Professional Framework Research Articles

Distributed leadership mirrors teacher professionalism via collaborative learning and relational trust: evidence from China

PurposeThe study seeks to unpack the effect of distributed leadership on teacher professionalism, and the mediating roles of collaborative learning and relational trust in the Chinese cultural context.Design/methodology/approachThe proposed framework was examined based on the questionnaire data from 522 primary and secondary school teachers in China using structural equation modeling.FindingsIt was found that distributed leadership had a direct positive impact on collaborative learning and relational trust, which also exerted the direct positive impact on teacher professionalism. However, distributed leadership cannot directly affect teacher professionalism in China. Only through the full mediation of collaborative learning and relational trust, could distributed leadership facilitate teacher professionalism in an indirect way. The proportion of sequence mediating effect was the highest, followed by the single mediating role played by relational trust.Originality/valueWe have demonstrated to international scholars the indirect value of distributed leadership in enhancing teacher professionalism in China. The results not only enrich the existing influencing mechanism framework of professionalism, but also provide valuable implications that school leadership does not have a completely positive effect on teacher professionalism. Only when the empowering leadership style is truly perceived by teachers and strengthens their collaborative learning and mutual trust, can a team of capable educators be formed to promote teacher professionalism. It also indicates that teacher professionalism becomes a systematic and structural process requiring support from multiple parties, such as schools, leaders, colleagues and self.

Strengthening science education in basic education through a professional development program on participatory action research for science teachers

Science education empowers individuals with critical thinking and problem-solving skills as well as creativity which drive sustainable development, social progress, and economic growth. Unfortunately, the basic education science curriculum does not seem to prepare students to become scientifically literate for a number of reasons. Toward this vein, this calls for science teachers to be creative being at the forefront of implementing science education curriculum successfully. One mechanism to draw out their creativity is to mentor and engage them in participatory action research. Hence, a four-year professional development program for science teachers aimed at designing, implementing, and publishing participatory action research project was introduced to them by specialists from a higher education institution as their community extension project. The program consisted of mentoring on action research problem conceptualization until publication of teachers' project, continuous monitoring, and feedbacking to support their progress. Guskeys' (2000) five level evaluation model for professional development program effectiveness serves as the guiding framework for evaluation. Quantitative and qualitative data were gathered from the participating science teachers of the school. It started with conducting an initial assessment of their action research skills as basis of the proposed professional development program on participatory action research. At the end of the program, the teachers disseminated their project in a reputable science education journal. The four-year professional development program resulted to a robust impact in all five levels of Guskey's evaluation model, namely: teachers' reactions, teachers' learning, organization support and change, teachers' use of new knowledge and skills, and student learning outcomes. The success of this program highlights the importance of sustained, collaborative, and research-oriented professional development program in form of action research mentoring. Moreover, the outcomes of the study suggest the need for a professional development program evaluation framework that will facilitate the evaluation of the program effectiveness.

From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators

This paper explores creativity in English language teaching through a multiple-case study action research-based continuous professional development (CPD) training programme. It introduces a professional creativity framework for EFL teachers, fostering pedagogical innovation through a blended course delivery. The study, involving seven EFL (English as a Foreign language) teachers, employs a triangulation of methods and data sources, including action research, surveys, Think Aloud Protocol (TAP), reflective diaries, and semi-structured interviews. The research sample consists of primary and secondary EFL teachers. The CPD training integrates creativity into English lessons, enhancing professional creativity for EFL teachers. The findings shed light on the relationship between professional development and creative endeavours, highlighting the need for interventions to boost self-awareness and self-efficacy among TEFL teachers. The study underlines the significance of individual and group tasks, reflective practice, and technology-enabled communities of practice. Additionally, it offers a descriptive overview of diverse TEFL teacher creativity profiles, contributing to understanding this specific creativity domain and suggesting avenues for future research.

