Professional Growth Experiences Research Articles

Observations of Prospective Teachers' Experience and Challenges Faced During Teaching Practicum-1

This paper investigates the provision of insights and comments based on observations made by fifteen prospective teachers throughout their sixteen-week teaching practicum-1 experience in an elementary school. The paper explores, evaluates, and details the professional growth experiences of these fifteen prospective teachers throughout their teaching practicum-1 observation phase using qualitative data from an interview procedure and SWOT analysis. A qualitative study with a phenomenological approach was used for the current study. Samples participated on a volunteer basis. The semi-structured interview protocol was developed. The instrument was developed with the help of a literature review and it was validated by the field experts. Thematic SWOT analysis was used. The findings show that the students found this experience significant for their professional development and that they gained a lot from it. The paper also discusses several difficulties and constraints that were faced during their teaching practicum 1. However, this study underscores the importance of hands-on teaching experience in the development of skills and proficiencies of prospective teachers. Thus, this paper provides recommendations based on the outcomes and difficulties experienced during the practicum to help improve the preparation and assistance for future teachers. This work pays much attention to the concept of reflection and practice-based learning in teacher training and development and calls for improvement in the approach to training teachers in the field of education.

Urban rail transit design practice on cognitive obstacles in art and design majors

Background Students majoring in art and design exhibit a more assertive personality, emphasizing their interests and hobbies while emphasizing their major over culture. They are easily suffering from cognitive impairment under the influence of professional characteristics, family environment, and growth experiences. The research added practical content of urban rail transit design to some content of art and design majors. It is to achieve intervention in cognitive impairment of art and design students.Subjects and MethodsTwo classes of students majoring in design from art schools were selected as the research subjects and assigned to groups A and B. Group A adopts traditional art and design professional cognitive impairment treatment methods, while Group B participates in urban rail transit design practice for combined intervention. The experimental total lasted for six months, and the data were organized according to SPSS23.0. t-tests for comparison between the two sets of intervention pre and post were used.ResultsAfter intervention, the perceptual-cognitive function score of Group B increased to 54.46 ± 6.68 points, and the perceptual-cognitive function score increased to 20.32 ± 1.97 points, significantly higher than Group A. At the same time, the quality of life score increased to 11.68, resulting in a significant improvement of 1.66 cases.ConclusionsThe combination of traditional treatment methods with urban rail transit design practices has an effective intervention effect on treating cognitive impairment in art and design majors.AcknowledgementThe 2022 general topic of philosophy and Social Sciences in Colleges and universities in Jiangsu Province (No. 2022SJYB1204).

THE COMPLEMENTARY ROLE AND IMPACT OF WORKSHOPS ON STUDENTS IN FASHION DESIGN EDUCATION AT AMITY UNIVERSITY GWALIOR

In the realm of higher education, where academic pursuits intersect with market dynamics, the intrinsic value of fundamental design principles becomes pronounced. This is particularly pertinent in disciplines like fashion design, where students are immersed in a distinctive and specialized learning environment to bolster their efficacy and proficiency. Amidst this backdrop, workshops have emerged as a pivotal cornerstone within fashion design education, recognized universally as an imperative priority. Modern education calls for innovative approaches, and workshops epitomize this evolution. Their significance extends beyond traditional pedagogical methods, offering students a platform to not only comprehend theoretical concepts but also apply them in practical, industry-relevant contexts. These workshops foster a dynamic learning atmosphere, aligning education with the ever-evolving demands of the market. One of their key advantages lies in facilitating direct interaction between students and industry experts, bridging the chasm between academia and real-world design scenarios. This study delves into the essence of workshops as a complementary facet of fashion design studies, with a specific focus on those conducted at the renowned Amity School of Fashion Design and Technology in Gwalior. At its core, the study seeks to unravel the multifaceted aspects surrounding workshops, exploring their necessity, importance, and transformative impact. To embark on this exploration, the research methodology employs a comprehensive and multifarious approach. It encompasses quantitative data collection techniques, through likert scale meticulously analyzing the objective, outcomes, and feedback derived from design students who actively participated in these workshops. The results of this study illuminate a significant gap in traditional fashion design education—a gap that workshops seamlessly fill. These dynamic learning experiences empower students with practical skills and insights that transcend conventional classroom instruction. The findings underscore the symbiotic relationship between workshops and holistic learning, as students' personal and professional growth experiences an unprecedented upswing. Furthermore, the study captures the resounding endorsement from students themselves, as their feedback substantiates the pivotal role of workshops in enhancing their educational journey.In essence, this study bridges the theoretical-practical divide that often hampers comprehensive education. It spotlights the transformative potential of workshops, redefining their status from peripheral add-ons to integral components of the educational framework. By spotlighting the case of Amity School of Fashion Design and Technology in Gwalior, the study provides a template for educational institutions worldwide to infuse innovation, relevance, and efficacy into their curriculum through the strategic integration of workshops.

