Specific Professional Development Research Articles

Conceptualizing the Dimensions of Digital Leadership towards Academicians’ Competencies in AI: A Systematic Literature Review for Instrument Design

This study investigates digital leadership's role in improving academics' AI skills and the crucial shift in teaching and learning techniques brought by digital and AI advancements. A learner-centric approach customizes, engages, and includes learning using digital and AI. It demands a change from traditional education and stresses digital leadership and AI capabilities for academicians. The study conducts a thorough literature review to identify key digital leadership attributes, including the ability to innovate, strategically use digital tools, and give equal access to educational technology. It also describes the AI capabilities academics require to personalize instruction, streamline administration, and boost student performance. Results show academicians require specific professional development to learn digital leadership and AI. These apps help teachers use AI to meet digital needs. Digital leadership is dynamic and involves technical, strategic, ethical, and collaborative abilities to transform education, according to the paper. Cooperation and research are essential to understanding digital leadership and creating effective assessment and training methods as the digital world changes. The initiative will assist academics navigate modern educational situations and promote digital integration and innovation. As implications, this study reveals how digital leadership and AI capabilities are altering education. This research emphasizes the role of digital leadership and AI in enhancing teaching and learning in the digital era, adding to the discourse about preparing academicians for the future.

Evaluating an Undergraduate Human Physiology Curriculum Using the Physiology Professional Skills Curriculum Mapping Tool (PS-MAP): A Case Report

Introduction: The Physiology Majors Interest Group (P-MIG) recently proposed recommendations for professional skills development at the undergraduate level across four domains: (1) critical thinking, (2) communicating effectively, (3) behaving in a socially and scientifically responsible manner, and (4) demonstrating laboratory proficiency. Subsequently, the Physiology Professional Skills Curriculum Mapping Tool (PS-MAP) was developed as a freely available, customizable Qualtrics-based survey instrument for programs to assess the extent to which professional skills from each of the four domains are incorporated across the curriculum. Faculty who teach core and elective courses in a large undergraduate Human Physiology degree program completed the PS-MAP during the Fall 2023 semester. Methods: PS-MAP survey responses were exported into Excel then sorted according to core or elective course designation. Experiential and applied learning courses such as internships, laboratory research for course credit, and independent study projects were excluded from analysis due to variations in individualized experiences. Next, a table was generated to summarize professional skill inclusion by course (taught and/or assessed) and target level of proficiency: skills were (1) introduced (presented and practiced for the first time), (2) reviewed (reinforced after prior introduction), or (3) advanced (demonstrated a high level of proficiency). The overall percentage of courses that teach or assess each professional skill was calculated. The intended level of proficiency per course was also evaluated. Results: Data were reported for 21 out of 24 core and elective courses. The two professional skills reported as most frequently taught or assessed in major coursework were: (1) critical thinking: develop arguments, hypotheses and/or conclusions using critical analysis of the scientific evidence (81% of courses) and (2) critical thinking: apply, analyze, and/or integrate information to generate evidence-based solutions to physiological problems (81% of courses). Laboratory proficiency and communicating physiology orally and in writing were domains reported as taught or assessed in fewer than half of major courses. Discussion: The PS-MAP was a relatively easy-to-implement tool to map professional skills development across an undergraduate Human Physiology curriculum. The main outcome was a visual representation (i.e., table) depicting patterns of professional skills incorporation across core and elective courses. This table will be shared with faculty to guide subsequent curriculum discussions. Proposed areas for future curricular exploration include (1) formally embedding specific professional skills development within program learning goals, (2) strategically and intentionally aligning coursework (course activities and assessments) with program learning goals to scaffold professional skills development across the curriculum, and (3) reviewing course-level learning goals for internships, undergraduate research, and independent study projects to emphasize laboratory proficiencies and oral and written communication skills. No funding sources to report. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation

ABSTRACT The internationalisation of higher education has resulted in the spread of English-medium education (EME) across the world. This new educational paradigm comes with a number of challenges, one of them being the need to create specific continuous professional development (CPD) for teachers involved in it. Despite this compelling need, existing research accounting for examples of teacher education in EME is scarce. To reduce this dearth, the present study seeks to showcase a research-based peer observation EME teacher education initiative as a potential inspiration for the design and implementation of similar programmes worldwide. A thematic analysis of its participants’ feedback has revealed that, in addition to addressing linguistic and pedagogical competences, multilingual and identity issues are of the highest concern. Likewise, reflection and collaboration are highlighted are key elements for effective teacher education programmes.

