Tool For Professional Development Research Articles

Teachers’ Collegiality: A Professional Development Tool for Algerian Novice Teachers

Abstract Introduction: This research aims to discover the role of collegiality, as one of the internationally recognized tools for continuous professional development, in the professional growth journey of both novices and experts to give an insight into how effective, forming and maintaining healthy positive relationships, is to novice teachers per se. Methods: The research used a mixed-method approach to investigate the research questions. It included 18 teachers from the Department of English, Blida2 University; 8 novices, and 10 experts. The research used two questionnaires; one dedicated to novices to discover the role of collegiality in their professional development and the second one to experts to investigate the contribution of collegiality in their journey of professional growth and skill development. Results: In line with the data gathered, the results indicate that teachers’ collegiality is reasonably favorable by novices and highly recommended by expert teachers. Discussion: Novices tend to maintain positive relationships in the workplace as they believe they would expand their knowledge and skills repertoire and help them cope with the exhaustive emotional turmoil of stress and discomfort the new profession’s burden unfolds on them. Expert teachers, despite expressing not having benefitted particularly from collegiality in their professional development journey, tend to support and advocate for it for novice teachers today. They also tend to see themselves as responsible for the various pedagogical and psychological help they provide for novices to facilitate the challenging journey they face. Limitations: Despite its general concern among all teachers from different fields, the research was limited to a convenient sample from the Department of English, Blida2 Lounici Ali University. Conclusions: The research on collegiality adds to the literature on continuous professional development tools and is informative to teachers of all levels to invest in their collegial relationships for the pedagogical and psychological accompaniment of novice teachers per se.

Educators’ experiences of using mobile learning as a professional development and knowledge retention tool during the Covid-19 pandemic

This qualitative study intentionally gathered insights from 12 educators of varying seniority across three schools in the Nkangala Education District, Mpumalanga Province, South Africa, regarding their experiences with mobile learning (facilitated through Microsoft Teams and WhatsApp Messenger) as a professional development and knowledge retention tool during the Covid-19 pandemic. The findings, derived from semi-structured interviews and document analysis, indicated that young educators positively embraced the implementation of Microsoft Teams and WhatsApp Messenger. Senior educators deemed WhatsApp Messenger less intimidating than Microsoft Teams, thereby endorsing it as the preferred medium for professional growth and knowledge retention. This led to a lack of incentive among senior educators to participate in the professional learning events facilitated by Microsoft Teams. Thus, they depended on the supplemental learning information disseminated via WhatsApp Messenger as the principal method for professional development and knowledge retention activities. The research identified multiple obstacles to utilising mobile learning for professional development and knowledge retention, specifically: insufficient ICT skills among senior educators, ineffective content facilitation by subject advisors, and inadequate communication and scheduling of professional development programs. The study advocated for a systematic coordination of: 1) a series of ICT skills training for underqualified educators; 2) peer teaching among novice, mid-career, and senior educators to address internal skills deficiencies; 3) effective communication among the district, circuits, and schools; and 4) skills audits for subject advisors to enhance competency in areas of deficiency. By presenting these recommendations, the report alerts schools, circuits, and districts to the likelihood that the Covid-19-induced adoption of hybrid professional development will become the standard practice.

Reflection as a professional development tool based on experience of Georgian teachers of English

Reflection as a professional development tool based on experience of Georgian teachers of English

Application of a Standard Simulation Module as a Tool for Professional Development of Higher Education Teachers

The cycle of advanced training of the faculty on the basis of the Federal Accreditation Center of Perm State Medical University was created to form the professional competencies of students and the work functions of teachers. To introduce practical classes into the programs of clinical disciplines, a standard simulation module (SIM) was used, which is becoming a mandatory basis for the educational process at the University. The analysis of 106 SIM showed the use of simulation equipment and identified problems that are the basis for further development of the course.

Electronic Newsletters as a Professional Development Tool for Rural Educators

Rural educators need access to evidence-based instructional practices and technologies that meet the needs of our communities. Difficulty accessing quality professional development due to geographic isolation, limited access to specialists, cost constraints, staffing shortages, lack of access to resources and technology, and less time to participate in meaningful professional development are common barriers facing rural teachers. One way to disseminate evidence-based practices is through an electronic newsletter. This article shares how a behavior analyst developed an online newsletter to build relationships, offer resources, highlight staff achievement, provide instruction, and model evidence-based behavior interventions for school staff.

