Professional Development Support Research Articles

Research on the Professional Development Support System of Double-Qualified Teachers in Higher Vocational Colleges in the New Era—Taking Higher Vocational Colleges in Hunan Province as Samples

Education is based on teachers. Through the investigation of the professional development support of double-qualified teachers in five higher vocational colleges in Hunan Province, it is found that there is a disconnection between the content of continuing education and the needs of teachers in the professional development support of double-qualified teachers in higher vocational colleges. The performance mechanism of double-qualified teachers is not perfect, the mechanism of school-enterprise cooperation to cultivate double-qualified teachers is not perfect, and the double-qualified teachers are lack of long-term effectiveness. It puts forward the construction strategy of continuing education, performance incentive, school-enterprise cooperation training and mentoring pairing support mechanism for the professional development of double-qualified teachers in higher vocational colleges in the new era.

Impostor syndrome among minority medical students who are underrepresented in medicine

ObjectivesImpostor syndrome (IS) is prevalent in medical professionals. However, little is known about the prevalence of IS among medical trainees and those who are underrepresented in medicine (UiM). Even less is known about the experiences of UiM students at predominantly white institutions (PWIs) and historically black colleges/universities (HBCUs) relative to their non-UiM peers. The purpose of this study is to investigate differences in impostor syndrome among UiM and non-UiM medical students at a PWI and a HBCU. We additionally explored gender differences in impostor syndrome among UiM and non-UiM students at both institutions. MethodMedical students (N = 278) at a PWI (N = 183, 107 (59%) women) and a HBCU (N = 95, 60 (63%) women), completed an anonymous, online two-part survey. In part one, students provided demographic information, and in part two, students completed the Clance Impostor Phenomenon Scale, a 20-item self-report questionnaire that assessed feelings of inadequacy and self-doubt surrounding intelligence, success, achievements, and one's inability to accept praise/recognition. Based on the student's score, the level of IS was measured and placed into one of two levels: few/moderate IS feelings, or frequent/intense IS feelings. We conducted a series of chi-square tests, binary logistic regression, independent sample t-tests, and analysis of variance to test the main aim of the study. ResultsThe response rate was 22% and 25% at the PWI and HBCU, respectively. Overall, 97% of students reported moderate to intense feelings of IS, and women were 1.7 times more likely than men to report frequent or intense feelings of IS (63.5% vs 50.5%, p = 0.03). Students at PWI were 2.7 times more likely to report frequent or intense IS than HBCU students (66.7% vs 42.1%, p< 0.01). In addition, UiM students at PWI were 3.0 times more likely to report frequent or intense IS compared to UiM students at HBCU (68.6 % vs 42.0%, p = 0.01). Computation of a three-way ANOVA with gender, minority status, and school type revealed a two-way interaction indicating that UiM women scored higher on impostor syndrome than UiM men at the PWI and HBCU. This trend was not observed among non-UiM students. ConclusionsImpostor syndrome is informed by gender, UiM status, as well as environmental context. Efforts to provide supportive professional development for medical students should be directed towards understanding and combatting this phenomenon at this critical juncture of their medical career.

Visions of blended learning: identifying the challenges and opportunities in shaping institutional approaches to blended learning in higher education

ABSTRACT Although higher education has engaged in blended learning since the early 1990s and its benefits are well catalogued, research often focuses on individual programmes and less on how institutions envision and engage with it to enhance learning and teaching. This article provides a pre-Covid 19 pandemic snapshot of cross-institutional UK policy and practice, through an interpretative, qualitative study of strategy documents and expert interviews. Findings show that while not prominent in pre-pandemic published institutional strategies, commitments to blended learning are expressed in terms of flexibility, inclusivity and accessibility, recognising the need for structures and support. Experts identify strategic leadership, governance structures, professional development and ongoing support as important requirements for large-scale adoption. The article concludes that blended learning, pre-pandemic, had not normalised. Post-pandemic, to normalise blended learning and support sustained widespread adoption, institutions should heed research literature recommendations and devise institutional visions that establish support, structure and shared strategy.

Thought Leader Perspectives on the Benefits, Barriers, and Enablers for Routinely Collected Electronic Health Data to Support Professional Development: Qualitative Study.

