Professional Development Training Program Research Articles

A systematic review on the formative assessment practice in teaching and learning in secondary school

Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.

Enhancing Early Childhood Education Teachers' Creativity through Professional Development Training Program

This study aimed to examine the implementation and impact of professional development on the creativity of early childhood educators, focusing on creating an innovative teaching medium known as the Magic Box. This research used a qualitative approach with a case study method; the research subjects comprised ten early childhood educators, one resource person, and one training manager. Data were collected using in-depth interviews, observations, and document studies. The Miles and Huberman method was used to analyze the collected data. The research findings reveal a substantial transformation in educators' creativity levels after participating in Magic Box's professional development and training programs. Through a structured and hands-on approach, educators gain practical experience and motivation to infuse creativity into their teaching practices. Educators report increased confidence in generating creative ideas for teaching materials and a shift in their instructional approach to encourage more engaging and interactive learning experiences for children.

The Impact of Growth Mindset Interventions on Students’ Motivation, Resilience, and Academic Achievement

This study focuses on the impact of growth mindset interventions on students’ motivation, resilience and academic achievement. The specific objectives of the study entail: to assess the impacts of growth mindset interventions on student motivation, resilience, and academic performance in educational settings, to examine the practical strategies employed by educators to implement growth mindset interventions effectively and to identify potential challenges and limitations of growth mindset interventions in fostering a growth mindset culture in schools. The study employed qualitative research approach and used documentary review to collect data of the study. The findings of the study on the impact of growth mindset interventions on students’ motivation, resilience and academic achievement revealed that growth mindset interventions have demonstrated significant positive impacts on students' motivation in educational settings, evidence from various studies demonstrates that growth mindset interventions have a positive impact on students' resilience in educational settings and lastly various recent research studies conducted provide evidence of the positive impact of growth mindset interventions on students' academic achievement, motivation, engagement, resilience, and persistence. The findings of the study on the practical strategies employed by educators to implement growth mindset interventions effectively entail: provision of explicit instruction, fostering a supportive classroom culture, teaching effective learning strategies, provision of feedback that promotes growth mindset, encouragement of reflection and metacognition, modelling a growth mindset and leverage of technology and digital resources: The findings of the study on the potential challenges and limitations of growth mindset interventions in fostering a growth mindset culture in schools include: limited sustainability, individual differences, low teacher training, contextual factors and overgeneralization. The study recommends that Schools and educational institutions should actively incorporate growth mindset interventions into their curriculum and teaching strategies, encouraged to set realistic and achievable goals and regularly reflect on their progress, provide professional development opportunities and training programs for educators to enhance their understanding of growth mindset principles and strategies and should create an environment that promotes positivity, encouragement, and a sense of belonging.

Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study

Background: Quality early childhood interactions, especially quality adult–child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children. Understanding the perspectives of early childhood directors and educators in relation to the feasibility, sustainability and impact of professional development is needed. Aim(s): This study investigated the experiences of early childhood educators and directors who participated in a SLT-led professional development training program. Method: Participants were four directors and six early childhood educators. Directors participated in one focus group; educators participated in individual semi-structured interviews. All participants were female and had between 5 and 38 years of experience. They were interviewed following the completion of an eight-week training program. Verbatim transcripts of the director focus group and educator interviews were thematically analysed using NVivo12. Result(s): Three overarching themes were developed. These were the appropriateness and acceptability of the training, impact and professional engagement with eight subsequent themes also identified. Although participants reported positive experiences participating in the training, several practical and translational challenges were identified. Conclusion: The professional development training implemented by SLTs was influenced by a number of factors that assisted or hindered educator and director experience of the program. The appropriateness, acceptability and feasibility of a professional development (PD) program should carefully consider participants’ learning needs and workplace environments.

Biograma na pesquisa em educação: sentidos construídos sobre direitos de aprendizagem da docência em Matemática

Abstract Narrative research has been used by several researchers in the fields of education and mathematics education, using different devices to produce data. One of them, which is still not very well known in the field in our country, is the biogram: a map of the participant’s professional career that makes it possible to highlight events that occurred through their chronology and the value given by the participant himself, in dialog with the researcher. The aim of this article is to discuss the possibilities and limits of using the biogram in educational research, based on its use in studies about the training experience in the National Pact for Literacy at the Right Age (PNAIC), in relation to learning to teach mathematics in the early years of elementary school. To this end, the use of the biogram in the research process is presented and discussed. As with any device aimed at producing data, the use of the biogram has some limits, such as the difficulty of synthesizing information from an interview and the need to make interpretations according to what was explained by the participant. On the other hand, it offers the possibility of reflecting on professional development trajectories and training programs that constitute milestones (critical incidents) for the construction of new beliefs, classroom practices, and teaching knowledge, among others. In addition, it can promote self-education for both the researcher and the participant, by allowing the process of valuing conversations in a time and space, triggered by the present lived and narrated.