Teachers’ Perceived Level of Professional Development and Competencies in Handling Kindergarten Pupils: The Case of Public and Private Schools of Ozamis City Division

Despite the critical role of early childhood education and the unique challenges faced by kindergarten teachers, there exists a noticeable need for more specific professional development needs and competencies required for effective teaching. This study employed a descriptive-survey research method to determine the professional development needs and competencies of kindergarten teachers in public and private schools of the Ozamiz City Division. Findings revealed that the kindergarten teachers expressed a high level of perceived professional development needs and demonstrated a high level of competence in handling kindergarten classes. This emphasizes the dedication of teachers to ongoing growth and improvement within their field. However, there exist a significant differences on the perceived professional development needs and competencies in terms of gender. These indicated the necessity for professional development to enhance the skills of kindergarten teachers, particularly in addressing the differing competency needs of male and female pupils. Thus, continuous professional development is essential, especially for early childhood education, as teachers must effectively meet the needs of their students and provide quality education.

Hidden diversity in the conservatoire: A qualitative enquiry into the experiences of higher education music students with disability

Students undertaking higher education music degrees represent a rich tapestry of experiences, cultures and needs. However, equity and inclusion issues related to music students with disability in higher education are frequently addressed in generic ways, and without consultation or consideration of their unique requirements. With limited research available, this qualitative study within an Australian Conservatorium of Music analysed the experiential and situated reflections of 18 music students with disability. Based on our reflexive thematic analysis, we propose that issues related to equity and inclusion for music students in higher education are multi-faceted and interrelated. By foregrounding the participants’ voice, the qualitative themes suggest that enhancements related to disclosure processes, quality of communication and reliability of resources, would fortify equity and inclusion. The findings span the need for reforms at the institutional level, as well as specific professional development for educators and awareness raising amongst the student cohort. Informed by the participants’ lived experience, the findings call for music educators, professional staff and institutional leaders to effectively apply features of inclusive, caring, professional practices so that music students with disability can thrive in higher education.

Lecturers’ Perspectives on English Medium Instruction (EMI): Implications for Professional Development

Purpose: Turkish universities have increasingly embraced English Medium Instruction (EMI) as a teaching approach, which is a part of a global push to internationalize higher education. This present study examines the perspectives of 30 EMI lecturers working at universities in Turkey, emphasizing the role of EMI in the internationalization of higher education. The study aims to explore how these lecturers perceive EMI and how they engage with it, identifying both commonalities in their perspectives and the challenges they encounter. Methodology: In this qualitative case study, purposive sampling was used to select the EMI lecturers from universities in Turkey. Data collection was conducted through semi-structured interviews, allowing for in-depth exploration of lecturers' perspectives and their insights. Content analysis, focusing on the complexities and nuances of EMI implementation, was used to systematically examine and interpret the themes emerging from the interviews. Findings: The study identifies the key benefits of EMI as the increasing access to scientific knowledge, improved career prospects, and enhanced English proficiency. However, EMI also brings significant challenges, such as the difficulty of instruction in a foreign language, additional time requirements compared to Turkish Medium instruction (TMI), and issues related to terminology and cultural integration. These challenges underscore the need for targeted professional development to fully incorporate EMI's potential in improving higher education. Highlights: EMI increases access to global scholarly resources and encourages the development of English proficiency in accordance with international academic standards. It promotes global competitiveness among graduates, providing significant career and academic opportunities. Challenges include linguistic barriers in teaching and learning and intensive preparation time. The study advocates for specific professional development programs to effectively address the pedagogical and linguistic challenges of EMI. Future implications are discussed, and suggestions are offered to help with implementation.

