Tool For Professional Development Research Articles

Professional learning by mathematics teachers through video-stimulated recall

This article reports on mathematics teachers’ professional learning prospects through video-stimulated recall (VSR), a tool for in-house professional development. Providing timeous feedback to teachers on aspects of their teaching that they should improve are greatly beneficial. Two Mathematics teachers at a rural high school in a province of South Africa, implemented VSR. The research question was: What is the effect of incorporating VSR on the professional learning of these two mathematics teachers? This qualitative study used the conscious competence learning model as its conceptual lens. VSR-related interviews served as data collection instrument. The findings revealed that the teachers reflected differently and on different aspects of their lessons. Their professional learning varied were they adapted their teaching on some of the aspects noticed and one some not/ to a limited extend. VSR put them in the driving seat of their own learning, allowing them to develop professional as noticed through reflection.

The effectiveness of eHealth interventions on moderate-to-vigorous intensity physical activity among cardiac rehabilitation participants: a systematic review and meta-analysis

Abstract Background Cardiac rehabilitation is a class IA recommendation for patients with cardiovascular diseases. Physical activity is the core component and core competency of cardiac rehabilitation programs. Cardiac rehabilitation guidelines recommend patients achieve at least thirty minutes of moderate-to-vigorous intensity physical activity five or more days per week. However many patients with cardiovascular diseases are failing to meet recommended daily physical activity levels. eHealth interventions may increase moderate-to-vigorous intensity physical activity among cardiac rehabilitation participants. Objectives The objective of this study was to review the evidence of the effectiveness of eHealth interventions to increase moderate-to-vigorous intensity physical activity among cardiac rehabilitation participants. The secondary objective was to examine the effectiveness of eHealth interventions on improving exercise capacity, cardiovascular risk profile and health-related quality of life. Methods A comprehensive search strategy was developed for four electronic databases (PubMed, Web of Science, Embase and The Cochrane Library); through December 16, 2021. All studies reporting on eHealth interventions designed to increase moderate-to-vigorous physical activity among cardiac rehabilitation participants were included. Multiple not-blind reviewers determined study eligibility and extracted data. Risk of bias was evaluated using the Cochrane Collaboration Tool for randomized controlled trials and using the Effective Practice and Organisation of Care Cochrane Review Group for non-randomized controlled trials. Data quality using the Grading of Recommendations Assessment, Development and Evaluation professional guideline development tool. Data were pooled using a random-effects model. All statistical analyses were performed using Stata 17. Results Twenty-one studies were included in the review which fifteen were in the meta-analysis. The meta-analysis demonstrated eHealth interventions improved moderate-to-vigorous physical activity (standard mean difference = 0.17, 95% confidence interval: 0.07, 0.27, P<0.001). No changes were observed in exercise capacity (P=0.09), cardiovascular risk profile (body mass index, P=0.19; waist circumference, P=0.7; systolic blood pressure, P=0.36; total cholesterol, P=0.72; plasma glucose, P=0.41) and health-related quality of life (P=0.12). Conclusions eHealth interventions are effective at increasing minutes/week of moderate-to-vigorous intensity physical activity among cardiac rehabilitation participants. Future high-quality empirical studies are needed to evaluate the effectiveness of eHealth interventions delivered, with these sub-types (wearable devices, online web portal, smart phone application, messaging services and telephone calls) delivered alone or in combination delivered more conducive to moderate-to-high intensity physical activity. Funding Acknowledgement Type of funding sources: None.

The educational outcomes of an online pilot workshop in CBRNe emergencies

Background: In the past 20 years, humanity, particularly in the Middle East, has experienced three outbreaks of coronavirus disease, restricting our ordinary activities. In addition to the growing risk of chemical, biological, radiological, nuclear, and explosive incidents, discussing an alternative to the usual refresher or first-time face-to-face disaster preparedness education is necessary. This study aimed to evaluate the participants’ educational outcomes following their participation in the “HazMat/CBRNe in the context of mass gatherings” online pilot workshop, which used PowerPoint® presentations, a remotely facilitated tabletop exercise, and videos. Methods and Analysis: This was a retrospective quantitative analysis study based on the participants’ pre- and post-workshop session 1 multiple choice assessment scores and their evaluation results. Results: Although it was based on a small number of participants, the implemented workshop helped accomplish the participants’ educational outcomes. Conclusion: This study demonstrated that this online workshop helped fulfil the participants’ educational needs and familiarize them with the concept of readiness and preparedness for CBRNe threats in mass gatherings; hence, it should be conducted again for other participants. The increasing worldwide use of CBRN agents in industries and bioterrorism heightens the need to ensure appropriate healthcare workers’ readiness through practical, innovative continuous professional development tools in times of pandemics.

