Professional Development Program Research Articles

Organization of abdominal emergency surgical care across healthcare services in Senegal: a cross-sectional nationwide survey

IntroductionStudying surgical services and the workforce in sub-Saharan Africa is crucial for enhancing access to quality surgical care in the region. Despite many recommendations to produce evidence based on reliable data on this subject to guide policymakers, there is still a knowledge gap on this topic. The aim of this nationwide survey was to describe the organization of abdominal emergency surgical care across healthcare services in Senegal.MethodologyThis was a cross-sectional nationwide survey. The study period was between October 1st, 2023, and January 20th, 2024. The target population included all registered healthcare facilities in Senegal offering emergency surgical services. A structured questionnaire was designed to gather infrastructure-related data, surgical activities, and human resources.ResultsAll 33 identified healthcare facilities responded to the survey (100%). Emergency abdominal surgery services were available for 96.7% of the surveyed structures. The teams were mainly composed of surgeons and residents (45.2%) or surgeons and medical trainees (48.8%). The average bed capacity of the services was 21.9, with a standard deviation of 13.9. The absence of a dedicated hospitalization section for patients requiring special monitoring was found in 69.6% of the facilities. Operating rooms dedicated to emergency abdominal digestive surgery were present in 54.6% of the services. On average, the services performed 17.6 scheduled surgical interventions with a standard deviation of 11.5 and 29.7 emergency surgical interventions with a standard deviation of 16.8 per month. Morbidity and mortality conferences were not routinely held in the majority of departments (only 27.3%). Professional development programmes were present only in 24.2% of departments. Most of the departments did not have adequate human resources (69.6%). A total of 70 surgeons were identified, resulting in a national ratio of 0.39 general surgeons per 100,000 inhabitants. The strategies employed to address staff shortages included additional working hour by staff (54.5%), temporary workers (30.3%) or the use of trainee doctors or nurses (12.1%).ConclusionThis research shows that significant deficiencies are present in the essential physical and human resources needed to conduct fundamental life-saving surgical procedures. These findings suggest potential areas for improvement in the delivery of emergency surgical care in the region.

Teachers' professional growth in teaching students’ social scientific reasoning

This exploratory study investigates how the use of subject-specific educative curriculum materials in a professional development program contributes to the professional growth of Dutch social science teachers in teaching social scientific reasoning. Teachers' professional growth (N = 10) was examined using pre- and post-interviews and questionnaires. The analysis focused on changes in teachers' knowledge, beliefs, and instructional practice. The results indicate that teachers developed a deeper understanding of the complexity, difficulty, and subject-specific nature of social scientific reasoning. The subject-specific educative curriculum materials served as a catalyst for teachers’ professional growth in teaching social scientific reasoning.

Examining the fidelity of implementation of SKIP Cymru (Successful kinaesthetic instruction for pre-schoolers- Wales) by early childhood teachers in Wales following a programme of professional development