Assessment of Computer Literacy of the College Faculty of Nueva Ecija University of Science and Technology Gabaldon Campus

This study aimed to assess the computer literacy levels of the college faculty of Nueva Ecija University of Science and Technology – Gabaldon Campus. A total of 36 instructors from multiple non-computing departments participated in the study. The researcher assessed the levels in terms of computer skills, software use, and routine computer use. The study utilized the descriptive method of research using survey questionnaires that has six parts: general operations of computers, communication and internet, word processing, spreadsheet, graphics, and general technology application. After collecting the data needed, the data were tabulated, analyzed, and interpreted. The findings showed that the college faculty of the Nueva Ecija University of Science and Technology- Gabaldon Campus have limited skills in regards to general computer applications, communication, and the internet but are very proficient with word processing and spreadsheet. Moreover, the study found evidence that there should be a professional development training programs for instructors to incorporate computer technology as a classroom tool and means of managing instruction.

A Cluster Randomized Controlled Trial on the Effectiveness of the Building Educators’ Skills in Adolescent Mental Health (BEAM) Program for Improving Secondary School Educators’ Confidence, Behavior, Knowledge, and Attitudes Toward Student Mental Health

Secondary school educators are well placed to recognize and respond to mental illness in adolescents; however, many report low confidence and skills in doing so. A confirmatory cluster randomized controlled trial involving 295 educators (Mean age: 40.10 years, SD: 10.47; 76.6% female, 2.7% Aboriginal or Torres Strait Islander) from 73 Australian secondary schools (22 in rural-regional locations) evaluated the effectiveness of a new professional development training program that aimed to improve secondary school educators’ confidence, behavior, knowledge, and attitudes toward student mental health. Relative to the control, training participants reported significantly greater levels of confidence in recognizing and responding to student mental health issues, perceived mental health knowledge and mental health awareness, and mental health literacy, at post-intervention (10-weeks post-baseline; d = 0.26–0.35) and at 3-month follow-up ( d = −0.21 to 0.41). Findings indicate that the Building Educators’ skills in Adolescent Mental health (BEAM) program improves important training outcomes for educators in the domain of student mental health.

Misconceptions Towards Department of Education Advisory: A Challenge in the Philippine Education System

To ensure teachers can provide quality education, it is essential to continuously enhance their knowledge and skills through professional development opportunities, including seminars and training programs. However, ensuring that teachers only attend quality professional development events is critical to preventing incompetence and promoting actual learning. In the Philippines, the Department of Education (DepEd) provides information about professional development opportunities through DepEd Advisories. Unfortunately, many educators misconstrue these as endorsements for events, publications, and other opportunities, although it is just information dissemination, leading to their vulnerability to predatory practices and the exploitation of the document. Issuance of a DepEd Advisory does not necessarily assure the legitimacy of an event or opportunity, and because of this, educators may invest in activities that are not beneficial to their students or careers. The purpose of this study is to shed more light on this problem; the study has aimed to determine the knowledge and attitudes of Filipino educators towards DepEd Advisories and provide recommendations to address the misconceptions. It is crucial to correct these misconceptions and ensure that teachers can access quality professional development opportunities to provide the best education possible. Methodology. The researchers’ employed descriptive research design and a quantitative research approach, involving 200 Filipino educators in various specializations who were randomly selected nationwide. A questionnaire was used as a data gathering tool, while to analyze and interpret data collected, frequencies, percentages, mean scores, T-Test, Analysis of Variance (ANOVA), and Pearson R were computed. Results. The results highlight the lack of understanding among educators regarding DepEd Advisories. Data indicate that teachers often rely on the presence of DepEd Advisories when deciding to participate in professional development opportunities, considering the document as indicator of legitimacy and quality. However, this reliance exposes teachers to potential risks, as they may fall victim to predatory practices, including fraudulent research conferences, contentious awarding ceremonies, and fake publication opportunities, with the researchers’ observation that DepEd Advisories are also getting issued to questionable events or activities. Conclusion. This research provides information towards the low level of knowledge among educators regarding DepEd Advisories and the misconceptions they hold about its issuance and purpose, which serves as a basis for policy planning and development to ensure that teachers are not deceived and will only access quality learning and development opportunities in the future.