Blending belonging

The disruption caused by the Covid pandemic to expectations of and assumptions surrounding already disputed concepts such as engagement and participation within the student journey throughout tertiary education remains wicked in its unruliness. As such, our ability as practitioners to anticipate and manage students’ (and our own) expectations in both physical and virtual learning spaces is dynamic and fragile. However, the in-between space created by the tension of the desire to nurture a new normal and avoid The Snapback (Bryant, 2021), gives rise not only to uncertainty, but scope to innovate for enhancement. This case study will share reflections on using an e-portfolio assessment to address and consolidate the mooted four foundations of belonging in HE (Wonkhe and Pearson, 2022); connection, inclusion, support, and autonomy. The paper will consider the implications of facilitating and promoting these dimensions in the context of supporting an ever-more heterogeneous student population within tertiary education, for whom recent experiences of formal, post-compulsory education may have been disjointed or interrupted. The e-portfolio (using Pebblepad) supports engagement within the case study university’s embedded Academic, Professional and Personal Development curriculum framework, which has been designed to support learners with diverse and rich prior experiences of learning and, using an academic literacies (Lea & Street, 2006) based ethos, facilitate the extrapolation of existing competences and confidence to the academic domain.

Quantifying perceived risk in driving: A Monte Carlo approach for obstacle avoidance

Objective This study aims to develop a model for quantifying perceived risk in obstacle avoidance, emphasizing how drivers’ perceived risk characteristics influence their driving decisions. The research addresses the lack of attention given to modeling risk from the perspective of drivers’ risk perceptions. Methods Monte Carlo methods are employed to account for the uncertainties and complexities of driving behavior, restoring the probabilistic nature of risk. The proposed method quantifies perceived risk by incorporating drivers’ fuzzy perceptions, enabling a quantitative evaluation during obstacle avoidance. A logit model is used to link perceived risk with driving decisions, identifying key factors influencing driver behavior in obstacle avoidance scenarios. Results Experimental data revealed significant variations in vehicle trajectories and speed distributions due to differences in drivers’ experience and proficiency. The perceived risk indicator (PRI) values for leftward bypasses were higher compared to rightward bypasses, and the receiver operating characteristic (ROC) curve confirmed the PRI’s strong predictive ability with an area under the curve (AUC) of 0.820. The logit model showed that both PRI and speed significantly influenced the probability of choosing a rightward bypass, achieving 90% accuracy. Building on the model, the study predicted and visualized the probability of vehicles turning right to avoid obstacles at different positions and speeds within 200 m of the obstacle. Conclusions The research offers a framework for traffic professionals to understand driver-perceived risk and decision-making mechanisms. This understanding is beneficial for improving traffic safety and highlights the importance of considering drivers’ risk perceptions in modeling driving behavior.

Organizational learning culture, professional competence and life-long learning skills: Basis for professional development opportunities framework

Organizational learning culture, professional competence and life-long learning skills: Basis for professional development opportunities framework

ENHANCING INTERCULTURAL AND PROFESSIONAL COMMUNICATIVE COMPETENCE OF PRESCHOOL ENGLISH LANGUAGE TEACHERS THROUGH COLLABORATIVE LEARNING

This research investigates a new collaborative learning strategy and its potential to significantly enhance preschool English teachers' professional intercultural and communicative competence in Kazakh higher education. This research aims to provide valuable insights into how CL can enhance preschool English language teachers' intercultural and professional communicative competence. Traditional teacher education programs often prioritize linguistic and pedagogical skills while neglecting the intercultural dimensions of teaching. This gap in teacher education presents significant challenges in adequately preparing educators to meet the needs of a multicultural student population. To address these challenges, this study explores the following research questions: the extent to which the Collaborative Learning for Intercultural and Professional Communication Framework enhances preschool English language teachers' intercultural and communicative competence and the perceived challenges and successes of implementing the Framework in multicultural classrooms. The findings are expected to benefit educators, curriculum designers, and policymakers working to improve teacher training programs in Kazakhstan and other similar educational contexts. The results indicate that this innovative strategy is highly effective in improving teachers' intercultural and communicative skills, offering promising prospects for their professional growth in a multicultural educational setting. These findings have significant implications for you as an educator, curriculum designer, or policymaker, inspiring you with the potential of this strategy to enhance teacher training programs in Kazakhstan and similar educational settings.