Hospitals routinely collect large amounts of administrative data such as length of stay, 28-day readmissions, and hospital-acquired complications; yet, these data are underused for continuing professional development (CPD). First, these clinical indicators are rarely reviewed outside of existing quality and safety reporting. Second, many medical specialists view their CPD requirements as time-consuming, having minimal impact on practice change and improving patient outcomes. There is an opportunity to build new user interfaces based on these data, designed to support individual and group reflection. Data-informed reflective practice has the potential to generate new insights about performance, bridging the gap between CPD and clinical practice. This study aims to understand why routinely collected administrative data have not yet become widely used to support reflective practice and lifelong learning. We conducted semistructured interviews (N=19) with thought leaders from a range of backgrounds, including clinicians, surgeons, chief medical officers, information and communications technology professionals, informaticians, researchers, and leaders from related industries. Interviews were thematically analyzed by 2 independent coders. Respondents identified visibility of outcomes, peer comparison, group reflective discussions, and practice change as potential benefits. The key barriers included legacy technology, distrust with data quality, privacy, data misinterpretation, and team culture. Respondents suggested recruiting local champions for co-design, presenting data for understanding rather than information, coaching by specialty group leaders, and timely reflection linked to CPD as enablers to successful implementation. Overall, there was consensus among thought leaders, bringing together insights from diverse backgrounds and medical jurisdictions. We found that clinicians are interested in repurposing administrative data for professional development despite concerns with underlying data quality, privacy, legacy technology, and visual presentation. They prefer group reflection led by supportive specialty group leaders, rather than individual reflection. Our findings provide novel insights into the specific benefits, barriers, and benefits of potential reflective practice interfaces based on these data sets. They can inform the design of new models of in-hospital reflection linked to the annual CPD planning-recording-reflection cycle.

Commercial triage in public schooling: COVID-19, autonomy and ‘within system’ inequality

ABSTRACT The importance of commercial products increased in schools during the COVID-19 pandemic, particularly as leaders grappled with school closures. Pre-COVID principals viewed their schools as mainly procuring commercial services for administrative support and teacher professional development. After school closures, principals came to emphasise commercialisation as technological infrastructure, online learning platforms, video conferencing software and/or digital tools for community engagement. This shift was borne out of necessity as principals found themselves having to make ‘snap decisions’ as to the products that could best support their school communities. This is a specific form of ‘triaging’ as the pandemic required leaders with pedagogical and curricular expertise to make technical decisions. In systems where increasing autonomy has been offset by decreasing central support, the concern is that issues of access and utility of commercial products can be pernicious in rewarding the privileged and effectively punishing the least advantaged within public systems.

Protocol for a scoping review on ‘surgical sabermetrics:’ technology-enhanced measurement of operative non-technical skills

IntroductionSurgeons need high fidelity, high quality, objective, non-judgemental and quantitative feedback to measure their performance in order to optimise their performance and improve patient safety. This can be provided through...

What Affects Vocational Teachers' Acceptance and Use of ICT in Teaching? A Large-Scale Survey of Higher Vocational College Teachers in China.

This study aimed to explore what factors affect teachers' acceptance and instructional use of ICT in Chinese higher vocational colleges. Grounded in the modified UTAUT model, the current study investigated the direct and indirect effects of teachers' performance expectancy, effort expectancy, external conditions, and behavioral intentions on using ICT in teaching. A total of 6087 teachers from 219 vocational colleges in 28 provinces in China participated in a large-scale survey. Structural equation modeling revealed that the teachers' psychological perceptions (including performance expectancy, effort expectancy, and intention to use ICT technology) and the external support conditions (including professional development support, infrastructures, the climate of organizational reform and innovation, and teacher performance assessment mechanisms) significantly directly affect the use of ICT in Chinese higher vocational college teachers' teaching practice. Moreover, this study confirmed the mediating role of teachers' intention to use ICT in teaching in the relationship between teachers' psychological perceptions and ICT instructional usage behavior. However, there were differences in the significance of these variables in the chain effect of teachers' intention to use ICT. These findings expand our understanding of the factors influencing ICT use in teaching among VET teachers in China, thus providing practical implications for higher vocational college managers to promote teachers' ICT teaching behaviors.

