Professional Development Workshops Research Articles

Enabling technologies of health and safety practices in the fourth industrial revolution: Nigerian construction industry perspective

Globally, different approaches have been applied to improve workplace safety practices due to the complexities of construction activities that pose different dangers to workers’ safety and wellbeing. This study uses Lagos, Nigeria, as a case study and investigates awareness of 4IR technologies in H&S practices among construction professionals in the Nigerian construction industry. A quantitative research approach was developed to retrieve a structured survey questionnaire from construction stakeholders in the study area. Retrieved data was analysed in three stages: data reliability and validity, descriptive statistics, and exploratory factor analysis (EFA). The descriptive analysis findings and the Kruskal–Wallis H test revealed no significant difference in professionals’ awareness of 4IR technologies in H&S practices in the construction project delivery in Lagos, Nigeria. The findings of the EFA returned four-factor components of H&S practices enabling technologies in the Era of 4IR as data and robotic technologies, process-based automation, output communication technologies, and wearable hazard detectives’ technologies. This study recommends innovative strategies from the professional bodies through academic and professional development (workshops, training, conferences, and seminars) to improve knowledge of 4IR technologies in H&S practices among professionals.

Development of an evidence-based aphasia therapy implementation tool: an international survey of speech pathologists’ access to and use of aphasia therapy resources

ABSTRACT Background Speech and language therapy can reduce the level of impairment and disability caused by aphasia (Brady et al., 2016). Selecting a therapy can be challenging for clinicians who may struggle to stay abreast of the best evidence to support therapy selection (Rose et al., 2014). Once a therapy is selected, accessing relevant resources is a significant barrier to implementation (Shrubsole et al., 2019). The Aphasia Therapy Finder (ATF) is proposed to be an online repository of therapy resources designed to aid selection of evidence-based aphasia therapies and to bridge the evidence-practice gap in aphasia rehabilitation. Aims In this study, we aimed to explore speech pathologists’ selection and use of aphasia therapy approaches, and access to aphasia therapy resources in clinical practice. We further aimed to explore speech pathologists’ perspectives on the proposed ATF. Methods & Procedures A cross-sectional, mixed-methods, survey design was employed. A 22-item web-based survey was developed and disseminated to speech pathologists via professional networks internationally. Data analyses included descriptive statistics and conventional content analysis. Outcomes & Results Eligible responses from 176 speech pathologists across 19 countries were included in the analyses (86.3% completion rate). Speech pathologists reported using a range of therapy approaches (n = 43) in aphasia rehabilitation, consistent with previous findings (Rose et al., 2014). Information regarding new therapy approaches was predominantly obtained from academic sources including conferences, research literature, and professional development workshops. Speech pathologists placed high importance on research evidence when selecting therapy approaches. Resource limitations, including time and budget constraints, were identified as key barriers to implementing evidence-based aphasia therapy approaches in clinical practice. There was strong support for development of the ATF; 91.7% of respondents indicated they would use it in clinical practice. Recency of research, equity of access with the inclusion of linguistically and culturally diverse resources, and usability of resources were identified as priorities when developing the ATF. Conclusions While speech pathologists report using a range of aphasia therapy approaches in clinical practice and consider research evidence when selecting therapy approaches, resource limitations continue to present a barrier to the implementation of evidence-based practice. The development of the ATF may support the translation of research evidence into clinical practice.

Teachable Moments: What can we learn from peer mentors and teacher workshops?

The Teachable Moments Peer Mentor Program First Year Experience (FYE) Project enhanced first year experiences for education majors at an institution of higher education. The researcher investigated the impact professional development, online resources, and mentor training had on the first year students or pre-service teachers or students studying education. The project consisted of monthly professional development workshops and a Peer Mentor Program that was embedded into a first year experience (FYE) education course. Results of this study, in efforts to better tailor programming to maximize effectiveness and retention of first year students, will be shared. In particular, an emphasis is placed on the Peer Mentor Program, and the training the mentors underwent in order to serve in the role of mentor, so other colleges, universities, or institutions of higher education can replicate the mentoring model and professional development programming on their own campuses as they seek to meet the needs of their first year students to foster connections and supports for mentors and mentees alike.

