Professional Development Strategies Research Articles

OER based capacity building to overcome staff equity and access issues in higher education

Open educational resources (OER) have already impacted educational systems around the world. In higher education more specifically, it has benefited learners, and has influenced institutional strategic plans and policies. Additionally, the benefits of OER also extend to staff in higher education, such as academic staff. For this group, OER can provide opportunities for collaboration, promote curriculum innovation and student led content development, as well as contribute to university teachers’ much needed continuing professional development. In this paper, we examine the potential of OER to build capacity of academic staff in higher education, in particular to overcome some equity and access issues that they may face. It also examines some existing activities and strategies for professional development in higher educational institutions and provides some recommendations for academics, academic developers, institutions, and the sector in general.

Challenges of Nursing Students during Clinical Practice in Emergency Department: A Case Study

Background: Transitioning from theoretical studies to practical scenarios, particularly in the Emergency Department (ED), poses significant challenges for nursing students. These challenges include high time pressure, the complexity of cases, and the urgent nature of situations often encountered. The impact can lead to increased stress levels, a higher workload, and a potential lack of confidence in handling situations that require quick and accurate responses. This study investigated the initial adaptation process of these students, known as Ners, emphasising their environmental adjustment, interpersonal skill enhancement, professional development, and emotional coping strategies. Method: This qualitative study engaged 25 nursing students in ED rotations from November 2023 to March 2024. It utilised detailed interviews, participatory observation, and document analysis, employing thematic analysis to unearth key themes. Results: Four central themes emerged: acclimatisation to the clinical environment, dynamics of relationships and interactions, skills and competencies enhancement, and coping with emotional and psychological challenges. Initially challenged, students gradually became accustomed to the ED's demands, enhancing their professional and social skills and developing effective stress management strategies. Conclusion: The findings highlight the necessity for comprehensive preparation and ongoing support and suggest significant implications for improving nursing education and practices within the ED.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

Professional Development Strategies for Treating People with IDD and Mental Health Needs

Professional Development Strategies for Treating People with IDD and Mental Health Needs

Empowering Teachers: Self-Regulated Learning Strategies for Sustainable Professional Development in Initial Teacher Education at Higher Education Institutions

Promoting self-regulated learning (SRL) skills among teachers has emerged as a sustainable professional-learning approach, contributing not only to equip teachers with tools for lifelong learning and professional growth but also to the overall quality of the educational system. Recognising teachers as pivotal agents in this endeavour, this study addresses the under-researched area of promoting SRL skills during initial teacher education at higher education institutions. This study examines factors promoting key SRL strategies among 546 Catalan pre-service teachers. Controlling for students’ sociodemographic information, multiple regression analyses are used to make inferential judgments and test the separate effects of the independent variables. The findings emphasise the importance of maintaining a proactive attitude that does not preclude them from seeking help when needed, as well as equipping pre-service teachers with the ability to identify the required academic resources and to maintain their engagement and motivation for self-directed learning. Through rigorous analysis, this study not only provides valuable insights into the factors shaping SRL skills but also highlights the broader sustainability narrative within education. Moreover, the study advocates equipping pre-service teachers with the skills to identify necessary academic resources, promoting resource efficiency, and fostering a culture of continuous learning and adaptation.

THE TEACHERS’ SENTIMENTS OF WORKSHOPS ON INCLUSIVE EDUCATION AS A STRATEGY FOR PROFESSIONAL DEVELOPMENT IN RURAL SCHOOLS OF LIMPOPO PROVINCE

