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Teachers’ engagement in professional development: a study of the influences that affect groups of national and international English language teachers

Macfarlane, Gaele Morag (2020) Teachers’ engagement in professional development: a study of the influences that affect groups of national and international English language teachers. PhD thesis, University of Glasgow.

To be globally competitive, an increasing number of higher education (HE) establishments around the world offer English-medium instruction (EMI) degree programmes. Many of these universities provide students with preparatory year programmes (PYP) of international English language tuition prior to commencing an EMI degree course. The English language teachers who lead the PYP courses are either national or international and come with a wide variety of learning and professional backgrounds. Professional development (PD) is often available to teachers to enhance their knowledge and understanding of new learning and teaching approaches. However, there is little research on the factors that influence these national and international PYP teachers’ engagement in PD. The objective of this study is to explore how groups of international and national PYP teachers engage in PD. The study examines how the teachers’ learning and professional backgrounds, their interactions with each other, and the PYP curricula influence their engagement. The theoretical framework for this study is based on both adult learning theories and social learning theories, such as professional learning communities and situated learning. While staff at HE institutions are increasingly international, research concerning the influences of teachers’ engagement in PD in international teaching contexts is more limited. This thesis aims to contribute to the field by exploring how teachers from different nations, cultures, and learning backgrounds are influenced to engage in PD. The study takes an interpretive, qualitative approach in analysing the experiences and perceptions of 20 teachers at three private universities—one in each of the three main cities of Turkey. The international participants include native English-speaking teachers and non- native English-speaking teachers. The international teachers were predominantly male and originally from countries other than Turkey, while the national teachers were predominantly female and from Turkey. They had a wide variety of qualifications, as well as work and learning experiences. The participants first took part in a pre-reflection task, followed by a one-hour semi- structured interview, and finally, a post-reflection task. These three tasks provided opportunities for rich data to be gathered. The participants were invited to share, in detail, their perceptions of PD in their current and previous work contexts and to identify what engaged them and supported their PD as well as what inhibited it. ii All the data gathered were analysed in a systematic way and were coded in NVIVO to identify themes and evidence in relation to the factors that influence engagement in PD. After the first sweep of the data, Biesta, Priestley, and Robinson’s (2015) analytical paradigm of agency was used to facilitate an understanding of the teachers’ engagement. This study produced a number of key findings: the influence of teachers’ learning and professional backgrounds on developing a common understanding of teaching, curriculum, PD, collaboration, and educational culture was explored. Additionally, longevity in the profession was also found to affect teachers’ perceptions of PD as was the presence of high- stakes, inflexible assessment, both of which can influence the smooth running of a teacher’s engagement in collaborative PD. In the current climate of internationalisation in HE, where international staff and students are increasingly the norm rather than the exception, consideration of the factors influencing engagement with PD has relevance for everyone with responsibility for teachers’ PD in HE.

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Teacher Agency in Professional Learning and Development: Teachers leading their own professional growth

This thesis explores teachers’ professional learning and development (PLD). This term is used because it comprises the elemental processes of professional growth. In particular, the thesis considers notions of teacher agency for PLD from a self-determined perspective. As a school senior leader these issues are critical because the quality of learning is relative to teachers’ openness to growth and self-efficacy. Research was carried out through an exploratory case-study of teachers in the primary section of a school in Malta who were given the opportunity to plan their PLD process over a year: 14 teachers took part. Through collective reflections, projected goals have been implemented, evaluated and adapted in their classrooms. Using a mixed methods approach, data were gathered through interviews, focus-groups, a learning-style inventory, field observations and documentary analysis. Gathered data provided evidence of teachers’ response to self-determined PLD with a particular focus on agency and self-efficacy. The researcher occupied multiple roles within the research: leader, researcher and participant as observer. Seven findings emerged from the research where teachers: 1. value self-determined PLD with supporting structures for collective reflection and action: 2. prefer learning through practical, hands-on experiences based on mastery experience: 3. need more practice and support in reflection, self-observation and metacognition: 4. agentic ability depends on the depth of reflection: 5. school culture is critical for teacher self-efficacy and agentic growth: 6. collaborative cultures support collective and harmonic (individual/collective) agency and 7. personal learning factors (such as learning-styles and individual learning) are secondary to the purpose of learning (student learning) and collective needs. The thesis contributes to knowledge by confirming previous theories of PLD effectiveness while proposing a broader awareness of how teacher agency and efficacy can be understood, enacted and supported. It proposes a tier of teacher agency dependent on reflective capacity and some proactive initiatives that are conducive to personal and professional growth.

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Customized Growth: The Power of Personalized Professional Development in K-12 Education

In the ever-evolving landscape of K-12 education, the need for personalized professional development has never been more apparent. As educators, our commitment to lifelong learning doesn’t end with our teaching credentials; it’s a journey of continuous growth and adaptation to meet our students’ diverse needs. This is where personalized professional development, as championed by the Friday Institute for Educational Innovation at NC State University, becomes invaluable.