Synergistic Collaborations among K-12 Technology, STEM Coaches, and Tech-Industry Partners

This project focused on how two technology coaches, a K-12 Technology Coach and a Science Technology Engineering Mathematics (STEM) Coach collaborated with their coach colleagues and tech-industry partners to offer teachers resources and embedded professional learning (PL). As part of a multiple-case study of coaching models of PL, over the course of two academic years, the researchers gathered observational data during classroom coaching sessions, small group professional learning sessions, and professional development workshops hosted by a tech-industry partner. Additionally, the coaches and a subset of middle school teachers participated in one-on-one interviews and the coaches had discussions in a focus group. Data analyses distilled two main themes: (1) coaches appeal to and collaborate with tech-industry partners; and (2) coaches solicit support and collaborate with school district administrators. Conclusions suggest that technology and STEM coaches serve an integral role in the implementation of technology across the district when collaborating with tech-industry partners. Recommendations include the need for technology coaches to be resourceful and initiate and foster tech-industry partnerships as well as dedicate time to collaborate with other coaches to enhance their own professional knowledge and skills.

The Role of Experiential Learning in Teachers’ Professional Development for Enhanced Classroom Practices

The main objective of this article was to explore how experiential learning theory can be adopted into teachers' professional development, as an effective approach to engaging teachers in classroom-enhanced activities. The inclusion or design of various experiential learning activities will promote pedagogical content knowledge and teaching skills that can enhance classroom practices. The theoretical framework of experiential learning enables effective classroom instructional delivery for all learning experiences in different contexts. The study purposefully selected 10 teachers, teaching Economics, from 10 high schools in Lagos, Nigeria. These teachers were observed in different classroom settings/teaching of selected topics from Economics, before and after a 3-day experiential learning-based professional development workshop. The teachers were further engaged in a focus group interview after the final observation. Findings revealed that experiential learning theory is critical to teacher professional development, as it enables teachers to learn better when engaged in experientially designed professional development, which can impact their classroom teaching thereafter. The study, therefore, encourages teacher educators or government bodies responsible for content design for teachers' professional development to integrate or structure the contents of teachers' professional development with experiential learning initiatives, to improve teachers' classroom pedagogies and teaching competencies for quality education.

Rethinking Collective Reflection in Teacher Professional Development

Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön’s theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The shift from individual to collective processes has gone largely unstudied and unproblematized. This study of collective teacher reflection in a professional development workshop calls prevailing assumptions into question by bringing an alternative lens, textual trajectories, to bear on this ubiquitous activity to better account for oft-ignored issues of context and identity. Using linguistic ethnographic methods, it traces textual trajectories of key ideas indexed in a collective reflection event. Key findings include the nonlinearity of the reflective process and the centrality of identity-work in collective teacher reflection. This study thus reveals functions of this ritual that belie its ostensible purposes and suggest a rethinking of this practice.

Leveraging purposes and values to motivate and negotiate reform

AbstractThis study examines the impact of organizational purposes and values on reforming physics instruction to align with a practice‐based instructional approach, in a case of engaging in infrastructuring with a no‐excuses charter network. The network's instruction was guided by organizational purposes of ensuring predictable academic success and collegiate access for all students and was supported by a robust system of instructional infrastructures that were initially incoherent with a practice‐based approach to science education. To manage this incoherence, the network engaged in infrastructuring with a university‐based team of physics education researchers and curriculum developers. Infrastructuring included the redesign of network standards, curricular materials, assessments, instructional coaching routines, and professional development workshops during a 33‐month partnership. Extensive ethnographic data were collected during this process and analyzed using a mixture of inductive and deductive coding that facilitated the production of analytical memos, interpretive vignettes, and cross‐case comparisons. Analysis revealed reform motivations unique to the no‐excuses context and elements of instructional infrastructures that were mutable and immutable to change. During implementation, some redesigned infrastructure elements supported a practice‐based approach to physics instruction, including adaptations to daily instructional materials and valued student learning outcomes. Other infrastructure elements constrained reform efforts, including expectations of standards coverage. Implications for instructional reform programs and working with no‐excuses networks are discussed.