Generative artificial intelligence and the personalization of health professional education: A narrative review.

This narrative review examined the intersection of generative artificial intelligence (GAI) and the personalization of health professional education (PHE). This review aims to the elucidate the current condition of GAI technologies and their particular uses in the field of PHE. Data were extracted and analyzed from studies focusing on the demographics and professional development preferences of healthcare workers, the competencies required for personalized precision medicine, and the current and potential applications of artificial intelligence (AI) in PHE. The review also addressed the ethical implications of AI implementation in this context. Findings indicated a gender-balanced healthcare workforce with a predisposition toward continuous professional development and digital tool utilization. A need for a comprehensive educational framework was identified to include a spectrum of skills crucial for precision medicine, emphasizing the importance of patient involvement and bioethics. AI was found to enhance educational experiences and research in PHE, with an increasing trend in AI applications, particularly in surgical education since 2018. Ethical challenges associated with AI integration in PHE were highlighted, with an emphasis on the need for ethical design and diverse development teams. Core concepts in AI research were established, with a spotlight on emerging areas such as data science and learning analytics. The application of AI in PHE was recognized for its current benefits and potential for future advancements, with a call for ethical vigilance. GAI holds significant promise for personalizing PHE, with an identified need for ethical frameworks and diverse developer teams to address bias and equity in educational AI applications.

Practice as Research through Inquiry-Based Learning: A Pedagogical Intervention with Music Students in Higher Education

This paper presents the results of a Participatory Action Research, whose main objective was to validate a pedagogical intervention characterized by adopting an inquiry-based learning methodology (IBL), and the paradigm of Practice as Research focused on musical performativity. This intervention sought to foster autonomy, the relationship between theory and practice, and the development of critical reflexive skills in professional music students. The co-participants (12 students in the first cycle and 9 in the second) belonged to university training programs in vocal and instrumental interpretation, composition, and music pedagogy at different levels. In the intervention cycles, students were able to organize themselves collaboratively to achieve the learning objectives and research products designed in the intervention. During the process, they redefined research as a tool for professional development in their discipline. This empowered the participants, as they became aware that they themselves could build knowledge in their field. The intervention was validated, and the results highlight the potential of inquiry activities focused on musical performativity and Practice as Research in the context of higher music education, playing an integrating role in the construction of knowledge by and for practitioners.

‘What seems to be missing is actual reality’ Why don’t postdocs engage with career-focused professional development?

Background The relationship dynamics between postdoctoral researchers and their managers – typically Principal Investigators (PIs) - can directly and indirectly impact the professional development activities that postdocs participate in. Although career and development (C&D) conversations can be a platform through which both parties communicate about the postdoc’s development needs and career aspirations, it is unclear how frequently postdocs are having these types of conversations. Evidence from across the UK indicates that this group receive little feedback on their performance. Methods To explore interventions that could empower postdocs to initiate C&D conversations, we conducted a pilot study at the University of Cambridge where current postdocs were offered workshops utilizing two widely available professional development tools. Both workshops included 360-degree feedback interventions, and we hypothesized that the feedback gathered through these tools could give postdocs both a launching pad for facilitating a conversation with their PI and address the aforementioned feedback shortfall. Results Although most of the participant sample reported already having C&D conversations, those who did not report as such demonstrated mixed feelings about whether facilitating these types of discussions is even part of the PI role. Insights from participants’ engagement with the 360-degree feedback tools also show that participants were mindful of time constraints when seeking feedback, indicating that the usefulness of such interventions may be inhibited by wider cultural issues in the sector. Conclusions Through the development of what we call ‘the researcher development framework, this study highlights the shortcomings of using professional development interventions to address cultural issues.

