Teacher Professional Development Programs Research Articles

Teacher Professional Development Planning at SMAN 6 Palembang

This study delves into the topic of professional development planning for teachers at SMAN 6 Palembang. Program sustainability planning, activity planning, time planning, and financial planning are the intended topics of this research. In order to address the research question—how to organize teacher professional development in terms of activity, time, money, and program sustainability—this study used a qualitative method. Interviews, observations, and documentation studies are the methods used to gather data. Methods of purposive sampling are used in the selection of informants. Utilizing triangulation and member verification procedures, the reliability of the data is verified. Data analysis consists of four steps: gathering data, presenting it, checking it, and drawing conclusions. Results and discussion indicated that using teacher development patterns in activity planning is similar to adopting top-down policy rather than focusing on teachers' actual requirements in terms of professional development. Planning for teachers' professional development time has not been owned by schools, the Education Office, or teachers themselves. The majority of our growth time is dictated by external factors and the level of personal motivation from our teachers when it comes to self-improvement. Planning for the Teacher-Experienced Development Fund is not entirely the responsibility of teachers. Despite many school requirements, the needs of instructors are not taken into account when budgeting funds. School budgets have to go somewhere, and no one has thought about the long-term or short-term viability of teacher professional development programs while they were planning their sustainability.

Equipping Teachers for Integrated Language, Science and Technology Instruction: The Design of a 4C/ID-Based Professional Development Program

Integrated language, science and technology (ILS&T) instruction is a complex task for primary school teachers that requires professional development. Task-centered educational approaches such as the four-component instructional design (4C/ID) model are well suited for the development of complex professional skills. This article describes the application of the Ten Steps approach to the 4C/ID model in the domain of teacher education. The findings describe a blueprint for a 4C/ID-based teacher professional development program aimed at equipping in-service primary school teachers with the competences for ILS&T instruction, which can support instructional designers, teacher educators and researchers in making informed instructional design decisions.

The effects of adding social-emotional learning to a comprehensive education intervention in El Salvador on teacher well-being: a mixed methods evaluation

ABSTRACT This article employs a mixed-method approach to assess the effects of El Salvadorian Integrated Systems of Full-Time Inclusive Schools (SI-EITP), which offers in-service teacher professional development (TPD) combined with a socioemotional learning intervention, on teacher well-being. Findings from the cluster-randomized controlled trial with no baseline show null results for most teacher well-being outcomes analyzed. Interviews suggest limited effects on teachers’ mindfulness and emotion regulation and indicate that teachers’ participation in TPD was potentially increasing their stress levels and emotion exhaustion. We recommend that TPD program designs consider how the delivery mode and intensity may influence teachers’ stress.

“Without the video I wouldn't have known”: An experienced EFL teacher learning to provide oral corrective feedback

AbstractOral corrective feedback, a key aspect of second language teaching, has received extensive research attention. However, little is known about whether and how professional development (PD) activities influence teachers' beliefs and classroom practices regarding oral corrective feedback. This case study investigates the effects of a targeted PD program on one experienced teacher's feedback beliefs and practices. The program comprised a workshop facilitating the teacher to discuss recent research findings regarding corrective feedback in language classrooms and experiential learning and reflective activities for 8 weeks. The data included semistructured interviews, three sources of written reflections, and classroom observations conducted over 17 weeks. The findings showed that although the teacher had already been positive about the importance of corrective feedback in teaching and learning, she underwent several considerable changes in her beliefs regarding the types and timing of feedback. The findings also showed some considerable changes in her actual feedback practices. Implications for teacher PD programs are discussed.

Scope of Global Citizenship Education in the National Curriculum Framework 2021 of Bangladesh: A critical Review

