Professional Development Research Articles

Assessing Teacher Competences and Their Impact on Inclusive Education for Children with Developmental Difficulties in Kosovo

In Kosovo, the inclusion of special education needs (SEN) in regular classrooms is growing, yet teachers often lack the necessary preparation. Effective management requires competency, inclusive training and development. This study explored the relationship between teacher competences, inclusive education training, and professional support in managing classrooms with children with SEN in Kosovo. We employed a mixed-methods approach, distributing structured questionnaires to 57 elementary and secondary school teachers and conducting a literature review. Descriptive statistics revealed that 98.20% of children receiving special education services had impairments, indicating a robust commitment to addressing SEN. The emphasis was on early intervention, as evidenced by the creation of 96.50% Individualized Education Plans (IEPs) in the first grade and the active analysis of previous program data by 87.70% of teachers. A chi-square test found a significant correlation between training in inclusive education and teachers' proficiency in managing inclusive classrooms (p-value < 0.01). However, 8.80% of teachers reported limited data access, highlighting the need for further training and support. IEP goals often prioritized social skills (12.10%) and adaptive behavior (11.8%), emphasizing the necessity of thorough educator preparation. The study underscores the critical role of inclusive education training in enhancing teacher competency. Although most SEN children receive necessary services, challenges like restricted data access require solutions through continuous professional development. Hypothesis testing showed professional support significantly boosts teacher confidence in inclusive practices (p-value < 0.05), emphasizing continuous training.

The Annual Canadian Sociological Association Conference 2023. Research Cluster: Sociology of Housing

From May 29 to June 2, 2023, the Annual Conference of the Canadian Sociological Association was held at York University in Toronto, where various academic, research, educational, and administrative topics were discussed. The conference was part of the Congress of the Canadian Federation for the Humanities and Social Sciences and attracted speakers and attendees from Canada and other countries. Notably, for the first time since 2003, a research cluster focusing on the sociology of housing was presented, which had been initiated within the association at the end of 2021. Participants included scientific and pedagogical professionals, students, practitioners, and independent researchers, who engaged in two sections dedicated to sociological studies of housing and homelessness. Discussions covered a range of topics including chronic homelessness among women, mobile homelessness, the risk of homelessness among youth, attitudes towards the homeless, housing conditions of different social groups, and housing precarity. Special attention was given to state housing policy and the federal 'Housing First' strategy, the outcomes of which are subject to debate. The reports presented by the Sociology of Housing Research Cluster are of great interest to researchers focusing on housing issues in liberal democratic countries, including Canada, and to sociologists interested in developing housing sociology in Russia based on international experiences.

History education in Portugal (a 25-year overview)

This article aims to root history education in Portugal, which is interlinked with Isabel Barca’s efforts to enhance the discussion about the relationship between history, history epistemology and situated cognition. By the late 1990s, history education had begun to be taught at the University of Minho under the influence of the Anglo-Saxon paradigm, mainly Lee, Ashby and Shemilt’s ideas. Important milestones were, in the 2000s, the creation/coordination by Isabel Barca of: (1) an academic master’s degree related to history teaching; (2) the HiCon projects (2003–11), focused on deepening knowledge about Portuguese teachers’ and students’ historical thinking and historical consciousness; and (3) the Jornadas Internacionais em Educação Histórica (International Journeys of History Education), conceived to share results with national and international researchers, and that contributed to building bridges with other academies, namely in Brazil. History education has influenced Portuguese history curricula since 2001 (apart from the years 2011–2015, when there was a right-wing shift), and has inspired the competencies in history oriented to develop students’ historical thinking. As the new curricula and paradigms in history teaching were challenging to school teachers, Barca has inspired the Portuguese History Teachers Association to promote several scientific events and continuing professional development since the 2000s. This was how her workshop classroom model based on history education (the ‘aula-oficina’) became known among teachers, and contributed to practice changes in schools. Through the years, Portuguese history educationalists have continued to deepen knowledge in this area, and to share the results in national and international academic communities, and also with school teachers.

Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice

ABSTRACT Teacher retention has been a persistent challenge globally. School leadership plays a central role in retaining teachers. Drawing on a major review of 355 research outputs, this article develops and discusses an international empirical evidence base specifically on the potential effects and leadership practices of promoting teacher professional autonomy, development, and voice in relation to teacher retention. The evidence suggests that promotion of teacher autonomy, development and voice is likely to interactively enhance teacher well-being, commitment, and retention. It categorically highlights five domains of salient leadership practices to promote these teacher outcomes. The article discusses some gaps in the evidence base and proposes directions for future research to inform policy and practice on leadership for teacher retention.

The role of Islamic education teachers in enhancing higher-order thinking: a systematic review

ABSTRACT Teaching strategies used by teachers have a direct impact on how well their students learn high-order thinking skills. The purpose of this study was to summarise prior research on the application of higher-order thinking skills from the perspective of a teacher in Islamic education. The PRISMA guidelines were used to search for the relevant literature on five different databases (Scopus, Web of Science, EBSCO, Google Scholar, and Ovid). One thousand one hundred and fifty-eight relevant studies were found in these databases which were screened for duplicates on Endnote software. The result indicated the main challenges that Islamic education teachers encounter while attempting to teach higher-order thinking skills in their classes. Two of these issues are inadequate professional development and the widespread implementation of conventional teacher-centred practices. Though more people are beginning to recognise the value of critical thinking and problem-solving skills development, there is still a lack of consistency and advancement in their application, especially in areas with inadequate institutional support and policy structures.

A framework to guide the design of culturally relevant computer science learning experiences

ABSTRACT The Advancing Culturally-Relevant Computing Project is a collaboration between researchers and practitioners in Hawaiʻi focused on preparing elementary teachers to meaningfully incorporate culturally relevant Computer Science (CS) into their classrooms. This paper introduces a hybrid instructional design framework designed to facilitate the process of creating lessons that effectively integrate CS and cultural learning outcomes. Grounded in the first three phases of the ADDIE instructional design model—Analysis, Design, and Development—the framework incorporates diverse perspectives to ensure a balanced and intentional integration of culture. Using this framework, the project developed five culturally relevant computing modules, which were evaluated by in-service public school teachers (n = 96) during professional development workshops. Preliminary findings suggest that the modules were well-received, with teachers emphasizing their practicality and alignment with the multicultural needs of classrooms in Hawaiʻi.

Does training improve the action research skills of STEM teachers? Examining the mediating roles of attitude and knowledge

Professional development programs are essential for supporting STEM teachers in improving their teaching practices by creating engaging and effective learning experiences for students. One of the professional development programs referred to is their participation in action research training. However, while there is a growing number professional development program relating to it, there is no substantial amount of reports regarding its impact toward developing teachers' action research attitude, knowledge, and skills. In this regard, this study aims to empirically investigate the influence or impact of training programs on the development of STEM teachers' action research skills, knowledge, and attitude. Driven by Evans' (2014) concept of professionalism and professional development as a guiding framework, a structural model was proposed and validated using a quantitative cross-sectional survey design. There were 214 STEM teachers who participated in an online survey. Results revealed that from five hypotheses proposed in the structural model, four are supported except the causal path between training and action research skills. The paths between training to action research knowledge and attitude are supported as well as the paths between action research knowledge and attitude to skills. This indicates that teachers’ action research knowledge and attitude fully mediate the causal path between training and action research skills. The findings of this study imply that the focus of the training programs should go beyond the mechanical aspects or skills development of teachers but on developing their knowledge and shaping a positive attitude toward action research. Over time, both provide an enabling environment to practice and develop action research skills. The finding also offers a new perspective or guiding framework as to how teacher training programs particularly action research can be evaluated.

Trauma-informed practice for genetic counselors: Insights from a workshop evaluation.