Australian teachers’ views on how primary science education can be improved

Teachers are crucial to bridging the theory-praxis divide in science education by utilising evidence-based teaching practices to improve outcomes for their learners. However, the perspectives of primary teachers have seldom been considered beyond the confines of specific professional development programs. This paper aims to explore Australian primary teachers’ beliefs about how primary science education could be improved. A sample of 165 primary educators responded to an open-ended digital survey prompt. The results showed that teachers viewed themselves and their colleagues as central to the improvement of primary science education as evidenced by the most prominent themes of Professional Development (47.27%), Funding-Resources (37.58%), Classroom Practice (21.82%) and Personal-Teacher Improvement (21.21%). Curiously, university did not feature strongly, suggesting the participants may hold neutral views regarding the impact of universities on primary science education. The findings should serve as a catalyst for future research and engagement with primary teachers. Universities could expand their roles in building relationships with and providing accessible professional development to a group of primary teachers who, quite rightly, view themselves as key to improving primary science education.

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program.

Teacher emotions are essential for teaching effectiveness and teachers' professional development. Studying teacher emotions during a program in today's world is crucial, where teachers are commonly involved in professional development programs. From an ecological perspective, this study employed a case study method to examine the emotions of two Chinese high school mathematics teachers in a 4-year teaching improvement program. Semi-structured interviews, teacher emotion logs, researcher memos, and informal dialogues were all used to collect data. This study aimed to better understand the emotions that Chinese high school mathematics teachers developed and the processes that generated them in their interactions with various ecosystems within a specific professional development program overlay. The study's findings revealed that the two teachers triggered 65 emotions in their interactions with the various ecosystems over 4 years-A describing 51 and B describing 46-with an overall predominance of positive emotions. They triggered the broadest range of emotions in the mesosystem, particularly during interactions with program companions. During the early, medium, and late stages, their internal psychological factors and interactions with each system changed, resulting in significant changes in their emotions. They all went through phases of mixed sadness and happiness, ending in a state of delight and calmness. Finally, we recommended teachers' professional development based on the study's findings.

Experiences of a mental health promotion, prevention, and early-intervention training program targeted to school nurses in the United Arab Emirates.

To report participants' and facilitators' experiences of mental health promotion, prevention, and early-intervention training program targeted at school nurses in the United Arab Emirates (UAE). The UAE school healthcare service is staffed by full-time nurses and part-time doctors and linked to primary healthcare centers. This service supports children's physical and mental well-being. However, school nurses' capacity to realize the potential of this service, particularly regarding mental health, has not yet been explored. We used an exploratory qualitative approach with data triangulation. Data were drawn from school nurses that participated in a targeted mental health promotion, prevention, and early-intervention training program. Data were gathered through focus group interviews with participating school nurses, written reflections, and notes recorded by the program designers and trainers. All school nurses who participated in the training program (N=15) were included in this study. This study adhered to the consolidated criteria for reporting qualitative research. Nurses' narratives encompassed three main themes, which indicated the program was an enjoyable professional and personal journey that allowed professional discovery/development and personal growth. Program organizers/facilitators indicated the training program was important, but challenging to implement. Four themes emerged from their reflections that covered the structure of school nursing services, participants' competency and education, the UAE context, and teaching style. A well-structured professional development program can contribute to improving mental healthcare in schools. Improved service structure and regulations to support this goal are essential. School nurses benefit professionally and personally from targeted mental health training, which also improves the care students receive. School healthcare service managers should consider increasing such training opportunities for nurses and focus on measuring service outcomes and evaluating effectiveness. It is also necessary to reassess the minimum qualification requirement for school nurses. Specific professional development programs for school nurses will improve their clinical practice and support the recruitment of competent and prepared staff.