PD Days Under the Moon: Teaching Lunar Phases to In-Service Teachers by Doing Astronomy Like Astronomers Do and its Impact on Their Students’ Learning

Several school curricula urge K-12 teachers to engage their students in scientific inquiry activities that not only promote students’ learning in science, but also foster students’ understanding of science methodology. Unfortunately, recent large-scale studies have shown that inquiry-based science teaching in school is the exception, rather than the norm. This is especially true for astronomy, which teachers often consider too abstract and remote for inquiry-based teaching. To promote inquiry-based teaching in astronomy, we present an epistemological and historical analysis of the way astronomers build new knowledge and propose to teach astronomy through a scientific inquiry process consisting of “Doing astronomy like astronomers do”. This inquiry-based approach, which also includes observation, modelling, and communication with peers, emulates the different steps astronomers and scientists go through to do empirical science (question, hypothesis, observation, analysis/synthesis, modelling, prediction/application, and communication), transposed into a teaching and learning lesson plan about the phases of the Moon. The crucial steps of observation, analysis/synthesis, and modelling, where astronomers create models as proxies of astronomical objects that cannot be manipulated, is highlighted. This inquiry-based astronomy training, which also promotes conceptual change about lunar phases, was tested with 18 in-service elementary and high school teachers engaged in a professional development (PD) training program. Three participant teachers also taught lunar phases to their own elementary and high school students (N = 104) using the same approach. We present the results of a quasi-experimental study of the impacts of this PD training about lunar phases on the learning gains and self-efficacy of the participating in-service teachers, as well as on their students’ learning.

Including an Adventure Education Training Program in Physical Education Teacher Education Programs

Introduction Different international guidelines indicate the need for improving educational procedures. This study aims to contribute to the professional development training program of higher education professors from a Physical Education Teacher Education degree in México. Methodology This qualitative study used a participatory action research design through four cycles: (a) diagnosis; (b) elaboration of the action plan; (c) implementation and evaluation; and (d) feedback. The participants were the professor, six experts, and 17 students. Data were collected from semi-structured interviews with students and the professor, the analysis of the class syllabus, and nonparticipatory observations. Findings The importance of carrying out a diagnostic cycle allowed us to identify the specific needs of the class. Similarly, the model of development and evaluation of academic competencies (M-DECA) allowed the professor to develop specific pedagogical and disciplinary competencies from the training program. Conclusion A continuous professional development training program for university professors in pedagogical and disciplinary strategies generates better learning results. The inclusion of innovative content in the class syllabus was also crucial.

Padlet Mobile Training Model for Novice Omani EFL In-service Teachers

In Oman, novice in-service primary English teachers struggle with the theoretical content of professional training programs, which impedes knowledge acquisition and transfer into teaching practices. This research stems from the benefits of continuous professional development, communities of practice, and practical and reflective learning on teachers’ exposure to teaching methods resulting in improved teaching skills and techniques. Considering the affordances of mobile learning, Padlet training was designed as an alternative to face-to-face programs during the Covid-19 pandemic to support in-service primary teachers with online synchronous teaching. The objectives were to improve participation, content acquisition, and knowledge transfer into teaching practices. Six novice Omani in-service English primary teachers participated in training for seven months. The data from semi-structured interviews, observations, interactions, peer feedback, and teaching e-portfolios were analysed with a systematic grounded theory three-step coding, which were performed until model emergence and saturation. The findings confirmed the contributions of the Padlet training to the enhancement of content acquisition and transfer due to ubiquitous access, simplified multimedia content, hands-on practice, instructor-peer feedback, and digital self-reflective e-portfolios. The teachers were enthusiastic about the program, which led to a virtual circle. Participants viewed Padlet as an engaging platform to host a community, access, create, and share content. Ubiquitous access and support within a peer community resulted in regular attendance, engaged participation, and increased confidence, which led to improved content acquisition and content transfer. The resulting Padlet training model presented in this article could be replicated to design mobile professional development training programs in similar contexts.

