we conclude that teacher preparation programs and professional development programs need biomechanic education in totality. Eliminating these gaps will significantly enhance the quality of physical education instruction and outcomes for all students. Our study empirically suggests that biomechanical interventions are indeed a practical improvement for students, as they actually make the students’ movements mechanically better, reduce the likelihood of injury, and give them even more motivation.

EQUAL AI: A Framework for Enhancing Equity, Quality, Understanding and Accessibility in Liberal Arts through AI for Multilingual Learners

The integration of artificial intelligence (AI) into liberal arts education offers a transformative opportunity to address the diverse needs of multilingual and multicultural learners. Consequently, this study introduces the EQUAL AI framework (Enhancing Equity, Quality, Understanding, and Accessibility in Liberal Arts through AI), a structured approach to utilizing AI to foster inclusion and innovation in liberal arts pedagogy. The framework identifies five key domains: linguistic support, cultural representation, creative expression, critical thinking, and collaborative learning. Additionally, the study underscores the necessity of systemic support, particularly through professional development programs that equip educators with technical proficiency, ethical awareness, and the ability to critically assess AI tools. By tackling challenges such as algorithmic bias, data privacy, and the digital divide, the study advocates for culturally responsive policies and inclusive practices. The EQUAL AI framework envisions liberal arts education as a space for equitable participation and cultural understanding, positioning AI as a tool to enhance rather than replace humanistic pedagogy, ensuring its relevance in a technology-driven, interconnected world.