A Narrative Study of Professional Growth of Outstanding Elementary School Music Teachers

Outstanding elementary school music teachers are outstanding representatives of the elementary school music teacher community, and they are the objects of study and emulation for general elementary school music teachers. Their professional growth experiences can provide inspiration for teacher education institutions to train elementary school music teachers and for general elementary school music teachers to grow professionally on their own. The narrative study of the outstanding elementary school music teachers revealed that the factors affecting their professional growth were from four aspects: personal, family, school and society, and the basic ways of their professional growth were professional learning, teaching and research activities and reflective summaries. It is pointed out that social opinion and encouragement are the key prerequisites for the professional growth of elementary school music teachers, government support and guidance are the important conditions for the professional growth of elementary school music teachers, and school service and management are the basic guarantees for the professional growth of elementary school music teachers, and independent learning and reflection are the inexhaustible motivation for the professional growth of elementary school music teachers.

Stress among Resident Doctors Working in Different Hospitals of Nepal in the Face of COVID-19 Pandemic: A Descriptive Cross-sectional Study.

The emergence and propagation of COVID-19 pandemic has subjected resident doctors to greater workload and consequent psychological implications. Many studies have illustrated various degrees of mental health issues among health care workers in general; however very limited ones have focused primarily on the resident doctors. Therefore, this study aimed to find out the prevalence of stress among the resident doctors of Nepal. A descriptive cross-sectional study was carried out in all the teaching hospitals of Nepal with ethical clearance from the Institutional Review Committee (Reference number-245). An online self-designed structured questionnaire developed using Google forms along with questions from stress subscale of Depression, Anxiety and Stress Scale - 21 was disseminated to the residents via social media platforms using Convenience sampling technique. Responses generated were analyzed with Statistical Package for the Social Sciences.Point estimate at 95% Confidence Interval was calculated along with frequency and proportion for binary data. The prevalence of stress among resident doctors was found to be 16 (8.2%) (4.3-12.1 at 95% Confidence Interval). Greater prevalence of stress was seen among residents working outside Kathmandu valley, those in the frontline and those who were unmarried. Loss of collaborative study/ professional and academic growth experiences was responsible for causing extremely severe stress among 60 (30.9%) residents, followed by stress due to uncertainty regarding COVID-19 58 (29.9%) and unavailability/lack of quality control of personal protective equipment 58 (29.9%). This study has shed light upon the prevalence of stress and its precipitating factors in Nepalese resident doctors due to COVID-19 pandemic. Our findings could help address these issues for their mitigation promptly.

Cross-cultural considerations: mentoring teachers in Jewish day schools

ABSTRACT This study focuses on the impact of mentoring in Jewish day schools through the lens of cross-cultural considerations. The researchers examined the influence of differences in culture and religion on mentoring relationships and professional growth experiences. Findings indicate that building bridges of understanding and trust in a cross-cultural mentoring environment, requires the viewing of teacher mentoring as context-specific. Mentoring is strengthened when mentors become familiar with the school community and exhibit a respectful, and non-judgmental attitude toward the unique religious and cultural elements of the school community. Findings from the study provide an important contribution to discourse about teacher mentoring through a new and unique lens that focuses on cross-cultural relationships and their potential to enhance professional development and learning opportunities for teachers and mentors.

An Autoethnographic Account of a Bicultural Clinician-Researcher Applying New Evidence of Chinese Diabetes Education Into Practice.