‘It was natural and real-life’: book clubs as professional development for preservice teachers

ABSTRACT Decades of research indicate teacher dissatisfaction with traditional professional development (PD), while a growing body of research literature indicates the value of heutagogical and andragogical learning in PD. This case study examines the experiences of 43 preservice teachers as they took part in professional development book clubs as part of regular coursework in their educator preparation program. The participants’ communities of practice were established across varied platforms: face-to-face meetings, social media groups, and the university learning management system. Participants also collaborated with novel peers from heterogeneous cohorts. Survey data was collected and analyzed to better understand participants’ perceptions of the usefulness of the book club PD. Findings include preservice teachers’ evaluation of the both the value and format of book clubs as a professional development tool. Implications include suggestions for meaningful collaboration in virtual settings.

Assessment as a policy instrument and/or tool for professional development

Assessment as a policy instrument and/or tool for professional development

An educator's toolkit for virtual simulation: A usability study

BackgroundThe rapid change brought on by COVID-19 meant that many educators adopted virtual simulation quickly, often without having a strong background in the pedagogical principles of virtual simulation. To address this resource gap, a team of 21 Ontario virtual simulation-experienced educators created the freely available, online, interprofessional Virtual Simulation Educator's Toolkit. The Toolkit provides the theory, practical strategies and resources needed to teach effectively with virtual simulation. Because the Toolkit would include new content, resources and numerous untested design elements, the team conducted a usability test. DesignA usability study, that followed a three-step process, was conducted. Participants were asked to carefully review the Toolkit, including all interactive components and complete an online survey based on the Technology Acceptance Model, to measure the ease of use and utility of the Toolkit. Lastly, participants were interviewed. ParticipantsIn keeping with sampling principles for usability studies, twenty experienced virtual simulation educators from different disciplines participated in the study. MethodsA validated survey and one-on-one interviews were used to measure educators' perceptions of the ease of use and utility of the Toolkit and their recommendations to improve it. Quantitative data were analyzed using descriptive statistics and qualitative data were coded and themes developed. ConclusionThe score of 90 % on the Toolkit Experience Survey indicated that participants found the Toolkit both easy to use and useful. Results from the interviews indicated that a practical, accessible professional development tool is urgently needed to support education with virtual simulation. Because the Toolkit introduces educators to different ways of implementing virtual simulation, as well as options, process considerations, and tools to enhance their teaching with virtual simulation, different disciplines and educators with different levels of simulation experience may benefit by using it.

The effectiveness of eHealth interventions on moderate-to-vigorous intensity physical activity among cardiac rehabilitation participants: a systematic review and meta-analysis

Abstract Background Cardiac rehabilitation is a class IA recommendation for patients with cardiovascular diseases. Physical activity is the core component and core competency of cardiac rehabilitation programs. Cardiac rehabilitation guidelines recommend patients achieve at least thirty minutes of moderate-to-vigorous intensity physical activity five or more days per week. However many patients with cardiovascular diseases are failing to meet recommended daily physical activity levels. eHealth interventions may increase moderate-to-vigorous intensity physical activity among cardiac rehabilitation participants. Objectives The objective of this study was to review the evidence of the effectiveness of eHealth interventions to increase moderate-to-vigorous intensity physical activity among cardiac rehabilitation participants. The secondary objective was to examine the effectiveness of eHealth interventions on improving exercise capacity, cardiovascular risk profile and health-related quality of life. Methods A comprehensive search strategy was developed for four electronic databases (PubMed, Web of Science, Embase and The Cochrane Library); through December 16, 2021. All studies reporting on eHealth interventions designed to increase moderate-to-vigorous physical activity among cardiac rehabilitation participants were included. Multiple not-blind reviewers determined study eligibility and extracted data. Risk of bias was evaluated using the Cochrane Collaboration Tool for randomized controlled trials and using the Effective Practice and Organisation of Care Cochrane Review Group for non-randomized controlled trials. Data quality using the Grading of Recommendations Assessment, Development and Evaluation professional guideline development tool. Data were pooled using a random-effects model. All statistical analyses were performed using Stata 17. Results Twenty-one studies were included in the review which fifteen were in the meta-analysis. The meta-analysis demonstrated eHealth interventions improved moderate-to-vigorous physical activity (standard mean difference = 0.17, 95% confidence interval: 0.07, 0.27, P<0.001). No changes were observed in exercise capacity (P=0.09), cardiovascular risk profile (body mass index, P=0.19; waist circumference, P=0.7; systolic blood pressure, P=0.36; total cholesterol, P=0.72; plasma glucose, P=0.41) and health-related quality of life (P=0.12). Conclusions eHealth interventions are effective at increasing minutes/week of moderate-to-vigorous intensity physical activity among cardiac rehabilitation participants. Future high-quality empirical studies are needed to evaluate the effectiveness of eHealth interventions delivered, with these sub-types (wearable devices, online web portal, smart phone application, messaging services and telephone calls) delivered alone or in combination delivered more conducive to moderate-to-high intensity physical activity. Funding Acknowledgement Type of funding sources: None.