Trauma-informed practice (TIP) is an emerging model of care that acknowledges the widespread impact of trauma and emphasizes both physical and psychological safety for consumer and provider. It is being increasingly integrated into models of healthcare delivery, organizational policies, and practices, and has been shown to improve clinical interactions, increase treatment adherence, and improve healthcare outcomes. However, to date, TIP has not yet been systematically integrated into genetic counseling training and practice. In this study, using the RISE2 Genomics reporting standard, we present the outcomes of developing and evaluating a TIP workshop designed and delivered for genetic counselors in New South Wales, Australia. This workshop was the first of its kind and addressed the unique clinical and psychosocial challenges that genetic counselors face, including the risk of vicarious trauma and the high rates of burnout in the profession. The workshop aimed to enhance genetic counselors' understanding of trauma and its effects, provide practical strategies for communication and engagement with trauma-affected individuals, and offer guidance on incorporating TIP into clinical practice. Genetic counselors who participated in the TIP training expressed strong appreciation for the workshop and reported increased awareness of the ubiquity of trauma and the presentation of traumatic responses, and increased self-perceived knowledge and confidence in providing trauma-informed care. Additionally, participants were interested in ongoing TIP professional development and the integration of TIP into models of genetic counseling and professional practice. As the field of genetic counseling continues to evolve, we suggest that integrating TIP into training, professional development, and practice will not only improve client outcomes but also reduce rates of vicarious trauma and burnout among genetic counselors. This study is the first to consider the educational needs and the incorporation of TIP into genetic counseling practice, and in doing so, it paves the way for future research and policy development that integrates TIP into models of genetic counseling.

Professional development and job satisfaction in pain medicine

Pain medicine is an interdisciplinary and interprofessional field of specialisation. Due to concerns about new recruits and an aging workforce, especially among physicians, it is important to better understand professional and career pathways in pain medicine. The aim of this study was to record the occupational routes of people working in an institution specialised in pain medicine/pain management as well as their motivation and job satisfaction. Astandardised online questionnaire was used to survey members via cooperating scientific societies and organisations. Data from 398 physicians, 78psychologists, 62physiotherapists, three occupational therapists and 23nursing professionals were included in the analysis. The age distribution skewed towards higher age groups, with the majority of respondents aged between 51and 60years. The respondents usually first came into clinical contact with pain medicine after many years of work. In the case of physicians in particular, there was adelay of almost adecade after their licence to practise. With regard to motivational factors, intrinsic aspects were rated higher than monetary ones. Work-life balance issues tended to be in the middle of the ranking. Regarding job satisfaction in pain medicine, the overall satisfaction of the respondents was high, with the lowest satisfaction ratings being given in the categories "opportunities for further career development", "additional income options" and "recognition by superiors". Asignificant proportion of respondents (1/3) stated that career changes were forthcoming-changes outside apain medicine setting or in particular retirement. The results emphasise the critical perspectives regarding the future provision of care for people with chronic pain. The results provide, for the first time, an insight into the career routes of staff in the field of pain medicine and their motivations and job satisfaction, which should be considered in the discussion about ensuring personnel resources in the future.

Lost in translation: a qualitative study of medical students’ experiences of theoretical and practical teaching of empathy

BackgroundEmpathy has proven to be a fundamental component in the patient-doctor relationship and correlates to several positive outcomes in patient care. Despite this, research suggests that empathy decreases during medical education. To increase the understanding of empathy development during medical education, this study explores medical students’ experiences of learning empathy in the transition from theoretical to practical context.MethodsEleven semi-structured interviews with students at a medical school in Sweden. The interviews were transcribed verbatim and analysed using grounded theory.ResultsThe analysis resulted in three categories and a core category “Lost in translation”. Early on, students regard empathy as a valued and necessary skill. While students generally encounter high expectations of being empathic, they also met gendered expectations. There is a mismatch between the theoretical and the practical teaching of empathy. The core category refers both to the students feeling lost in their own professional development and empathy becoming lost in the translation from theory to clinical practice.ConclusionThe results describe clashes between theory and clinical reality and the efforts of the students to develop and maintain empathy in this context. To encourage students to develop empathy it is necessary for both educators and practitioners to acknowledge, and attempt to bridge, the gap between the theoretical and the practical curriculum regarding empathy.

