Professional Development Support Research Articles

Insights into primary care physicians’ detection, intervention and management of patients with substance use disorders in Egypt

Egypt is experiencing an increasing drug problem (cannabis, heroin, amphetamines, pharmaceutical opioids, synthetic cannabinoids). Whilst harm reduction and addiction treatment are provided by government and non-governmental organizations in Egypt, very little is known about physicians experience of handling patient substance use and substance use disorder (SUD) in primary care. A cross-sectional national study of 392 Egyptian Family Physicians (FPs) & General Practitioners (GPs) explored their knowledge, attitude and professional practice regarding management of SUD in primary care, as a first step toward identifying professional development support needs and informing general practice. Findings underscore the need for greater depth of addiction training during undergraduate medical education and in continuing professional development, so that Egyptian FPs/GPs can better prevent harmful substance use, detect patients with SUD, intervene and support those in treatment. This study provides unique information which will inform further development and scale of evidence based SUD brief intervention and treatment within Egyptian primary care.

Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation

ABSTRACT This paper delves into challenges faced by individuals from remote regions accessing international conferences and proposes culturally appropriate solutions. It shares insights examining remote conference hubs designed to improve attendance and connectivity to online conferences in three Pacific countries. Commissioned by the South Pacific Educators in Vision Impairment (SPEVI), the research aimed to understand barriers faced by remote attendees and document a model for future remote hubs. The findings, including participant feedback and the hub model, are transferable to diverse contexts. Initiated for the SPEVI bi-annual conference, three Pacific hubs facilitated increased attendance and interaction among Pacific Islanders. These hubs provided a space with good internet, facilitated local language communication, and fostered engagement with both main conference activities and specific local events. The collective approach of these hubs resonated with Pacific cultural values, resulting in enhanced participation and satisfaction. This research offers a globally applicable model for remote community participation in conferences and professional development. It provides unique insights from a Pacific perspective, contributing to inclusive conference participation by embracing Pacific ways of understanding and being and advocates for reshaping future online education conferences. Support for professional development in remote locations, emphasising inclusivity and accessibility for all, is discussed.

Integration of Technology into Education and its Effects on Student Learning

Abstract: Technology is ubiquitous, touching almost every part of our lives, our communities, and our homes. Yet most schools lag far behind when it comes to integrating technology in classroom learning. So it is quite important to conduct a review on different types of technology integration in schools. With this intention, the present study is conducted to review the literature related to different technologies integrated in students' learning process, reasons behind technology integration, outcomes of students' learning based on technology integration. Various studies support that technology helps to change the roles and relationships between students and teachers: students take responsibility for their learning outcomes, while teachers become guides and facilitators. Technology lends itself as a multidimensional tool to support the learning process. There is growing evidence that integrating technology has a positive impact on student learning and academic achievement. Research on technology use and integration suggests that teachers and schools are most likely to use technology to personalize learning when (1)it supports existing student-center practices and helps to address problems or challenges; (2) it is part of a structured, organization-wide initiative to implement learner-centered learning; and (3) teachers have access to extensive professional development and ongoing support..

Artificial Intelligence and teachers' sustainability :Preschool teachers' perceptions of conditions and level of support for Professional Development in Early Childhood Special Education

هدف البحث الكشف عن اتجاهات معلمات التربية الخاصة في مرحلة الطفولة المبكرة السعوديات نحو برامج التنمية المهنية في مرحلة الطفولة المبكرة . تم الحصول على بيانات استطلاع الرأي من 30 معلمة سعودية في مرحلة الطفولة المبكرة ، وتم إجراء مقابلة مع خمسة منهن لمعرفة احتياجاتهن التدريبية والتحديات التي تواجهها كل منهن. استخدم الباحثون المدخل النوعي الذي اشتمل على استطلاع رأى مسبق ومقابلات. تم تقديم استبيان عبر الإنترنت للمشاركات من أجل الكشف عن اتجاهات بخصوص برامج التنمية المهنية وتقييم أحكامهم على نجاح هذه البرامج. أشارت النتائج إلى الاتجاهات الإيجابية عن هذه البرامج ، حيث تعتبرها المعلمات أدوات مفيدة يمكن أن تساعدهن في الحصول على رخصة التدريس. لذلك ، رأت المشاركات أن برامج التنمية المهنية ذات قيمة وتساعدهن على تحسن مهاراتهن التعليمية. تشير هذه النتائج إلى إعطاء الأولوية لبرامج التنمية المهنية لمعلمات الطفولة المبكرة في المملكة العربية السعودية قد يؤدي إلى زيادة الكفاءة والقدرة والحصول على رخصة التدريس المطلوبة. ينتهي البحث بتوصيات لمزيد من البحث حول كيفية تحسين برامج التنمية المهنية لتلبية احتياجات المعلمات بشكل أفضل