Introduction: A clinician-researcher in translational research fulfils obligations in care provision and knowledge generation. Similarly, a bicultural clinician could struggle to switch between cultural paradigms. The purpose of this study was to explore the in-depth experience of multiple roles as a bicultural clinician-researcher in a translational research study. Methods: This study employed an autoethnographical method, where the first author, an Australian-trained Chinese researcher, was the research instrument who critically sought understanding of her experience in relation to culture in the context of translating an evidence-based culturally tailored Chinese diabetes education program into practice. Data were thematically analyzed and triangulated. Results: Specific research-to-practice dilemmas and personal and professional growth experiences were encountered. Learning to be flexible in addressing patients' needs while concurrently collecting program evaluation data was complicated by self-doubt and inflexible colleagues. Implication: Despite challenges, conducting translational research with clinician-researcher can enhance understanding of the different stakeholder cultures, promoting rapid practice change.

Learning about Aboriginal health and wellbeing at the postgraduate level: novel application of the Growth and Empowerment Measure.

Public health education strives to transform and empower students to engage in policy and practice improvement. However, little is known of the nature of such change among students, especially when studying Aboriginal health and wellbeing, which may involve disrupting long held assumptions and prejudices. This article reports findings regarding the feasibility, specificity and sensitivity of the Growth and Empowerment Measure (GEM) in the evaluation of two innovative Australian 13-week postgraduate public health electives focused on Aboriginal health and wellbeing. The GEM's 14-item Emotional Empowerment Scale (EES14) and its subscales Inner Peace and Self-Capacity, and 12 Scenarios (S12) and its subscales Healing and Growth and Connection and Purpose were used to examine transformative experiences. A new short form of the S12, the Core6, was also trialled as a briefer measure of functional empowerment. Pre-course GEM responses and demographic information were collected from consenting students during the mandatory, face-to-face workshops of the Aboriginal public health Perspectives course and the Aboriginal empowerment and wellbeing Lifespan course. The two-day Perspectives course workshop introduced a group scenario-building activity towards ending health inequality. Lifespan students experienced a 3-day immersion based on Stage 1 of the Aboriginal Family Well Being empowerment program. Insights from both workshops were further integrated through structured online discussions and written assessments. At the end of semester, a post-course GEM was mailed to students for completion and return. Students could also provide feedback through evaluation surveys and semi-structured focus groups. Effect sizes were assessed using paired t-tests, Wilcoxon signed-rank tests and multiple ANOVA. Cronbach's alpha confirmed internal consistency. Baseline GEM data was provided for 147 out of a total of 194 workshop experiences from participating students. Twenty students attended workshops for both Perspectives and Lifespan. Fifty-five matched pairs (representing 52 individual participants) were obtained from 170 students who completed one or both courses. Statistically significant positive change of small to medium effect size was detected in all GEM scales, subscales and some individual items. Lifespan yielded larger effects than Perspectives, most markedly on two subscales: Inner Peace, and Connection and Purpose. Participating students reported significant growth in the Scenario item 'knowing and being who I am' following Perspectives and Lifespan. Those completing Perspectives also reported a significant increase in 'gaining voice and being heard', consistent with its action-oriented scenario-building assessment. In contrast, the psychosocial development approach embedded in Lifespan stimulated strong development in spirituality, responding constructively to judgement, appreciating empowerment in their communities and skills to make changes in their lives. Feedback indicated that students valued these personal and professional growth experiences. The GEM was sensitive and specific in measuring components of empowering change among participants. Challenges included low post-course response rates that limited extrapolation to overall course impact, and attention needed to starting point when comparing the increment of change. The GEM is a promising tool for studying postgraduate courses designed to stimulate transformative learning, wellbeing and cultural competence through empowerment, and relevant in the education of health professionals in the fields of Aboriginal and rural health.

Mid-career teachers’ perceptions of self-guided professional growth: strengthening a sense of agency through collaboration

Opportunities for self-guided professional development provided a context for exploring ways that mid-career teachers designed learning projects and articulated their perceptions of professional growth. In their applications for small grants for materials and released time, participants identified their own personal goals for improving instruction, designed plans of action, and assessed results. Intensive case studies with six participants documented ways that they integrated professional growth experiences to varying extents based on the nature of their relationships with colleagues. Those who benefited most from their participation had more collaborative relationships and used data more sophisticatedly. Although it is impossible to generalize beyond the context of this initiative, case studies like these affirm the importance of teacher voice and agency in professional development, especially when facilitated by opportunities for extensive conversations about learning and teaching.