A Novel Approach to Diagnosis: Using Convolutional Neural Networks to Classify Non-Small Cell Lung Cancers on CT Scans

Background: Lung cancer is the leading cause of cancer-related deaths around the world, making early detection vital to treatment and survival. However, lung cancer has variable clinical presentations, so diagnosis, even by trained medical professionals, is challenging and time- consuming. Deep Learning (DL) has proven effective in training big data to generate accurate diagnoses through classification in a timely manner. Aim and Objective: This study uses data augmentation and hyperparameter optimization methods on convolutional neural networks (CNN) to understand the benefits of various architectures in addition to creating an accurate transfer-based tool for lung cancer diagnosis on CT scans. Materials and Methods: We found a dataset composed of chest CT images of patients with non-small cell lung cancers (NSCLC) categorized into adenocarcinoma, large cell carcinoma, and squamous cell carcinoma and a control group of normal chest CT scans. We tested the CNN architectures VGG16, InceptionV3, ResNet50, and EfficientNetB0 for feature extraction and observed each model on a variety of different metrics such as validation accuracy, statistical errors, and learning rate. Each model was trained on the prechosen data set 2 times at 6 and 12 epochs and several evaluation metrics were recorded. Observation and Results: EfficientNetB0, ResNet50, VGG16, InceptionV3 achieved test accuracies of 98.92%, 91.40%, 77.42%, 70.97% respectively when implemented with hyperparameter tuning and dropout layers. EfficientNetB0 also exceeded the other architectures in metrics such as precision, recall, and F1-score. Conclusion: Convolutional neural networks using EfficientNetB0 yielded a higher accuracy in diagnosis of non-small cell cancer on CT scan which encourages further research in developing robust diagnostic tools using DL to expedite diagnosis, especially in locations with inadequate healthcare resources.

Facilitators, barriers, and strategies for supporting shared decision-making with people with intellectual disability: A West Australian primary healthcare professional perspective

ABSTRACT Background Shared decision-making between patients and primary healthcare professionals positively impacts health outcomes. However, people with intellectual disability face additional barriers and require supported shared decision-making (SSDM) to participate. Little is known about how healthcare professionals use SSDM with this population. This paper explores the facilitators and barriers experienced, and strategies/resources employed by healthcare professionals working with people with intellectual disability. Method Ten purposively sampled primary healthcare professionals participated in semi-structured interviews. This descriptive qualitative study used content analysis. Findings were compared with a proposed model of factors influencing triadic (the person with intellectual disability, their caregiver and the healthcare professional) SSDM. Results Five factor categories emerged: previous training/experience; engagement and trust; effective collaboration with caregivers; organisational culture and contexts; and familiarity/confidence with communication support strategies and resources. Conclusions Healthcare professionals can leverage pre-existing skills and knowledge, but provision of targeted professional development may reduce anxiety and increase successful SSDM.

Exploring pre-service foreign language teachers’ intention to adopt technology: an investigation from the perspective of Situated Expectancy-Value Theory

Abstract The intention of pre-service foreign language teachers to adopt technology (PIAT) reflects their willingness to integrate educational technology tools into their teaching practices, which is essential for the digital transformation of language education and the professional development of teacher candidates. Drawing upon the Situated Expectancy-Value Theory, this study utilizes a structural equation model to analyze the factors influencing the intention of pre-service foreign language teachers to adopt technology. The results reveal that: (1) four motivational factors (i.e., self-efficacy, perceived enjoyment, perceived importance, and perceived usefulness) significantly predict PIAT, while perceived anxiety negatively correlates with, but does not significantly predict PIAT; (2) mindset significantly impacts perceived enjoyment, perceived importance, perceived usefulness, and perceived anxiety; (3) social influence exerts a significant influence on self-efficacy and mindset. The study concludes with implications for enhancing the digital literacy of foreign language teacher candidates.