Poetic Inquiry as a Tool for Interrogating Mentoring Relationships in Teacher Preparation

In this article the authors, a Mathematics education professor and two English education professors, describe how we used poetic inquiry in peer-led professional development workshops for field supervisors, who observe and evaluate teacher candidates. Poetic inquiry was taken up to better understand our shared experiences of mentoring teacher candidates and to deepen our thinking about our own pedagogical practices. The experience of writing and sharing these poems in our monthly workshops highlighted commonalities in our values and approaches to mentoring teacher candidates and allowed us to reflect on our own identities and how they influence our practices.

Music Educators as DJs: Remixing Teaching With Hip-Hop

To investigate how music educators engage their students with Hip-Hop, we adopted a “research remix” approach, combining elements of case study and constructivist grounded theory. This approach allowed us to privilege Hip-Hop culture and to construct new understandings about Hip-Hop teaching and learning. Six elementary and middle school music teachers implemented Hip-Hop-focused instruction in their classrooms while also attending professional development workshops. Data included videos of classroom instruction, participant interviews, and videos of the workshops with co-facilitation from Hip-Hop artists and the researchers. Educators encountered tensions and challenges related to a perceived Hip-Hop “realness” and a lack of musical and pedagogical skills. To address these challenges, participants remixed their approaches by blending elements of Hip-Hop music and culture with their established teaching strategies. Teachers’ dispositions and feedback from students and colleagues engendered critical reflections about their positionalities in relation to Hip-Hop. We constructed a visual model of a DJ as a metaphor to describe participants’ approaches to remixing their teaching with Hip-Hop within their contexts. Implications include a need for increased emphasis on Hip-Hop in U.S. music teacher education programs and institutional pathways for Hip-Hop musicians to become music educators.

Professional Development Workshop for Physical Education Teachers in Southwest China: Benefiting Tai Chi Students with Pedagogical Content Knowledge

Researchers have examined the common and specialized content knowledge (CCK/SCK) of physical education (PE) teachers and compared their pedagogical content knowledge (PCK) with student learning outcomes globally. However, little research has been reported in China on the relationship between PCK and student learning in PE settings. The aims of the study were (i) to investigate the influence of teacher content knowledge (CCK/SCK) on student development stages in PE settings and (ii) to examine the impact of teachers’ PCK on students’ performance in Tai Chi techniques (TCTs) after six days of instruction. Two PE teachers were chosen from two urban, public, mid-sized middle schools located in Chengdu, Sichuan Province, China. This study involved 332 students from six 5th and six 6th grade classes. The study consisted of 185 5th-grade students (98 boys and 87 girls) and 147 6th-grade students (70 boys and 77 girls). We examined how teacher PCK and student TCT changed after a professional development workshop (PDW). Each PE teacher had two classes randomly assigned to the control or experimental condition groups. This study had three phases. Initially, the control condition was introduced; then, a PDW was provided for the teachers; and finally, the experimental condition was implemented. Teaching behaviors were described using mean values, and t-tests based on the highest TCT scores were conducted to examine the effect of teachers’ PCK on students’ TCT learning. Furthermore, PCK effect sizes were calculated using Cohen’s d. Significant relationships existed between teachers’ PCK, CK, and students’ knowledge, with effect sizes ranging from 1.92 to 6.82. Additionally, improvements in teachers’ PCK were associated with improved TCT performance in students (p < 0.05). Increased knowledge and skills can improve teachers’ PCK behavior, resulting in improved student performance in TCTs. These findings may provide evidence for future recommendations regarding knowledge and skill training programs for physical education teachers.

Making an Impact with E.M.P.A.C.T. Engage, Mentor Prepare, Advocate, Cultivate, and Teach: An Innovative Pilot Mentoring Program Evaluation for Students Underrepresented in Medicine.