Nettles, snickers and the egg shield: allegory in the teaching of rights

ABSTRACT This article describes a teaching session focused on the gap between rights-as-law and rights-as-mentality in social work. The session has run in various forms with BSc, MA and PQ social work students, and is based on three allegorical vignettes, each of which illustrates a problem with a legalistic concept of rights. These are named ‘The Path of Nettles’, ‘The Snickers Problem’ and ‘The Post Hoc Egg Shield’. The paper has four sections—an explanation of the philosophical rationale for, and pedagogical approach of, the session; a description of the session’s components, including the three allegorical vignettes; a setting out of the session itself; and an evaluation of the session. One of the authors has designed and run several versions of this session; the other is a social work manager seconded to Northumbria University and responsible for the university’s ASYE teaching (initial year in practice for newly-qualified workers). The teaching is particularly relevant to Professional Capabilities Framework (PCF) Domains 4 and 9, and its equivalents in other professional capabilities descriptors.

The Effect of a Tiered Professional Development Framework on Check-In/Check-Out Treatment Fidelity

The Effect of a Tiered Professional Development Framework on Check-In/Check-Out Treatment Fidelity

Incorporating equity, diversity and inclusion (EDI) into the education and assessment of professionalism for healthcare professionals and trainees: a scoping review

BackgroundCurrent definitions of professionalism for healthcare trainees often lack equity, diversity and inclusion (EDI) in the expectations and assessment of professionalism. While professionalism teaching is incorporated in healthcare training, equity-deserving groups still experience discrimination. This scoping review investigates the literature to understand how EDI and associated domains of cultural humility, and advocacy can be incorporated in healthcare trainees’ education and assessment of professionalism.MethodsThe Arksey and O’Malley framework was applied to this scoping review. MEDLINE, Embase & PsychINFO were searched up to March 2023, with terms surrounding health professionals, professionalism, EDI, cultural humility, and advocacy. Titles and abstracts (n = 3870) and full-texts (n = 140) were independently screened by two reviewers. Articles were included if they focused on EDI, cultural humility, or advocacy among healthcare students/trainees, and had outcomes related to professionalism. Articles lacking discussion of professionalism as an outcome were excluded. Themes were generated by mutual discussion. Risk of bias was assessed using the Cote et al. and Medical Education Research Study Quality Instrument (MERSQI) tools.Results48 articles underwent thematic analysis. Studies investigated the disciplines of medicine, nursing, social work, physiotherapy, and dentistry. Most studies were qualitative in methodology (n = 23). Three themes emerged: (1) EDI-related interventions are associated with improved professionalism of healthcare trainees/workers (n = 21). Interventions employed were either an EDI-associated educational course (n = 8) or an exchange program to promote EDI competencies among trainees (n = 13). (2) Trainee definitions and perceptions of professionalism include themes related to EDI and cultural humility (n = 12). (3) Current standards of professionalism are perceived as non-inclusive towards historically-marginalized populations (n = 15). Literature investigating advocacy as it relates to professionalism is limited.ConclusionThis review identified that core EDI principles and its associated domains of cultural humility and advocacy are often viewed as integral to professionalism. These findings create a strong impetus to incorporate EDI principles within professionalism frameworks in healthcare education. Future research should employ standardized tools for professionalism assessment to provide more conclusive evidence. Incorporating patient perspectives of professionalism can inform actionable recommendations for fostering inclusive healthcare environments.

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

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

Preventing Surgeon Work-Related Musculoskeletal Disorders: A Pilot Study of the Comprehensive Operating Room Ergonomics (CORE) Program.

