Professional Development Resources Research Articles

Evaluating the sustainability of tablet devices in blended learning

Blended approaches to teaching and learning and higher education often demand the provision of substantial investments in professional development, curriculum change and technological resources. Given the intense effort required for successful courses, focus has turned increasingly on the sustainability of blended learning in higher education. In this study, we adopt an argument based approach to the sustainable use of tablet computers in a university pathway course. After mapping out the argument with key stakeholders, we conduct a participatory action research project that takes into account observations, interviews and personal reflections. Results of the evaluation point to a ‘weak argument’ for the continued use of tablet computers that demonstrates their use is not sustainable. We conclude with suggestions to turn to issues of curricular alignment and further adoption of argument based evaluation for educational technology.

Leveraging diversity through purposeful flexibility: towards a redefinition of the international classroom

ABSTRACT To date, participation in an international classroom has been positioned as a means to prepare most Dutch higher education students to live and work in a globalised world. Nevertheless, it is not clear how the international classroom is defined and how lecturers should be equipped to deliver on its potential for Internationalisation at Home, especially within culturally diverse, practice-oriented universities of applied sciences. Through a Delphi study engaging 28 expert lecturers and policy makers from five Dutch universities of applied sciences, this study offers a new definition of the international classroom, framing it as an approach that centralises diversity across the classroom as an asset in the design and facilitation of education. Drawing on the panel’s collective experience, it proposes eight competences that lecturers need to implement this approach, providing a framework to rethink professional development, curriculum innovation and human resource policies within and beyond Dutch universities of applied sciences.

Causes of medication administration errors and barriers to reporting as perceived by nurses in Saudi Arabia: A qualitative study.

Medication administration errors significantly impact patient safety, potentially leading to severe harm or fatality. Reporting such errors through active systems improves medication administration, thereby enhancing patient safety and the quality of care. However, in the context of Saudi Arabia, little is understood about the causes of medication administration errors and the obstacles hindering their reporting. This study aimed to explore nurses' perceptions of the causes of medication administration errors and the barriers to reporting them. The study employed a qualitative descriptive design, conducting face-to-face semi-structured interviews with 43 nurses from three hospitals in Taif Governorate, Saudi Arabia, between October and November 2023. Purposive sampling was used to recruit participants, and thematic analysis was utilized for data analysis. The following themes emerged regarding the causes of medication administration errors: order deficiencies, high workloads and staff shortages, and malpractice. Regarding the barriers to reporting errors, the emerging themes were fear of punishment and lack of support, lack of knowledge and awareness about reporting, and lack of feedback. This study reveals nurses' perceptions of the causes of medication administration errors and the barriers to reporting them. Recognizing and addressing these causes and barriers are essential for patient safety and the improvement of the healthcare environment. Efforts should be directed toward implementing interventions that address high workloads, enhance staff education and awareness, and promote a workplace culture conducive to reporting errors without fear of repercussions. Additionally, supportive mechanisms, such as feedback systems and resources for professional development, should be implemented to empower nurses to actively participate in error reporting and contribute to continuous improvement in medication administration practices.

Innovating Interdisciplinarity in Higher Education: Exploring the Impact of a Grassroots Community of Practice

Skills in interdisciplinary collaboration are required to address many complex problems facing society. As such, interdisciplinarity is a critical competency for students to develop. However, teachers’ effectiveness in teaching interdisciplinarity is often hindered by silo structures within university faculties. To address this in the Experts in Teamwork (EiT) programme, a MSc in a Norwegian university that develops students’ interdisciplinary teamwork skills through projects that address real-world challenges, a community of practice (CoP) evolved among teachers from different EiT classes. Over 20 months, CoP members participated in digital and in-person discussions, lecture exchanges, student and professional conferences, and co-evaluation of student work, with an aim of better understanding interdisciplinarity and approaches for teaching it to students. The success of the CoP in achieving these aims was evaluated through a series of focus groups consisting of members of the CoP. The CoP achieved some success in fostering pedagogical conversations that were transformative for participants’ understanding of interdisciplinarity in their practice. Participants reported that CoP participation influenced their interactions with students, ultimately helping students to develop a better understanding of interdisciplinarity. However, participants reported limitations in the CoP as a professional development resource, citing its newness and the required time commitment. Participants felt that these issues could be addressed via greater institutional support.