Science Teachers’ Perceptions of Professional Development via Environmental Education Programs

The present research explores whether environmental education practices and methods can serve as a professional development tool and help science teachers to transform theory into educational practice. To answer this question, the perceptions of 40 experienced science teachers implementing environmental education programs were explored. Activity theory was used as an analytical tool to illuminate how teachers relate science teaching to environmental education and to highlight the contradictions and tensions that develop due to the conflict between the dominant positivist model of science teaching and the child-centered model of constructivism adopted by environmental education. The analysis showed that environmental education has the potential to lead to the desired transformation if implemented in a way that is consistent with its principles and objectives. It can also support horizontal professional development efforts as it utilizes the very strong intrinsic and personal motivations of teachers that drive them to engage in environmental education programs.

Implementing Japanese lesson study as a professional development tool in South Africa

Continuous professional development is an integral part of the professional life of teachers since learning is a life-long activity. Lesson study is a practical approach to promoting teachers’ professional development. Lesson study refers to teachers’ classroom-based collaborative research to bring teachers together to work collaboratively to plan a lesson. In South Africa, there is a dire need for teachers’ professional development due to many challenges in professional development in this country. However, there is very little documented research into the implementation of lesson study in South Africa. This study explored the Japanese Lesson Study to improve teaching quality and to learn in South Africa. The researchers adopted qualitative research with an interpretivist paradigm to explicit participants’ experiences of lesson study. A purposive sampling technique was employed to select three participants in a school from Gauteng Province, South Africa. The findings revealed that participants appreciated the workshop and gained knowledge of a good understanding of the lesson study. All the participants acknowledged the awareness of their professional development as a motivating factor for them to continue to plan and work together. The researchers recommended that lesson studies be implemented with teachers from different grades and phases. School leaders should become ambassadors for setting up communities of practice within their schools, districts and provinces. Further studies should be carried out with similar grades in a phase and also in phase planning.

Stop fearing blindness! Visually impaired people reflect on the ethics of sighted prospective teachers simulating visual impairment

Disability simulations have developed as a popular professional development tool to help increase knowledge and awareness of disability and facilitate pedagogical learning among prospective and pre-service teachers. The aim of this research is to explore the ethics of sighted people simulating visual impairment from the perspective of visually impaired people. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of prospective physical education teachers in a university setting before being interviewed about their perceptions of what they had read. Interviews were conducted via telephone, and were recorded, transcribed, and subjected to thematic analysis. The themes constructed and discussed in this article from an ethical perspective are: (1) involving visually impaired people in simulated experiences; (2) reinforcing negative attitudes about visually impaired people; (3) tensions involving touch for pedagogical purposes; and (4) adapting activities and grouping pupils in relation to ‘ability’.