성찰일지를 통한 상담전문가 발달 경험: 융합적 교육방법의 상담실습 중심으로

The purpose of this study is to explore undergraduate students' professional growth experiences as a novice counselor through reflective journal writing. Study participants were six students who completed the counseling skills course. The analysis was done on their weekly reflective journals using Colaizzi's phenomenological qualitative method. As a result, 11 sub-categories and 3 categories were emerged: increasing recognition and knowledge regarding counseling, being troubled and frustrated due to one's inexperiences of counseling, trying to overcome frustration toward professional counselors. This study revealed counseling major undergraduate students' professional development experiences and can be utilized in counseling training program development in the future.

Characterizing the Hospice and Palliative Care Workforce in the U.S.: Clinician Demographics and Professional Responsibilities

ContextPalliative care services are growing at an unprecedented pace. Yet, the characteristics of the clinician population who deliver these services are not known. Information on the roles, motivations, and future plans of the clinician workforce would allow for planning to sustain and grow the field. ObjectivesTo better understand the characteristics of clinicians within the field of hospice and palliative care. MethodsFrom June through December 2013, we conducted an electronic survey of American Academy of Hospice and Palliative Medicine members. We queried information on demographics, professional roles and responsibilities, motivations for entering the field, and future plans. We compared palliative care and hospice populations alongside clinician roles using chi-square analyses. Multivariable logistic regression was used to identify predictors of leaving the field early. ResultsA total of 1365 persons, representing a 30% response rate, participated. Our survey findings revealed a current palliative care clinician workforce that is older, predominantly female, and generally with less than 10 years clinical experience in the field. Most clinicians have both clinical hospice and palliative care responsibilities. Many cite personal or professional growth or influential experiences during training or practice as motivations to enter the field. ConclusionPalliative care clinicians are a heterogeneous group. We identified motivations for entering the field that can be leveraged to sustain and grow the workforce.

Teacher preparation for movement education: increasing pre-service teachers’ competence for working with young children

ABSTRACTThis study explores pre-service teachers’ perceptions of movement education, the benefits they perceive from participating in a 12-week movement education module in a course on play, and the module’s effects on their confidence and competence in regard to incorporating movement into a curriculum. Findings suggest that the pre-service teachers achieved a deeper understanding of movement education and appreciated the module as a worthwhile professional growth experience. Specifically, they viewed the module as enabling them to build a new understanding of movement, to express themselves physically, to develop movement skills, to engage in social interactions, and to teach a variety of subjects using movement education principles. The study demonstrated that the module of this nature constitutes a useful educational tool for fostering the professional development of pre-service teachers in regard to their beliefs, attitudes, and skills pertaining to movement education.

부부상담사 수련과정에서의 부부관계 경험에 대한 현상학적 연구

This study explored the experiences of couples therapists' marital relationship during the couples therapist training using phenomenological research method. The research questions involved the marital relationship experiences and their meanings, and how their marital relationship experiences affect the development of couples therapists during couples therapist training. Five couples therapists identified their personal, relational, and professional growth experiences by half-structured in-depth interview. Giorgi analysis guidelines were used, and five major themes and 20 subthemes were derived. The essence of their marital relationship experiences was "to establish a marital relationship as partners for growth and healing, and provide resources to become a wounded healer." Five major themes included the motivation to become a couples therapist, the experiencing of personal growth, the experiencing of differentiated connection, the experiencing of professional growth, and resources for the development of couples therapist. Exploration of the meanings of marital relationship experiences during couples therapist training shows the reciprocal relationship among personal, relational, and professional growth experiences. The integration of these experiences leads to holistic development of couples therapists. Implications for practice and future research are also discussed.

F.A.C.E.S. (Faculty Academic Community Education Showcase): Professional Growth Experiences In A Career University

Institutes of higher education exist for the purpose of developing, fostering, nurturing, and stimulating the intellectual growth and development of students. The core values of a college education provide students conceptual and practical educational opportunities that focus on improving their skills and knowledge. These skills and knowledge translate into purposeful, real-life learning experiences. However, in the academic community, learning is not restricted to students. Faculty, too, must be supported and provided opportunities for personal and professional growth and development. Although professional development is not a novel concept in the education profession, schools often take up the gauntlet, but fall short of running with it. A commitment to share the collective skills, teaching strategies, and experiences of colleagues in the university community should be one of the institutions core values. The need today for academic rigor and the emphasis on accountability and evidence of professional development of teachers have become key components in faculty performance evaluations in both teaching and research higher educational institutional settings. This paper examines how a career university addresses professional development by embracing change in its faculty orientation process at the start of the academic year through the implementation of a faculty development program and sustainable model for building a teaching and learning showcase of faculty talent. The orientation program - F.A.C.E.S. (Faculty Academic Community Education Showcase) - provides a series of interactive seminars conducted by and for full-time faculty at the Johnson & Wales University (JWU) Providence, Rhode Island, campus that mirrors their professional expertise, educational best practices, and career experiences within and beyond the JWU academic community. It examines the program goals and objectives, evidence of its evaluation by participants and administration, and the follow-up programs in place to provide further opportunities throughout the academic year that meet faculty needs to learn and engage in a learning environment that translates into and enhances the learning experiences of their students.