ABSTRACT Purpose Early childhood is a crucial time to develop fundamental motor skills (FMS) such as throwing, running and kicking (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.). Existing research into the play-based early childhood curricular in Wales found that children were not making progress in learning object control skills (Wainwright, N., J. Goodway, M. Whitehead, A. Williams, and D. Kirk. 2018. “Laying the Foundations for Physical Literacy in Wales: The Contribution of the Foundation Phase to the Development of Physical Literacy.” Physical Education and Sport Pedagogy 23 (4): 431–444. https://doi.org/10.1080/17408989.2018.1455819.). This was a concern as object control skill competency is critical to physical activity later in childhood and adolescence (Barnett, L. M., E. Van Beurden, P. J. Morgan, L. O. Brooks, and J. R. Beard. 2009. “Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity.” Journal of Adolescent Health 44 (3): 252–259. https://doi.org/10.1016/j.jadohealth.2008.07.004.). Therefore, SKIP (Successful Kinaesthetic Instruction for Pre-schoolers) – Cymru (Welsh word for Wales), a programme of professional development was developed based on the evidence-based work of SKIP by Goodway and colleagues (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.) to address the gaps in teacher knowledge. A limitation of previous SKIP and motor development literature is the lack of evaluation of the teacher’s fidelity to implementation. Ensuring fidelity of implementation (FoI) is a critical indicator of quality intervention programmes. Thus, this study examined the extent to which teachers could implement a 10-week SKIP-Cymru programme with fidelity with ongoing mentoring following a programme of professional development. Method Participants: Early childhood teachers (N = 5), with no prior experience of SKIP Cymru, from 4 Welsh schools took part in the study. Mentors (N = 2) supported the teacher’s implementation of SKIP Cymru following the one-day professional development workshop. Quantitative data were collected using fidelity checklists for both the Teacher Workshop and the implementation of SKIP Cymru. Descriptive statistics of fidelity data were calculated. Results The results for the Teacher Workshop found that 100% of the content was delivered in relation to the Core Instructional Principles, Practices and Expectations of the SKIP-Cymru, and teachers learned the key outcomes. The average teacher fidelity for implementation of SKIP Cymru was 67.80% (ranging between 39% and 89%). On average the teachers delivered 16.4 out of the 20 lessons. The mentors supported the teachers for an average of 7.4 lessons out of the 10 lessons. Conclusion This study demonstrates that it is possible to train teachers to deliver a developmentally appropriate motor skills programme. Nevertheless, it was evident from the inconsistencies in implementation that teachers needed more in-depth knowledge, and specifically a lot more time to develop the pedagogical and instructional skills needed to optimize the impacts of SKIP Cymru on children. It is recommended that the current model of professional development needs to be re-evaluated, with consideration being given to either more in-depth training for mentors or more in-depth accredited training for the teachers that would negate the need for mentoring and have a bigger impact on the teacher’s pedagogy and delivery.

Meaning-Making Through Dialogic Classroom Discourse in History Classes: Multi-Perspective Case Studies From a Teacher Professional Development Program

This article examines the characteristics of meaning-making during classroom discourse using data from a study regarding a yearlong teacher professional development (TPD) program intended to promote dialogic discourse in whole-class practice. The in-depth, video-based case analyses of two whole-class discussions in history classes (two classes/teachers, N = 46 students) at the end of the TPD integrate multi-semiotic and content-bound perspectives. The analyses show how the students adopt an active role in shaping the dialog and contribute to the direction of the discourse, while both teachers assume a moderating stance. Concurrently, the findings highlight the inherent tension teachers face while ensuring student participation and compliance with disciplinary norms. In addition, the results reveal new student roles and asymmetries due to altered responsibilities in student-owned classroom discourse, which are particularly elucidated through nonverbal interactions. This contributes to existing research by highlighting novel, critical elements for consideration in TPD.

Public Health Professionals’ Perspectives on Research Utilization in Nigerian Health Systems

The integration of research evidence into healthcare decision-making is essential for improving health outcomes, particularly in low- and middle-income countries like Nigeria. This study investigates the perspectives of public health professionals on research utilization within the Nigerian health system, identifying barriers and facilitators to the application of evidence-based practices. Utilizing a cross-sectional descriptive design, data were collected from public health professionals and policymakers through a structured questionnaire distributed via Google Survey. The findings reveal a significant gap in the dissemination and utilization of research findings, with many professionals unaware of existing systems to facilitate this process. Despite recognizing the importance of research utilization for enhancing health and quality of life, barriers such as limited access to quality research publications and inadequate collaboration between researchers and policymakers impede effective implementation. Capacity-building initiatives, such as workshops and continuous professional development programs, were identified as key facilitators for promoting evidence-based practices. The study underscores the need for improved communication and tailored dissemination strategies to bridge the gap between research and practice, ensuring that findings are accessible and applicable to the specific needs of different professional groups. These results align with existing literature that highlights the crucial role of evidence-based practice in public health and the necessity of robust dissemination and implementation frameworks. Addressing these barriers and leveraging facilitators can significantly enhance the utilization of research findings, leading to better health outcomes and more effective healthcare policies in Nigeria.