Global Citizenship Education (GCED) has significant role in creating active and responsible citizens with specific knowledge, skills, and values – such as solidarity, tolerance, empathy who can address the challenges of future uncertain world. This study aims to explore the scope of GCED in the new National Curriculum Framework (NCF) 2021 of Bangladesh. Qualitative content analysis was used to critically analyze the NCF as a document. The findings show that the NCF has created a great deal of opportunities for infusing GCED in the curriculum mainly in four aspects. First, it has stepped into competency based education which is one of the major preconditions for embedding GCED in the curriculum framework. Second, within the development process, it created the scope of addressing GCED issues and discourses. Third, in conceptualizing different aspects of the curriculum such as, conceptual understanding of the curriculum within a theoretical framework proposed, the understanding of the competency-based curriculum, assessment system, and technical aspects of the education system, GCED concepts were projected heavily. Fourth, learning area wise core competencies and the subject-wise competencies also clearly reflect the GCED knowledge, skills, and values. However, analysing the NCF from ‘soft’ and ‘critical’ GCED perspective, we found that though the NCF focused both ‘soft’ (e.g., harmony, tolerance, humanity, empathy, human rights, self-awareness) and ‘critical’ (e.g., social justice, creative and critical thinking, power and governance, informed and reflective action) GCED perspectives, it is leaned towards the ‘soft’ GCED aiming to create active citizens who will be able to solve the problems of the world to live a better life, not challenging the existing social and underlying power structure, which is more of a ‘critical’ GCED perspective. Explicit mention of GCED theories, approaches and tools such as gender transformative approaches, process of involving the disadvantaged groups in the NCF development process would make GCED attributes more visible in the document. This study will help the researchers, policy-makers, and educators to bridge this policy document with detailed curriculum, textbooks, and teacher professional development programs to understand the status of translation of GCED to create responsible national and global citizens. Teacher’s World: Journal of Education and Research, 49 (1), 49-76

Assessing Teacher Competencies in Public Schools of Pakistan: A Pathway for Improving the Effectiveness of Professional Development Programs for Teachers

Professional development (PD) programs are considered as essential for improving the teacher quality and performance in schools. Despite introducing several PD programs, the teachers’ quality in the public schools is a matter of concern for Pakistan. It has become a challenge for policymakers and school leaders to design PD programs which can be effective for all teachers. PD programs in Pakistan normally undertakes a standard approach without considering the strengths and weaknesses of different groups of teachers which may not address the specific needs of these groups. There is a need of structuring PD programs to make these learning opportunities more effective for teachers. Therefore, the current study evaluates the teacher competencies of different groups of teachers in Pakistan’s public schools. For that purpose, the study first identifies three key themes of teacher competencies required in 21st century from extant review of recent literature. Interview guide then is designed based on these key teacher competencies to solicit information from seven principals of public schools. The public schools were selected using the criteria of size of school and principal working experience in that school. Structured interviews been used as a medium for collecting data from the principals. All interviews were recorded and transcribed verbatim. The deductive content analysis approach was used in analyzing the data. The analytical tool used for the coding of themes was the MAXQDA software. The results highlighted certain differences in teacher competencies varying from gender to age. Female teachers and teachers who are younger in general are found to have more competencies compared to male teachers and senior teachers. The results of this study offer vital information for planning and tailoring TPD programs for teachers. These specially designed learning opportunities can be more effective for the professional development of teachers and can foster teachers’ competence.

Mediating Role of Self-Efficacy between Organizational Culture and Occupational Stress at the Secondary School Level

he current research work was designed to investigate the mediating role of self-efficacy between organizational culture and occupational stress at the level of secondary school. The current research work was carried out in three districts of Punjab, i.e., District Attock, District Chakwal, and District Rawalpindi. All male secondary school teachers (SSTs) from both the public and private sectors comprised the population of this research work. A total of seven hundred and sixty-eight (768) teachers were selected (384 SSTs from the private sector and 384 SSTs from the public sector) as sample size from both sectors. The sampling technique was simply random for the collection of data. Adapted research instruments were utilized for the collection of data. One null hypothesis was framed. Data analysis was done using Statistical Package for Social Sciences (SPSS) version 25.0, Analysis of Moment Structures (AMOS) version 21.0, and MS Excel. Mean Score, Standard Deviation (SD), Factor Analysis, Confirmatory Factor Analysis (CFA), Second order CFA, Structural Equation Modeling (SEM), and Chi-square were used. The null hypothesis was rejected. It was concluded that Self-efficacy (SE) was a mediating variable between organizational culture (OC) and occupational stress (OS). Both partial and full mediation were found significant. It was recommended that continuing professional development programs for teachers of government in general and private in particular be designed to enhance teachers’ level of self-efficacy.

Factors Influencing the Provision of Professional Development among Primary School Teachers in Kahama Municipality, Shinyanga Region, Tanzania

Teachers are a way to enact any educational reforms since they have significant power over what is taught in the classroom. According to the research conducted by [1], it has been suggested that; to enhance the effectiveness and efficiency of teachers, it is imperative to recognise the significance of professional development (PD) courses, specifically those focused on in-service education and training for primary school teachers (Inset-PST). The study examined the factors influencing the provision of professional development among primary school teachers in Kahama Municipality, Shinyanga Region, Tanzania. Under the mixed research approach, a convergent parallel research design was adopted. A questionnaire and an interview were employed, and a sample size of 112 was used. The results indicated that teachers’ competences, development of science and technology, challenges in teaching and learning, academic performance of the learner and employer needs are factors that influence the provision of professional development programmes. According to the study's results, there is a need for professional development programs for teachers in public primary schools because they are influenced by a variety of internal and external influences. To improve the delivery of high-quality education, the study recommended that educational leaders should ensure that public primary school teachers are given access to professional development programmes and actively participate in them.

