Showing papers on "Professional development published in 2022"

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

Abstract: Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.

Teachers' trust in AI-powered educational technology and a professional development program to improve it

Abstract: Funding information Azrieli Foundation; The Israeli Council for Higher Education (CHE) via the Weizmann Data Science Research Center Abstract Evidence from various domains underlines the critical role that human factors, and especially trust, play in adopting technology by practitioners. In the case of Artificial Intelligence (AI) powered tools, the issue is even more complex due to practitioners' AIspecific misconceptions, myths and fears (e.g., mass unemployment and privacy violations). In recent years, AI has been incorporated increasingly into K12 education. However, little research has been conducted on the trust and attitudes of K12 teachers towards the use and adoption of AIpowered Educational Technology (AIEdTech). This paper sheds light on teachers' trust in AIEdTech and presents effective professional development strategies to increase teachers' trust and willingness to apply AIEdTech in their classrooms. Our experiments with K12 science teachers were conducted around their interactions with a specific AIpowered assessment tool (termed AIGrader) using both synthetic and real data. The results indicate that presenting teachers with some explanations of (i) how AI makes decisions, particularly compared to the human experts, and (ii) how AI can

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A Systematic Review

Abstract: • TPD for technology use is under-researched in LMICs, and results are mixed • Social media, video, e-learning can be leveraged to overcome constraints in LMICs • Technology-mediated TPD can be used to narrow inequalities and enhance agency • Technology can support facilitators/coaches but human relationships are central • Methodological issues abound, such as sustainability, sampling, access to evidence Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.

Preparing Pharmacy Educators as Expedition Guides to Support Professional Identity Formation in Pharmacy Education

Abstract: Objective. To provide an educator-friendly travel guide for supporting pharmacy students’ lifelong journey to professional identity formation. Findings. In contrast to professionalism, which has emphasized externally visible behaviors, professional identity focuses on the internalization of the attitudes, standards, and behavioral norms of a profession, such that one “thinks, acts, and feels” like a member of that profession. Identity, whether personal or professional, is continuously developed in part during interactions with others and in response to internal and external feedback on those interactions. Educators play a critical role in helping students navigate the “provocative moments” (eg, transitions, dissonance) that accompany identity formation. To help educators travel with purpose, several identity formation theories suggest means of creating learning experiences and supporting the development of a professional identity. Additionally, guidebooks for the trip (ie, published literature) provide examples of didactic and experiential teaching approaches that can be used to promote professional identity formation. While further exploration and research are necessary, traveling this journey with colleagues can help members of the Academy succeed in sustainably and effectively infusing intentional professional identity formation within pharmacy education and training. Summary. There are myriad ways for educators to develop and support professional identity formation, which can present a challenge when defining the role that educators play in this complex, dynamic process. Educators must understand the reasoning behind various approaches and the common dialogue used to engage and support learners as their expedition guides on the lifelong journey to professional identity formation.

The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in-service EFL teachers' technology adoption

Abstract: Previous research has identified various internal and external factors that predict teachers' technology adoption. Limited studies have explored how these internal and external factors interplay to determine different types of technology use. This study used the survey responses of 280 English as foreign language (EFL) teachers to examine how two key external factors (ie, school culture and professional development) interact with the two constitutive internal components (ie, knowledge/skill and belief) to determine three types of technology use in teaching and learning (ie, technology for content delivery, technology for learning enrichment and technology for transformed education towards self-directed learning). It identified the salience of school culture, professional development and TPACK over teaching and learning beliefs in determining technology use. It further revealed that these factors influenced the three types of technology use differently. The findings suggest a differentiated approach towards researching and supporting teacher technology adoption. Practitioner notes What is already known about the topic Belief factors (Beliefs about teaching), knowledge factors (TPACK) and contextual factors (school culture and professional development) are significant predictors of teacher technology adoption. What this paper adds When examined together, school culture, professional development and TPACK were the more significant predictors of in-service EFL teachers' technology integration, and the contributions of the belief systems were minimal. The interactions of these factors vary for different types of teacher technology use. Implications for practice and/or policy Need differentiated considerations in supporting different types of teacher technology use. A favourable school culture is instrumental to teachers' technology use for content delivery and for supporting students' self-directed learning. TPACK is most critical to the use of technology for learning enrichment.

