Professional Development Research Articles

Professional identity development in pre-service teachers: the impact of online informal mentoring

ABSTRACT This case study aimed to examine how an online informal mentoring relationship among pre-service teachers and mentor teachers has functioned to support pre-service teachers’ professional identity development. The data were collected via video recordings that captured how 22 pre-service teachers and five mentor teachers worked in five groups to co-design lesson plans. Also, five mentor teachers and 11 pre-service teachers were interviewed. All data were analysed through MAXQDA (2020) software. The data analysis indicated that the online informal mentoring process has the potential to support pre-service teachers’ professional identity development. Furthermore, mentor teachers made use of several principles that have the potential to inform pre-service teachers’ professional identity development such as building and maintaining a strong relationship, offering support and encouragement, providing ongoing feedback, making time for reflective activities, creating a positive environment, enabling awareness, self-identifications, and future projections.

Innovation and Teaching: Barriers and Opportunities

This study explores the role of professional learning communities (PLCs) in mitigating barriers to innovative instruction. Using a cross-sectional survey with selected and open-response items, data were collected from educators participating in either a cohort-based immersive PLC training or a regional network train-the-trainer model. Both groups agreed on the definition and implementation of innovative instructional strategies. External barriers identified include limited resources and students’ resistance to alternative learning methods, which may reflect internal barriers such as reduced teacher efficacy. While survey responses suggest that professional development in innovative teaching is perceived as beneficial, many educators do not view innovative strategies as integral to their practice. A significant difference emerged between the two groups regarding the perceived impact of PLCs, with the cohort reporting a greater influence on their instructional strategies than the regional network. Although PLCs fostered collaboration and peer learning, evidence of widespread implementation of innovative strategies in classroom practice was insufficient. These findings suggest that while PLCs raise awareness of innovative teaching methods, persistent barriers hinder their execution. The report concludes with a discussion of these results, their implications, and recommendations for future research to enhance the integration of innovative instruction.

Strategi Pengembangan Profesionalisme Guru di Era Digital untuk Menghadapi Tantangan Pembelajaran Gen Z

Generation Z exhibits unique learning characteristics, such as reliance on technology, a preference for interactive learning, and active engagement in the learning process. This study aims to identify effective strategies to enhance teacher professionalism in bridging the gap between traditional teaching methods and the needs of Generation Z. The study employs a qualitative descriptive method based on a literature review. Data were collected through the identification, selection, and in-depth analysis of 11 relevant scholarly articles. Content analysis techniques were used to categorize the data into main themes, such as digital literacy gaps, unequal technological infrastructure, resistances to change, and a lack of continuous professional training. The findings reveal that the primary challenges faced include digital literacy gaps, unequal technological infrastructure, resistance to change, and insufficient continuous training. Recommended solutions include implementing digital literacy training, developing innovative curricula such as gamification and flipped classrooms, improving technological infrastructure, and strengthening supervision by school principals. Furthermore, teachers are encouraged to collaborate through professional learning communities to share experiences and teaching strategies

Affective Pedagogy and Emotional Intelligence in Online Learning: Enhancing Teacher-Student Relationships

Emotional intelligence (EI) significantly influences teacher-student relationships and learning outcomes in online educational settings. This study examines the role of EI in shaping interactions, engagement, and performance through a review of literature and a quantitative approach. Data collection involved surveys and interviews with online educators (N = 200) and students (N = 300). Quantitative analysis utilized Pearson correlation and multiple regression to explore the relationships between EI, teaching effectiveness, and student engagement. Findings revealed a strong positive correlation between teacher EI and teaching effectiveness (r = 0.72, p < 0.001), suggesting that emotionally intelligent teachers are better equipped to foster engagement and satisfaction among students. Similarly, student EI strongly correlated with engagement (r = 0.80, p < 0.01), indicating that emotionally intelligent students are more active in online learning. Regression analysis showed that teacher EI accounted for 52% of the variance in teaching effectiveness (β = 0.45, p < 0.01), while student EI explained 42% of the variance in engagement (β = 0.38, p < 0.01). Qualitative interviews underscored these findings, emphasizing the importance of empathy, emotional support, and self-regulation in creating positive learning environments. The study concludes that integrating EI training into teacher professional development and online curriculum design is crucial for improving relationships and learning outcomes. These strategies aim to cultivate empathy, self-awareness, and emotional support among educators and learners, enhancing engagement and educational success in online environments.