Work-related musculoskeletal disorders (WMSDs) among surgeons are markedly increasing. Several proposed interventions to reduce WMSDs among surgeons have been studied, but few follow an occupational therapy-oriented approach addressing biomechanical, psychophysical, and psychosocial risk factors. To design, implement, and assess the potential of the Comprehensive Operating Room Ergonomics (CORE) program for surgeons, a holistic evidence-based ergonomics and wellness intervention grounded in occupational therapy principles. Mixed-methods pilot study with the quantitative strand embedded in the qualitative strand. University-affiliated hospital. Six laparoscopic surgeons. CORE program outcomes were assessed using qualitative and quantitative data to indicate changes in posture, physical discomfort, sense of wellness, and operating room (OR) ergonomic performance. The Rapid Upper Limb Assessment (RULA) was used to quantify surgeons' WMSD risk level before and after intervention. There were 12 baseline observations (two for each participant), and two or three post-CORE implementation observations. A statistically significant difference, F(1, 6) = 8.57, p = .03, was found between pre- and post-occupational therapy intervention RULA scores. Thematic analysis of surgeon feedback, which was overwhelmingly positive, identified five themes: postural alignment, areas of commonly reported physical pain or discomfort, setup of the OR environment, surgical ergonomics training, and ergonomics in everyday life. The CORE program effectively decreased ergonomic risk factors to optimize surgeons' occupational performance in the OR. This study demonstrates a potential solution to how occupational therapists can holistically support surgeons and health care providers who are at risk for WMSDs. Plain-Language Summary: By 2025, a surgeon shortage is expected, partly because of the increase in surgeons' work-related musculoskeletal disorders, which affect their health and job continuity. This pilot study shows that the Comprehensive Operating Room Ergonomics program effectively addresses these problems. The study also serves as a framework for occupational therapy professionals to work with health care providers on ergonomics, benefiting population health. Results suggest that this approach could enhance surgeons' work conditions, supporting the American Occupational Therapy Association's Vision 2025 to improve health and quality of life.

Do Generative Artificial Intelligence Company Strategies of ‘Moving Fast and Breaking Things’ in Civil Society Cancel Their Social Licence to Operate? A Nurse’s Evaluation of Chatbot Impacts

A rapid expansion of the computer technology industry, particularly in the field of artificial intelligence, has ignited a global concern that warrants our immediate action. As nurses, our professional values frameworks compel us to protect public health and address national and global health issues. When industry activities adversely affect the social wellbeing of civil society and social institutions, it is important to evaluate them against their industry’s ‘social license to operate, which is a measure of public trust, credibility, and the legitimacy of their industrial and corporate citizenship status. The central question is, do computer technology companies continue to have a social license to operate in civil society? Nurses are encouraged to evaluate the computer technology industry’s recent ‘generative artificial intelligence’ chatbot activities against its tacit undertaking to be good corporate citizens in return for social acceptance of their operations and behaviour. An evidence-based overview of chatbot impacts on societies, environmental sustainability and human rights provide a basis for evaluation. Basic computer technology terminology and relevant concepts are explained. This article is a direct call to action for clinical nurses and those involved in research, education, management, and policy. We have a duty to critically assess the claims made by chatbot technology vendors in both practice and social contexts. If these vendors integrate chatbot technologies with existing machine learning used in nursing and healthcare technologies it could result in detrimental effects beyond user control. By influencing decisions on technology adoption, we can ensure the implementation of safeguards, protect patient safety and social well-being, and uphold the integrity of nursing values. A closing discussion of impacts of computer industry trust deficits on healthcare and research reflects the author’s concerns and conclusions about the central question. Readers may draw other conclusions and perhaps use the issues and evidence presented here to stimulate further investigations.

Beyond tick boxes: re-imagining education for sustainable development in higher education

ABSTRACT We are in an era of climate breakdown, mass extinction and global injustice. Through analysis of the new UK Professional Standards Framework (PSF) for academics, this paper explores some global challenges of incorporating Education for Sustainable Development (ESD) in the neoliberal university. The PSF is a globally recognised framework for professional development, yet its recent review concluded that ESD could not be included within it. The paper discusses the disconnect between the growing recognition of the need for education that responds to our planetary predicament and the particular logics and rationalities of a neoliberal framework. In its critique of the underpinning assumptions of the PSF and its wider context, it discusses (im)possibilities of values and unlearning in a performativity driven setting. Next, it provides generative provocations to those using such frameworks for their own professional development or to support the development of peers. It invites academics to find new ways of using the limits of these narrow professional development practices as prefigurative for a less disconnected university where other possibilities for responding to our planetary predicament can be imagined.