Student evaluations of teaching and the development of a comprehensive measure of teaching effectiveness for medical schools

Abstract: The evaluation of courses and faculty is of vital importance in all higher education institutions including medical schools. Student Evaluations of Teaching (SETs) commonly take the form of completion of anonymous questionnaires and even though they were originally developed to evaluate courses and programmes, throughout the years they have also been used to measure teaching effectiveness and subsequently to guide important decisions related to the faculty's career progression. Nevertheless, certain factors and biases may influence SET rates and may not measure teaching effectiveness objectively. Although the literature on course and faculty evaluations is well-researched in general higher education, there are concerns with regards to the use of the same tools for evaluation of courses and teachers in medical programmes. Specifically, the SETs in general higher education cannot be directly applied to the structure of courses and delivery of curriculum in medical schools. This review provides an overview of how SETs can be improved at the levels of instrumentation, administration and interpretation. In addition, the paper supports that through the collection and triangulation of data from multiple sources, including students, peers, program administrators and self-awareness via the use of different methods such as peer reviews, focus groups and self-evaluations, it will be possible to develop a comprehensive evaluation system that will present an effective measure of teaching effectiveness, will support the professional development of medical teachers and will improve the quality of teaching in medical education.

Teachers’ ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development

Abstract: Abstract This longitudinal quantitative study investigated teachers’ development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points strategically planned at key moments in the program, using a questionnaire including scales measuring teachers’ self-efficacy for ESD and their self-reported ESD practices. Descriptive and inferential statistics were used to follow the teachers evolution across a time span of about three years. Results show that the teachers’ self-efficacy was boosted early in the program, but fell back to initial levels after confrontation with practice. Through further experimentation in practice, the teachers’ self-efficacy increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting ESD practices as the program progressed, and the correlation between self-efficacy for ESD and ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.

Teachers’ professional digital competence: an overview of conceptualisations in the literature

Abstract: Educational research has increasingly drawn attention to teachers’ professional digital competence.Various theoretical and methodological perspectives involving a plethora of terms are used to investigate teachers’ competences in relation to technology-based teaching. The concept of teachers’ professional digital competence still appears to be ambiguous and elusive. This literature overview aims to scrutinise if, and how the concepts addressing teachers’ professional digital competence are defined or conceptualised in research. In the publications retrieved from the search in educational databases, we found that the concept of teachers’ professional digital competence, or related concepts, was frequently mentioned in abstracts, keywords and full texts, but to a large extent, it was rarely described in detail. In our final corpus of 18 publications, we could distinguish seven recurring aspects of teachers’ professional digital competence; 1) technological competence, 2) content knowledge, 3) attitudes to technology use, 4) pedagogical competence, 5) cultural awareness, 6) critical approach and 7) professional engagement, with the technological and pedagogical competences as the most prominent. Inspired by Bronfenbrenner’s ecological systems theory, these aspects are analysed as operating within microsystems of individual teachers and within meso- and macrosystems of interactive teachers in interplay with the situated classroom contexts and on larger societal systems.

Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies

Abstract: STEM teachers are critical mediators of knowledge, and their performance can directly impact students' learning experiences and knowledge acquisition. To ensure the quality of STEM instruction, countries worldwide have launched STEM teacher professional development (TPD) programs. It is paramount to know how these programs have been implemented and what lessons can be learned from them. In this study, to capture the trends in publications on K-12 STEM TPD, we systematically reviewed relevant journal papers published in the Web of Science database from 2006 to 2020. We analyzed the (1) knowledge foci, (2) professional development approaches, (3) outcome measurements, as well as (4) data sources of the STEM TPDs. In addition, to inform future professional development designs, we selected and developed narrative descriptions of three exemplary cases. These cases showcased high-quality TPD and covered pre-service and in-service teachers in formal and informal settings. We reviewed the knowledge foci of the STEM TPDs using the technological pedagogical content knowledge (TPACK) framework. The results showed that the types of knowledge delivered in the STEM TPD programs were mostly pedagogical knowledge and pedagogical content knowledge, while a certain number of programs focused on technological content knowledge and technological pedagogical content knowledge. Most of the studies adopted mixed professional development approaches, featuring activities like learning by design, learning by doing, reflective learning, and group work. These approaches emphasized the active participation of teachers in the process, built links between content and classroom practices, and encouraged collective participation in developing expertise. However, the data were mostly collected through interviews or survey instruments. Future research should move beyond analyzing data on teachers’ perceptions to explore processes (e.g., online participation logs, teacher-peer interactions) and products of performance (e.g., lesson plans, handmade crafts) to further examine the effects of STEM TPD activities. It would also be desirable to establish greater consistency in data collection approaches, such as by using validated interview or observation protocols that are generalizable to different school settings.