Authentic caring in online professional development for early childhood teachers in South Africa

Background: The professional development (PD) of early childhood teachers is of strategic importance in higher education and the profession given the need to improve responsiveness and progress towards millennium goals.Aim: The purpose was to analyse classroom practices and teachers’ experiences of PD programmes, through the theoretical lens of the UNESCO ICT Competency Framework for Teachers to construct an authentic data-based model, which can be used to understand PD challenges and guide decisions about the improvement of education quality.Setting: The study was conducted in Gauteng with teachers from a selection of early childhood centres.Methods: A phenomenological inquiry explored the settings and practices of 23 selected teachers in Gauteng province. Interview and observation data were analysed for content categories and grounded theory articulations.Results: The main finding is that teachers facing everyday educational challenges benefit from school-based support and available media but need additional learning to advance their professional aspirations. The grounded theory analyses of the data highlighted that early childhood practices and articulated development needs are best explained as authentic caring. This was conceptualised metaphorically as garden spaces where careful tending, deliberate planning and various elements of nurturing knowledge may harmoniously be blended. The model extends prevailing theories of PD and the flipped ICT Competency Framework for Teachers.Conclusion: The model of authentic caring is a grounded theory articulation based upon beliefs of practising EC teachers.Contribution: The article provides a comprehensive online teacher professional development framework for EC teachers, emphasising authenticity, care and alignment with global educational standards.

Computer science for English learners: supporting teacher learning and improved practice to engage multilinguals in AP computer science principles

Multilingual learners, also known as English learners (ELs), are underrepresented in K-12 computer science (CS) courses, where they often struggle. This paper demonstrates how a Computer Science for English Learners (CSforEL) professional development (PD) program supported Advanced Placement CS Principles (APCSP) teachers in attending to both content and language demands while teaching ELs. We highlight qualitative findings showcasing how CSforEL PD yielded (micro)shifts in teacher practice and EL Student-Content interactions. Specifically, we discuss how unique instructional scaffolds offered within the PD shifted teachers’ awareness regarding EL students’ needs, and helped them support their EL students more effectively.

Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024)

This systematic review rigorously explores the reciprocal relationship between teacher leadership and self-efficacy across a range of educational and cultural settings. Drawing on eleven peer-reviewed studies from 2013 to 2024 and guided by the PRISMA framework, the analysis substantiates a robust, bidirectional link: teacher leadership significantly bolsters self-efficacy, which, in turn, profoundly impacts educational practices and outcomes. The dynamics of this relationship exhibit considerable variation across cultural divides, with collectivist settings predominantly favoring a collaborative approach that enhances collective efficacy and teamwork, whereas individualistic contexts tend to prioritize personal achievement and empowerment. The findings highlight the imperative for culturally tailored professional development programs and affirm the critical influence of teacher self-efficacy in driving educational innovation and reform. Despite the richness of the insights presented, the studies’ limited sample sizes and the specificity of their educational contexts may temper the broader applicability of the conclusions. This review recommends that future research adopt longitudinal and mixed-methods approaches to deepen the understanding of these interactions across diverse cultural landscapes, thereby enriching the theoretical and practical implications for global educational advancement.

Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study

Despite the widespread advocacy for the integration of arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) education on an international scale, teachers face numerous obstacles in practically integrating A&H into STEM teaching (IAT). To tackle the challenges, a comprehensive five-stage framework for teacher professional development programs focussed on IAT has been developed. Through the use of a qualitative case study approach, this study outlines the shifts in a participant teacher’s self-efficacy following their exposure to each stage of the framework. The data obtained from interviews and reflective analyses were analyzed using a seven-stage inductive method. The findings have substantiated the significant impact of a teacher professional development program based on the framework on teacher self-efficacy, evident in both individual performance and student outcomes observed over eighteen months. The evolution of teacher self-efficacy in IAT should be regarded as an open and multi-level system, characterized by interactions with teacher knowledge, skills and other entrenched beliefs. Building on our research findings, an enhanced model of teacher professional learning is proposed. The revised model illustrates that professional learning for STEAM teachers should be conceived as a continuous and sustainable process, characterized by the dynamic interaction among teaching performance, teacher knowledge, and teacher beliefs. The updated model further confirms the inseparable link between teacher learning and student learning within STEAM education. This study contributes to the existing body of literature on teacher self-efficacy, teacher professional learning models and the design of IAT teacher professional development programs.

Assessing Nurse Educators' Competencies for Adopting Blended Learning in the Skills Labs in Uganda's Public Nursing Schools

Blended learning has become an integral part of nursing education, offering a blend of online and face-to-face instruction that enhances learning experiences, particularly within skills labs. However, the effectiveness of blended learning largely depends on the competencies of nurse educators in utilizing digital tools and methodologies. This study assessed the competencies of nurse educators in Uganda's public nursing schools concerning blended learning adoption. Data was collected from 40 randomly selected nursing educators in 4 public nursing schools in Uganda The findings indicate significant inadequacies: only 25% are proficient with Learning Management Systems (LMS) like Moodle, 20% can effectively use platforms like Zoom and Microsoft Teams for synchronous sessions, 30% are adept at using social media platforms such as WhatsApp and YouTube for informal learning and networking, and merely 12.5% are proficient in using television videos as supplementary educational resources. These results highlight a critical need for targeted professional development and training programs to enhance the digital competencies of nurse educators. Addressing these gaps is essential for the effective implementation of blended learning, ultimately aiming to improve the quality of nursing education in Uganda and foster the development of skilled nursing professionals.

Digital technology adoption and school leadership in the post-pandemic era: Insights from high school leaders

Integrating digital technologies into the educational landscape seems to be a defining factor for learning and leading in the pandemic and post-pandemic era. Hence, this study examines the impact of digital technology adoption on school leadership and management in the post-pan­demic era, focusing on high school leaders' experiences in Oyo State, Nigeria. The theoretical framework is anchored on the Technology Acceptance Model (TAM), which elucidates factors influencing technology adoption through perceived usefulness, perceived ease of use, and attitude toward usage. The study used a descriptive research design and sampled 227 high school leaders across three senatorial districts, collecting data via a validated questionnaire. The reliability index of the instruments is as follows: school leaders' digital technology adoption (? =0.85), digital media tools' usage (? =0.95), and professional development opportunities (? =0.84). Results indicate a positive influence of digital technology on school leadership and management, enhancing communication, virtual administration, performance monitoring, and breaking spatial-temporal barriers. WhatsApp, Email, Google Forms, and Zoom were identified as the most frequently used digital media tools, while professional development in digital technologies was provided to a moderate extent for 58.2% of high leaders. The findings demonstrate the need for more extensive professional development programs by indicating a considerable investment in school leaders' digital competency development, but not all-encompassing. Recommendations include enhancing the quality and frequency of training, promoting diverse digital tools, tailoring professional development to specific needs, and implementing regular assessment and feedback systems to improve digital technology integration in schools.

Perspectives of ELF-informed teachers in Taiwan

Abstract English as a lingua franca (ELF) represents a substantial paradigm shift in ELT because it challenges the traditional norm of standard English. Despite this changing trend, there is a gap in research on incorporating ELF into in-service teachers’ professional development (PD). Given the backdrop that (trans)disciplinary courses are expected to be taught in English in compulsory K-12 education due to the Bilingual 2030 Policy in Taiwan, this paper proposes an ELF-informed PD model and specifically examines English teachers’ perspectives before, during, and after their participation in the first nationwide bilingual in-service teachers’ PD programme. We observe a growing recognition of ELF concepts among teachers, which is evident in their understanding of the pedagogic challenges and implicit tensions in ELF practice, their validating senses of being ELF teachers, and their critical reflection on ELF-informed pedagogy. The enhanced understanding highlights an alternative approach to transforming the ‘E’ in EFL.