Parents as Partners: Exploring the Experiences of Teachers of Students with Disabilities

Abstract The Individuals with Disabilities Education Act of 1990 (reauthorized in 2004 as the Individuals with Disabilities Education Improvement Act) mandates that teachers include parents and guardians as partners in their child’s education. Although these partnerships have been shown to help parents and teachers alike, they can also be experienced negatively by both parties, resulting in diminished outcomes for students, stress and frustration for parents, and burnout for teachers. The purpose of this qualitative study was to explore the experiences of teachers of students with disabilities when partnering with their students’ parents. After conducting 10 semistructured interviews and using thematic analysis to analyze the data, author identified the following four themes: (1) yearning to be trusted, (2) embracing the paradox (“you can't take it personally”), (3) striving to access empathy, and (4) lacking training and support (“desperate for help”). Findings from this study indicate that teachers desire connection and collaboration with their students’ parents but require more professional development and overall support to do so consistently and effectively. The article provides recommendations for specific areas where professional development may be particularly useful in repairing roadblocks to positive teacher and parent collaboration.

Changes and Development of Teaching Patterns in Basic Education in the Network Era

Against the backdrop of highly developed information technology in the Internet age, the shape of basic education teaching and learning has undergone systemic changes, contributing to the rise of online education and education digitization. Based on the network era's background, this paper first examines the teaching characteristics of basic education in the network era from the three perspectives of teaching time and space, teaching resources, and teaching information, including the learning mode of inter-temporal learning, massive teaching resources, and rapid updating of educational information. Subsequently, the article provides a detailed exposition of the framework for developing the pedagogical model of basic education, examining this process through the integrated lenses of teaching spaces, pedagogical agents, and instructional methodologies. Finally, three strategies for advancing and reforming teaching and learning patterns are proposed: innovation and improvement of the teaching and learning evaluation system, professional development support and training for teachers, and development and sharing of teaching and learning resources. These measures are intended to adapt basic education practices to the needs of the network era and to ensure their adaptation to the rapidly evolving digital environment.

The impact of school support for professional development on teachers' adoption of student-centered pedagogy, students’ cognitive learning and abilities: A three-level analysis

Student-centered pedagogy (SCP) is highly considered for its potential to facilitate cognitive learning in Computational Thinking (CT) education. However, there is a noticeable gap in understanding its influence on students' cognitive development from a multilevel perspective. This study delves into cognitive learning theories and aims to bridge the existing gap by introducing a three-level conceptual model to illustrate how the influence of SCP on students' cognitive CT abilities is mediated through the cognitive learning processes. This multilevel approach simultaneously explores SCP within the intricate school environment where factors at the school, teacher, and student levels are closely intertwined. Data was collected from 82 programming teachers and their 2433 students across 43 Hong Kong primary schools. Using multilevel modeling, results indicate that the adoption of SCP is significantly anchored by school support on teacher professional development (TPD), which in turn enhances students’ cognitive learning (i.e., active, interactive, constructive, and reflective learning) in class, further contributing to their enhanced cognitive CT abilities. The findings underscore the nuances of SCP adoption in school scenarios, advocating for strategic approaches to maximize student achievements in CT education. Recommendations for future research are discussed.

A study of quality assurance impact on online learning outcomes of college students

The effectiveness of online teaching depends on quality assurance (QA) support, including individualised helpdesk assistance and group-based faculty training. The purpose of this study is to examine the QA impact on student learning outcomes through a twofold approach: (1) quantitative analyses of the relationship between QA assistance data and 51,670 grade point average (GPA) records across online courses during the COVID-19 pandemic; and (2) qualitative extraction of the topic patterns about helpdesk services at a state university in California. An R package is employed to capture the primary features of technical assistance. While the QA support is triggered by the massive course switch to online teaching, the impact has been sustained by the fact that many incoming college students have taken online courses during the pandemic and wish to keep the online programme options in higher education. In alignment with the extended needs, the research findings are discussed to draw the future implications of QA support for faculty professional development and student learning in the post-pandemic era.