Medicine has yet to increase the representation of historically excluded persons in medicine to reflect the general population. The lack of support and guidance in the medical training of these individuals is a significant contributor to this disparity. The Engage, Mentor, Prepare, Advocate for, Cultivate, and Teach (EMPACT) Mentoring program was created to address this problem by providing support for learners who are historically underrepresented in medicine (URiM) as they progress through medical school. The EMPACT Pilot Program was formed and conducted during the 2019-2020 academic year. A total of 19 EMPACT mentorship groups were created, each consisting of two mentors and four medical student mentees. Additionally, four professional development workshops were held along with a final Wrap-up and Awards event. Pre and post pilot program surveys along with surveys after each workshop and focus groups were conducted with a random selection of program participants. When compared to data from before and after the implementation of the EMPACT program, there were statistically significant differences (p < 0.05) in EMPACT mentees reporting they agree or strongly agree they felt ready to handle their clinical rotations (28% to 65%), felt the need to have an advocate (85% to 47%), possessed insight on day-to-day activities of an attending (26% to 56%) and felt a sense of community (79% to 94%). Mentors revealed an increase in their awareness of the concepts of microaggressions and imposter phenomenon. Finally, both groups felt an increase in their support system and sense of community at the school of medicine. Despite COVID-19 limitations, the EMPACT program met its goals. We effectively supported URiM medical students through mentorship, networking, and community.

Knowledge, attitudes, and practices of registered dietitians and nutritionists regarding enteral and parenteral nutrition support in Ghana: a needs assessment study.

There is a paucity of data on enteral and parenteral (EN and PN) nutrition support (NS) provided by nutrition and dietetic practitioners in adult acute care settings in Ghana. Furthermore, gray literature suggests that Ghanaian clinical nutrition professionals (CNPs) are seldom involved in advanced nutrition care teams. To assess the knowledge, attitudes, and practices of Ghanaian CNPs regarding EN and PN. An online cross-sectional survey was administered to Ghanaian CNPs ahead of a professional development workshop on EN and PN Support. Participants were asked questions about initiation and timing of NS, and knowledge on availability of commercial formula. A 5-point Likert scale was used to assess self-efficacy in using EN and PN. To assess practical knowledge on EN and PN, participants were asked to identify whether EN or PN was indicated for seven short case scenarios. Open-ended questions were used to assess reasons for participant self-ratings. A total of 76 dietitians, nutritionists, students, and interns completed the survey. For EN, self-efficacy scores were lowest for the calculation of enteral goal rate, and goal volume (mean 3.20 ± 1.27), and writing of EN prescriptions (mean 3.07 ± 1.29). Self-efficacy scores for the formulation of alternative formulas in lieu of commercial formula were the highest (3.63 ± 1.36). For PN, self-efficacy scores for all domains were lower than 3, with the lowest scores observed for writing PN prescriptions (2.19 ± 1.14) and determining micronutrient additives (2.12 ± 1.04). We identified limited training and lack of practical exposure to NS, limited ability to effectively monitor tube feeds, and prohibitive cost and limited availability of EN and PN formula among the barriers impacting self-efficacy scores. Given the vital role that CNPs play in the delivery of EN and PN, it is important to develop professional training programs especially focused on PN to bridge knowledge and practice gaps.

Teaching for Accessibility: Introduction

Technology regularly helps people communicate ideas and information; explore the world; and capture, store, and interpret large amounts of information. However, some learning environments may prevent individuals from accessing these resources. Fortunately, guidance exists to develop more widely accessible materials and tools. This special issue of the Journal of Technology-Integrated Lessons and Teaching (JTILT) focuses on professional development workshops, lessons, activities, and materials to facilitate accessibility.

Implementation and assessment of a novel non-clinical skills curriculum for urology residents

BackgroundUrology is an increasingly competitive specialty that procures a highly selected and clinically excellent cohort of residents. However, other training needs such as leadership and professional development go underrecognized despite an identified need for formal training in these areas. The aim of this study was to implement, evaluate, and pilot a non-clinical skills curriculum, a novel individualized professional development workshop series, at a single institution.MethodsEighteen urology residents (15/year, 3 graduates/year) participated in this study over the course of two academic years. A pre-curriculum needs assessment was completed by 15 residents in Year 1 for purposes of curriculum design. The curriculum itself was a series of 1-hour monthly workshops given by an expert speaker on topics relevant to healthcare delivery, leadership and career promotion across various contexts. Survey-based assessments tracked gains in subject knowledge and satisfaction via a pre-post test design.ResultsThe pre-curriculum needs assessment indicated that trainees desired additional instruction in non-clinical skills (ps&amp;gt;0.1) and endorsed formal teaching to ensure success in their future careers (p&amp;lt;0.001). Trainees reported pre- to post-curriculum gains across each individual learning topic (Mean=20%, p&amp;lt;0.001) with an aggregate increase in subject knowledge of 17% for senior residents and 21% for junior residents (p&amp;lt;0.001).ConclusionA non-clinical skills curriculum implemented as a pilot ‘Hidden Curriculum’ for urology trainees was feasible and resulted in significant gains in non-clinical subject knowledge. Workshops were highly rated and trainees reported high satisfaction with the curriculum.