A reflective evaluation of young water professionals' transdisciplinary learning

AbstractThe urgent requirement for transdisciplinary water professionals who can navigate the cascading complexities of water resources in a thirsty, inequitable world is widely acknowledged. To deliver a sustainable water resources sector, current water professionals need to synthesize diverse disciplinary knowledge, develop systemic thinking capabilities, and communicate succinctly with a wide range of water practitioners, policy makers, and a wide range of other stakeholders. In a first‐of‐its‐kind program, the Indian Young Water Professionals (IYWP) training program funded by the Australian Water Partnership and supported by the National Hydrology Program, the Ministry of Jal Shakti, India, aimed to develop these capabilities. Practicing young water professionals from across multiple state water resources departments benefited from this 11‐month program delivered by the Australia India Water Centre over the course of 2022. This reflective inquiry presents the learning from this innovative professional development training program. Adapting educational evaluation conceptual frameworks on boundary‐crossing integrations, the program participants, supervisors, and designers reflect on this transdisciplinary program's epistemic, social and organizational dimensions. We asked ourselves, was this training program successful in developing transdisciplinary water professionals, and what do we need to do to design future programs? Our reflections point to the strength of the inquiry‐based learning design of the program and the Situation Understanding and Improvement Project (SUIP) with the application of the [I]NSPECT model as central in shifting entrenched disciplinary paradigmatic thinking. Underlying this success was the strong organizational network engagement and commitment from multiple sectors at multiple levels across Australia and India. A key challenge was the online delivery of this training across continents, along with an ongoing obstacle for the IYWP participants of balancing demanding professional workplace priorities with academic rigor and training expectations. The face‐to‐face Water Conclave held in Delhi in November 2022 was vital in bringing the cohort together, sharing learning, celebrating achievements, and reflecting on next iterations.

Contribution of Continuous Professional Development (CPD) Training Programme on Rwandan Secondary School Mathematics and Science Teachers’ Pedagogical, Technological, and Content knowledge

Contribution of Continuous Professional Development (CPD) Training Programme on Rwandan Secondary School Mathematics and Science Teachers’ Pedagogical, Technological, and Content knowledge

Professional Development in Health Sciences: Scoping Review on Equity, Diversity, Inclusion, Indigeneity, and Accessibility Interventions.

Equity, diversity, inclusion, indigeneity, and accessibility (EDIIA) are critical considerations in the formation of professional development (PD) programs for health care workers. Improving EDIIA competency in health care serves to enhance patient health, staff confidence and well-being, delivery of care, and the broader health care system. There is a gap in the literature as to the efficacy of EDIIA-based PD programs and their individual components. The present article will review available quantitative data pertaining to EDIIA-based PD programs for health care workers as well as their effectiveness. A scoping review of articles published in the EBSCOhost, MEDLINE, PubMed, EMBASE, and CINAHL databases was performed. We used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. A total of 14,316 references were identified with 361 reaching full-text review. A final 36 articles were included in the scoping review with 6552 total participants (72.9% women; 26.9% men; 0.2% nonbinary). EDIIA-based PD interventions were developed around the topics of culture (n = 22), gender (n = 11), sexual orientation (n = 9), indigeneity (n = 6), race (n = 6), ableism (n = 1), and ageism (n = 1). Despite an increased interest in developing EDIIA-based PD curricula for health care workers, there are glaring disparities in the quality of care received by marginalized and equity-seeking populations. The present scoping review delineated key features which were associated with increased quantitative efficacy of EDIIA-based PD training programs. Future work should focus on large-scale implementation and evaluation of these interventions across health care sectors and levels of training.

Nurses and Physicians’ Perceptions Regarding the Role of Oncology Clinical Nurse Specialists in an Exploratory Qualitative Study

The purpose of the study was to examine the attitudes of nursing and medical teams about the role of oncology clinical nurse specialists in the healthcare system in Israel, where, unlike many countries in the world, such a role has not yet been developed or professionally defined. We conducted 24 interviews with physicians and nurses between August and October 2021. The interviews were transcribed and analyzed using a thematic analysis method. The Consolidated Criteria for Reporting Qualitative Research checklist was used to report the study. Five main themes emerged from the interviews: (1) contribution to the healthcare system, (2) contribution to the patient, (3) drawing professional boundaries, (4) additional responsibilities and authority for oncology clinical nurse specialists, and (5) the field’s readiness for a new position of oncology clinical nurse specialists. The findings provide evidence about the need to develop the role of clinical nurse specialists in the oncology field due to its potential benefits for nurses, physicians, patients, family members, and the healthcare system. At the same time, an in-depth exploration of the boundaries of the role and its implementation, in full cooperation with the oncologists and relevant professional unions, is needed to prevent unnecessary conflicts in the oncology field. Professional development training programs in nursing must create a platform for open dialogue between key stakeholders, nurses, and physicians, in order to help all involved parties, place the benefits to the patients above any personal or status considerations.