Machine Translation An Enduring Chasm between Language Students and Teachers

The COVID-19 pandemic has elevated focus on educational technologies (Elaish, et al., 2021). One area of sustained controversy in this domain centers around machine translation (MT), where language teachers and students have historically disagreed (Lee, 2020). While research has demonstrated the benefits of MT (e.g. Benda, 2013; Chon et al. 2021; Correa, 2014; Dziemianko, 2017; Enkin & Mejías-Bikandi, 2016; Garcia & Pena, 2011; Lee, 2020; Lee & Briggs, 2021) and studies have consistently reported frequent student usage of MT (e.g. Alhaisoni & Alhaysony, 2017) Clifford, Merschel, & Munné, 2013; Jin & Diefell, 2013; Tsai, 2019; Yang & Wang, 2019), teacher views have traditionally been negative (e.g. Case; 2015; Clifford, Merschel, & Munné, 2013; Niño, 2009; Stapleton & Leung Ka Kin, 2019). Given that recent research on MT has targeted ESOL (e.g. Lee, 2020; Murphy Odo, 2019; Tsai, 2019), that MT itself has evolved considerably since 2016 (Yang & Wang, 2019), and that teacher beliefs can be influenced by professional development and context (Borg, 2015), this study examined (1) contemporary attitudes toward and practices around MT among students (n=75) and teachers (n=25) of diverse languages, and (2) changes in instructor views after high impact pedagogical events: (a) a professional development seminar specifically on MT and (b) the “crisis‐prompted [shift to] remote language teaching” (Gacs et al, 2020) as a result of the global COVID-19 pandemic. Results from four surveys indicate a wide, enduring chasm between students, who increasingly use and feel positively towards MT but are varied in their understanding of implications of its use for academic integrity, and teachers, most of whom make no instructional use of MT, feel negatively about it, have clearer reviews on its relationship to academic integrity, and maintain their views after specific professional development and broad and far-reaching contextual events related to technology. Implications for practice, especially in the context of a surge in academic integrity violations related to MT during the COVID-19 pandemic (Çelik & Lancaster, 2021), will be discussed.

Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program

When implementing educational innovations, teachers’ approaches to integrating new teaching demands are a crucial factor in their professional development. This becomes especially important in inclusive mathematics education, where teachers are demanded to integrate two jobs: (a) create joint learning experiences for all students and (b) provide focused learning opportunities for individuals. These jobs and the orientations in which they are pursued are perceived as conflicting demands by some teachers, while others do not. Within the model of content-related teacher expertise, this qualitative study investigates teachers’ practices for integrating these demands by disentangling the interplay between teachers’ self-reported practices and their underlying orientations about inclusive education. The analysis reveals that only some teachers explicate conflicts between inclusive teaching demands. It also shows that teachers command a variety of different practices for dealing with the new teaching demands and that some complex practices can indeed integrate different demands simultaneously. Implications include the insight that professional development programs on inclusive education should pay careful attention to teachers’ articulated jobs and orientations in order to promote the integration of teaching demands. Beyond this specific professional development content, the search for practices for integrating demands arising from an interplay of jobs and orientations might be a promising professional development research approach for increasing the scope of professional development.

The kindness COVID-19 toolkit: a mixed-methods evaluation of a programme designed by doctors in training for doctors in training

ObjectivesThe impact of a coronavirus disease (COVID-19)-specific professional development programme on the well-being of obstetrics and gynaecology (O&G) doctors in training (DiT) working during the pandemic.DesignA mixed-method evaluation of a...

Street‐level immigrant policy implementation: The role of school counselors

AbstractThis article contributes to the literature on the pathways of incorporation of undocumented immigrants in the United States by providing insights into the perspectives of street‐level bureaucrats implementing policies seeking to increase college access at the state level. Results from a survey of public school counselors in New Jersey show that most counselors have limited knowledge of the policies that affect undocumented students' access to college, whether those policies concern attendance or eligibility for in‐state tuition and financial aid. Those who are familiar with these laws have usually sought specific professional development on their own rather than relying on training provided by their employers. The results also indicate that counselors who work in urban areas and in majority‐Latino institutions had greater knowledge of these policies than those working in suburban and rural areas or in predominantly white schools. This article highlights the role of place in the bureaucratic incorporation of undocumented immigrants at the state level, specifically investigating the type and level of services that this group receives in the public education system. We also contribute to the public policy literature by showing the effects of ad hoc implementation of inclusive policies by street‐level bureaucrats.