Indicators of learning disabilities among kindergarten students from the perspective of their teachers

Introduction. The study of children's learning disabilities is highly relevant to the global scientific community for several compelling reasons. First and foremost, early identification and intervention in learning disabilities among kindergarten students can significantly impact their long-term academic and social development. By shedding light on indicators of learning disabilities from the perspective of teachers, this research contributes vital insights that can inform evidence-based practices and policies aimed at improving the educational outcomes of young children worldwide. In the vibrant city of Amman, where educational paradigms are progressively evolving, it is crucial to scrutinize the indicators of learning disabilities at this fundamental stage. This research paper aims to fill a critical knowledge gap by delving into the manifestations and indicators of learning disabilities among kindergarten student, as observed and reported by their dedicated teachers in Amman. Study participants and methods. Engaging a sample of 183 teachers (Jordan, Amman), the study examines the relationship between demographic characteristics (age, years of experience, and level of education) and teachers’ observations of learning disabilities, intervention strategies employed, and the sufficiency of professional development and administrative support received. Results. Demographically, the majority of participants were in the age groups of 20-29 (39.9%) and 30-39 (44.3%), with 75.4% holding Bachelor's Degrees. In terms of learning disabilities observation, a substantial number of teachers agreed (38.3%) or strongly agreed (31.7%) that students exhibited difficulty following instructions, and a similar pattern was observed for poor academic performance, with 35.5% agreeing and 35.5% strongly agreeing. Behavioral issues were acknowledged by 39.3%, and 29% strongly agreed. For social interaction problems, 31.7% agreed, and 27.9% strongly agreed. In terms of intervention strategies, peer tutoring was perceived as effective by 36.6% who agreed and 39.9% who strongly agreed. Visual and auditory learning aids were viewed positively, with 41% agreeing and 42.6% strongly agreeing on their effectiveness. Individualized learning plans also garnered support, with 35% agreeing and 36.6% strongly agreeing. In terms of professional development and support, the majority found the frequency of training sessions (53.6%) and the quality of training materials (56.3%) to be adequate, while a significant proportion indicated administrative support (53.6%) as adequate. Practical significance. These findings hold practical significance for educators, policymakers, and scholars, serving as a vital resource for informing policy decisions and pedagogical practices in early childhood education. Additionally, they offer a solid groundwork for future research and the formulation of effective strategies to address learning disabilities in this critical educational domain.

Kesediaan Guru Sejarah Sekolah Rendah dalam Mengaplikasikan Kemahiran Berfikir Aras Tinggi dalam Mata Pelajaran Sejarah

Higher-level thinking skills (HTS) is a transformation in the education system in Malaysia in this century in line with the implementation of the Malaysian Education Development Plan (PPPM) 2013-2025. The teaching practice that applies KBAT has gone beyond the entire concept of subject content by focusing on several theories of KBAT, particularly Bloom's and Lorin Anderoson's taxonomy. Therefore, the purpose of this study is to identify teachers' readiness from the aspects of knowledge, skills and attitudes in applying Higher Level Thinking Skills (HOTS) for History subjects in primary schools. This survey study with a quantitative approach involved a total of 100 teachers in Bangsar district, Kuala Lumpur. The researcher used a questionnaire instrument and a 5-point likert scale in this study. The data information obtained was analyzed using Statistical for Social Science version 26.0. Data was analyzed using descriptive statistics (frequency, percentage, mean score and standard system). The findings of the study reported that the level of readiness of primary school teachers to apply KBAT in the subject of History exceeded the medium-high level. The mean score for each aspect evaluated is knowledge (mean = 4.12), skills (mean = 3.94) and attitude (mean = 3.97). This means that teachers have a high potential in applying KBAT in History subjects if their talent is successfully polished from the early stages of their studies, which is at the college of teachers. The results of this study can be used as a guide by all primary school teachers in applying KBAT in the teaching of History. In addition, it also emphasizes the importance of continuous professional development and institutional support in strengthening teachers' skills in integrating KBAT in the teaching of History.

Teaching computational thinking in grade school requires “just right” individual teacher support

AbstractIn‐service teachers implementing a science, technology, engineering, and math (STEM) curriculum centered on computational thinking (CT) work with unique content and pedagogical experiences. Understanding how curriculum design and teacher professional development affect curriculum implementation can help researchers understand the critical aspects of supporting the teacher in “just right” ways to learn and teach an embedded CT curriculum. We qualitatively analyzed 22 teachers' discourse through a case study approach. We identified how CT is afforded and constrained through curriculum design and teacher professional development support. Teachers expressed that the supports that were critical to their confidence and perceived ability to teach CT were (a) a program that provides “just right” support, (b) a program that provides options and individualization, (c) an internal personal identity that embraces continual innovation and learning, and (d) an educational system that is encouraging and supportive of the effort and creativity it requires to implement innovative and intensive embedded CT programs. These findings can inform how to support teachers to integrate CT within existing STEM curricula as a core scientific and mathematical practice and to foster student interest in computer science.