Advancing doctoral student professional development through a strengths-based cohort program

Purpose Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in the biomedical sciences in the US are often on graduate assistantships, where they experience an academic component to their training integrated with an employee-like existence. The individual who serves as their academic and research advisor is often their supervisor, who pays their stipend. The traditional training structure poses unique challenges and may be accompanied by stress, burnout and imposter phenomenon. The purpose of this study is to utilize a strengths-based approach to equip students with essential personal and professional skills that build self-awareness and self-confidence further preparing them for their future in the scientific workforce. Design/methodology/approach The authors developed and implemented a novel strengths-based professional development cohort program for doctoral students in the biomedical sciences at a research-intensive (R1) institution. The program was designed to create a supportive and inclusive space for participants (n = 18) to explore their identity as a student and scientists and to develop and leverage their talents for more effective and strategic use. Program outcomes were evaluated through a mixed methods case study design using a post-program Likert-based survey (n = 10 participants) and participant interviews (n = 13). Explanatory sequential design was used in the interpretation of the findings. Findings The results show that the program had a positive impact on students’ perceptions of themselves as scientists, as well as on their self-efficacy, self-confidence and interpersonal interactions in the research setting. Practical implications This strengths-based professional development program demonstrates immense potential as a model to equip students with self-awareness and a new foundation of essential skills needed to supplement their technical and scientific training for their future careers in the team-based workplace. Originality/value This study demonstrates how professional development programming can complement scientific training by equipping students with self-awareness and other lifelong skills to navigate feelings of imposter phenomenon and interpersonal relationships in the team-based workplace.

Perceptions versus performance: Assessing teacher learning in asynchronous online professional development

AbstractTeacher learning in asynchronous online professional development (PD) is often measured by self-reported instruments, despite uncertainties regarding teachers’ accuracy in their self-assessment of learning. This study explored whether teachers’ self-reported gains in content knowledge for teaching aligned with those measured by direct assessments. Through quantitative analyses of data collected from 57 middle school mathematics teachers who participated in a fully asynchronous online PD program, we found no significant correlation between teachers’ self-reported knowledge gains and those measured by direct assessments. Additionally, we examined the role of teachers’ use of self-regulated learning (SRL) strategies, namely organization, elaboration, and monitoring, in their learning from the PD program by conducting linear regression analyses. Our results indicated that teachers who frequently monitored their understanding of the PD content demonstrated greater gains in their content knowledge as measured by direct assessments. However, none of the SRL strategies predicted the accuracy of teachers’ self-assessments of knowledge gains from the asynchronous online PD program. These findings raise concerns about relying solely on self-reported instruments to capture teachers’ learning in asynchronous online PD programs, and they emphasize the need for more robust and accurate outcome measures in the asynchronous online learning context.

Peran Keterampilan Dasar Mengajar dalam Meningkatkan Prestasi Siswa di SD

This research aims to analyze the role of basic teaching skills in improving student achievement. Basic teaching skills include the teacher’s ability to plan learning, manage the class, deliver material, and provide constructive evaluation and feedback. The research method used is a qualitative research method. The research results show that teachers who have good basic teaching skills are able to create a conducive learning environment, motivate students, and increase understanding of subject matter. Apart from that, these skills also contribute to improving students’ academic scores. The conclusion of this research confirms that the development of basic teaching skills is a key factor in efforts to improve student achievement. Therefore, training and professional development programs for teachers must be more focused on improving basic teaching skills to achieve optimal educational results.