The purpose of this study was to explore teachers’ sentiments regarding the use of workshops as a strategy for professional development regarding effective implementation of inclusive education in rural schools. The study followed a qualitative research approach in which a case study design was applied. Eight teachers who attended inclusive education workshops were purposively selected from four primary schools in Lebopo Circuit. Data was collected through semistructured interviews. The data was analysed thematically. Bernstein’s pedagogic discourse was used as the theoretical lens to explore the way in which the Department of Education conducts workshops or teacher-training to provide teachers with pedagogical knowledge and skills to ensure quality implementation of inclusive education in the circuit under the study. The study found the following: workshops or teacher-training do not achieve the desired purpose of equipping teachers with pedagogic knowledge and skills to ensure quality inclusive education. Furthermore, the study showed that the facilitators lack confidence during workshops or teacher-training, which raises the question of whether they have adequate knowledge and skills of inclusive education or not. The study also found that the time allocated for workshops is inconvenient and insufficient. Thus, the study concluded that the use of the cascade model should be reviewed as it limits the time for training and workshops. The study recommended that the Department of Education should consider having few members of the School-Based Support Teams for in-service training (SBSTs in-service Training) and also to conduct workshops or teacher training at the beginning of the year. This will bring about quality in the implementation of inclusive education and also foster enabling school environments.

Principals’ Provision of Professional Development Strategies on Teacher Productivity in Public Secondary Schools in Machakos County, Kenya

There has been a worldwide concern on human relation strategies that are applied in schools by the principals to enable healthy teacher productivity. This research aimed at examining the influence of principals’ professional development strategies on teacher productivity in public secondary schools in Machakos County, Kenya. The study was guided by the human relations theory and the theory of educational productivity. The study adopted mixed methodology and the descriptive correlational designs with concurrent triangulation model. The target population was 4,369, consisting of 4,312 teachers, 291 principals, 18 Sub-County education officers and 10 Teachers’ Service Commission (TSC) officers. The sample size was 490 participants which comprised of 433 teachers and 29 principals that were randomly sampled, 18 Sub-County directors of education and 10 TSC officers who were purposively sampled. Questionnaires were used for teachers and principals. Interview schedules were used for SCDEs and TSC officers. The content validity was established through judgment by educational management experts. Reliability was established using the split-half method. A reliability index of r≥0.75 was obtained using Cronbach Alpha Method, indicating high internal reliability. Data triangulation through multiple analyses ascertained credibility, whereas dependability was established by detailed reporting of each data collection process. Quantitative data was analysed using descriptive statistics such as frequencies, percentages, tables and inferentially using linear regression with the help of Statistical Package for Social Sciences (Version 24). Qualitative data was analysed thematically and presented in narrative forms and verbatim citations. The findings established that principals were not significantly using professional development among the schools and thus, affecting teacher productivity in schools in Machakos County. It was recommended that stakeholders in education work together with the schools to improve on professional development in the schools so as to improve teacher productivity

ANALISIS PERAN KEPALA SEKOLAH DI SD MUHAMMADIYAH MAKOTYAMSA KABUPATEN SORONG

This research aims to determine and analyze the role of school principals in improving teacher professionality, the obstacles faced by school principals in increasing teacher professionality, what efforts the principal makes to increase teacher professionality at Al Azhar 4 Islamic High School Kemang Pratama. The method used in this research is a type of qualitative research. This research was written by describing or describing what the researcher saw and found. The subjects in this research were school principals, curriculum representatives, teachers and students. The results of this research show that the role of the principal in increasing the professionality of teachers at Al Azhar 4 Islamic High School Kemang Pratama Bekasi is The principal plays a role as a leader in directing and providing direction to teachers. They are responsible for designing professional development strategies, providing training, and providing support to improve teachers' skills and knowledge. The principal also plays a role in creating a school environment that supports professional growth. Obstacles occur due to limited resources, resistance to change from some teachers, heavy workload demands, time constraints, lack of support from the education center. Techniques for increasing the professional competence of School Principals include regular training, individual approaches in developing teacher professionality, collaboration between teachers for the exchange of experiences.