Anti-racism is not an initiative: How professional learning communities may advance equity and social-emotional learning in schools

Abstract: ABSTRACT There is a sense of urgency among P-12 educators to dismantle systemic school-based racism and radically transform conditions for teaching and learning in ways that advance equity, social justice, and social-emotional learning (SEL). This transformation cannot be achieved through typical top-down, short-term approaches to school improvement or professional development. In this article we explain how, in an urban school district working to bring Digital Literacy and Computer Science (DLCS) to all students, robust professional learning communities (PLCs) have been leveraged to redress racism and led to changes in teacher mind-sets, more equitable classroom practices, and positive social-emotional learning outcomes. We explain how routine school improvement initiatives, such as stand-alone professional development events, fail to address racist beliefs and behaviors, and are inadequate to the task of advancing SEL. We describe the attributes and outcomes of effective PLCs, including the effects that PLC participation may have on teacher capacity to make anti-racist changes to curriculum and instruction, and advance the social, emotional, and academic learning of all students.

Modern Technologies and Gamification in Historical Education

Abstract: Background The study aims to consider the prospect possibilities of gamification in historical education and its influence on the development of key professional competencies of workers necessary in current condition of humanitarian sphere development. Methods An experimental study theoretically substantiates the prospects for the gamification of education on the example of history education, in which 40 students from the Рeoples’ Friendship University of Russia and Sechenov First Moscow State Medical University took part. A pedagogical model of gamified history study has been developed and implemented into a 3-month online learning course “Technology for constructing historical interpretations.” The following technological tools were used to support the implementation of gamified learning: the Academy Learning Management System (LMS), the Facebook social network, social media information resources, augmented and virtual reality technologies. A survey was conducted on the Academy LMS platform, in which students were asked to assess the promising opportunities for the impact of gamified learning on the development of key professional competencies in terms of the degree of influence. Results The research results confirmed that the creation of a joint creative and expanded gaming experience leads to the acquisition of practical knowledge and allows learners to acquire skills that are highly relevant for professionals of the 21st century. The students confirmed that educational progress was achieved due to the effective organization of their learning activities, group changeover at the stages of developing historical interpretations, and gamification, which caused a feeling of excitement and qualitatively influenced the desire to achieve the best educational results. Gamified learning allowed educators to keep students' interest in the subject of study. Conclusions According to the results of a survey of students at the end of the course, it was concluded that gamification in history education has a positive effect on the evolutionary development of a personality adaptive to the socio-economic conditions of the 21st century. A model of the evolutionary vertical and horizontal development of the personality has been described.

Teacher Perceptions about ICT Integration into Classroom Instruction

Abstract: This study looked at qualitative papers that focused on teacher perceptions of how technology is integrated in the classroom. It synthesized 22 qualitative research studies using the meta-ethnography method to trace, assess, and synthesize the findings in order to gain a better understanding of the diversity of teacher perceptions concerning ICT integration in the classroom. The outcomes were determined by the positive and negative attitudes teachers had toward ICT integration in the classroom. The synthesis revealed that local settings and global educational trends both influence teacher perceptions. It is stated how crucial teacher professional development programs are, and contextual elements influencing teacher perceptions about ICT integration into classroom are highlighted. Recommendations for further study are explored by integrating the review’s findings.