Searching for the alternative: A scoping review of empirical studies with holistic perspectives on health and implications for teaching physical education

Health in physical education (PE) has in recent decades received growing public and political attention. PE is recognized as playing an important role in promoting health and well-being among children and adolescents. Critical PE scholars contest the prevalent biomedical perspective on health for its narrow conceptualization of health and its exclusive focus on physical activity and disease prevention. Instead, alternative (critical and/or salutogenic) perspectives that emphasize the holistic nature of health are advocated. Previous research has identified a lack of empirical research on the topic. The purpose of this scoping review was to contribute to knowledge about what characterizes empirical research literature with holistic perspectives on health and discuss the implications for teaching PE. Four databases (SportDiscus, ERIC, Web of Science, and Scopus) were searched for peer-reviewed literature in academic journals between 2002 and 2021. Only 12 out of 3263 identified articles included empirical research with holistic perspectives on health. Using thematic analysis, two distinct themes were identified: (i) “teachers’ philosophies and didactic considerations,” exploring teachers’ understanding and beliefs and implications for PE practice and (ii) “alternative ways to teach,” where teachers engage in co-creating, enacting, and evaluating holistic health-related curricula. The findings indicate that although PE teachers may hold a narrow understanding of health, they are receptive to alternative perspectives and capable of critical reflections and renegotiations, if given appropriate support and opportunities for professional development. Challenging PE teachers’ philosophies and empowering them in the co-creation and implementation of holistic, student-centered curricula can create sustainable opportunities to enhance students’ well-being.

Non-medical prescribing in primary care in the UK: an overview of the current literature

Background Non-medical prescribers are perceived as a complement to busy general practice in primary care. Aim To conduct an overview of the literature available on the role and impact of non-medical prescribers on primary care patients. Method A search was conducted using multiple databases to find articles published between January 2015-January 2021. Inclusion criteria: non-medical prescribers in primary care in the UK, written in the English language. Exclusion criteria: research conducted in secondary care or outside the UK. Findings 285 studies were identified; 15 were eligible for critical appraisal. The key themes were: non-medical prescriber's positive perceptions were autonomy, job satisfaction and colleague support. The negative perceptions included risk, lack of continuous professional development and organisational support. Conclusion By reviewing the perceptions of non-medical prescribing in primary care, organisations can ensure when employing new non-medical prescribers that adequate continued professional development and support is in place. Thereby reducing the concerns of non-medical prescribers about the ligation risk of prescribing.

Case Study of a Professional Development Support Group of Sport Psychology Practitioners Working in Major League Baseball Organizations in the United States and Canada

A case study is presented about sport psychology practitioners working in Major League Baseball organizations in the United States and Canada who collaborated as a professional development support group. The practitioners ranged from entry-level mental skills coaches to midcareer providers to veteran sport psychologists. The professional development support group is described in relation to its professional development goals, membership criteria, and relevant context. The case study offers a perspective on the evolution of the group and provides evaluative information about implementation of its activities relative to its professional developmental goals. The case includes reflections about the meaning of the group and suggestions for how sport psychology practitioners can collaborate to foster their professional development in sport settings. In addition, lessons learned from the case study are considered for continued improvement of professional development support in sport psychology. Finally, guidelines are provided for designing and implementing professional development groups in sport psychology at professional and collegiate levels of sport.

Implementing a mentoring program for clinical research professionals: A novel professional development initiative for university health research staff.

Clinical and translational research relies on a well-trained workforce, but mentorship programs designed expressly for this workforce are lacking. This paper presents the development of a mentoring program for research staff and identifies key programmatic outcomes. Research staff participating in this program were matched with a senior mentor. Focus groups were conducted to identify key program outcomes. Surveys were administered throughout the program period to assess participants' experience, gains in skill, and subsequent careers. Analysis of the resultant qualitative and quantitative data are used to characterize the implementation and impact of the program. A total of 47 mentees and 30 mentors participated in program between 2018 and 2023. A comprehensive logic model of short-, intermediate- and long-term outcomes was developed. Participants reported positive valuations of every programmatic outcome assessed including their program experience, learning and research careers. The pool of available mentors also grew as new mentors were successfully recruited for each cohort. This mentorship program developed and implemented by senior research staff successfully provided junior research staff with professional development support, mentorship, and professional development opportunities. Junior and senior health research staff built mentoring relationships that advanced their clinical and translational research careers.