PERANAN KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALITAS GURU DI SMA ISLAM AL-AZHAR 4 KEMANG PRATAMA BEKASI

This research aims to determine and analyze the role of school principals in improving teacher professionality, the obstacles faced by school principals in increasing teacher professionality, what efforts the principal makes to increase teacher professionality at Al Azhar 4 Islamic High School Kemang Pratama. The method used in this research is a type of qualitative research. This research was written by describing or describing what the researcher saw and found. The subjects in this research were school principals, curriculum representatives, teachers and students. The results of this research show that the role of the principal in increasing the professionality of teachers at Al Azhar 4 Islamic High School Kemang Pratama Bekasi is The principal plays a role as a leader in directing and providing direction to teachers. They are responsible for designing professional development strategies, providing training, and providing support to improve teachers' skills and knowledge. The principal also plays a role in creating a school environment that supports professional growth. Obstacles occur due to limited resources, resistance to change from some teachers, heavy workload demands, time constraints, lack of support from the education center. Techniques for increasing the professional competence of School Principals include regular training, individual approaches in developing teacher professionality, collaboration between teachers for the exchange of experiences.

Women in Anesthesiology and the Mid-Career Stall: Why They Are Not Advancing Into Senior Leadership.

Women anesthesiologists face many challenges when trying to advance their careers and find balance in personal and professional endeavors. In this article, we introduce the reader to several concepts central to understanding the challenges faced by mid-career women anesthesiologists and highlight why these challenges become particularly pronounced when women enter the mid-career stage. We describe how lack of constructive actionable feedback combined with lack of mentorship and sponsorship negatively affects women in the workplace. We also outline barriers and bias that mid-career women anesthesiologists face in high-level leadership roles along with the disproportionally high burden of nonpromotable work. We present a discussion of mistreatment and burnout, which are compounded by concurrent demands of parenthood and a professional career. We conclude with the impact that these barriers have on mid-career women anesthesiologists and recommendations for mitigating these challenges. They include a systematic increase in mentorship and sponsorship, an individualized professional development strategy, and an improved and comprehensive approach to promotion.

EXPLORING TEACHERS’ UNDERSTANDING OF TEACHING LEARNERS WITH ADHD IN SELECTED INCLUSIVE PRIMARY SCHOOLS OF LUSAKA, ZAMBIA

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, which causes functional impairment. The study explored teachers’ understanding of teaching learners with ADHD in Zambian inclusive primary schools. A descriptive design supported by qualitative approaches was used. The sample size involved 18 teachers of learners with ADHD, 9 learners with ADHD, 3 administrators, and 4 officials from the Ministry of Education. Homogeneous purposive sampling was used to select participants. Data was collected using in-depth interviews, focus group discussions, and observation checklists. Qualitative data were analyzed using thematic and content analysis. The study revealed mixed views on teachers’ understanding of teaching learners with ADHD. Some teachers indicated that they adequately understood learners with ADHD due to sufficient knowledge to deal with learners, adequate training to deal with learners able to apply appropriate teaching methods, strategies, and techniques for learners, adequate exposure to handling learners, self-motivation to teach learners and ability to control the behaviours of the learners with ADHD. On the other hand, teacher participants indicated that they had limited understanding due to inadequate training in Special Education, teachers' inability to handle learners, insufficient use of appropriate teaching methods, strategies, and techniques for learners with ADHD, and their inability to control learners with ADHD. To address the challenges faced by teachers while teaching learners with ADHD, teachers employed strategies such as catch-up strategies, social and emotional support strategies, professional development strategies, and punishment strategies. The study recommends, upgrading teachers understanding and strategies to use in teaching learners with ADHD through teacher training; and capacity building in the form of CPD in schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0601/a.php" alt="Hit counter" /></p>

Updates and Challenges in the Professional Development of Faculty Members: A Case Study at Okmin University

This article explores updates and challenges in the development of the teaching profession, focusing on a case study at Okmin University. Emphasis is placed on updates in teaching methods, educational technology, and modern academic demands. The study delves into the positive impacts of innovations in teaching, including technology integration, and curriculum adjustments to cater to the needs of contemporary students. Additionally, the updates encompass professional development strategies for educators through training and interdisciplinary collaboration. Simultaneously, the article highlights the challenges faced by faculty members, such as increasing workloads, demanding research expectations, and adaptation to the changing dynamics of the educational environment. Discussion on institutional support and policies that facilitate faculty development is also a critical focus in addressing these challenges. In conclusion, the evolution of the teaching profession must be accompanied by strategies to overcome challenges, enabling educators to contribute maximally to shaping a high-quality next generation while supporting the sustainability of their professional development.