115 Strategies for Training and Advancing under-represented Researchers (STARs)

OBJECTIVES/GOALS: Minority faculty have inequitable access to information, professional development, and research resources. A structured research-mentoring program could help strengthen the research acumen of underrepresented (UR) faculty, provide a community, and support to ensure their success in becoming independent investigators. METHODS/STUDY POPULATION: The Translational Research Institute (TRI) STARs program aims to build a peer support community of UR in biomedical, clinical, behavioral and social sciences to support career development and research success. The program provides a structured peer support group with a 3-month grant training and development program and addresses issues of isolation often felt by UR faculty in academic settings. It encourages the development of innovative research ideas in a safe environment. This peer support group can also help improve confidence and self-efficacy in clinical and translational research development and execution by UR faculty. At the didactic program’s conclusion and seed grant application submission, STARs provides $10,000 as a TRI DEI Equity, Diversity, and Grantsmanship Expertise project. RESULTS/ANTICIPATED RESULTS: Since its launch in 2021, 11 scholars have enrolled in the program;three have fully completed the program, and all three have received subsequent grant funding. Four scholars have completed the didactic program and are in the process of using seed funding to collect initial data and working on initial publications. The remaining scholars are currently in the didactic program. Initial scholar satisfaction with the program is high: 100% reported satisfaction with their participation (Very Satisfied/Satisfied), and 100% agree the program provides adequate support to their research project (Strongly Agree/Agree). Overall, scholars reported an average increase in confidence of 7.9% in grantsmanship skills (Scale 0-10). The return on investment is 3106%, with over $1.9 million in subsequent funding. DISCUSSION/SIGNIFICANCE: Research shows diverse teams working together, capitalizing on innovative ideas, and distinct perspectives outperform homogenous teams. Our preliminary experience demonstrates success for the model. Additional, long-term support will be furthered developed to address additional challenges experienced by UR faculty across their careers.

The Formation of Intercultural Communication Competence of Future English Teachers

In today's diverse classrooms, educators must possess the vital skill of intercultural communication competence. This piece delves into the importance of this competence within teacher education, examining the factors that shape it among aspiring educators, such as cultural awareness, sensitivity, knowledge, and skills. The article also discusses effective strategies and approaches for integrating intercultural communication training into teacher education programs. Through a comprehensive examination of theory, research, and practice, this article aims to provide insights into fostering intercultural communication competence among future teachers.The purpose of writing the current work is to focus on certain concepts, among them are Educational Awareness: The primary purpose of the article is to raise awareness among future teachers about the importance of intercultural communication competence in their professional practice. This piece underscores the importance of cultural diversity in educational environments and highlights the necessity of cultivating abilities to communicate and collaborate effectively with a diverse range of students, families, and colleagues. As a resource for professional development, the article aims to equip future teachers with insights into intercultural communication and offer actionable strategies for seamlessly integrating cultural competence into their teaching methodologies. It should inspire them to engage in continuous learning and reflection to become culturally responsive educators. Promoting Inclusivity: Another purpose of the article is to advocate for inclusivity and equity in education.

EDUCATION AND PROFESSIONAL DEVELOPMENT: OPPORTUNITIES AND CHALLENGES FOR IN-SERVICE TEACHERS: A REVIEW

Education and professional development play pivotal roles in enhancing the quality of education and ensuring educators remain adept in an ever -evolving educational landscape for in-service teachers. This paper explores the multifaceted nature of opportunities and challenges faced by in-service teachers in their pursuit of continuous improvements. Emerging teaching methodologies offer in-service teachers novel ways to engage the students and enhance learning outcomes. In-service teachers face time constraints due to their demanding schedules, hindering their ability to fully engage in training & professional development activities. Limited access to up-to-date teaching materials, technology, and professional development resources poses a challenge for in-service teachers striving to provide contemporary and effective education. The rapid evolution of the educational paradigms, curriculum changes & pedagogical shifts can be challenging for in-service teachers to keep pace with, requiring ongoing professional development & adaptability. This paper aims to shed light on delicate balance between the promising opportunities that advancements in education offer and the pragmatic challenges faced by the in-service teachers. Understanding and addressing these dynamics is vital for fostering a supportive and enriching environment for professional growth, ultimately benefiting both educators and the students they serve.