Taking Learning to the Learner: Using Audio Teleconferencing for Postclinical Conferences and More

Clinical educators are often burdened by conflicts that occur as they try to balance multiple postclinical scheduling demands with students' varying timetables. The purpose of this article is to inform educators how to use teleconferences to deliver valuable postclinical debriefing, model professional growth experiences, and more. The innovative use of teleconferencing as a pedagogical method enables educators to take learning to the learners.

The power of continuity in graduate teacher education master's programmes

The intentional development of continuity as it applies to programme structure, themes and outcomes is examined for their power in providing a coherent circular connection between the philosophy, operation, assessment and outcomes of a graduate teacher education programme. It is argued that the intentional development of programme continuity will address the emergence of standards as evaluative criteria and in meeting the characteristics of a constructivist learning model. The results of the specific designs of continuity provide for a meaningful learning and a true professional growth experience for the graduate student as well as a coherent programme delivery model.

A Survey of Pediatricians in Private Practices Who Participated in Community-Based Clerkships: An Intellectual, Inspirational and Professional Growth Experience

PurposeTo examine how pediatricians in private practices are affected by the process of training medical students in their clinics as part of a community-based clerkship program.Materials and MethodsIn 2007, a questionnaire was sent to 35 pediatricians who had provided private clinical settings for clerkship training for the previous 3 years. The questionnaire covered a number of points, including the pediatricians' motivation to join and/or reasons to quit the program; if there were changes seen in their stress levels while supervising students; changes in their treatment procedures or attitudes because of the students' presence; responses of patients and/or their guardians in regard to have medical students treating them, and whether the doctors were inspired to grow professionally by participating in the program.ResultsOf the 35 pediatricians, 31 (88.5%) responded. Eighteen respondents (58%) selected 'responsibility to cooperate with medical school' as a reason to participate. Fifteen physicians (48.3%) answered that the clerkship program had a positive impact on their treatment procedures and their attitude towards patients.ConclusionBased on the pediatricians' responses, the community-based clerkship program may instill intellectual inspiration and promote professional growth among the pediatricians in private practices, resulting in potentially better treatment for patients.

MARRIAGE AND FAMILY THERAPIST INTERNs' EXPERIENCES OF GROWTH

Few studies have investigated therapist interns' growth experiences, both personal and professional, and the interplay between them. This qualitative study explored the reciprocal process of growth during clinical training: the personal life experiences that affect professional growth and the professional/clinical experiences that affect personal growth. Thirteen marriage and family therapist interns, using Internet discussion formats, identified numerous personal, clinical, and professional growth experiences. Implications of this study, illustrating the recursive and interactive flow between therapists' personal and professional growth, are presented.

A Poem to Memorialize an Experiential Focal Group1

Thirteen women enrolled in a master’s level group therapy class participated in an experiential focal group culminating in the writing of a poem. The poem was part of the framework developed by the students to evaluate an in-class personal and professional growth experience. The poem provided greater meaning to the participants than a mere letter grade assigned by the professor for class participation alone. The emotional intensity created through class participation in a group therapy class lends itself to memorializing a deeply shared temporal experience in a form of expression that is apposite to a poem.

Financial Incentives for National Board Certification

Despite limited research on the use and impact of financial incentives for National Board Certification, financial incentives and award policies have increasingly been adopted at the national, state, and local level to encourage teachers to pursue certification. This study explores the use of financial incentives for National Board Certification, focusing on why teachers pursue certification; the impact of linking pay to certification; and the effects of Board Certification on the teacher, school, and district. Findings suggest that the presence and source of a pay incentive helped to shape interest, understanding, and appreciation of the Board Certification process among teachers and administrators. Consistent with other studies, our data suggest that the process of undertaking the National Board Certification assessment represents a significant professional growth experience for teachers. Implications for policy makers are discussed.