PEDAGOGICAL REFLECTION IS A TEACHER'S PROFESSIONAL DEVELOPMENT TOOL

This article discusses the problem of reflection with a critical eye on oneself, the ability to direct one's capabilities in accordance with the requirements of life, clarify the purpose, formulate thoughts. The topic of pedagogical reflection is touched upon. The topic of pedagogical reflection, i.e., a means of professional development of a teacher is touched upon. The main purpose of the article is to explain the need for scientific justification and practical reflection as a factor of professional self-improvement of a teacher. This study examines the development of pedagogical reflection as viewed by several scholars, including Abai (Ibrahim Qunanbayev), T. Borton, J. Smith, J. Bain, R. Bolotin, S. Mille, S. Brownhill, D. Schön, A.N. Leontyev, O.A.Abdulina, N.V. Kuzmina, Y.N. Kulyutkin, V.V. Serikov, V.A. Slastenin, and L.F. Spirin. Their perspectives and opinions on pedagogical reflection were taken as a basis for the article. The article explores Borton’s reflective approach, reflection methods based on Smith's program, and Gibbs' cycle, all of which serve as tools for teachers' professional development. The theoretical analyses conducted in the article focus on ensuring the direction and content of teachers' growth processes. The authors of the article determined through theoretical and practical analyses that a teacher's reflection is essential for ensuring the direction and content of the teacher's growth process. In this regard, pedagogical reflection is not only about evaluating oneself and one’s actions but also involves observing how other educators understand themselves in pedagogical interactions, facilitating self-awareness and the ability to identify one’s strengths and weaknesses.

Self-reflection in teaching: A comprehensive guide to empowering educators and enhancing student learning

This comprehensive guide report on self- reflection in teaching explores the significance of self-reflection as a professional development tool for teachers. Drawing upon research evidence and practical examples, it examines the benefits of self-reflection in enhancing teaching effectiveness, promoting continuous improvement, and fostering a reflective teaching culture within educational settings. The guide was implemented as an imitative in two post and basic schools ‘teachers as a case study aiming to show the effectiveness of implementing self-reflection in actual lessons, and to reflect the teachers` perspectives of self- reflection in the two schools. The teachers` views and testimonies were all positive and constructive towards the essentiality of applying self- reflection in teaching as such method is crucial to empower the teachers and to enhance them to be engaged thoroughly in the teaching process and contribute in their professional growth process which in consequence enhance the students` learning attitudes as well.

Teacher Attitudes Towards World Englishes at Tertiary Level

This study investigates the perceptions and attitudes of English teachers at the tertiary level about World Englishes, utilizing a qualitative-methods approach. Data were collected through semi-structured interviews with 14 teachers. The findings reveal that the majority of teachers view English as a crucial tool for global communication and professional development. Many teachers emphasize the significance of English in their professional lives, highlighting its role in teaching and connecting with the academic community. Additionally, the study underscores the importance of effective teaching skills over nativeness and flexibility in language use. Most teachers feel more comfortable speaking English with non-native speakers, citing familiarity and a non-judgmental environment. The preference for native teachers in teaching pronunciation and speaking skills is also noted. Overall, the study highlights the dynamic and inclusive nature of English as a global language and its multifaceted role in various aspects of life. These insights contribute to the understanding of English language teaching and the evolving perceptions of English in a globalized world.

Diverse Mentoring Connections Across Institutional Boundaries in the Biomedical Sciences: Innovative Graph Database Analysis.

With an overarching goal of increasing diversity and inclusion in biomedical sciences, the National Research Mentoring Network (NRMN) developed a web-based national mentoring platform (MyNRMN) that seeks to connect mentors and mentees to support the persistence of underrepresented minorities in the biomedical sciences. As of May 15, 2024, the MyNRMN platform, which provides mentoring, networking, and professional development tools, has facilitated more than 12,100 unique mentoring connections between faculty, students, and researchers in the biomedical domain. This study aimed to examine the large-scale mentoring connections facilitated by our web-based platform between students (mentees) and faculty (mentors) across institutional and geographic boundaries. Using an innovative graph database, we analyzed diverse mentoring connections between mentors and mentees across demographic characteristics in the biomedical sciences. Through the MyNRMN platform, we observed profile data and analyzed mentoring connections made between students and faculty across institutional boundaries by race, ethnicity, gender, institution type, and educational attainment between July 1, 2016, and May 31, 2021. In total, there were 15,024 connections with 2222 mentees and 1652 mentors across 1625 institutions contributing data. Female mentees participated in the highest number of connections (3996/6108, 65%), whereas female mentors participated in 58% (5206/8916) of the connections. Black mentees made up 38% (2297/6108) of the connections, whereas White mentors participated in 56% (5036/8916) of the connections. Mentees were predominately from institutions classified as Research 1 (R1; doctoral universities-very high research activity) and historically Black colleges and universities (556/2222, 25% and 307/2222, 14%, respectively), whereas 31% (504/1652) of mentors were from R1 institutions. To date, the utility of mentoring connections across institutions throughout the United States and how mentors and mentees are connected is unknown. This study examined these connections and the diversity of these connections using an extensive web-based mentoring network.