Reporting outcome measures in veterinary physiotherapy with particular reference to the treatment of canine and equine joint cases in the UK.

Outcome measures are extensively used within human physiotherapy, but a widely accepted issue in veterinary physiotherapy is that outcome measures lack sufficient evaluation and standardisation in terms of how they are implemented. This cross-sectional study aimed to provide clarity on (1) the current selection of outcome measures in canine and equine physiotherapy and (2) investigate external influences on outcome measure selection, including comparative literature availability, professional memberships and background. A structured scoping literature review consolidated current understanding and limitations. This informed a survey of qualified veterinary physiotherapists (n = 40). The statistical analysis comprised descriptive statistics. Key observations included (1) a lack of difference in outcome measure application between veterinary physiotherapists with and without a human physiotherapy background, (2) enhanced outcome measure utilisation by registry body members and (3) an overall skew towards subjective, rather than objective, outcome measure use. The study was limited by the absence of a defined veterinary physiotherapist population and subsequent convenience sample size. The apparent skew towards subjective outcome measures highlights objective outcome measure underutilisation and the need for a more extensive evidence base. In conclusion, there is a need to develop comprehensive professional development resources promoting the use of repeatable outcome measures such as goniometers and the Liverpool osteoarthritis scoring.

National Association of Clinical Nurse Specialists Affiliate Support for Professional Growth of Clinical Nurse Specialist Students.

The purpose of this article was to describe how a National Association of Clinical Nurse Specialists affiliate partnered with a local university to engage clinical nurse specialist (CNS) students, enhance its mission and activities, and create succession planning opportunities, while providing mentorship and professional growth opportunities. Academic preparation of CNS students endeavors to instill professionalism. A 3-pronged partnership incorporating the inclusion of a student liaison on the board, presentation of student clinical work at the affiliate's annual conference, and development of a student scholarship was implemented. Membership in professional nursing organizations for a CNS student provides exposure and access to professional development resources, socialization to the role, rewarding networking opportunities with peers and colleagues, and leadership development. Anecdotal feedback demonstrated a better understanding of the CNS role, increased confidence, and enhanced knowledge on topics such as legislative advocacy as well as experiences of sharing clinical challenges with CNS colleagues. Partnership with the local university allowed the affiliate to maintain the influx of new CNSs, which sustains membership, nurtures the growth of new CNSs, and ensures the influx of new ideas. Furthermore, membership in professional nursing organizations is imperative to address the opportunities that exist in healthcare.

How Contextual Factors Influence Teacher Perceptions of Teacher Evaluation Implementation

ABSTRACT Teacher evaluation systems often have the dual purposes of evaluating and developing teachers, and educators bring various perspectives to the process. These complexities need to be addressed for teacher evaluation to result in improved classroom practices. This study explored teacher perceptions (n = 1991) of an accountability-based teacher evaluation system in Connecticut. The study examined the influence of context on respondents’ answers to questions about feedback frequency, content, and characteristics; evaluator credibility; and professional development resources. Findings include differences in teacher responses based upon school setting, school levels, and subject matter taught, which have implications for leaders and policy makers.

Supporting K-12 Educators’ Professional Development Continuity: A Forecasting Approach for Curating Online Resources for Emergency Preparedness Planning

This study, presented as a research poster for the 2023 AECT conference, identifies critical online professional development (PD) resources to support the PD continuity of about 38,000 K-12 educators as part of an emergency remote teaching (ERT) resource. The 2019, 2020, and 2021 academic year forecasting analyses showed 84 of the 537 online modules for ERT curation. The findings have implications for program evaluation in day-to-day operations and long-term emergency planning.