Organisational development programmes and employees’ career development: the moderating role of gender

Abstract: Purpose This study aims to investigate the relationship between different organisational development programmes (360-degree feedback; Coaching; Job assignment; Employee assistance programmes; On-the-job training; Web-based career information; Continuous professional development; External education provision) and employees’ career development. The implications of the moderating effects of gender on the relationships between these eight organisational programmes and career development are assessed. Design/methodology/approach To examine hypothesised relationships on eight organisational programmes and career development, this paper computed moderated regression analyses using the PROCESS macro (3.5), for a two-way analysis of variance (Hayes, 2018). The data collected are based on a survey sample of employees (n = 322) working in Scotland. Findings Two main findings arose from this empirical study. First, there are significant direct relationships between seven out of the eight organisational development programmes and their influences on employees’ career development. Second, gender is a significant moderator for four of the programmes’ relationship with career development, namely, coaching, web-based career information, continuous professional development and external education provision. However, gender failed to moderate the four other programmes’ (i.e. 360-degree feedback, job assignment, employee assistance programmes and on-the-job training) relationship with career development. Originality/value This paper concludes that closer attention should be given to the organisational design of these development programmes and consideration of potential gender differences in employees’ perception of their importance for career development in their organisation. To date, the majority of research in the literature has concentrated on the impact of training on career development, so this study contributes to the body of knowledge on a set of organisational development programmes and their effect on career development moderated by gender.

Adaptive Professional Development during the Pandemic

Abstract: In Sweden, upper secondary school teachers made a swift transition into emergency remote teaching in 2020 due to the outbreak of COVID-19. This paper reports on a Design-Based Research intervention in which professional development was designed using the Blended Learning Adoption framework, to support teachers to develop their teaching practices online. Twenty-six teachers participated in the intervention which spanned six months. Data was analysed using thematic analysis. Key results revealed that the pandemic had become an impetus for change, for many teachers, but far from all. Emerging teaching practices in synchronous online learning included: inviting special needs pedagogues in parallel breakout rooms, and grouping and re-grouping students when facilitating varied collaboration. Apart from realising new potentials of online teaching and learning, teachers identified emerging challenges such as: new ways of cheating, ethical aspects of accessing students' private homes via cameras and a lack of guidelines on managing disengagement. Conclusively, teacher's professional development and new experiences elicit new practices that could benefit teachers after the pandemic. Professional development during uncertain times and design principles supporting intervention ownership transfer are discussed.

Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth

Abstract: Abstract Collaborative design (co-design) involving practitioners and researchers is emerging as a productive context for addressing theoretical as well as practical issues of teaching and learning. Co-design affords learning opportunities for all participants, although the focus has typically been on teachers. In this study, the Interconnected Interactive Model of Professional Growth (IIMPG) serves as a conceptual tool for tracing professional growth pathways of teachers and researchers in co-design contexts. The IIMPG is illustrated through a case study of a teacher and a researcher during a multi-year co-design project. Interactional analyses of their co-design work indicated change in the roles of the teacher and the researcher, knowledge of science inquiry as text-based modeling, and strategies for supporting students in engaging in it. Four years later, the teacher and researcher collaborated in retrospective reflection on their co-design work. Analyses revealed increased awareness of the underlying principles governing the multiple components of the design and how these supported conceptual coherence and interconnected knowledge for students. The multiple lenses and timescales enabled new insights on when, how, and why people learn during collaborative design. The IIMPG served as a generative tool for capturing professional growth pathways for teachers and researchers over iterative co-design cycles.

Examining the Relationships Between English Teachers’ Lifelong Learning Tendencies with Professional Competencies and Technology Integrating Self-Efficacy