Awareness and knowledge of breast cancer rehabilitation among Saudi Arabia physical therapists.

This study aimed to evaluate the physical therapists' knowledge and awareness of breast cancer, treatment modalities, contraindications, and clinical guidelines. A cross-sectional survey was conducted from December 2020 to May 2021 in Saudi Arabia. The sample size was determined using the Raosoft sample size calculator, which indicated the need for 67 participants. All physical therapists of both sex in private and public hospitals in Ha'il and non-Ha'il regions were included in the study. Data was collected by a structured Google form questionnaire, consisting of 4 main domains with a maximum score of 43. 57 physical therapists participated in the current study, out of which 31 were from the Ha'il region (42.1% male, 57.9% female) with a mean age of 29±7 years and a mean experience 6±7years. The referral of breast cancer patients was only 22.8%. Interestingly only 22.8% of the hospital has specific setups for oncology rehabilitation, and 12.3% have reported positive about continuing professional development (CPDs) workshops for breast cancer organized by their hospitals. 5.3% of patients with breast cancer are aware of the benefit of oncology rehabilitation, while 22.8% of patients come for follow-up sessions in the rehabilitation department. According to multiple regression, only gender was statistically significant for prediction, p<0.05. Females increased the mean score by 5.996 more than males. Female therapists are 38.2% more aware than males. Although physical therapists have a low level of knowledge and an average level of awareness, with a higher number of women than men, attitudes toward physical therapy are quite high, and the profession is practiced exceptionally well.

Sustaining the Academic Pipeline: A Professional Development Workshop Series for Academics of Color

Land-grant institutions were designed to improve the lives of individuals and communities by removing barriers to education. However, despite years of effort to address the lack of scholars of color at these institutions, disparities have persisted. Many graduate students and faculty of color have reported that the workshops meant to diversify academia at their institutions did not speak to their unique experiences or challenges. Ultimately, this contributed to their decision to be less engaged in their institutions or leave academia. Using components of the Kirkpatrick model of evaluation (Kirkpatrick, 2007), the authors evaluate a professional development workshop series created by an interdisciplinary team of Black women faculty and staff at a historically white, land-grant, research 1 (R1) university in the Midwest. This series was designed to address the unique experiences of scholars of color. Six graduate students and two faculty members evaluated the workshop series through semi-structured qualitative interviews. Participants describe their decision-making processes to come to a historically white institution, their mentoring experiences, and the impact of a lack of diverse peers and feelings of isolation. Implications for evaluation and practice are discussed.

Assessment Strategies in Online Learning Environments During the COVID-19 Pandemic in Oman

The shift to successful online learning requires online assessment strategies that could facilitate the learning and teaching process and determine the achievement of learning outcomes. This study examined how students’ achievement was assessed in an online learning environment during the COVID-19 pandemic and how the College of Education (COE) responded to the shift to online assessment strategies. A mixed-method design using questionnaires and interviews was conducted to collect data from academic staff at COE at Sultan Qaboos University. The study sample consisted of (n=60) academic staff who agreed to answer the research questionnaire. Moreover, the researchers interviewed four academic staff who were experts in online assessment and teachers of practical courses. The interview data were analysed and corroborated with evidence from documents issued by the COE and SQU. The study’s findings showed that the academic staff applied various online assessment strategies to measure the learners’ achievement. The most applied online assessment strategies were individual projects, presentations, online discussions, and written assignments. The study also found that the COE took measures to enhance its online assessment procedures, including developing an online assessment policy, providing professional development programs, workshops and webinars, and encouraging its staff to conduct further studies to improve online learning practices. Based on the findings, the study suggested some educational implications and recommendations.