Reflective Journals: A tool for Self-Reflection, Self-Awareness and Professional Development

Reflective Journals: A tool for Self-Reflection, Self-Awareness and Professional Development

Community Blog and Narrative Inquiry as Tools for Technology-Enhanced Professional Development for ESL Teachers

Community Blog and Narrative Inquiry as Tools for Technology-Enhanced Professional Development for ESL Teachers

Empowering faculty to initiate STEM education transformation: Efficacy of a systems thinking approach

Just a decade ago Vision and Change in Undergraduate Biology Education: A Call to Action was released, catalyzing several initiatives to transform undergraduate life sciences education. Among these was the Partnership for Undergraduate Life Sciences Education (PULSE), a national organization commissioned to increase the adoption of Vision and Change recommendations within academic life sciences departments. PULSE activities have been designed based on the recognition that life sciences departments and faculty are embedded within institutions of higher education which, similar to other large organizations, are complex systems composed of multiple, interconnected subsystems. The organizational change research suggests that effecting large-scale changes (e.g., undergraduate STEM education transformation) may be facilitated by applying systems thinking to change efforts. In this paper we introduce the approach of systems thinking as a professional development tool to empower individual STEM faculty to effect department-level transformation. We briefly describe a professional development experience designed to increase life sciences faculty members’ understanding of systems thinking, present evidence that faculty applied a systems thinking approach to initiate department-level change, and discuss the degree to which transformation efforts were perceived to be successful. Though focused on faculty in the life sciences, our findings are broadly transferable to other efforts seeking to effect change in undergraduate STEM education.

Professional development e-course on how to integrate interdisciplinary approach into the learning process in schools that practise multimodality and use interactive educational online services

Problem and goal. The problem of implementation and realization of interdisciplinary approach in the learning process at schools is demonstrated. The goal of this research is to create professional development e-course for teachers, which can include practical approaches to integrate interdisciplinarity and to develop multimodality through the application of online services. Methodology. The practical research is carried out based on organizing an experimental (93 people) and control (71 people) groups of students in different ages (4-8th grades) and disciplines. The students from an experimental group are taught by the teachers who took part in the designed e-course. These teachers use practice-based methods and strategies to integrate interdisciplinary approach in the lessons of Geography, Mathematics, Russian, English, Social Studies and Literature in a primary school. They apply online services such as Padlet, Zoom and Google Tools as well. Analysis of interdisciplinary skills level is carried out with the help of control diagnostics before and after the experiment. Results. The tools for the integration of interdisciplinary approach and the application of online services in educational process have appeared to be effective. The evidence of this conclusion is the toolbox with methodological interdisciplinary materials and resources which has been created for the learning process with the help of online services which can help students develop transfer skills, creative and critical thinking. The tools and services demonstrated in this research allow students and teachers to develop agency, i.e. the ability to be responsible for their life, in particular for their learning, to make a choice and to have a voice. They also help increase motivation to the process of learning. Such tools and online services can play a significant role for informatization of the learning process because they have an impact on the development of students’ multimodality. Conclusion. The results allow to identify the effectiveness of the implementation and integration of interdisciplinary approach in educational process, especially in the framework of narrow disciplines, with the help of online services. Teachers, who had taken part in a designed professional development e-course, used strategies and tools, online services in practice. The students demonstrated an enhanced level of creative and critical thinking and transfer skills during control diagnostics after the research.

Video recorded treatment sessions for professional development

Purpose:Professional development is seen as a crucial aspect of work as a counsellor, however, little is known about how to make these learning experiences more effective. One specific tool that might improve the learning process is the use of video recorded counselling sessions. This literature review aimed to examine the empirical evidence for using video recorded counselling sessions for professional development.Methods:A systematic literature search identified 27 relevant studies; including 13 surveys and 14 outcome studies.Findings:Results indicated that, despite counsellors’ and clients’ initial anxiety, the use of video recorded sessions does not appear to be harmful, and may be beneficial to supervisors, counsellors and clients. Benefits included outcomes such as improved counsellors’ self-assessment skills, counselling skills, and understanding of in-session experiences, and improved supervisors’ diagnostic accuracy and assessment of supervisees’ level of clinical competency.Discussion:These preliminary empirical findings suggest that the use of video recorded treatment sessions is likely to be beneficial to counsellors, clients and supervisors. Further research on how to make most effective use of therapy recordings as professional development tool is warranted.

Understanding Teacher Identity and Perceptions of Action Research as a Professional Development Tool in Pakistan

This study introduced action research to a group of 25 teachers in a K-12 school in Pakistan. The objective was to understand how teachers viewed their identity as teachers and how they perceived action research as a possible professional development tool. Data were obtained through three focused group interviews with 12 volunteers from the initial group which was later analyzed through discourse analysis. Findings from data are shared about action research as a viable tool in effective learning and instruction. The teachers shared their apprehensions about action research. Implications for equitable education and research in international contexts have been discussed.