The EO4GEO Gate to Smart Academic Instruments for the Geoinformation Sector, Online Teaching and Professional Development

The paper presents the scientific and practical improvements made in the educational process with particular focus on how technology has been used to help readjust the learning action and deliver online lectures. Particular example regarding online learning features and workflow process is described using Moodle functionalities for the demography field of study. The paper further elaborates on the support which the Erasmus+ EO4GEO project brings to the e-learning education system, by using dedicated tools and training materials assigned to Earth Observation and the Geoinformation sector, which advance support in educational and professional development.

Tutorship practice as a mechanism for support of professional development of educational tutors

Introduction. The problem of teachers’ professional development at general education institutions is considered in various aspects. Tutorship takes a special place in this process. The need for tutorship is especially acute today since the modern teacher must immediately respond to all changes taking place in the educational system. And not just react but change the content of education, introduce new teaching methods and technologies, and respond to metamorphoses in organisational processes and educational environment. Tutorship makes it possible to organically combine professional development, its personalisation, and at the same time guarantees a comprehensive approach to any educator. The purpose of this article is to present an analysis of the substantive aspect of tutorship in the situation of tutors’ professional development in the system of general education. Materials and methods. A total of approximately 200 teachers from general education organisations of Krasnodar Region (Russian Federation) took part in the survey. The survey took into account the respondents’ social characteristics, including service record, nature of support and content of tutorship. The used methods included modelling, analysis of relevant regulatory documentation, teaching practice, etc. Results. The research exploring the substantive content of tutorship in the situation of tutors’ professional development in the system of general education showed that quite a large number of respondents highlighted the following points: the need to include tutors in the educational system (about 90% of the sample), the need for systemic support of learners with special needs in the educational system by tutors (supported by more than 80% of the teachers), insufficient knowledge of the possibilities of tutors’ work in supporting gifted children, etc. The presented opinions are nowadays actively discussed in the professional pedagogical environment. Conclusion. According to the present research results with respect to pedagogues’ work, the challenging aspects of tutor support in the sphere of general education were identified and the possibilities for substantive content of tutors’ professional development were specified.

Assessor in action: assessment literacy development in a biochemistry context

Instructors make assessment decisions based on their knowledge and experiences. Assessment practice is an essential element of instruction, and the outcomes of assessments have a broad impact on both students and instructors. Efforts to provide strengths-focused, relevant professional development support regarding assessment are enhanced by greater understanding of the complex nature of assessment practices. In this study, the Teacher Assessment Literacy in Practice (TALiP) framework was used to guide our investigation of one biochemistry instructor's assessment literacy, relevant to her integration of a biochemistry threshold concept, the physical basis of interactions (PBI), into her course. Qualitative framework analysis was used to examine classroom artifacts and interview data to reveal that community support and self-reflection influenced the instructor's enactment of specific assessments aligned with her instructional goals. Additionally, the instructor was seen to leverage assets to develop her assessment literacy within a single semester.

Children with Disabilities Attending Montessori Programs in the United States

Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.

Supporting teachers’ effective classroom and behavior management: what do teachers tell us?

Elementary teachers (N = 160) from two districts responded to survey questions about inservice professional development and administrator feedback and support for implementing research-based, effective classroom and behavior management (C/BM) strategies. Results indicated slightly more than half (55%) of teachers reported their participation in formal, inservice professional development activities improved their ability to implement research-based C/BM strategies. A higher percentage (77%) of teachers reported they receive adequate feedback from their current school supervisor (e.g., principal, curriculum/instructional coach) on their use of C/BM. Teachers’ reported specific ways for school and district administrators to better prepare and support them for challenges related to C/BM. Implications are provided for improving inservice professional development and administrator feedback to promote teachers’ use of effective classroom and behavior management practices.