FORMAÇÃO CONTINUADA DE PROFESSORES: UMA ANÁLISE DAS ABORDAGENS TEÓRICAS E PRÁTICAS NA CONSTRUÇÃO DO DESENVOLVIMENTO PROFISSIONAL

This article aims to analyze the theoretical and practical approaches related to the ongoing training of teachers and its contribution to the professional development of teachers. Based on a literature review, the study explores central concepts, training models, and the impacts of these initiatives on the daily school routine. Ongoing training is presented as an indispensable element for improving the quality of teaching, while at the same time facing challenges such as the lack of structured public policies and the alignment between theory and practice. Based on authors such as Schön, Nóvoa, Tardif, Imbernón, Pimenta and Freire, the importance of reflective and collaborative practices that promote teacher autonomy and respond to contemporary educational demands is highlighted. The article concludes that, although there are significant advances, there are gaps in the implementation of ongoing training programs that guarantee the effectiveness of training actions in Brazil. Thus, a more critical and integrated look at educational policies and their implications for professional development is proposed.

Cultivating Cultures of Care within Communities of Children in Schools – Exploring the Interdependence of Children’s Collective and Individual Development

Abstract With many school systems worldwide facing several crises, such as inequality and a lack of well-being among schoolchildren, understanding how to care for, and support care among, these children must be a vital commitment for researchers and school professionals. Hence, this article introduces the notion of cultures of care within communities of children, emphasising care as a collective-transformative practice where children develop cultural tools to transform or navigate within the shared conditions of life with which they struggle. Drawing on cultural-historical and critical branches of psychology, a qualitative case analysis explores how an intervention framework (developed by this article’s author and a schoolteacher) seemed to support the development of a culture of care within a community of children at a Danish municipal primary school. Analyses of observational fieldnotes and interview excerpts suggest how the participating children engaged in negotiating, developing and expanding their shared repertoire of caring cultural tools with the purpose of creating a future in the community where the collective struggles of the present are less challenging. Focusing on the developmental implications, both for the community and for a boy in a marginalised position, the analysis sheds light on the interdependence of collective and individual development, as the children simultaneously care for the development of themselves and their community. Finally, it is discussed how pedagogical initiatives in schools that aim to care for children in marginalised positions as well as for the entire community must acknowledge the activist nature of schoolchildren and the collective nature of their agency.

Emotional labor as teaching expertise: reflective practices for teacher professional development workshops

Emotional labor as teaching expertise: reflective practices for teacher professional development workshops

“It isn’t the same for everyone”: Early childhood educators’ lived experiences with cultivating social inclusion

ABSTRACT Children with disabilities are less likely than their peers without disabilities to exercise their rights to education and participation in their communities. Early childhood educators play a crucial role in ensuring that all children are included in daily activities and interactions to foster children’s wellbeing. However, educators receive minimal training on fostering social inclusion in early childhood settings. The purpose of this phenomenological study was to explore thirty-seven early childhood education professionals’ experiences and perceptions of cultivating social inclusion in the context of a training program called Building Friendships. The program involved participation in a series of training workshops aimed at fostering play and friendships in diverse and inclusive child care settings. Interviews were conducted to explore participants’ perceptions and experiences with social inclusion before and after training workshops. Educators delineated a range of issues pertaining to the quality of social inclusion, and additional training appeared to serve as a catalyst for reflection and practice changes which improved the social experiences of children with disabilities in their care. This study underscores the diverse understandings and experiences of educators with regards to social inclusion and benefits associated with providing opportunities for professional development which can promote best practices.