The experiences of trans (binary and non-binary) people accessing emergency department care in Australia: A grounded theory study

BackgroundThis study aimed to explore the experiences of trans (binary and non-binary) people accessing emergency department care in Australia. MethodThis qualitative descriptive study utilised a grounded theory approach. Seven people who identified as trans were recruited through social media and trans support groups. Individuals participated in an in-depth narrative interview. Interview transcriptions were analysed using a constant comparative approach. ResultsFollowing thematic analysis, four key themes were identified: 1. identity; 2. clinical care; 3. communication; and 4. perceptions of health professional education, beliefs and experience in caring for trans people. ConclusionThis study is the first in Australia to explore the experiences of trans people utilising emergency department services. The findings of this study are similar to international data whereby the delivery of gender affirming care in emergency departments is inconsistent, health professionals are perceived as poorly educated and gender identity is inadequately recognised.

Improving primary healthcare quality in China through training needs analysis

The diagnosis and treatment capability levels of healthcare professionals directly affect the overall quality of medical services. Enhancing these capability levels requires strengthening the professional skill training of healthcare workers, especially those in primary care settings in economically underdeveloped areas. To understand the actual needs for professional skill training among primary healthcare workers, thereby providing data support for targeted training initiatives. An online survey was conducted using convenience sampling and subsequently, snowball sampling from May 10, 2023 to January 31, 2024. The survey included 3811 healthcare workers across China, and 3617 valid questionnaires were recovered. Descriptive analysis was used to compare the professional backgrounds and training needs of healthcare workers at different medical facility levels. Univariate and multivariate logistic regression analyses were employed to explore factors influencing the training of primary healthcare workers. The survey revealed that 70.1% of respondents were female, and 94.2% were from medical facilities below the provincial level, with 43.2% from township-level or lower medical facilities. Significant differences were found in age distribution, work experience, professional titles, educational levels, and training needs among provincial/national, prefectural/county, and township levels (P < 0.05). Busy clinical work schedules were the primary barrier to training participation. Most healthcare workers (78.7%) expected more than four training sessions per year, with the optimal frequency being quarterly. The most anticipated training topics among primary care workers were latest medical guidelines, new technologies/skills, and advanced management concepts, with over 80% interest. Compared with prefectural/county-level facilities, primary care workers at grassroots facilities are more significantly impacted by lower professional titles, lower education levels, weaker medical/technical skills, and insufficient specialized funding (odds ratio > 1, P < 0.001). Training should be tailored to the needs of healthcare workers at different medical facility levels. Particularly for primary care settings, providing special funding support and training in the latest medical guidelines, new technologies/skills, and advanced management concepts are important to improve the composition of titles, education, and professional technicians.

Research on the Optimization Path of College Counselor Team Construction in the New Era

In the new era, the team of college counselors, as an indispensable and important component of the higher education system, bears multiple responsibilities such as ideological and political education, daily student management, mental health counseling, and employment and entrepreneurship guidance. With the rapid development of society and the diversified transformation of student groups, the construction of the counselor team is facing new challenges and opportunities. In-depth research on the optimization path of the construction of the college counselor team is not only significant for improving the overall quality and work efficiency of the counselor team but also directly related to the completion effect of the fundamental task of cultivating morality and talents in colleges and universities, as well as the achievement of the goal of cultivating more high-quality talents for the country. Based on this and the author’s work experience, this paper first elaborates on the necessity of the construction of the college counselor team, and then conducts a deep analysis of its optimization path and strategy, aiming to provide a useful reference for the professionalization and professional development of the college counselor team, thereby promoting the sustainable development of higher education and the comprehensive growth of students.