Learning How to Teach Languages Online: Voices from the Field

At this moment, fully online language courses are being taught all around the globe. In addition, blended courses offer an integration of online and live instructional experiences. This study examines who is instructing online language courses and what they point to as additive and advantageous to their online language teaching development. We set out to survey higher education faculty as to how they developed their knowledge and practices. Through an online survey and follow-up synchronous interviews, we asked practicing online language educators about the sources of their expertise. The resulting dataset has much to inform professional development and instructional support generally, as well as broader research and educator communities regarding the ongoing, open-ended, peer-supported, and social nature of this kind of educator learning. As more language educators move their instruction online, the question of how to maximize the pedagogical potential of the new medium can best be addressed by those who have successfully made and embraced this move.

Citizen Science: Schoolteachers’ Motivation, Experiences, and Recommendations

Citizen science offers teachers a way to bring authentic scientific research into their classrooms by providing both teachers and their students with opportunities to contribute to authentic research. The potential of citizen science for science education has already been highlighted in various fields and by various stakeholders. More and more studies underpin this potential by providing evidence for the learning outcomes achieved through participation in citizen science projects. In formal education settings, teachers are the gatekeepers for teaching innovations and, hence, the ones who decide whether to engage students in citizen science. However, the expertise of teachers who have already participated in citizen science with their students has not been studied on a broad international level. Therefore, to investigate their experience and learn from their expertise, this study employed a concurrent triangulation design and invited teachers to participate in a survey (N = 56) and an interview (N = 11), independent of their country of residence, their school type, and their teaching subject. The results provide insights into teachers’ motivation, the engagement techniques and types of activities they used, the challenges they faced, and their recommendations for implementing citizen science in formal education settings. The present findings have important implications for the design of professional development programmes and support networks for teachers in citizen science.

Impact of Emotional Intelligence among Students of BS Program at University Level

The aim of this research is to determine the impact of emotional intelligence among university students. This descriptive study was carried out among undergraduate students at Pakistan's University of Agriculture Faisalabad. A total of 176 students from the university's Social Science Faculty were conveniently chosen as a sample. Data has been collected by using a well-structured questionnaire and percentage, frequency, mean, standard deviation, weightage score, and rank order by the SPSS 17.0 package by following descriptive statistical analyses method. The study findings revealed that students' emotional intelligence scores varied and that it influenced their academic achievements differently. The reality of a few esteemed crescendos of emotional intelligence among students may be cooperative in terms of valuable life skills as well as satisfying academic depictions. Emotional intelligence management can help students perform better in school and have a positive impact on real-life activities. As a result, it is suggested that students with low academic performance be taught emotional intelligence through training and various programs. This research would help teachers, policymakers, curriculum planners, and institution heads deal with the disabilities of their students. It would also provide guidance and support for professional development, training, and retention plans for teachers.

Good Governance in Education: A Consensus of Support for Professional Growth and Development of Teachers

This study aimed to determine effective good governance in education and a consensus of support for professional growth and development of teachers in the San Pablo City Division using a validated researcher-created questionnaire. The teacher inquired about effective governance, core behavioral competencies, and core skills. The descriptive correlation design was adopted in the investigation. Data were collected, tabulated, and subjected to statistical treatment. Descriptive statistics like mean, percentage, and SD were used. Statistical treatment of data used stepwise regression analysis. The study reveals that most respondents are female, belong to ages 30-39, Teacher III, Major in general education, under level 2 MOVs of SBM, and fall under 300 population. Perceptions of good governance are understood that teachers' professional development and progress are significantly correlated. The academic position made predictions for professional development. The effective school administration is significantly related to development. The null hypothesis stated is rejected. Good governance, alone or in combination, does not determine the consensus of support for professional growth and development. There is an essential link between excellent governance in education and teachers' professional development. Hence the null hypothesis is rejected. The profiles of respondents and schools do not reflect effective governance or support for professional progress. Correlations were identified between respondent profiles and student enrollment. It was discovered, however, that the student population significantly impacted instructors' professional development. As a result, the proposed null hypothesis is only partially accepted. School may apply good governance. Principals may advise teachers to pursue professional development. They may practice effective financial reporting system and include stakeholders in the activities. The following are recommended. Leaders might foster favorable working conditions. They should inform instructors about the use of innovative teaching. Administrators can put together SBM team leaders. They may continue SWOT analyses, examine issues, and determine the reason to create a better solution to a problem.