Effect of Teachers’ Competencies on Students' Academic Achievement: A Comparative Analysis of Public and Private Universities, Lahore

Teachers' competencies encompass the essential skills, knowledge, and dispositions that enable educators to effectively enhance students’ learning and academic performance. These competencies play a crucial role in shaping the educational environment by directly influencing students' performances and their overall academic success. Therefore, this study aims to assess the effect of teachers' competencies on the academic performance of students enrolled in public and private universities located in Lahore, Pakistan. The sample surveyed comprised 313 respondents, with 166 being public university students and 147 private university students. Evaluation of Teaching Performance Questionnaire (CEID) measures several dimensions of instructional effectiveness to assess the respective students. A non-probability sampling technique was adopted and the data gathered were analyzed using inferential statistical methods. The results indicated that teacher qualifications and competencies are two of the main factors affecting the improved academic performance of students. Importantly, from a comparative perspective, there is no marked difference between public and private schools in terms of the competencies of instructors. Schools are encouraged to allocate more resources to professional development programs, focusing on enhancing teachers' instructional skills and disciplinary knowledge in areas requiring improvement. Additionally, further research is essential to track changes in teacher training and their potential impact on improving students' academic performance.

Neoliberal higher education restructuring, job satisfaction and professional development of academics

The paper presents the results of a job satisfaction survey conducted among all faculty members of the Aristotle University of Thessaloniki Greece (AUTh), to investigate how the neoliberal restructuring and new managerialism’s changes, affect their multifaceted and contextually determined professional development at the nexus of higher and adult education and lifelong learning policies, in relation to their promotion in academic ranks. A structured questionnaire was developed and administered to 1620 members and answered by 331 (N = 20.43%). The research findings revealed high rates of dissatisfaction with the working conditions, the lack of administrative and material support, the increased workload, the pressure and difficulties in tasks and time management, which hinder opportunities for professional development and promotion.

To What Extent Religion Drives the Malaysian Marine Students Succeed the Pre-Sea Training? The Role of Religion in Contributing to SDG4 (Quality Education)

Objective: The objective of this study is to investigate the influence of `ibadah (religious practices) during pre-sea training on the success of Malaysian marine students, in line with SDG 4: Quality Education. The study explores how Islamic practices enhance knowledge, emotional resilience, and perceptions of the shipping industry. Theoretical Framework: This research is grounded in the theory of self-regulation, with a focus on how Islamic teachings, particularly the practice of `ibadah, foster resilience and success. Method: This study adopted a quantitative approach using a questionnaire developed through the Delphi technique. A sample of 376 Malaysian marine students was selected, all of whom had undergone pre-sea training and identified as Muslims. Data collection was conducted over six months via online surveys using the Qualtrics platform. The data were analysed descriptively and inferentially using SPSS software version 23. Results and Discussion: A significant positive correlation shows that religious practices enhance knowledge, skills, emotional resilience, and perception of the shipping industry. However, some students were noted struggling in performing obligatory prayers and reading the Qur'an. Research Implications: The study contributes to the literature by exploring the under-researched area of religion’s impact on maritime students’ training success. Originality/Value: Its originality lies in its focus on the role of `ibadah in fostering resilience and success during challenging pre-sea training, offering a new perspective on the intersection of spirituality and professional development in the maritime industry.

Teacher as a Trendsetter in Character Development of the Students: A Quantitative Study at Secondary School Level in District Charsadda, Khyber Pakhtunkhwa

Teachers perform an indispensable role in shaping the moral and ethical growth of students in an educational environment. The main aim of the study was to understand the role of teachers in character-building, identify effective practices, examine the challenges they face, assess the need for professional development, and analyze teachers' views on assessment and grading related to the character-building of the students at secondary school level of the Khyber Pakhtunkhwa. The research design of the current study was purely quantitative. The sample size of the study was comprised of 234 boys’ secondary school teachers (SSTs) who were selected based on Krejcie and Morgan (1970) sampling table from district Charsadda of Khyber Pakhtunkhwa. Data was collected through a simple random sampling technique using a Likert scale questionnaire of five students character-building attributes, each with six items rated from Strongly Agree to Strongly Disagree. The data was analyzed by using SPSS (Statistical Package for Social Sciences) software version 24 and all the results showed a strong need for teachers' training programs and continuing professional development to improve their ability to effectively promote character-building traits of the students. The study highlighted the importance of teachers’ practices as role models, mentors, and guides in promoting students' moral and ethical development. Practical recommendations were also given to teachers, principals, policymakers, and other stakeholders to support the overall development of students through character-building education.