An environmental and sustainability education center in Israel as a “street-level policy entrepreneur” for promoting teachers as change agents for sustainability

Contemporary society needs teachers who are motivated and equipped to function as social change-agents and policy entrepreneurs for sustainability, including education for sustainable consumption, which is targeted as one of the 2030 SD goals to transform consumption patterns and cultural attitudes and norms regarding consumerism. This case study explored: how an environmental and sustainability education center in the largest waste treatment facility in Israel manifests its role as a social change-agent and street-level-policy-entrepreneur (SLPE) for sustainability in its teacher professional development (TPD) programs and their impact on developing these attributes in K-9 teachers. Semi-structured in-depth interviews and focus groups were conducted with the educational center’s senior staff and with 19 K-9 teachers who participated in PD programs. Policy documents and PD curricula supplemented information on the center’s educational vision and how it translates into content and pedagogies. Findings indicate that the center’s educators function as SLPEs. The TPD impact on teachers is partial but notable, with greater effect in cultivating change-agency competencies among kindergarten and elementary-school teachers compared to middle school teachers. Findings highlight the necessity of PD programs to address the different needs and challenges confronting teachers of different age-level students.

Understanding K–12 teachers’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education

AbstractArtificial intelligence (AI) education is increasingly being recognized as essential at the K–12 level. For better understanding teachers’ preparedness for AI education and effectively developing relevant teacher training programs, teachers’ technological pedagogical content knowledge (TPACK) readiness and attitudes toward AI teaching must be determined. However, limited research has been conducted on this topic. To address this research gap, we recruited 1,664 K–12 teachers to obtain a comprehensive view of teachers’ readiness for and attitudes toward teaching AI in K–12 classrooms. These teachers differed in terms of their gender, teaching subject, teaching grade, teaching experience, and experience in teaching AI. The findings of this study indicated that a substantial gap exists in the AI-related content and technological knowledge of the recruited teachers. Moreover, intriguing relationships were found between the teachers’ pedagogical knowledge, content knowledge, and attitudes toward teaching AI. The effects of demographic factors on the teachers’ TPACK and attitudes were also examined. On the basis of the findings of this study, recommendations were formulated for developing effective teacher professional development programs in the field of AI education.

The Power of Visuals: The Significance of Higher Education Teacher Professional Development in Visual Literacy in Kuwait

This study explores the role of higher education professional development in the integration of visual literacy instruction at the university level. Visual literacy is a crucial skill that empowers students to comprehend and generate visual content across diverse domains. However, many instructors lack necessary training and support to effectively incorporate visual literacy into their teaching practices. The research survey investigates the significance of teacher professional development in visual literacy implementation, encompassing the status of training, effective professional development programs for teachers, suitable teaching methods, education technologies, attitudes of higher education instructors towards visual literacy, and the influence of student engagement with visual materials on visual literacy advancement in Kuwait. The questionnaire was administered to a sample of higher education teachers. That data was analyzed employing descriptive and inferential statistical techniques, with SPSS v.26 software. Regression analysis and other multivariate analyses were conducted to test the research hypothesis and model. The outcomes should provide insights into the effectiveness of collaborative, experiential, and technology-enhanced teacher professional development programs in fostering visual literacy development within higher education, the significance of student engagement with visual materials, and the necessity for further research on effective teaching methods and educational technologies for promoting visual literacy. The findings can inform policy and practice by highlighting the importance of equipping higher education instructors with necessary skills and resources to effectively incorporate visual literacy into their teaching approaches, enhancing the quality of higher education by fostering competencies among students and facilitating their engagement with visual materials across various disciplines.