University Climate Affecting the Teachers’ Motivation Towards Improvement of Teachers’ Classroom Performance in Shandong Qilu University of Technology

This study examined how university climate impacts teacher motivation at Qilu University of Technology in China. Motivation theories highlight drives to satisfy needs and internal cognitions. University climate factors like supportive leadership, collegial relationships, professional development, and adequate resources are found to enhance teacher motivation. However, climate-motivation links are understudied in China's centralized education context. This correlational study surveyed 168 faculty on their perceptions of university climate dimensions (leadership support, collegial relationships, professional development, resources) and motivation levels (intrinsic - achievement, relationships, autonomy; extrinsic - compensation, security, reputation, pressure) using researcher-developed questionnaires. Data analysis determined profile, climate and motivation levels, differences based on demographics, and their relationships using descriptive and inferential statistics. Results revealed moderately positive climate perceptions, with peer support viewed most favorably. Motivation was consistently high, especially intrinsic motivation. All climate dimensions positively correlated with motivation, particularly intrinsic motivation. A supportive climate fulfilling needs was significantly associated with heightened motivation. Findings imply administrators should strengthen leadership, peer collaboration, professional development and resources to enhance teacher motivation and performance.

Teachers' Role in Facilitating Outdoor Game Education: A Qualitative Study in Jingmen Vocational College Pre-school Education Settings

Early childhood education serves as a crucial foundation for lifelong learning and development, highlighting the increasing importance of outdoor game education in nurturing physical, cognitive, social, and emotional growth in children. This qualitative study delves into the integral role of teachers within the pre-school education settings at Jingmen Vocational College, examining their perceptions, strategies, challenges, and the impact of outdoor game education on children's learning outcomes. Teachers in these settings perceive their role as essential in promoting holistic child development and employ various strategies while encountering challenges related to limited resources, weather constraints, and managing diverse needs. Positive outcomes include enhanced physical fitness, problem-solving abilities, creativity, social skills, and emotional well-being in children, along with improvements in independence, self-regulation, communication, and collaboration skills. Implications for practice call for professional development opportunities and resources for teachers, while policy recommendations emphasize the integration of outdoor game education into the curriculum and the allocation of dedicated time, resources, and safety guidelines for outdoor play. Future research should explore long-term effects, strategies to overcome challenges, and conduct comparative studies in various educational contexts, underscoring the pivotal role of teachers in fostering well-structured outdoor game experiences for enhancing children's overall development and well-being.

Making a Grand Contribution: Professional Development Resources for Leveraging Assessment Data to Advance Equity

Making a Grand Contribution: Professional Development Resources for Leveraging Assessment Data to Advance Equity

Awareness of the professional needs of secondary school teachers through self-directed professional development

The importance of teacher professional development has been extensively studied, with researchers agreeing that opportunities for professional development can improve both teacher education and student learning outcomes. This study was conducted to evaluate the effectiveness of a new approach to professional development, known as self-directed professional development. It focused on the knowledge, participation, and effectiveness of voluntary professional development methods in secondary schools, with a specific emphasis on Almería's secondary school teachers. The study utilized the systematic sampling method to select 194 respondents from the sample group. These respondents were given a Likert scale questionnaire, and the data collected were analyzed using statistical methods such as percentage, mean, standard deviation, and chi-square test. The results showed that even though the secondary school teachers had limited knowledge about self-directed professional development and online resources, they still informally participated in self-directed professional development.

Taking a Text and Tweaking it: Using Wendy Belcher’s 12-Week Journal Writing Program to Support Writing Wellbeing for Busy Educators

This practice report argues that, in a higher education system where publication is a key performance metric, existing resources, such as textbooks, can be used and modified to make engaging and valuable professional development resources for researcher/educators – both students and academics. The report outlines a series of writing workshops offered over 2021 and 2022 at Queensland University of Technology, based on Wendy Laura Belcher’s 2019 book Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. The practice report describes the specific steps taken to “tweak”, or re-work the book-as-curriculum, to provide flexibility and a place for writing wellness for educators during over-crowded academic semesters. It also provides a case study of the usefulness of the writing program for educators in enhancing their writing wellbeing, and ends with lessons for other academic developers who may be considering using existing texts as the basis for professional development for already-overworked staff in the neoliberal academy.

Co-development and evaluation of the Musculoskeletal Telehealth Toolkit for physiotherapists.