Abstract: The aim of this study is to examine the lifelong learning tendencies of English teachers, their professional competencies, and their self-efficacy in integrating technology. For this purpose, a descriptive survey model was used in this study. The participants of the research consist of 561 English teachers working in institutions (private and state) affiliated to the Ministry of National Education selected from every geographical region of Turkey. Participants work in primary, secondary, and secondary education institutions. Non-random stratified purposive sampling method was used in the sample selection of this study. Personal Information Form and 3 different scales were used for the data collection process of the research. Analysis of the data was performed by one-way analysis of variance (ANOVA), t-test, and simple linear regression analysis. As a result of this research, it was seen that there is a positive correlation between English teachers' technology ıntegrating self-efficacy, professional competency, and lifelong learning tendencies. It was determined that teachers' self-efficacy in integrating technology and professional competencies are predictors of their lifelong learning tendencies. In addition, it was observed that there was a significant difference in English teachers' self-efficacy in integrating technology, lifelong learning tendencies, and professional competencies according to gender. English teachers' professional competencies differ according to the type of institution, while their self-efficacy in integrating technology differs according to the type of institution and age. It is thought that the results of this study will contribute to raising awareness about the impact of teachers' self-efficacy and professional development on technology integration on issues surrounding their lifelong learning tendencies.

Exploring Relationships between Professional Development and Teachers’ Enactments of Project-Based Learning

Abstract: This paper examines whether teachers’ prior professional development (PD) in Project-Based Learning (PBL) significantly related to teachers’ enactments of PBL practices within the classroom. Teachers (N = 40) were recruited based on their commitment to enacting PBL in their classrooms. Teachers were surveyed regarding the extent to which they had experienced prior PD in PBL and asked to submit two videos of their classroom instruction. Videos were coded according to teachers’ quality enactment of PBL practices during instruction. Results suggest that teachers who had prior PD in PBL enacted more structure-driven PBL practices (e.g., setting up and managing projects) and incorporated more collaboration practices. However, for other purpose-driven practices of PBL (e.g., supporting student choice, supporting students to make personal connections), teachers with prior PD were no different from teachers without prior PD. The results suggest that teachers may need more intensive and fine-grained, practice-based PD in purpose-driven PBL practices.

The Principal's Role as Education Supervisor in Improving Teacher Professionalism

Abstract: Professional teachers are not only required to master the fields of science, teaching materials, learning methods, and student motivation. They have high skills and broad insight into the world of education. This is inseparable from the guidance of a supervisor. Supervision is carried out to form and improve abilities in the teaching and learning process. Maintenance can help enhance teachers' professional skills so that teachers can carry out the teaching and learning process that they do in class well. Besides that, a teacher can also act as a professional educator in carrying out their duties and responsibilities in guiding and teaching, creating a comfortable learning atmosphere, and good communication. This article aims to describe the role of the principal as a supervisor to assist the teaching profession. The research method used in this article is a qualitative method with a case study approach.

Systematic literature review on gamified professional training among employees

Abstract: Interest in the practice of gamification has grown rapidly in the field of education and training. Organisations implement gamification in various areas to boost employee motivation, including professional training. The present study comprises a systematic literature review on gamified professional training among employees. It was guided by the Preferred Reporting Items Systematic Reviews and Meta-Analysis (PRISMA) 2020 checklist. The articles reviewed were obtained from three large academic databases – Scopus, Web of Science, and PubMed, with Google Scholar as a supporting database. The analysis revealed that most studies did not discuss gamified professional training from theoretical perspectives. Three main strategies for gamifying professional training were identified – gamified professional training platform, blended gamified professional training, and face-to-face gamified professional training. It was found that achievement game elements were common in gamified professional training. The most frequent digital game elements were points/levels, leaderboards, challenges, and badges. Real-world rewards were also highly popular. Practical applications and research directions for researchers, instructional designers, and programme developers were then suggested to implement future gamified professional training.

Academic Supervision in the Improvement of Teachers' Professional Competencies: Effective Practices on the Emergence

Abstract: This study aims to identify and analyze the implementation of academic supervision in improving the professional competence of teachers. The method used is a qualitative approach with a case study design. Collecting data using observation and interview techniques, then interview data were analyzed using manifest analysis. The results show that academic supervision carried out by school principals can help, guide, and motivate teachers in improving their professional abilities, especially in the process of teaching and learning activities in the classroom. Through a systematic and well-planned supervision process, teachers are able to fully integrate and apply their various abilities in learning through input from peers. In addition, teachers can take lessons from reflection exercises which are a hallmark of teacher professionalism. Supervisors and teachers can also know and understand the importance of academic supervision for improving the professional competence of teachers and ultimately having an impact on improving student learning outcomes.