Turkish EFL teachers’ professional learning: reflections on critical incidents

ABSTRACT Although there are many disagreements about its definition and how it should be applied, reflection is an important professional development tool in teacher education. If in-service teachers think in-depth about critical incidents and reflect on them, they can develop new understandings of the teaching and learning process. The study investigated a group of Turkish EFL teachers’ reflections on their pedagogical practices through the use of critical incidents. It also outlined how this reflection process contributed to the professional competence of the participants. Over the course of six weeks, all participants were asked to write reflections based on questions within a critical incident framework. Individual interviews followed this process. The findings showed that the participants mostly identified the ‘self-assessment’ category. Examination of frequency and category data showed that writing reflections on critical incidents increased in-service teachers’ awareness of development and research orientation. Participants were more engaged in professional development and became more aware of their ability to learn from personal experiences. Additionally, the teachers stated that they used the knowledge of these experiences to change their classroom practices.

Webinars and workshops as professional development tools to upskill frontline workers in identifying and responding to harmful sexual behaviours

BackgroundGrowing concerns about harmful sexual behaviour (HSB) experienced and exhibited by children and young people has resulted in a demand for training programs for frontline workers. However, HSB professional development initiatives must contend with various challenges and competing demands. ObjectiveThis study evaluated workshops and webinars as professional development tools to upskill frontline workers on preventing, identifying, and responding to HSB. Particularly, whether these platforms met the needs of the workforce; increased professionals’ perceived knowledge, confidence, competence, and actual knowledge, in what ways; and whether the training was subsequently applied in practice to identify and respond to HSB. Participantsand Setting: Surveys were issued pre- and post-workshop/webinar training to measure changes in frontline workers’ perceived knowledge, confidence, competence, and actual knowledge, to identify and respond to HSB (n = 638 pre- and n = 418 post-workshop respondents; n = 473 pre- and n = 419 post-webinar; n = 3 workshop and n = 27 webinar 12-month follow-up). MethodsQuantitative (paired sample t-tests, one-way ANOVA, and independent sample t-tests) and qualitative thematic analyses from pre- and post-workshop/webinar survey responses were conducted. FindingsFindings tentatively indicate workshops and webinars met the needs of participants and, overall, were effective in increasing perceived knowledge, confidence, competence, and actual knowledge. Despite a smaller 12-month follow-up sample, knowledge and skills learned from training were subsequently applied in practice to identify and respond to HSB. ConclusionThere is promising value in workshops and webinars as professional development tools for upskilling a diverse, and geographically dispersed, workforce.

Social media: a powerful tool for networking and professional development

Social media: a powerful tool for networking and professional development

Exploring Australian Dietitians' knowledge, experience and perspectives of time-restricted eating in private practice: A qualitative study.

Time-restricted eating is a novel nutrition intervention with evidence of beneficial effects on weight loss, blood glucose management, and other metabolic health outcomes. Adherence to time-restricted eating is higher than some traditional nutrition interventions to support individuals living with overweight/obesity and type 2 diabetes mellitus. However, there may be an evidence-practice gap of time-restricted eating in Australian dietetic practice. The present study aimed to explore dietitians' knowledge, experiences, and perspectives of time-restricted eating and timing of eating advice in practice. Semi-structured interviews with 10 private practice dietitians across Australia were conducted. Audio recordings were transcribed and analysed thematically. Six themes were identified: (i) distinction of time-restricted eating to other fasting protocols; (ii) knowledge of health benefits of time-restricted eating; (iii) patient-led advice frequently given: timing of breakfast and dinner; (iv) dietitian-led advice frequently given: eating cut-off time to avoid late night snacking; (v) barriers and facilitators to offering time-restricted eating or timing of eating advice; (vi) timing of eating advice within professional guidelines and resources. These findings suggest the need for development of professional resources and educational development tools for dietitians on time-restricted eating.