In-person physiotherapy services are not readily available to all individuals with musculoskeletal conditions, especially those in rural regions or with time-intensive responsibilities. The COVID-19 pandemic highlighted that telehealth may facilitate access to, and continuity of care, yet many physiotherapists lack telehealth confidence and training. This project co-developed and evaluated a web-based professional development toolkit supporting physiotherapists to provide telehealth services for musculoskeletal conditions. A mixed-methods exploratory sequential design applied modified experience-based co-design methods (physiotherapists [n=13], clinic administrators [n=2], and people with musculoskeletal conditions [n=7]) to develop an evidence-informed toolkit. Semi-structured workshops were conducted, recorded, transcribed, and thematically analysed, refining the toolkit prototype. Subsequently, the toolkit was promoted via webinars and social media. The usability of the toolkit was examined with pre-post surveys examining changes in confidence, knowledge, and perceived telehealth competence (19 statements modelled from the theoretical domains framework) between toolkit users (>30min) and non-users (0min) using chi-squared tests for independence. Website analytics were summarised. Twenty-two participants engaged in co-design workshops. Feedback led to the inclusion of more patient-facing resources, increased assessment-related visual content, streamlined toolkit organisation, and simplified, downloadable infographics. Three hundred and twenty-nine physiotherapists from 21 countries completed the baseline survey, with 172 (52%) completing the 3-month survey. Toolkit users had greater improvement in knowledge, confidence, and competence than non-users in 42% of statements. Seventy-two percentage of toolkit users said it changed their practice, and 95% would recommend the toolkit to colleagues. During the evaluation period, the toolkit received 5486 total views. The co-designed web-based Musculoskeletal Telehealth Toolkit is a professional development resource that may increase physiotherapist's confidence, knowledge, and competence in telehealth.

Creating a software application to help university educators to reflect on the cognitive complexity of their exam questions, using Bloom’s Taxonomy and automated classification

Previous research has shown that many university educators struggle to accurately evaluate the cognitive complexity of exam questions (and overall exams) which they write, based on Bloom's Taxonomy. This can lead to concerns about the design of exams. Software tools could possibly assist educators via automated classification methods. This paper reports a work-in-progress project that is creating a software application (tool) to assist university educators with writing exams. We evaluate 3 methods of automated classification including keywords-based approach, OpenAI evaluation, and an existing algorithm. The tool is designed to be able to help educators to reflect on their exam, by providing educators with meaningful feedback on question complexity and the overall exam, assisting in exam design. The software tool developed in this study is expected to benefit educators by providing objective feedback and serving as a professional development resource.

Bibliometric Analysis: Management in Early Childhood Education

Management issues in early childhood education institutions can be a complex challenge for administrators and teaching staff. Therefore, understanding topics of interest and expanding shared networks are necessary to advance development research toward a unified effort. In this bibliometric study, our aim was to disseminate global research trends in the field of Early Childhood Education Management based on publication results, co-authorship between authors and country affiliations, and co-occurrence of author keywords. Using the Scopus database, a total of 181 journal articles were taken which were published between 2013 – 2023. The research results show that since 2016, the number of publications has continued to increase so that the accumulated number of articles published to date continues to increase. About 20% of total global publications are contributed by researchers from the United States, leading 30 other countries/regions. The dominant keywords are PAUD and teacher training. Research trends in early childhood education management over the last 10 years show a focus on initial teacher development and training, as well as improving the quality of education through classroom management, professional development, and human resource management.

Teacher Preferences for Formative Assessment: Leveraging Findings for Future Professional Development Resources

Classroom-based formative assessment is invoked as an essential component of effective teaching, but there is no widely agreed-upon approach for targeted professional development. This survey of secondary school teachers examined 3 issues: (a) can McTighe and Ferrara’s assessment framework provide a psychometrically tenable way to classify formative assessment techniques, (b) does their framework offer a viable approach to professional development; and (c) could their framework be applied in strengths-based professional development. Analyses of the teachers’ self-reported skills showed (a) high levels of internal consistency across categories of formative assessment, (b) STEM and Humanities teachers could be grouped via discriminant analysis based on reported levels of skill in 3 categories of formative assessment, and (c) scenarios are presented to demonstrating a strength-based approach. The findings indicate that McTighe and Ferrara’s framework provides a psychometrically tenable way to categorize formative assessment techniques and provide professional development. Future research should include K-6 teachers.
 
 Received: 25 July 2023 / Accepted: 13 October 2023 / Published: 5 November 2023