The Professional Learning and Leadership Collaborative (PLLC), part of the Friday Institute, is a beacon of innovation in the realm of educator development. Through its emphasis on personalized learning pathways and tailored support, the PLLC empowers educators to take ownership of their professional growth journey. Here’s why personalized professional development is essential for educators in K-12 education:

• Targeted Growth : No two educators are alike, and neither are their professional development needs. Personalized professional development recognizes this inherent diversity and allows educators to focus on areas that align with their interests, strengths and areas for growth. Whether it’s mastering a new teaching strategy, integrating technology into the curriculum or fostering inclusive classrooms, personalized learning pathways cater to individual needs.
• Relevance and Application: Traditional one-size-fits-all professional development often lacks relevance and applicability to educators’ specific contexts. In contrast, personalized professional development is grounded in real-world application, enabling educators to immediately implement what they learn in their classrooms. This relevance fosters a deeper understanding and appreciation for the learning process, ultimately benefiting students’ academic outcomes.
• Empowerment and Ownership: Empowering educators to drive their professional development journey instills a sense of ownership and agency. By providing educators with the autonomy to choose their learning pathways, set goals and track their progress, personalized professional development fosters a culture of empowerment and continuous improvement. This sense of ownership not only enhances job satisfaction but also fuels a lifelong passion for learning.
• Customized Support: Effective professional development goes beyond mere content delivery; it requires personalized support tailored to educators’ unique needs. The PLLC recognizes this by providing educators with access to mentorship, coaching and peer collaboration opportunities. This personalized support network not only facilitates skill development but also fosters a sense of community and collaboration among educators.
• Adaptability to Change: In today’s rapidly changing educational landscape, adaptability is key to success. Personalized professional development equips educators with the flexibility and resilience to navigate change effectively. Whether it’s adapting to new teaching methodologies, integrating emerging technologies or addressing shifting student needs, personalized learning pathways prepare educators to thrive in an ever-evolving environment.
• Student-Centered Focus: Ultimately, personalized professional development is about one thing: improving student outcomes. By investing in educators’ growth and development, we indirectly invest in the success and well-being of our students. Personalized learning pathways enable educators to tailor their instructional practices to meet the diverse needs of their students, thereby fostering a more inclusive and equitable learning environment.

Personalized professional development is not a luxury but a necessity in K-12 education. The PLLC exemplifies the transformative potential of personalized learning pathways in empowering educators, enhancing student outcomes and driving educational innovation. As we embrace the future of education, let us prioritize personalized professional development as a cornerstone of our commitment to lifelong learning and growth.

Are you ready to embark on a personalized professional development journey tailored to your unique needs and aspirations? Explore the opportunities the PLLC has to offer and unlock your full potential as an educator. The future of education starts with you!

To learn more about what the Professional Learning and Leading Collaborative at the Friday Institute has to offer, go to pllc.fi.ncsu.edu to see the depth and breadth of your professional development and collaborative learning opportunities. 

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Penny Kittle is the author of Micro Mentor Texts , a professional development book that uses short passages from great books to teach the craft of writing. Penny teaches writing at Plymouth State University in New Hampshire. She taught in public schools for 34 years and learned two essential things: all students will build independent reading lives of joy, curiosity, and hunger when given agency; and teachers who write with their students generate community and creative power. Penny is the founder of the Book Love Foundation. She has written nine books on teaching and travels the world to learn beside teachers and students.

What inspired you to write Micro Mentor Texts? How do you envision it supporting teachers day-to-day in the classroom? 

I’ve been collecting passages, stuffed into dozens of notebooks, for decades. I am intrigued by the study of how authors craft phrases and dialogue and the details of a setting. The exact things we want to teach our students! Writing teachers now have so many gorgeous texts at their fingertips; this book is a teacher’s companion for the teaching of writing. The work students do next to these passages will surprise and delight them. Studying and imitating the author's craft builds confidence and fluency and joy.

The book contains many passages from beloved books across many different genres and age ranges: Why did you choose the books you chose? What was it about those particular books that stood out to you? 

 You can imagine my office was stacked with books. I could have doubled the size of Micro Mentor Texts and still not exhausted all the beautiful craft I noticed. I loved the voice that authors used to distinguish characters—and how you can hear subtle changes in that voice over time. I liked the discovery of different craft moves as I was reading. I couldn’t help but see them! My wonderful editor, Ray Coutu, helped me decide on eight craft moves that are taught and retaught throughout years in school. You never master them—they continue to be useful in all genres and grade levels. We focused this book on those moves. However, I do have another list of craft moves common in nonfiction, and I plan to write about them someday.

Why is the practice of studying the craft of micro texts so important to helping students develop their reading and writing skills? 

It helps to isolate a skill when you are teaching. Most of the time with great essays or novels, there is just so much going on at once. The author is a master of many craft moves.  It helps students learn if we study them one at a time. I started by asking students to collect examples from their independent reading. We would cover a white board with them. Students were drawn to what other students found, and I watched them read each passage closely. Close reading and close writing go hand in hand. When I taught three or four lessons in a row about a particular move (the power of three, or crafting dialogue, for example) students isolated their practice on that move. I could see how focused attention improved their skill and their understanding.