Continuous professional development strategies of Nepali secondary principals: navigating challenges in changing times

ABSTRACT This article delves into the ‘continuous professional development’ (CPD) strategies of three Nepali public secondary principals in complex settings. Through semi-structured interviews, the case studies reveal key CPD themes such as academic qualifications, contextual learning, collaborative networking, leadership training, critical self-reflection, and spiritual dimensions aligned with contextual expectations. The research reinforces the importance of networking and collaboration, in providing targeted CPD for principals, necessitating the negotiation of cultural sensitivities. These insights carry vital implications for school leadership in Nepal and similar international contexts, providing strategies to ensure positive educational outcomes.

Exploring the Impact of Lesson Study as a Collaborative Teaching Strategy in Higher Education

Lesson study is a class-based & collaborative continuous teacher professional development strategy to optimize student learning services. The aim of this study was to determine the impact of lesson study on improving the quality of learning in higher education. This research is a mix method research, which was conducted for one semester. Learning is carried out in a hybrid way in the odd semester of the 2021/2022 academic year in six plant physiology classes using Problem-based Learning (PBL). The research subjects consisted of biology education students and undergraduate biology students at the Universitas Negeri Malang. The research instruments include chapter design, lesson design, lesson plans, lesson study observation sheets, essay tests on cognitive learning outcomes. Lesson study is carried out in three stages, namely plan, do, and see. The results showed that the learning designed and implemented with lesson study showed an improvement in each meeting. Improvements in learning can occur because educators and observers reflect on learning activities.

Personalizing Feedback and Developing Learner Agency Using Kami

This paper presents the schoolwide implementation and evaluation of an online social annotation tool (SA), Kami, used to provide personalized feedback to deepen learning and develop learner agency. Through a mixed-methods study, providing personalized video feedback using Kami could enhance learners' perceived individual learning, collaborative learning, learner agency, and deep learning. A strong correlation existed between learner agency and collaborative learning using Kami. Teachers' overall adoption rate and perceptions about using Kami provided evidence for the success of the implementation and professional development strategies based on the diffusion of innovation theory. The paper offers a glimpse of effective pedagogy using SA tools in a blended learning environment, strategies for technology professional development for large-scale implementation, and an evidence-based approach to evaluating an implementation outcome

The Impact of Cl4STEM Online Community of Practice on Science and Mathematics Teachers’ Knowledge and Professional Development in Nigeria

Connected Learning for STEM (CL4STEM) is an innovative teacher capacity-building project piloted in Nigeria. It aimed at science, technology, engineering, and mathematics teachers’ capacity building to foster higher-order thinking with inclusion and equity (HOTIE) in their classroom practices. It adopted a model of mobile-based communities of practice (CoP) as one of the strategies for CL4STEM teacher professional development. Hence, this study investigated the impact of the CL4STEM project online CoP on science and mathematics teachers’ subject matter knowledge, pedagogical content knowledge, and professional practice for achieving HOTIE in their classrooms. The study adopted a survey research design involving documentary content analysis and a one-group pre-test-posttest design to collect qualitative and quantitative data to achieve the objectives of the research. The population of the study was all science; biology, chemistry, and physics teachers in senior secondary schools in selected states in Northern Nigeria. Purposive sampling was used to select one newly qualified biology, chemistry, physics, and mathematics teacher per subject area from twenty sample schools in the population, thus a target sample size of 80 science and mathematics teachers, 20 each per subject. Content analysis of the module reports and evaluation of lesson plans were used to obtain qualitative data on the science and mathematics teachers’ CoP practices and professional learning. The Pre-test and post-test on the teachers’ subject matter knowledge and pedagogical content knowledge were the instruments for quantitative data collection. The instruments were validated by the project consultant and science and mathematics education experts. Four research objectives and four corresponding research questions guided the study. Descriptive statistics, descriptive content analysis, and descriptive narrative were used to analyze the data. The study revealed that online CoP has remarkably impacted teachers’ subject matter and pedagogical content knowledge and professional development.