Understanding the Experiences of Dropouts During COVID-19 Pandemic School Closure: A Qualitative Study

This study explores the teaching learning experiences of school dropouts during pandemic school closure as well as the factors that influenced them to leave the school. The factors affecting dropouts during pandemic school closure were rarely studied in Bhutan. This study employed phenomenology as its method. A total participants of 12 dropouts of the year 2020, four parents, four teachers and four school principals were selected through purposive and snowball sampling. The data was collected with semi-structured interviews consisting of four research questions. The collected interview data was transcribed and analyzed by following Braun and Clarke’s (2006) six-step framework. The findings demonstrate that abrupt school closures necessitated the use of online learning as a means of ensuring that education continued. However, there were concerns about student participation in online learning using digital platforms due to students’ socioeconomic and technological challenges. These challenges were found to have been the cause of their dropping out of the schools. Students’ socioeconomic background of their parents compelled them to provide support to their parents in the socioeconomic activities, thus, impacting their participation in the regular academic activities. According to the interview, variables that contributed to dropouts included socioeconomic issues, unfinished assignments, difficulties understanding lessons, lack of enthusiasm, a lack of smartphones and poor internet connectivity, pregnancy, and relationships. The study also identified online teaching pedagogy employed by the teachers as a significant contributor to student attrition. Though the study is limited to a district, the findings recommend the need to improve technological access, provide digital equipment and reasonably priced internet to underprivileged students and provide professional development programs for teachers on technical skills to improve their competency in using online apps for effective online teaching.

Real needs, tailored solutions: Developing customized online professional development programs for teachers—A case study

This instrumental case study explored 10 English as a foreign language (EFL) instructors’ perceptions and experiences of participating in an asynchronous online professional development (OPD) program. The study aimed to explore instructors’ professional development (PD) needs, the factors influencing their participation in OPD, and the perceived effective characteristics of the OPD program. Data gathered through individual interviews, reflective reports, and a focus group were analyzed using a reflective thematic analysis approach. The study revealed that the EFL instructors’ limited engagement in reflective practice and continuous PD could potentially result in overconfidence and a lack of awareness regarding their PD needs. Furthermore, the article highlights perceived effective characteristics of the OPD program: flexibility, collaboration, facilitation and organization, reflection, relevance, and practicality. Findings suggest that these characteristics not only contributed to its effectiveness but also promoted instructors’ participation and engagement in the OPD.

Science Teachers’ Initial Use of NGSS Science Practices in Diverse Classrooms

ABSTRACT In the landscape of U.S. education, the widespread adoption of the Next Generation Science Standards (NGSS) offers a unique vantage point for researchers to better understand teacher-, school- and classroom-level factors that advance reform initiatives in science classrooms. Addressing a gap in current knowledge, our study probes how secondary science teachers implement one dimension of NGSS-the science practices (SPs). Our data collection encompasses teacher interviews and meticulous observations of science lessons, coded for NGSS science practices (SPs) and inquiry-based teaching. Embracing a methodologically rich approach, our study employs both qualitative and quantitative data collection and analysis. Quantitatively, we analyzed 801 weeks of lessons taught by 56 secondary science teachers and found patterns in SP use. Selected high-quality science lessons were then spotlighted, providing examples of the quantitative findings, showcasing teachers use of SPs and inquiry-based teaching strategies. Through our analysis, we found that physical science subjects and participants from the Master of Arts in Science Teaching program demonstrated a higher average use of SPs compared to their life science and undergraduate program counterparts. When analyzing the use of specific SPs, we found that analyzing and interpreting data (SP4) and mathematical and computational thinking (SP5) emerged as noteworthy. This study’s findings carry implications for science teacher education and professional development programs, urging efforts to augment both the quantity of rigor of SP use in the secondary science classroom. Our research contributes insights that can inform strategies for the enhancement of science education alignment with the objectives set forth by NGSS

Evaluating Virtual Reality’s Impact on Enhancing Pedagogical Skills in South Korean Secondary Schools’ Teacher Development Programs

This comprehensive study delves into the transformative potential of Virtual Reality (VR) technology within teacher professional development programs in South Korean secondary schools. With the educational landscape rapidly evolving, the integration of innovative technologies such as VR presents both unprecedented opportunities and significant challenges. This paper aims to critically assess the effectiveness of VR in enriching pedagogical skills among educators, exploring its role in facilitating immersive and interactive learning experiences that could potentially redefine traditional teaching methodologies. Employing a mixed-methods research approach, this investigation combines quantitative data derived from extensive surveys of educators who have participated in VR-based training programs with qualitative insights gathered through in-depth interviews. This dual-faceted analysis enables a nuanced understanding of VR’s impact on teaching practices, highlighting the technology’s capacity to enhance instructional strategies, engage students more effectively, and foster a dynamic learning environment. Moreover, the study identifies key challenges associated with the adoption of VR in professional development, such as technical limitations, the need for specialized training, and the integration of VR content with existing curricula. By offering a comprehensive overview of the current state of VR in educational settings in South Korea and examining its implications for teacher professional growth, this paper contributes valuable perspectives to the ongoing discourse on leveraging technology to advance educational outcomes. Through its findings, the research underscores the critical need for strategic implementation and support mechanisms to maximize VR’s benefits in professional development programs, paving the way for future innovations in educational technology.