Supporting Nurse Professional Development Practitioners Through an Academic-Practice Pilot Initiative.

Nurse professional development practitioners (NPDPs) support licensed nurses as they transition into practice. The NPDPs themselves benefit from opportunities to grow professionally in their role as educators. A nursing school and hospital leadership pilot initiative was conducted to support staff development for NPDPs at a Midwestern health system. Four sessions were developed by academic educators and presented to NPDPs: educational theory, backward curricular design, active learning strategies, and assessment and evaluation principles. The NPDPs who attended the seminar indicated that the program objectives were met and identified at least one change they planned to make in planning, course design, or evaluation. In addition, they requested future professional development opportunities. Planning and implementation of this pilot educational seminar provided valuable content for NPDPs. This pilot model can strengthen academic-practice partnerships and support ongoing staff development. [J Contin Educ Nurs. 2024;55(5):253-256.].

Self-Reported Preparedness and Factors Influencing AI Tools Integration in Teaching Among Master's Degree Students in a Selected Teachers Education College

Against the backdrop of the transformative potential of artificial intelligence (AI) in various sectors, its increasing integration in the field of education has garnered attention for its potential to enhance teaching effectiveness and overall academic quality (Rosales et al., 2020; Wartman, 2018; Chassignol et al., 2018; Chen et al., 2020). This study focuses on the self-preparedness of Master’s degree students and the factors influencing the integration of AI tools in teaching practices within a selected Teacher Education college, recognizing the critical role of AI in shaping the future of education (Fitria, 2021). The findings revealed a positive correlation between self-preparedness and various factors, emphasizing Ai’s transformative potential in education. Recommendations include inclusive professional development, gender-responsive training, and ongoing support for educators. Collaborative networks, research and development, policy guidelines for ethical AI use are suggested. The study underscores the need for ongoing research on AI’s long-term impact and cultural influences in education, prioritizing diversity and ethical considerations for effective implementation.

Applying Multitiered Support for Professional Development to Targeted Student Interventions: A Single-Case Design Study

Applying Multitiered Support for Professional Development to Targeted Student Interventions: A Single-Case Design Study

Professional formation of college students at the stage of their pre-professional development

The subject of the study is the formation of components of professional formation (professional identity, motives of professional choice, ability to build time prospects) of college students at the stage of their pre-professional development. In the course of theoretical analysis it was determined that professional formation is a long, discrete segment of life, which is characterised by phases with alternating turning points at the milestone stages. The stage of pre-professional development includes two stages: the stage of preparation for professional choice and the stage of professional training. Among the most important indicators of successful process of professional development at the stage of pre-professional development are the formation of motivational sphere, awareness of professional choice, ability to plan and build time prospects. As a result of the study, it was revealed that in the group of students under study, the predominant identity is uncertain identity, indicating the unconsciousness of professional choice. Students build their professional future not considering their own interests and needs, but in order to avoid criticism and admonition of others. Students with a pronounced imposed identity easily relate to the events of the present and put hope in their future and the opportunities they define for themselves in it, but the prevailing motivation for planning their future in them is also external negative motivation. Students at the stage of "crisis of choice" evaluate the events that happened to them in the past as a positive experience, they perceive the events of the present objectively, thoughts and actions are aimed at building their professional future. The data obtained in the course of the study indicate the need to develop a system of psychological support of students' professional development, aimed at the formation of their active, subjective position in mastering the chosen profession.

Developing a customised learning design tool in support of curriculum design, professional development and institutional management within a South African military education context

Learning design at tertiary level is a challenging and complex task with many aspects to take into consideration (Bennett, Lockyer, Agostinho 2018; Bower and Vlachopoulos 2018, 975; Bates, 2019). Learning design is identified as a core aspect of a tertiary educator’s role, but often, little guidance is given to educators on this topic. Changes in the higher education landscape also bring about questions about ideal learning design. With changing times that require institutions to introduce other models like blended and online learning, more pedagogical guidance might be necessary to advise lecturers on best practices in terms of module design (Kebritchi, Lipschuetz, and Santiague 2017). To aid learning design thinking and to make the pedagogic structure of the design apparent, Laurillard and Ljubojevic (2011) and others have suggested the use of a learning design tool or aid. A learning design tool is a means which can provide analytical support for lecturers to evaluate their own practices (Bower et al. 2011). This study looks at the creation of a customised learning design tool (CLDT) and discusses whether it can serve as an Electronic Performance Support System, which is a tool that can guide and assist users in their roles in the workplace. This case study canvassed the experiences and opinions of faculty members in Military Education on the use of this CLDT. The tool is designed to capture and depict various features of a module’s design. This study made use of design-based research which is a methodology requiring a phased approach and aims to influence practice. Inputs from the participants revealed the perceived value and benefits along with the necessary amendments needed for the tool.