Collaborative Practices as a Teacher Professional Development Pathway: A Study of Selected Secondary Schools in Tanzania

This qualitative case study investigated collaborative practices (CPs) among secondary school teachers, focusing on their role in enhancing teachers’ professional development (PD). The research employed interviews and focus group discussions, along with thematic analysis, to gather and analyse data from thirty purposively selected participants, including heads of departments (HoDs) and heads of secondary schools (HoSSs) across three sampled secondary schools in Ilala Municipality. The results revealed three prevalent CPs among secondary school teachers: coaching, teaming, and mentoring. Teachers embraced these practices to address educational challenges and enhance their teaching knowledge and skills. The study advocates for broader integration of CPs as a professional development strategy with the potential to enhance instructional efficacy among secondary school teachers in Tanzania.

English Language Teacher Professional Development: Teacher Educators’ Perceptions and Experiences

With rapid changes and advancements in teaching English language education and the needs of learners, it has become essential for English as a Foreign Language (EFL) teachers to be updated periodically by enhancing their attitudes, skills, and knowledge through different teacher professional development activities and strategies. English language teachers are required to keep upgrading themselves to help EFL learners acquire English effectively. This research aims to explore EFL teacher educators’ perceptions of the importance of teacher professional development and identify their experienced activities for teacher professional development. This research is conducted at a university in Nepal with the participation of eight EFL teacher educators involved in individual interviews. The interpretive research paradigm and case study research method are used for the study. Semi-structured interviews and thematic analysis are used for data collection and analysis. The results show that most of them have positive perceptions towards the importance of EFL professional development and offer suggestions on activities for English proficiency, teaching pedagogy, digital skills, and research skills for teacher professional development that administrators of the university can consult to build skilled teaching professionals who can meet various needs of present learners.

Investigation of the Relationship Between Secondary School Teachers Teaching Styles, Self-Efficacy, and Emotional Intelligence Levels

This study aimed to determine whether a relationship exists between middle school teachers' emotional intelligence levels, teaching styles, and self-efficacy. A correlational research model was used in the research. The participants of the study consisted of 321 teachers working in middle schools. Data were collected using a personal information form, a teaching style scale, a teacher self-efficacy scale, and the Rotterdam Emotional Intelligence Scale. SPSS software was used for data analysis. As a result of the research, it was determined that teachers had high levels of teaching style, self-efficacy, and emotional intelligence. A positive and moderate correlation was found between teachers' teaching styles and self-efficacy levels, teaching styles and emotional intelligence levels, and emotional intelligence levels and self-efficacy. The study also revealed that the teaching style and self-efficacy variables predicted 31% of the emotional intelligence level. Given these findings, educational practitioners and policymakers should incorporate emotional intelligence and self-efficacy enhancement into teacher professional development strategies to refine teaching styles and elevate educational quality.

ОРГАНИЗАЦИЯ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ ПЕРСОНАЛА В УСЛОВИЯХ ЦИФРОВОЙ ТРАНСФОРМАЦИИ

The article discusses the organization of professional development of personnel in the context of digital transformation. It is noted that the qualities and skills of a qualified specialist necessary in the context of digital transformation are proficiency in digital technologies, the ability to use software products in various fields of activity, the presence of digital competencies (adaptability, flexibility, creativity, innovation) along with such professionally and personally significant qualities as critical and analytical thinking, initiative, determination, social and emotional intelligence, ability to work in a team, learning ability. Strategies for professional development of personnel in the context of digital transformation are highlighted. The features of organizing professional development of personnel in the context of digital transformation for each strategy are identified. It is concluded that the organization of professional development of personnel in the context of the development of digital transformation is focused on solving the following tasks: 1) implementation of innovative personnel strategies and a holistic HR concept, 2) implementation of personnel policy by creating an atmosphere of security, employee ownership, and creating comfortable working conditions , constant development and interaction with the team, socially responsible employees, 3) active implementation of digital tools combined with «live» communication.