Building Science Teacher Leaders for Indigenous Schools: Lessons from a Science Professional Development Workshop in Nepal

This is a case study of a science professional development workshop in Nepal with 17 teacher participants from four public schools. These schools mainly served Indigenous students in elementary, middle, and high school (Grades 9 and 10). The workshop focused on educating and building science teacher leaders for culturally relevant teaching and antiracist pedagogy by valuing and integrating Indigenous leadership practices and local knowledge. The teachers participated in a 2-day workshop co-organized by the local district education office and the local high school and led by the high school principal and a U.S.-based university faculty. Data were collected during and after the workshop through field notes, audio/video recordings of some sections of the workshop, and focus group interviews with a select group of participating teachers. The analysis of the data showed (a) struggles and opportunities to prioritize Indigenous science knowledge and Tharu sociocultural connections, (b) teachers seeking affirmation from principals to be science teacher leaders modeled on Indigenous leadership values, and (c) greater willingness for culturally relevant pedagogy among female and Indigenous teachers. The hope is that this paper will contribute to the value of a science teacher leadership professional development program (PD) in building awareness among science teachers about the value of culturally appropriate antiracist pedagogy in science teacher leaders. In addition, the PD also shows that science teacher leaders in Indigenous schools would benefit from the Indigenous relational model of leadership in leading their peers and students in antiracist and culturally relevant science teaching and learning. Finally, the study seems to indicate that a successful science teacher leader always incorporates local Indigenous community values, knowledge, and practices.

Special measures to promote supplementary professional education services: formation and evaluation of effectiveness

Introduction. The problem of promotion of supplementary professional education services is one of the important issues for attracting consumers of professional retraining and advanced development programmes, contributing to marketing attainments and a company’s efficiency in general. The solution largely depends on the developmental level of the market of supplementary professional education services at a regional level, the specifics and quality of training courses, as well as the relevance of promotion tools used by the organisation. Purpose of the research: development and approbation of the methodology for forming and evaluating the effectiveness of a special tool for the promotion of supplementary professional education services. Materials and methods. To determine the format of a special survey, an online questioning of 1,035 potential consumers was carried out; ten marketing and advertising experts were interviewed and selected by the Delphi method modified by J. Fowles; a questioning of 319 participants and 20 organisers of the special survey was undertaken. The expert judgement was arranged using the Hierarchy Analysis Method by T. Saati, including the processing of the data obtained in the course of the experts interviewing and the calculation of eigenvectors of the pairwise comparison matrix. Results. A methodology for forming and evaluating the effectiveness of a special survey was developed. As a result of the approbation, eleven qualitative indicators were evaluated, scoring 7.92 out of nine, totalling 88%. The quantitative indicators, particularly, the engagement index was 56.8%; the key performance indicator was 8.5% and the return on investment was 336.8%. As a result of the special survey, 27 participants acquired the Internet marketing course. Conclusion. The proposed methodology can extend the opportunities of organisations providing supplementary special education services in terms of selecting, planning and realisation of efficient promotion tools. The methodology can be applied to the formation and evaluation of different-format special surveys with regard to their specifics.

The Role of CPD Programs in Supporting Teachers’ Application of Innovative Teaching Methods

Continuous Professional Development (CPD) programs are critical in equipping teachers with the skills, knowledge, and confidence required to adopt innovative teaching methods that enhance educational outcomes. This paper explores the role of CPD in promoting innovative practices in teaching, highlighting how these programs enhance pedagogical skills, foster a growth mindset, and support the integration of student-centered learning models. Despite the significant benefits, CPD faces challenges, including time constraints, inadequate funding, and the misalignment of content with teachers’ practical needs. Addressing these challenges is essential for maximizing CPD’s impact. Future directions for CPD include leveraging technology, fostering collaborative learning environments, and providing personalized and continuous support through coaching and mentoring. By evolving to meet the diverse needs of educators, CPD can play a transformative role in driving educational innovation, ultimately empowering teachers to better prepare students for the demands of the 21st century.