Mobile Smartphones as Tools for ICT Integration in Geography Teaching

This article seeks to reflect on the opportunities that mobile smartphones (MSPs) present as ICT integration tools in teaching geography. The more extensive study, underpinned by the Professional Development Framework for Digital Learning (PDFDL) in ICT integration, employed a qualitative research approach. Lensed by the Professional Development Framework for Digital Learning (PDFDL), the article used the qualitative approach to garner insights from the participants regarding using MSPs as tools to integrate ICT in geography teaching. Data collection tools included interviews, observations, and document reviews. Researchers sampled (n = 4) schools, interviewed and observed (n = 13) teachers, and interviewed (n = 10) learners and (n = 8) parents in the province of KwaZulu-Natal. Furthermore, they used a purposive sampling technique to access the participants, basing the research on the premise that MSPs promote virtual reality for an array of learners. As the findings revealed, although some participants viewed the use of MSPs as a distractor in the learning space, teachers felt compelled to heed the call to modify their teaching pedagogies, such that they integrated mobile phones fruitfully in their teaching. The findings further revealed that such a paradigm shift would benefit homeschooling and facilitate a dual teaching mode at learning institutions. Curriculum planners are responsible for helping teachers accept that uncertainty is the only certainty about the future, considering the volatility, uncertainty, complexity, and augmentation (VUCA) challenges brought on by the COVID-19 pandemic. Extended lockdown periods accelerated the use of MSPs in teaching, requiring every stakeholder in the educational space to become a life-long learner by using a range of technologies and platforms.

Impact of Internet of Things (IoT) applications on HR analytics and sustainable business practices in smart city

AimsThe research discovers how IoT contributes to workspace optimization, utilizing occupancy sensors to streamline office layouts, improve energy efficiency, and enhance the overall work environment in smart cities in India. Subject and methodsIn the present research study, both descriptive and exploratory research design were implemented and respondents include the Experts, HR Analysts and Regular Employees of Services organizations. The independent and dependent variables were identified and multiple regression analysis was executed for data analysis using SPSS software. ResultsThe results or outcomes of the research summarizes the positive response of technological upgradation in HR practices in modern organizations. HR Analytics interconnect with applications of IoT that facilitates for better resource utilization and monitoring system. ConclusionThe study concludes by presenting a comprehensive framework for HR professionals to effectively integrate IoT into their analytics practices, emphasizing the need for collaboration, communication, and the establishment of clear privacy policies.

Analysis of The Professional Development Program of General Foundation Course Teachers In Higher Vocational Colleges in China:Basis for The Teacher Professional Development Framework

Higher vocational education in China plays a vital role in national economic development by preparing a skilled workforce. General Foundation Courses (GFC) are crucial in this system, providing essential skills in mathematics, language, and basic sciences, yet they often receive less attention and fewer resources compared to specialized courses. This disparity leads to outdated teaching methods and insufficient professional development for GFC teachers. Professional Development Programs (PDPs) aim to address these issues, but their effectiveness needs thorough evaluation. This study assesses the current state of PDPs for GFC teachers in China's higher vocational colleges, identifying challenges and proposing a comprehensive framework for improvement. Using qualitative research methods, including semi-structured interviews with 12 GFC teachers and document analysis, the study highlights the importance of institutional support, relevance of training programs, and continuous professional development. Findings suggest that increased resources, customized PDPs, and ongoing professional growth opportunities are crucial for enhancing teaching practices and student outcomes. The study's implications underscore the need for policymakers and educational administrators to prioritize resource allocation, design tailored PDPs, and promote continuous learning to improve the quality of vocational education and contribute valuable insights to the literature on teacher professional development.