The Map of Competencies of a Foreign Language University Teacher in the Context of Digitalization of Education

Over the past twenty years, a large number of legislative documents, educational standards have been adopted, effective pedagogical models, methods and approaches to teaching foreign languages have been developed at various levels of education in our country and abroad. The article analyzes these documents to describe the current competencies of teachers of foreign languages of higher education. The developed map of competencies of foreign language teachers, which includes digital, professional communicative, methodological and universal competencies, is the result of theoretical research and analysis of the pedagogical experience of distance professional development programs for teachers of foreign languages, designed at the Faculty of Foreign Languages and Regional Studies of Moscow State University named after M.V. Lomonosov. This map can be used as a tool for professional development, since it will allow teachers of foreign languages: to reflect and identify some gaps in their professional development; set short-term and long-term goals; determine the best ways to boost their professional growth; to create innovative models of professional development of teachers, based on a combination of fundamental professional knowledge, professional competencies and skills and assuming the formation of innovative thinking of university employees.

Exploring the Status of Co-training as a Professional Development Tool (Omani English Teacher-trainers’ Perspectives)

This study investigates the status of co-training as a tool for the PD of English teacher-trainers (TTs) in Oman. Since these TTs adopt this tool even though they have received no training on it, it is significant to explore their knowledge and practice to explore if there are any discrepancies in their performance. An open-ended questionnaire is used to collect data. Fourteen (14) English TTs from 9 governorates responded to the questionnaire. Their responses were analysed, categorised and presented. The findings revealed both, performance discrepancies and the causes of these discrepancies. The study showed some weakness in the practice and orientation of co-training as a tool for PD among the participants. The findings revealed that there is a fluctuation in the value that TTs place on co-training and its implementation. These also highlighted different practices of co-training reflecting a lack of understanding of how to implement it. Moreover, some inappropriate practices were identified which put the adoption of this collaborative tool at risk. The findings showed that these discrepancies existed because of a lack of knowledge, inappropriate practices and negative perceptions towards co-training. Participants’ suggestions for better future practices of co-training highlighted the strong need to improve the situation by clarifying the ambiguity and setting out conditions to follow. This study recommended constructing a co-training model and involving TTs in a training programme to raise their knowledge of co-training and foster their perception of it as a tool for their PD.

Barriers to Physiotherapists' Use of Professional Development Tools for Chronic Pain: A Knowledge Translation Study.

Purpose: The Pain Science Division (PSD) is a special interest group of the Canadian Physiotherapy Association that serves physiotherapists who have an interest in better understanding and managing patients' pain. The PSD developed evidence-based resources for its members with the goal of improving patient care by supporting professional development. However, online metrics tracking access to these resources indicated that access was low. The purpose of this study was to identify the barriers PSD members encountered to the use of PSD resources and to recommend interventions to address these barriers guided by the Theory and Techniques Tool (TTT). Method: We distributed an online survey to PSD members across Canada. We used the TTT, a knowledge translation tool, to guide the design of the questionnaire and identify actionable findings. Results: Response rates from 621 non-student members and 1,470 student members were 26.9% and 1.4%, respectively. Based on the frequency of practising physiotherapists' (n=167) agreement with items in the TTT, the primary barriers to use of the PSD resources were forgetting that the resources were available and forgetting to use them. Conclusions: The TTT can be used to identify barriers to use of professional development tools.

Defining reflective practice from the Indonesian novice EFL teachers’ perspective

ABSTRACT Educational researchers have long attempted to define reflective practice. More than a century after the term was first introduced to the education field, there is still no consensus regarding its definition. This article suggests that although it is important to provide the practitioners with a comprehensive definition, it is not less important to investigate how the practitioners understand and define the concept. Therefore, this study attempts to provide empirical knowledge regarding how the practitioners conceptualise reflective practice. The participants of this study are six Indonesian novice English as a Foreign Language (EFL) teachers working at junior and senior high school levels in West Java, Indonesia. This study employs qualitative research methods and collects data through interviews. Thematic analysis has been adopted in order to analyse the data. The findings suggest that the participants understood the term reflective practice as a problem-solving strategy. In this regard, an activity for sharing knowledge, a flashback process for improving the teaching practices and a tool for professional development were the themes that were emerged from the data analysis. In order for practitioners to develop a full picture of the term, teacher education and training programs were invited to offer reflective practice as a separate module.