Novice middle leaders navigating context: reflections on a situated middle leader development program in Hong Kong

ABSTRACT Purpose Guided by situated learning theory, this study explores the influence of a professional development program on the evolving perceptions of middle leaders as entrepreneurial leaders. It investigates which elements of situated learning design foster the growth of middle leaders’ entrepreneurial behavior. Design Using a narrative case inquiry approach, 20 participants from five primary and seven secondary schools in Hong Kong. These participants engaged in a situated middle leader development programme designed to enhance teacher entrepreneurialism in authentic, job-related contexts. Findings This study uncovers the incremental learning growth of middle leaders across three phases: initial struggle with authority constraints; reflection on the role of entrepreneurial middle leaders; and eventual advocacy of innovative opportunities to colleagues. It underscores the importance of authenticity and guided reflection in the situated learning program design, which fosters a social environment stimulating reflective dialogue and enables middle leaders to reflect on their leadership behavior. Originality This study broadens the application of situated learning theory by demonstrating how the interplay of contextual, social, and individual-level environments can enhance the professional development of middle leaders, particularly in fostering entrepreneurial behaviours.

A study of composition of teaching personnel working in pre-professional classes in Moscow’s schools

Problem and aim. Pre-professional classes are an efficient tool of solving the task of developing innovative economy of Moscow. The quality of learning outcomes and practical skills of students enrolled in pre-professional classes depends on the qualification of teachers. The aim of this study was to analyze and identify special aspects of the composition of teaching personnel who work in pre-professional classes in Moscow’s schools. Materials and research methods. The study was based on the data dedicated to teachers’ education, continuous professional development, and teaching experience. The dataset included open data published on schools’ websites and the data obtained from the Department of Education and Science of Moscow. The study involved the data of 2,215 teachers from 30 Moscow’s schools. The following has been accomplished within the study: conducting consultations with experts, reviewing academic literature and regulatory documents, data processing for statistical analysis, developing indicators, statistical processing of data, integrating and interpretating the obtained data, contrastive analysis of data of 30 schools, comparative analysis of the dataset with the data by Federal State Statistics Service. Research results. A portrait of a typical teacher teaching in pre-professional classes in Moscow’s schools is the following: a teacher by first job, aged 46.9 years, with highest qualification category, often with teaching experience of 26 and more years, with experience in the current organization of less than 5 years, and with high educational attainment. Almost all teachers included in the dataset have higher education. Some teachers have accomplished a number of higher education programmes and have a PhD or a Dr. Sc. degree. Regarding higher education attainment, teachers have graduated from teacher training and non-pedagogical universities (classical, specialized) in almost equal proportion. Teachers have studied in 82 different regions of Russia and 14 foreign countries. Mostly, teachers have acquired higher education in Moscow. The less the teaching experience of teachers the higher the ratio of teachers who have obtained a degree in Moscow’s non-pedagogical universities (classical or specialized). 72.8 % of teachers have participated in in-service training programmes, while 21.8 % of teachers have been enrolled in professional retraining programmes during their career. 24 % of teachers are continuously engaged in professional development activities. Teachers have been enrolled in in-service and professional retraining programmes at more than 600 providers of continuous professional development in 67 regions of Russia and 6 foreign countries. A large proportion of professional development programmes mastered by teachers are offered by providers located in Moscow. Conclusion. The scientific novelty of the study lies in the fact that the data on educational trajectories of Moscow’s teachers collected by informational systems have not been studied before. The results of the study include developing a generalized portrait of a teacher, describing higher education and continuous professional development of teachers, identifying the ratio of pedagogical and non-pedagogical majors of teachers, showcasing the geography of higher educational institutions and CPD providers. The practical value of the study includes using the obtained results as a basis for decision making in the field of CPD programme management involving teachers of pre-professional classes, developing and / or improving an analytical system of collecting and processing data dedicated to teachers’ educational trajectories.