Examining Language Assessment Literacy for Saudi Pre-service EFL Teachers

Teacher assessment skills include knowledge of assessment methods and techniques, the ability to interpret assessment results, and the ability to use assessment to tailor teaching strategies to student needs. The present study examines non-native Teaching English as a Foreign Language (TEFL) pre-service teachers' awareness of students’ assessment. The study also investigates whether studying a course in assessment significantly impacts pre-service teachers' assessment literacy. To answer the research questions, an online test was administered to 52 pre-service teachers who are seniors at Majmaah University. The collected data were analyzed descriptively and inferentially with the aid of IBM SPSS version 22. The results revealed that non-native pre-service TEFL teachers have a low level of assessment literacy. Despite the overall weak performance in the test, the participants showed strength in some of the standards for teachers’ competence. They revealed a high capability of choosing and developing appropriate assessment methods. On the other hand, pre-service teachers possessed little awareness about their ability to implement students’ test results to adjust the curriculum or make better instructional decisions. Based on the study results, institutions may consider adding more assessment courses to the TEFL study plan or adopting some of the existing curricula and extending it to include all the assessment skills needed for creating qualified teachers. Designing a careful professional development training program for EFL faculty members is another important recommendation of the present study. Finally, future research in the field is needed for planning and implementing training programs to improve teachers’ assessment skills.

Interactions Promoted by Teacher Educators Based on an Erroneous Approach to the Subject of Fractions

Background: An episode developed within the framework of a training process for primary school teachers is presented, based on a previous diagnosis where, among other shortcomings, those related to the subject of fractions and their teaching were detected. In this context, a set of interactions between the participants and two mathematics teacher educators take place, based on an error related to this theme. Objectives: To analyse the types of interactions promoted by two mathematics teacher educators from the appearance of an error in the context of a continuous training program for primary school teachers. Design: Naturalistic research of a qualitative-ethnographic nature. Scope and participants: Two mathematics teacher trainers and teachers of the second stage of primary school (9-11 years old) belonging to an educational network that offers its services in disadvantaged sectors. Data collection and analysis : Sixteen hours recorded on video were observed and analysed from two categories with their respective properties; each category characterises a type of interaction. Results: The information collected shows a different type of interaction on the part of each of the two mathematics teacher educators when an error appears about the fraction and its teaching. Conclusions : The two types of interactions that are evident in a different way in each one of the trainers, show that the characteristics proposed by an initial, continuous or professional development training program are marked by the types of interactions promoted by the trainer.

The effectiveness and challenges implementing a formative assessment professional development program

ABSTRACT This study reports on the effectiveness and challenges of a formative assessment professional development program designed to address the challenges Kosovo teachers face in adequately using formative assessment in their classrooms. Selected teachers (n = 19) from Kosovo municipalities participated in the professional development training program. Data were collected from open-ended pre- and post-questionnaires, mentoring, and teacher portfolios. This mixed-methods approach utilized an inductive analysis approach. Positive results included teacher attitude changes toward and a better understanding of formative assessment and lesson planning. The study reveals the complexities of the cultural context in implementing peer and self assessment and the shifting of learning responsibility from teacher to student. Consequently, the study considers the impact of the cultural context on the many challenges teachers face in their practices. Thus, the study promotes further culturally contextual professional development to improve teacher practices, potentially impacting student outcomes and the educational system directly.

A pilot evaluation of a training programme on understanding and responding to sexual behaviours in children and young people

ABSTRACT Practitioners who work with children and young people such as educators, psychologists, and social workers, are required to understand and respond to various sexual behaviours in children and young people. However, there is a dearth of training programmes dealing with sexual development. To reduce over- and under-reporting of risk, which can have serious adverse outcomes, it is essential to educate practitioners in understanding and responding appropriately to sexual behaviours. This study evaluated Traffic Lights® professional development training programme – a one-day programme offered across Queensland, Australia, with the goal of educating practitioners and promoting safe and respectful sexual health among children and young people. Thirty postgraduate psychology students working with/interested in working with children and young people received Traffic Lights® training, and accuracy of understanding and responding to sexual behaviours presented in scenarios was assessed pre- and post-training. Participant responses were scored using criteria developed by a local sexual health organisation’s research specialists. Findings revealed no significant improvement in understanding and responding to sexual behaviours in children and young people. Implications of this study include recommendations for small-scale evaluations with sexual health experts and follow-up research, which is critical given the need for evidence-based practice in this area.

Teachers taking it online: Measuring teachers’ self-efficacy to teach online after completing a training program on distance education

Research on the effects of ongoing professional development on distance education and teachers’ online teaching self-efficacy is sparse. This quantitative study examines secondary teachers’ self-efficacy to teach online after completing an online, six-week professional development training program on distance education. During the 2020–2022 calendar years, 51 secondary teachers from a large, urban school district in the southwest participated in this study. Data were collected using a modified version of Gosselin’s Online Teaching Self-Efficacy Inventory. Using Shapiro-Wilk tests, results indicate participation in the program had a significant impact in all five of the self-efficacy domains for online teaching, with posttest means higher than pretest means for all scales. Recommendations for further research and implications for teacher educators are provided.