Teaching is a Story Whose First Pages Matters – Four Type Narratives From The Beginning of a Teaching Career

From a broad perspective, the entire time spent in teacher training can be characterized as a period of professional growth. Specific professional growth and development are realized when the students enter the advanced stage of master's studies to independently practise their profession in their own class of pupils. The uncertainty of a novice teacher and, on the other hand, the ‘burden of competence’ gained from teacher training make this induction phase very sensitive and critical, as all the competencies they have obtained during teacher training should culminate in this specific phase. The development of a student into an independent teacher is a growth story in which each person's identity, experiences of teaching, and the knowledge structures gained from teacher training determine how they experience their growth, how their multiple skills develop, and how their individual growth story evolves. In this study, we look at the writings of primary school teacher students who have just entered working life. In their writings, the students who are in the beginning of their teaching career highlight their experiences, critical points, decisive moments, meaningful experiences, and professional growth in different ways. What can we, as teaching practice supervisors, learn from our students’ experiences? What conditions and actions strengthen or destabilize the teacherhood of a newly graduated teacher? This study examines these questions through type narratives specific to narrative research by summarizing the students’ experiences in four different type narratives.

“ACTIVE VALUES”: An Interdisciplinary Educational Programme to Promote Healthy Lifestyles and Encourage Education in Values—A Rationale and Protocol Study

Numerous investigations show the need to intervene with school children and young students in order to mitigate socio-educational difficulties such as social conflict, and public health problems such as sedentary lifestyles and childhood obesity. This study seeks to explain the rationale and protocol of an educational programme called “ACTIVE VALUES” as an intervention strategy for the reduction of sedentary lifestyles and the promotion of education in values in schools. The present research used a mixed methods approach with a quasi-experimental design of repeated measures (pre-test and post-test), with a non-randomised control group (CG) and an experimental group (EG). The sample was composed of approximately 250 students and 30 teachers from different autonomous communities in Spain, divided into EG and CG. The EG implemented a teaching methodology based on the incorporation of Active Breaks (AB) into the structure of the Teaching Personal and Social Responsibility (TPSR) model, during one academic year, while the CG used conventional teaching based on the direct instruction teaching technique. A specific two-stage professional development procedure was followed: (1) initial training and (2) continuing professional development (CPD). The fidelity of the programme was checked by observational analysis of the sessions which were analysed by two observers with expertise in educational research and active methodologies. Currently, “ACTIVE VALUES” is the first study that examines the effectiveness of an educational programme that integrates into the teaching methodology, elements that foster education in values and promote healthy lifestyle habits through physical-sports activity within the classroom.

Same, same but different! Exploring children’s understandings of within-species variation

ABSTRACT The importance of genetic diversity, especially within small populations of endangered species, is becoming increasingly apparent. Genetic engineering techniques that could potentially enhance diversity are now being developed. However, the use of such techniques would require social licence and yet within the general population there is limited understanding of the importance of variation within a species. This qualitative study explored the potential of introducing the concept of within-species variation to New Zealand primary school children (5 to 11 year olds) with the aim of preparing these students to make critical decisions about the use of these techniques in their futures. Eighty-four children participated in the study and their explanations for the impact that differences between individuals may have were analysed revealing their scientifically acceptable understanding of the concept. But findings also highlighted potential misconceptions that they may retain. These misconceptions include a belief that animals think and behave in a manner similar to humans or that variations within a species are for identification purposes only. Findings showed that the concept of within-species variation could be introduced to primary school children. However, to do this successfully curriculum documents may need to be reviewed and teachers may require specific professional development.

Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices

Research on mathematics teacher professional development has emphasized primarily teaching quality enhancement. Mathematics task as one of the vital components in mathematics teacher education has been sparsely investigated. The purpose of this research is to explore mathematics teachers’ beliefs and practices in applying a problem-based task after attending one-semester online teacher professional training funded by the Ministry of Education. This is a mixed-method research design with data collected by distributing questionnaires to 105 mathematics teachers from 24 provinces in Indonesia after accomplishing an online professional training program to determine their self-reported beliefs about mathematical problem-based tasks. Data were also collected by conducting focus group interviews with 15 mathematics teachers with different teaching experiences. Teachers' relevant documents, such as course contents, task forms, and notes, were analyzed and used to enrich the qualitative interpretation. The quantitative result indicated that mathematics teachers' beliefs on the problem-based task were low. Meanwhile, the qualitative findings indicated this category of teachers constructed their problem-based tasks with no theoretical framework. Three misconceptions in designing problem-based tasks were also reported. Therefore, future research is recommended for a more acceptable and applicable problem-based tasks framework and design a specific teacher professional development training to promote teachers’ competencies.

Professional development in health education for primary school teachers: A systematised review of the literature

ABSTRACT Professional development can be used as a tool to increase teacher confidence and competence. Consequently, it may improve the quality of education available to students. Previous research suggests that many teachers lack the confidence to teach health despite it being an area that they are expected to teach. This paper locates and considers the health specific professional development opportunities that exists for primary school teachers internationally. The authors brainstormed a list of search terms and followed the PRISMA guidelines to search EBSCO databases. The findings were screened and sorted. The review found that educators who value and understand health are more likely to teach health related topics. Professional development related to health that was most effective was characterised as being (1) multidimensional, (2) integrated, (3) adaptable, (4) modelled, (5) collaborative, (6) supported by school leadership, and (6) valued. Despite the importance of health, the review found a lack of professional development for teachers. This may in turn create a barrier to students accessing health education. Thus, professional development programmes for teachers that aim to improve their confidence and competence to teach health in the classroom are urgently required.

COVID-19: Teacher Interns’ Perspectives of an Unprecedented Year

During COVID-19, digital learning took on an unprecedented central focus in K-12 education. This study applied photovoice qualitative methodology to record and understand the lives and reality for teacher interns as they adapted to abrupt changes in the way they designed and delivered instruction while living homebound during a pandemic. Teacher interns shared their stories of transitioning to virtual or distance learning. Participants (n = 97) were a demographically and culturally diverse group of K-12 public school teacher interns from California. The findings from this study illuminate the need for U.S. public K-12 schools to develop specific professional development training to support teachers when unforeseen events may cause the physical closure of their schools. The implications of this study highlight a shift in the mindset of how to develop practices and policies to support teacher licensure candidates during times of crisis, which may affect their ability to teach and engage students in a distance learning environment. Their experiences showed that out of chaos came the development of critical thinking and unexpected skills that moved education forward for everyone involved.

Teachers’ Satisfaction: Implications for Job Performance

The main objective of this study is to explore the teachers' satisfaction and their implications on job performance in schools. This study is based on a qualitative phenomenological research design and the study focused on perspectives of teachers' job satisfaction. Secondary data analysis is used and analyzed qualitatively with critical review. In educational sector, teachers are the individuals, who deliver an effective contribution in imparting knowledge, attitudes, development of skills and abilities, leading to overall growth and development of the students and welfare of the community. They are professional and ethical in their job performance. It is vital for the teachers to be satisfied with their job in order to perform their duties up to the required standard. Results show that a lack of resources, lack of dynamic leadership, overcrowded classes, lacks of discipline among learners, work overload, low salary, administrative issues, and lack of recognition by principals, job security, lack of professional opportunities, and parents for good work done were serious sources of dissatisfaction among teachers. The findings, implications from this study include offering specific professional development suggestions, as well as critical way for further examining teachers’ motivation to learn as a research topic and theoretical construct.