Capstone Portfolios as an Accreditation and Professional Development Tool: Early Childhood Candidates' Experience

Capstone Portfolios as an Accreditation and Professional Development Tool: Early Childhood Candidates' Experience

Predictors of Mental Health and Job Burnout of Secondary School Teachers in Owerri Education Zone I, Imo State Nigeria

Aim of the Study: The study examined the predictor of mental health and job burnout of secondary school teachers in Owerri Education Zone I, Imo State Nigeria. Design/Methodology: 312 teachers from six government-owned secondary schools, participated in this cross-sectional survey study. Along with information on demographics, health-related behaviours, and resilience, the survey tools included the anxiety, stress and depression scale and burnout inventory for educators survey via hierarchical multiple regression analyses and descriptive statistics. Findings: Descriptive statistics were used in the study, and the findings indicated that 10.0% of teachers experienced severe anxiety, 7.3% had severe or extremely severe stress, and 4.3% had severe depression. According to the findings of the study on teacher burnout using hierarchical multiple regression analyses, emotional exhaustion was significantly predicted by age, marital status, family economic status, frequency of exercise, drinking, and resilience; depersonalisation was significantly predicted by drinking, and personal accomplishment was significantly predicted by resilience. The results of the hierarchical multiple regression analyses for the mental health of teachers also showed that age, family economic status, resilience, and exercise frequency were significant predictors of depression; gender, marital status, resilience, and sleep were significant predictors of stress; and marital status, family economic status, exercise frequency, smoking, and resilience were significant predictors of anxiety. Practical Implications: In order to help teachers better grasp the benefits of exercise and sleep for their mental health, schools should collaborate with nearby mental health centres to offer programmes that may be attended in person or virtually in enhancing mental well-being and lowering teacher burnout. Originality/value: This study is the first in Imo State, Nigeria to offer a thorough Teacher Wellness Programme in addition to offering a thorough analysis of teachers’ mental health and burnout. This study offers personal and professional development tools that public health professionals and school administrators can use to improve mental health and reduce teacher burnout.

<i>Re</i>-evaluating the Use of Corpus-Based Instruction in a Language Teacher Education Context

This paper presents a replication study of research published 16 years ago by one of the authors (Farr, 2008). At that time, research into the use of corpus-based approaches in teacher education was sparse. This has changed somewhat, but is still limited. Existing research shows that teachers identify a number of reservations to the integration of corpus-based approaches in their teaching, including time-related obstacles, and a lack of confidence, awareness and training (Boulton & Tyne, 2014). Clearly there are still challenges to be overcome and further insights to be gleaned from research into the integration of corpus linguistics into teacher education programmes. As with the original study, this paper reports the ways in which corpus approaches have been integrated into a 1-year MA in TESOL programme. It outlines findings from survey results, which explore the student teachers’ perspectives on their experiences of using corpora, both as a language awareness tool for professional development and research, and as a resource for materials development. Additionally, it discusses the potential issues foreseen by practitioners in relation to using such an approach in their careers. The investigation leads to the conclusion that there is generally a positive predisposition towards the use of corpora.

Nutrition and Dietetics Professionals Sustainable Food Systems Knowledge Seeking Behaviour

ABSTRACT Sustainable food system (SFS) competence is a new and recognized knowledge area for nutrition and dietetics professionals (NDP). This research seeks to describe the SFS knowledge seeking behavior of NDP. Secondary data analysis of 231 anonymous self-assessments collected between September 2020 to December 2021 indicate a high proportion (41%) of self-assessed “beginners” in this topic at a mixture of career stages. There was a preference for learning about topics that already have significant public attention globally. More advanced practitioners sought more applied information. These results are informative for updating education and professional development tools for NDP.