Working in the gap: empowering local educators in Taiwan’s bilingual education policy

ABSTRACT Focusing on Taiwan’s bilingual education policy, this study explores the complex relationship between top-down policy and local educators' agency. It highlights the role of a professional development (PD) program for bilingual teachers in shaping the interpretation and implementation of bilingual education policy through a case study at an Elementary School in southern Taiwan. This study draws on Hornberger and Johnson’s (2007, 2011) ethnographic conceptualization of language policy. Through semi-structured and focus group interviews with bilingual teachers, it investigates how the PD program acts as a catalyst in shaping participants’ language ideologies, language use, and pedagogical practices. The research also explores the tensions and challenges faced by local educators in bilingual education. The findings underscore the significant role of language policy arbiters, including the PD program and the local educators, in addressing the conceptual gap in Taiwan’s bilingual education policy and carving out the ideological and implementational space for an inclusive approach to bilingual education. They also demonstrate the agency of local educators in interpreting and appropriating bilingual education policy. Overall, this study provides insights for policymakers, educators, and researchers in the field of bilingual education, shedding light on the dynamic interplay between policy and practice in non-English speaking contexts.

Strategies for introducing and implementing vaccines for adults into national immunization programs in Europe: Good practices and key insights of the adult immunization board meeting.

In April 2024, the Adult Immunization Board convened a technical meeting to explore the latest strategies and identify exemplary approaches regarding the implementation of vaccines for adults into Europe's National Immunization Programs (NIPs). The meeting was built around three pillars: decision making for introducing a new vaccine, implementation, monitoring, and evaluation. The increasing number of new vaccines available in a context of competing health priorities warrants transparent and evidence-based decision-making processes for vaccine introduction. In Europe, burden of disease, vaccine efficacy or effectiveness, and safety are universally used decision-making criteria. While economic evaluations and the quality of evidence are being increasingly considered, public acceptance, equity, and operational criteria remain underutilized. Vaccine implementation requires planning and coordination. Implementation activities discussed during the meeting were vaccine program goals, target population identification, communication, training of healthcare professionals, and involvement of pharmacists. Once operational, NIPs are to be monitored in terms of safety, effectiveness, and impact. Implementation science as well as behavioral and cultural insights can be used to identify tangible interventions to improve uptake. Meeting discussions allowed to identify adult vaccine implementation barriers and possible strategies to overcome them. Enhanced cooperation and coordination throughout the Europe region were recognized as critical components of progress.

Teachers’ collaborative knowledge building in professional learning communities: connecting interaction patterns to learning gains

Teacher professional learning communities (PLCs) have the potential to result in teacher professional development, provided that effective communication takes place during PLC meetings. Building on the perspective of collaborative knowledge building, this study examined teachers’ interaction patterns during these meetings. Connections were explored between teachers’ self-perceived learning gains from a PLC and the interaction patterns that occurred. From a larger set of PLCs in the Netherlands, four cases were selected that differed regarding teachers’ learning gains profiles. Orbital decomposition analysis, a technique used to study emerging patterns in complex dynamic systems, was used to examine the extent to which interaction patterns were characterized by conversational moves associated with knowledge building. Results from these analyses showed that in general, all PLCs showed relatively few knowledge-building patterns. However, the low-gains PLC was a bit more focused on exchanging information and opinions. High-gains PLCs’ interactions were characterized more by open and involved communication. Conversation in mixed-gains PLCs revealed a connection between teachers’ knowledge gains and question–answer patterns, and between teachers’ changes in beliefs and elaborating upon opinions. Together, these results point to qualitative differences in the interactions of teacher PLCs who experience higher versus lower learning gains. Implications for the role of the facilitator are discussed.