Pedagogical design

Abstract: The article reveals the possibilities of pedagogical design as an important methodological resource for implementing the strategy for improving the quality of training future specialists for the chosen profession. Based on the analysis of the scientific achievements of domestic and foreign authors, the essence, content, structure, ways of implementing pedagogical design are concretized, which has a positive effect on the effectiveness of training future specialists for professional activity. The practical significance of it in updating the content, forms, methods, means of training students, ensuring the quality of higher education, is substantiated. Pedagogical design is represented by a model of specific pedagogical actions to achieve the planned result of the educational process, predicting the decision-making process to optimize teaching methods and tools in order to achieve planned changes in knowledge, skills and abilities, taking into account the specifics of the content of training future specialists for professional activity.

A bibliometric analysis of online faculty professional development in higher education

Abstract: Abstract Research on online faculty professional development (OFPD) in higher education has increased in recent years. As there is, nevertheless, a scarcity of quantitative investigations on research publications in this area, a bibliometric analysis of 248 publications collected from the Scopus database was conducted. Biblioshiny and VOSviewer software tools were used for descriptive and network analyses. The research results showed that the overall trend of publication in this domain increased steadily at an annual growth rate of 14.11% during the past 25 years. Journal of Asynchronous Learning Network and Computers and Education ranked the highest among journals with regard to publication number and citation number, respectively. With a total of 298 citations to his paper, Peter Shea was ranked the most impactful author while Maria Northcote, with five publications, was the most productive. In terms of geographical location of research activity, America played the leading role, with Asia emerging in this field. The publication entitled “ A Research Agenda for Online Teacher Professional Development ” by Dede et al. topped the list for both total citations and average yearly citations. As to recent trends, teacher professional development through online teaching was emergent partly due to the outbreak of Covid-19. Pedagogy training, online community building, and facilitating online teachers were the themes that researchers favored. The study will contribute toward better understanding of the existing literary landscape of research on OFPD given the potential of OFPD in enhancing faculty’s effectiveness in their classrooms and over the course of their teaching careers.

Turning the page: The importance of faculty‐led book clubs

Abstract: One of the easiest-to-implement forms of professional development for colleges and universities is the faculty-led book club (FLBC), yet little has been written regarding implementation, outcomes, and experiences of those participating in FLBCs as a form of professional development for college faculty. Book clubs are relatively easy to implement, build community among faculty and staff, provide leadership experience, foster conversations around timely pedagogical and social issues, and lead to change in instructional practice. In this chapter, we recall the experiences of several community college faculty and their opportunities to facilitate book clubs on their campuses.

“Not yet a doctor”: medical student learning experiences and development of professional identity

Abstract: To become a good doctor, developing a professional identity is as important as having the right knowledge and skills. Great attention has been given to professional identity in medical school because it plays an important role in the transition from student to doctor. Nonetheless, the necessity of acquiring a tremendous amount of knowledge and skill during medical school training does not create sufficient opportunities for students to develop their professional identities. Thus, this paper pays careful attention to how students' learning experiences in medical school affect this development. The research questions are as follows. 1) How do medical students' perceptions of doctors change or strengthen after entering medical school in the process of professional identity development? 2) What kinds of knowledge have medical students accumulated while attending medical school? How do their learning experiences affect professional identity development? 3) What is a doctor's role and the career's meaning to medical students, and what understanding does this awareness bring to their learning experiences and lives as future doctors?In-depth semi-structured interviews were conducted with 20 Korean students in their fourth year of medical school; all had more than one year of experience in clinical settings. The students' learning experiences and professional identity development were used to analyze the data using inductive thematic analysis.When students first entered medical school, they perceived their identities as "given to" them by society. However, various learning experiences during the medical school years affected them, causing them to think about becoming a doctor according to their own perceptions and the meaning of becoming a doctor in the profession. Although an isolated medical community and a competitive student culture hindered them from searching for their professional identities, informal learning experiences, including active interaction with patients, senior doctors, and others outside the medical community, enabled them to develop their professional identities. The medical students experienced a conflict between individual and professional values as they considered what kind of doctor they would be in the future.The findings noted in this study extend the understanding of professional identity and informal learning experiences in medical school.