Academic Challenges Faced by Adolescent Orphans and Vulnerable Children in Manicaland Province in Zimbabwe

This study examined the academic challenges faced by adolescent orphans and vulnerable learners from child-headed households attending secondary schools in Zimbabwe’s Manicaland Province. Learners from homes without parents are becoming more and more prevalent, but no one has yet taken notice of them. Using Vygotsky’s sociocultural theory of human learning as the theoretical lens, the researchers scrutinized the phenomenon. Thirty participants were chosen from four secondary schools in the Chimanimani District for the qualitative research study. In-depth data about the academic challenges faced by adolescents who are orphans and vulnerable children was generated through focus group interviews. The thematic approach was employed in the analysis of data and invaluable themes were identified. Ultimately, the study’s conclusions were as follows; facilitators and learners need constant motivation, parents can help supervise learners’ work, and teachers should have access to professional development opportunities. The results indicate that in order to guarantee high-quality instruction, guidance and counseling teachers should receive support and opportunity for ongoing professional development. By utilizing learner-centered methodologies, the teaching and learning process should integrate learners’ real-world experiences to improve the learners’ comprehension of the learning materials covered in class.

Ten Years of Early Childhood Education (ECE) in Punjab (Pakistan): What Have We Learned?

ABSTRACT This article adopts a process evaluation approach to identify the challenges and opportunities in scaled implementation of early childhood education (ECE) in Pakistan’s most populous province, Punjab. It reports findings from mixed methods, including surveys administered to head teachers, ECE teachers, and parents across 386 schools, and focus groups and in-depth interviews with 25 participants across the different tiers of government. Using the RISE framework as an analytical lens, the article specifically explores issues of delegation, finance, information, and motivation across two accountability relationships – Compact and Management – to assess the extent to which the province’s early learning system is coherent around the goal of scaling quality early learning. Research findings reveal multiple incoherences within each relationship of accountability as well as incoherences within similar elements across the two accountability relationships. The resulting insights indicate the need to strengthen the province’s early learning system and improve the flow of accountability through effective delegation, including improved coordination, communication, and feedback mechanisms; effective finance, including resources for capacitating actors across all tiers of government; effective information, especially collection and utilization of data on process quality; and effective motivation to address weaker links in teacher allocation, incentives, professional development, and academic support.

Intercultural competence of teachers: Training and development in the modern educational context

In the contemporary educational landscape, the concept of intercultural competence among teachers has garnered significant attention due to the increasingly multicultural nature of societies worldwide. This abstract explores the training and development of intercultural competence among teachers within the modern educational context. It examines the theoretical foundations of intercultural competence, emphasizing its relevance in fostering effective communication and understanding across diverse cultural backgrounds. The abstract reviews current practices and strategies employed in the training of teachers to enhance their intercultural competence, including experiential learning, cultural immersion programs, and pedagogical approaches that promote cultural sensitivity. Furthermore, it discusses the challenges and opportunities faced in integrating intercultural competence into teacher education curricula. The abstract concludes by highlighting the importance of continuous professional development and institutional support in equipping teachers with the necessary skills to navigate and thrive in multicultural educational environments.

“Empowering Students through Indigenous Knowledge: Benefits of Indigenizing Mathematics Education in Southern Province, Zambia”

This study explores the benefits of indigenizing mathematics education in Southern Province, Zambia, by integrating indigenous knowledge into the mathematics curriculum. The research aims to assess the impact of this approach on student empowerment, engagement, and academic performance. Employing a sequential exploratory mixed-methods design, the study combines quantitative data from structured questionnaires administered to 55 mathematics teachers and 271 students with qualitative data from in-depth interviews and focus group discussions involving 15 teachers, 10 parents, 6 school administrators, and 1 educational official. Findings indicate that indigenized mathematics education significantly enhances student engagement, comprehension, and academic performance. It also fosters a sense of pride and cultural identity among students, strengthens school-community relationships, and promotes community involvement in education. Despite these positive outcomes, challenges such as the need for professional development, adequate resources, and institutional support were identified. This research underscores the importance of culturally relevant pedagogy and provides practical recommendations for policymakers, educators, and curriculum developers to make mathematics education more inclusive and effective. The study contributes to the academic discourse on culturally responsive teaching and highlights the potential of indigenized education to promote educational equity and excellence in Southern Province, Zambia.