Examining the social validity of the Double Check Online Program: Helping to scale-up professional development for culturally responsive practices

This paper presents social validity findings from a mixed methods study of educators who used a recently adapted online version of the research-based Double Check culturallyresponsive practices and student engagement program. Results from 41 participants indicated that the program was easy to use, prompted them to reflect on their own culture, and that they would continue using the website. Although most users reported they would recommend the program, participants indicated they would like a wider variety of examples and more guidance for novice teachers. Additional conclusions and recommendations for improving Double Check and other online teacher professional development programs are discussed.

Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs

AbstractThis paper is focused on the collaborative work of two communities, one of teachers and one of researchers, during a teacher professional development program on the inquiry-based learning approach in mathematics, addressed to lower secondary school in-service mathematics teachers. We conceptualize the design of inquiry mathematics task as the boundary object on which the two communities work collaboratively. We aim to study the evolution of teachers’ and researchers’ meta-didactical praxeologies for designing inquiry mathematics tasks, with the Meta-Didactical Transposition framework, to understand if and how their collaboration favors their convergence toward shared components of final meta-didactical praxeologies. In the results, we show that this convergence is reached thanks to internalization processes of praxeological components for designing inquiry mathematics tasks, as a consequence of the learning mechanisms activated by the common work on the boundary object. In this paper, we address also the issue of understanding the complex relationship between teachers’ beliefs on inquiry mathematics tasks and the meta-didactical praxeologies of teachers and researchers. As a result, we propose a model in which the evolution of teachers’ beliefs is taken into account both as an agent and a consequence of the evolution of the meta-didactical praxeologies of the two communities involved in the teacher professional development program.

Coherence: Policymakers, Districts and Schools’ Perspectives of Teachers’ Professional Development

Coherence is highly important in teacher education and professional development programs—the extent of shared vision between position holders contributes to the program’s success. Nevertheless, the research on shared vision and coherence has primarily focused on teacher training programs. Hence, in this study, we conducted 29 interviews with teachers, principals, and district and national superintendents of professional development to explore various perspectives among position holders in the education system. Teachers and principals stress the atmosphere in schools and the wholistic experience of a teacher within school, whereas the national and district superintendents focus on building personalized courses for each teacher. There are agreements regarding the significance of teacher motivation, peer learning and study of practice. This study explores the notion of coherence in professional development through a holistic perspective, providing practical implications for improving the way education systems promote teachers’ professional development.

Teacher Professional Development: A Systematic Literature Review on Strategies for Effective Continuous Learning

Developing teacher professionalism is a crucial element in improving the quality of education. In this study, we conducted a systematic literature review to identify effective sustainable learning strategies for teachers. Based on our analysis, we found that collaboration between teachers, experience-based learning approaches, use of technology in learning, skills-based learning approaches, institutional support, teacher knowledge and skills, quality teaching, and improved student learning outcomes play an important role in increasing the effectiveness of sustainable learning . These findings provide valuable insights for educational practitioners in developing effective and sustainable teacher professional development programs

Affordances and constraints of integrating esports into higher education from the perspectives of students and teachers: An ecological systems approach

AbstractThis study aimed to investigate the perceived affordances of incorporating esports into higher education using an ecological systems approach that examined the multiple factors shaping behaviours at the individual, interpersonal, and organisational levels. A total of 40 participants, comprising 32 students and 8 teachers, were invited to take part in semi-structured interviews. The data gathered from the interviews underwent qualitative analysis through the employment of thematic analysis methods. The results suggested that esports were perceived as having the potential to promote students’ skills development and foster an interactive learning culture. The study also identified constraints on esports integration at various levels, including student differences (i.e. in gaming interest, skills, attention, and physical capacity) and teachers’ insufficient knowledge (i.e. of esports and related pedagogy and content) at the individual level; concerns about the negative impacts of esports at the interpersonal level; and a lack of effective execution of university leadership at the organisational level. The results of this study offer valuable insights for education leaders into how to effectively exercise leadership in the context of esports. Specifically, the findings underscore the importance of developing professional development programmes for teachers to enhance their knowledge of the use of esports and related pedagogy and teaching content to improve the implementation of esports-based instruction.