THE RELEVANCE OF MEDICAL RESEARCH IN THE TRAINING PROCESS OF FUTURE PHYSICIANS IN INSTITUTIONS OF HIGHER MEDICAL EDUCATION IN UKRAINE

This article delves into the critical role that medical research plays in the education and training of future physicians. Medical research is indispensable for the accurate diagnosis, effective treatment, and prevention of diseases, making it a cornerstone of modern medical practice. The involvement of medical students in research activities not only equips them with vital skills but also shapes their professional identity and ethical framework. Participating in medical research enhances students' critical thinking and analytical skills. It immerses them in the latest scientific advancements, ensuring they stay abreast of new developments in the medical field. This exposure fosters a scientific mindset, encouraging students to approach clinical problems with a research-oriented perspective. Moreover, engaging in research cultivates a sense of ethics and professionalism, which are essential qualities for any medical practitioner. The author advocates for the integration of medical research into the medical education curriculum. This integration can be achieved through various means, such as practical sessions, involvement in scientific projects, participation in conferences, and opportunities for publication. Practical sessions provide hands-on experience, allowing students to apply theoretical knowledge in real-world scenarios. Scientific projects, whether individual or collaborative, encourage in-depth exploration of specific medical issues, fostering a deeper understanding of the subject matter. Conferences serve as platforms for students to present their research findings, engage with peers and experts, and receive constructive feedback. This interaction not only broadens their knowledge but also enhances their communication and presentation skills. Publications, on the other hand, offer students the opportunity to contribute to the body of medical knowledge, gaining recognition for their work and encouraging a culture of continuous learning and inquiry. The integration of research into the educational process is not just about acquiring knowledge; it is about shaping a new generation of physicians who are well-equipped to utilize scientific advancements in their practice. By embedding research into the curriculum, medical schools can prepare students to become highly qualified doctors who are adept at applying research findings to improve patient health outcomes.

Update on Genetic Counselor Practice and Recommendations for Pediatric Cancer Predisposition Evaluation and Surveillance.

In July 2023, the American Association for Cancer Research held the second Childhood Cancer Predisposition Workshop, at which international experts in pediatric cancer predisposition met to update the previously published 2017 consensus statements on pediatric cancer predisposition syndromes. Since 2017, advances in tumor and germline genetic testing and increased understanding of cancer predisposition in patients with pediatric cancer have led to significant changes in clinical care. Here, we provide an updated genetic counseling framework for pediatric oncology professionals. The framework includes referral indications and timing, somatic and germline genetic testing options, testing for adult-onset cancer predisposition syndromes in children with and without cancer, evolving genetic counseling models to meet the increased demand for genetic testing, barriers to cancer genetic testing and surveillance in children, and psychosocial and equity considerations regarding cancer genetic testing and surveillance in children. Adaptable genetic counseling services are needed to provide support to pediatric oncology provider teams and diverse patients with pediatric cancer, cancer predisposition, and their families.

Affective, meta and collaborative STEAM learning

The purpose of this research was to identify synergies in affective, meta and collaborative STEAM learning, and the level of professional development structure and collaborative support needed for teachers to achieve these. Three project case studies (KIKS, STEAMTEACH and STEAMCONNECT) are examined to do this. In the KIKS (Kids Inspiring Kids in STEAM) project, student groups were issued a very open-ended challenge: “How would you get your fellow students to love STEAM?” They undertook a series of student-led intensive workshops to deliver prototypes and other teaching materials. The intensive, collaborative problem-solving Hothousing workshops focusing on Expectation shock perception enhancement, were inspired by industry practice. The successful outcomes evidenced affective, meta and collaborative learning and suggested the need for further research to develop an associated teacher professional development framework (STEAMTEACH) and also to develop further the collaborative aspect beyond the students (STEAMCONNECT). The projects together delivered over forty project outcomes judged high quality by teachers, students and researchers alike benefitted from affective, meta and collaborative, inclusive learning on many levels from students to teachers to parents to wider community collaboration including local community, business and academic experts. It was thus found that STEAM education can synergically enhance affective, meta and collaborative learning, and for this to happen, should be supported by a STEAM professional development framework and extended networking between teachers, schools, parents, education and industry experts, and community from all abilities and backgrounds.