Designing to De-privatize Practice: Professional Learning Community as a Framework for Museum Educators

ABSTRACT Museum educators are considered essential to the work of museums as places of learning. However, models for museum educators’ professional learning have not adequately addressed the unique challenges that many museum educators face. This paper describes how a group of educators representing diverse and dispersed interactive museums began adapting the framework of a Professional Learning Community (PLC), a common model for K-12 teacher professional development. Using design-based research methods, we implemented a discussion protocol that instantiates four design principles to support the characteristic of de-privatized practice among museum educators. This process represents a first step toward applying the PLC framework to the unique context of museum education, which we argue has potential to support museum educators in deepening their collective and individual practice.

Enhancing young people's pregnancy loss and fertility awareness and knowledge via schools: a way forward.

Pregnancy and infant loss, in the form of miscarriage, stillbirth or early neonatal death, occurs in 20-25% of all pregnancies. Despite its prevalence and associated physical and psychological impacts, there remains a lack of public awareness and understanding of pregnancy loss, including amongst people of reproductive age. Drawing on evidence from a preliminary review of peer-reviewed and grey literature, we make the case for enhancing pregnancy loss and (in)fertility awareness, specifically focusing on young people in second-level education. We situate our work within reproductive health and reproductive justice frames, recognizing the impact of social factors on people's reproductive lives, and the need for multi-level interventions to enable people to fully realize their reproductive rights and goals. Although schools provide an important setting to learn about and discuss topics relating to sexual and reproductive health-including pregnancy loss and fertility-current evidence suggests that this is not happening, despite young people's desire to engage in such conversations. While there are barriers to addressing sexual and reproductive health issues within schools (including lack of access to teacher training, continuing professional development, appropriate and engaging resource material, teacher discomfort and lack of confidence), it is important that interventions are developed in collaboration with all relevant knowledge users, including young people themselves. This will help to ensure that any interventions developed are relevant, acceptable, feasible and effective. Further research is needed to explore how education around pregnancy loss and fertility can be best delivered within school settings.

Department-wide peer mentoring for teaching: assessing the impact of a new faculty professional development program in the department of biological sciences

Department-wide peer mentoring for teaching: assessing the impact of a new faculty professional development program in the department of biological sciences

Strengthening STEM education through a professional development program on enhancing teachers' TPACK in selected calculus topics

Strengthening STEM education through a professional development program on enhancing teachers' TPACK in selected calculus topics

Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum

BackgroundEducational innovation in health professional education is needed to keep up with rapidly changing healthcare systems and societal needs. This study evaluates the implementation of PACE, an innovative curriculum designed by the physiotherapy department of the HAN University of Applied Sciences in The Netherlands. The PACE concept features an integrated approach to learning and assessment based on pre-set learning outcomes, personalized learning goals, flexible learning routes, and programmatic assessment. PACE distinguishes itself from traditional education because of the flexible learning routes, vertical organization in learning communities, absence of pre-defined learning activities and class schedules, and a culture of continuous learning and development. PACE is based on three guiding principles: 1) flexible and varied, 2) self-directed and collaborative, 3) future-oriented. PACE was implemented in 2021 for first-year students. This study evaluates the implementation to inform future curriculum development.MethodsA sequential explanatory mixed methods design was used to evaluate the implementation of PACE using a questionnaire, focus groups, in-depth interviews, and a national progress test allowing for benchmarking results. Participants were undergraduate physiotherapy students of cohort 2021–2022, the first group who experienced PACE and teachers involved with this cohort. Questionnaire data were analyzed using descriptive statistics. To compare mean total scores of the national progress test between four different universities a one-way ANOVA was conducted including a post-hoc analysis. Reflexive thematic analysis guidelines were applied to analyze the interview data.ResultsIn total 82 first year students (44,6%) of cohort 2021–2022 and 36 teachers (60%) completed the questionnaire. Results show that the guiding principles were implemented as intended. Results of the national progress test on knowledge and clinical reasoning showed that students of the HAN University performed well compared to other universities. Thematic analysis of interviews and focus groups resulted in three themes and nine subthemes: 1) navigating a personalized curriculum, 2) caring and sharing, and 3) shaping professional identity. PACE contributed positively to students' intrinsic motivation, learning joy, identity development, and life-long learning skills. Areas for improvement were self-directed learning support, and teaching strategies to prompt deep learning.ConclusionThe evaluation showed that the guiding principles of PACE were implemented as intended and that the innovation positively contributed to student learning,