Developing Professionally as an English Teacher: An Autoethnographic Study of ICT Tool Use During and After the Pandemic in Nepal

The COVID-19 pandemic interrupted Nepal's education system, forcing educators to rethink their classroom practices and transition from their physical classrooms to online platforms and other modes of teaching and learning. In this autoethnographic exploration, I draw from my significant experiences and practices about growing from a common to a techno-friendly teacher during and after the pandemic. Teacher professional development plays a dominant role in creating positive impacts on the lives of every teacher, especially during the pandemic days and transition. Hence, I reflected on the role of ICT in my professional growth and how they have influenced my professional journey. Subscribing experiential and transition theory, I interpreted my narratives, insights, and flashbacks about past incidents and interpreted them. The study reveals how an English language teacher struggled with ICT tools and other digital resources in the early days of the pandemic and felt vulnerable. These struggles, difficulties, vulnerabilities, and challenges in using ICT, including the applications, tools, and resources, and my resilience to cope with adversities, learning to use these tools, and the awaiting opportunities made a significant change in my teaching journey. My narratives, interpretations, and discussions showed the prominent role of ICT in the professional development of teachers.

“Breaking barriers: empowering African youth through implementation of a therapeutic patient education program for juvenile idiopathic arthritis”

IntroductionPatient education is crucial in managing chronic diseases like Juvenile Idiopathic Arthritis (JIA). Traditional methods such as videos and brochures often fail to maintain long-term knowledge retention. Therapeutic Patient Education (TPE) offers a more effective, patient-centered approach.ObjectivePAFLAR aimed to implement a TPE program with a “train the trainers” masterclass to ensure effective delivery and improve outcomes for children with JIA.MethodsPAFLAR's TPE program was designed through a focus group, involving a literature review and strategic planning for the implementation step. The program includes specialized training for healthcare professionals enhancing their abilities to deliver TPE workshops. Participants were selected based on volunteerism and commitment to the project. Evaluations were conducted through feedback assessment of both patients and participants.ResultsPAFLAR launched a TPE program in 2023, aimed at training healthcare providers to implement TPE effectively. This initiative included both in-person and virtual masterclasses, resulting in five workshops conducted in Kenya, Tunisia, and Nigeria. These workshops covered various aspects of JIA management, such as patient and family education, self-esteem, physical activity, treatment adherence, and pain management. Early results showed significant improvements in patients’ and parents’ understanding and management of JIA, with positive feedback indicating a need for further sessions.ConclusionPAFLAR has taken the initial step in implementing a TPE program for JIA across three countries, representing different regions of Africa. The TPE program offers a promising alternative to traditional patient education methods, significantly improving patient care, empowering healthcare providers, and advancing healthcare systems.

Psicologia institucional na assistência social

The field of social assistance is a promising area for psychologists to work in. The tools and theoretical foundations of this field are under constant self-assessment in order to improve ethical practice in the community. The aim of this study is to reflect on the experience of a one-year extracurricular internship in Basic Social Protection, assessing the practice of psychologists and the challenges of going beyond the role of social technician. The research uses José Bleger’s institutional psychology, normative documents from the Ministry of Social Development and CREPOP’s technical references to carry out a conceptual analysis. This analysis aims to introduce, reflect on and support the training of psychology students to work in the area of social assistance, explaining the possibility of including institutional psychology in this field. The study works with Bleger’s concept of “psycho-hygiene”, applied to the work of social workers and institutional psychologists. It concludes that the work of these professionals can contribute to preventing situations of illness within institutions. Bleger’s work remains relevant and coherent in the ethical training of psychology professionals.

The VR-AI–Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training

AbstractPre-service teachers (PSTs) of English as a Foreign Language (EFL) need extensive training, preparing them for challenges encountered in real classrooms. Such challenges include presenting the target content knowledge in front of the class and promptly responding to students’ questions on the content. High-immersion virtual reality (VR) is increasingly seen as technology facilitating teacher training. When integrated with Artificial Intelligence (AI), VR simulations can enhance teacher education by providing real-world practice opportunities. Drawing on cognitive flexibility theory (CFT), this case study investigated how pre-service EFL teachers (N = 17) in Poland interpret the VR-AI–assisted simulation designed to facilitate their content knowledge application. The results suggest that such simulations are valuable for professional development and reflective practice regarding content knowledge in pre-service EFL teacher training. The findings contribute to the broader understanding of the integration of VR and AI technology in language teachers’ training programs aiming to support the application of content knowledge in real-life classrooms.