Digital Literacy and Digital Self-Efficacy of Australian Technology Teachers

Agriculture is being increasingly transformed into a technological industry and calls for a greater need for digitally literate employees. To ensure school students are best placed for this requirement, the development of teacher digital literacy, self-efficacy, and the awareness of agricultural technology is essential. The current study explores the digital literacy and self-efficacy of Australian Technology Mandatory teachers who were participants in a one-day workshop (n = 185). The workshop introduced participants to the GPS Cows module, a complete teaching resource specifically designed to cover agricultural aspects of the Technology Mandatory syllabus. Data were collected by way of classroom ‘clickers’ during the workshop and by a post-workshop survey. Teachers were found to have reasonable basic digital literacy but lacked the confidence to conduct more detailed analytics. There was also some evidence that a teacher’s own digital literacy may also impact their perception of their students’ skills. Professional development workshops, such as the GPS Cows workshop, can improve teacher digital literacy and self-efficacy through hands-on learning in a collaborative, team environment.

DEVELOPING PHYSICAL SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING OF ELECTROMAGNETIC THEORY BY MEANS OF HANDS-ON AND VIRTUAL EXPERIMENTS

To advance academic performance and classroom practices, teachers must understand and continually improve their content knowledge and teaching skills. Physical Science teaching and learning require this level of understanding, as it serves as the foundation for didactical content knowledge and scientific practices. Physical science teachers usually use traditional teaching methods, which explains the lack of effective methods for improving physical science knowledge. This article demonstrates a teaching approach that can enhance the teaching and learning of Physical Science in STEM (Science, Technology, Engineering, and Mathematics) classrooms. A professional development workshop for Physical Science teachers was conducted to compare two different TLS (Teaching and Learning Sequences). TLS were designed, and one method incorporated virtual and hands-on experiments. The TLS were used to enhance teachers' understanding of electromagnetic theory, a topic prescribed for learners taught by the sampled group. A qualitative method supported by secondary quantitative data was applied to collect data from 16 and 15 in-service physical science teachers, respectively. The analytical responses were categorized using participatory observation and factor analysis, as well as a mean of normalized gain to determine improvement in knowledge. Teachers' conceptual understanding of electromagnetic theory was attributed to virtual and hands-on experiments in teaching-learning processes. Re-evaluation of TLS and the integration of practical and science teaching in the classroom were recommended.

Social Studies Teachers' Authentic Assessment Practices, Tools and Challenges in Assessing Students' Learning Outcomes

Assessment is a vital aspect of curriculum practice. The study adopted explanatory mixed-method approach and sequential research design. The population for the study comprised all Social Studies teachers in Junior High Schools in the Ayensuano District. Convenient sampling techniques and census method were used to select the district, and all the one hundred and twenty-seven (127) teachers who teach Social Studies in the junior high schools in the district. The main instruments used for data collection and analysis were questionnaire and interview guide. The quantitative data was analysed both descriptive and inferential statistical tools. The qualitative data was transliterated and coded based on themes. Pre-set themes were used to generate the transcript (text) data based upon the research questions and discussed. The study concluded that authentic assessment practices by Social Studies teachers included the occasional guidance they give to their students about how to interpret topics and situations into relevant tasks with a clearly defined goal, and how to relate their knowledge in practical challenges. The study also revealed that refined essays, oral presentations, interviews, case study discussions, and live performances as authentic assessment strategies or tools Social Studies teachers used in assessing their students' learning outcomes in lessons. The study indicated that large class size, traditional assessment (examination) system, insufficient logistics and infrastructure, a paucity of funds to begin various activities and programs, a lack of motivation from school administrators, time constraints and difficulty in developing some authentic assessment tasks coupled with assessing some lessons using authentic assessment method are some of the criteria that influence the effectiveness of authentic assessment execution in teaching Social Studies courses. It is recommended that educational leaders should provide the resources to motivate Social Studies teachers to use authentic assessments for students’ learning in the classroom situation. It is also recommended that, Colleges of Education, Universities and National Teaching Council should organise professional development workshops and seminars to build the capacity of trained Social Studies teachers on the effective uses of authentic assessment practices.