In what ways do the strategies in Micro Mentor Texts help to develop students’ critical thinking skills?  

Writers think about how to present an idea. How to focus an essay. How to develop a character or how to show a secondary character’s perception of a main character. It is why we ask students to slow down and analyze what we know and understand in a book—and how we know it. It is helpful to tune students into the craft of a writer’s work. When you say, what are the strengths of Aida Salazaar’s? Students return to parts of her book and look more closely, sentence by sentence. Discussions develop depth with this rereading. You can then nudge them to try those craft moves in their writing. I have loved watching my students develop clear and effective writing under the influence of the gorgeous books in my classroom.

Teachers today play a crucial role in the social-emotional development of their students. How can educators use Micro Mentor Texts to help students learn skills and strategies to support their social and emotional learning in school? 

It’s no secret that reading develops students’ social and emotional selves. In a recent four-year study of middle and high school students, Gay Ivey and Peter Johnston found that, “Reading engaging narratives about characters with complicated lives, they reported, helped them become more empathetic, less judgmental, more likely to seek multiple viewpoints, morally stronger, and happier. Yes, happier. They reported improved self-control and building more and stronger friendships and family relationships. Students reported becoming better people, a change also noticed by their parents and peers.” (Teens Choosing to Read.) We need to invite students into books that help them make those changes—and using a micro mentor text as a craft study encourages students to pick up the book and read the rest. More reading is better in all ways.

When you share a passage from a particular book, how do you give students that are unfamiliar with the text some background information so that they understand the context? 

 Every day my classes begin with book talks. I am always seeking ways to invite young people into reading. Students often say, “I never knew there were so many interesting books in the world!” I vary my book talks from fiction to nonfiction to graphic texts and poetry. I summarize the big idea of the book in a few sentences, and often add, “If you like science fiction or mystery stories… you’ll love this.” That is the same kind of introduction I use to give students the context for the passage.

What are your three key tips for writing texts that will help hold the reader’s attention? 

You have to believe the story you are telling or the argument you are making is important—really important. If you believe it, your readers will hear it, and they will keep reading. Hearing that passion is evident in voice and in word choice and in sentence structure. We craft writing artfully, as I say in the book, and make use of rhythm (like the power of three) and detail (to engage a reader’s senses) and a playful, informative voice to keep eyes on the page.

Is there anything else you would like to add? Any questions you wish I’d asked and would like to answer to give more context? 

I want to create students who are independent of me. I know if I teach them to study good writing for the craft that it holds, they can write anything. There is a mentor text for everything we write. Do you want to improve turnout at your next concert? Craft a review of the music with style and soul. Give me a glimpse of why you love that musician. Want to design an enticing advertisement for an Airbnb? Study descriptions that make you want to rent that place! We teach writing to empower writers forever. The study of micro mentor texts leads them to this lifelong habit.

Annual skilled trades competition builds technical and professional skills for Iowa students

• Wednesday, May 1, 2024
• Headline Story

Southeast Polk senior Simon Frohock (R) competed in the cabinet making contest for a second year.

High-quality career and professional skill development took center stage last week as over 600 high school and college students took part in the annual SkillsUSA State Leadership and Skills Conference . Held in Ankeny at the Des Moines Area Community College campus, this two-day competition featured over 50 different leadership and technical competitions for students to test their technical skills and knowledge, explore career pathways and make valuable connections with local industry leaders.

Southeast Polk High School seniors Delvis Kouete and Simon Frohock, both 17, were well-prepared for the competition, which featured timed activities related to industrial technology, carpentry, robotics, automotive repair and job interview techniques, among many others. For this year’s skills competition, Delvis competed in architectural drafting and was a member of the school’s quiz bowl team. Simon, the 2023 state champion in cabinet making, returned for a second year in the cabinet making contest. Both students competed well in their individual competitions, with Delvis placing fifth and Simon serving as this year’s runner-up.

“The skills competition can help you strive for excellence in your work and learning,” Simon said. “Even though it’s a competition and there is pressure to do well, it’s a good, low-risk way to see what an employee in this work has to do every day.”

Both Simon and Delvis noted that the competition not only helps to strengthen a student’s technical skills, but it also engages students in career pathway discovery and professional skill development.

“Being a part of SkillsUSA and competing in the skills competition has helped me learn new skills with my hands and work on teamwork, communication and leadership skills,” Delvis said. “You learn how to work with other people that aren’t like you and get your mind thinking about your future career.”

Along with the individual contests, all competitors at the SkillsUSA State Leadership and Skills Conference were required to submit a resume and take a professional development test that focused on workplace, professional and technical skills as well as overall knowledge of SkillsUSA.

“SkillsUSA helps provide real-world context to the content being taught by classroom educators,” said Kent Storm, state director for SkillsUSA Iowa. “Taking the learning beyond the classroom allows students to grow and learn next to industry partners and gain valuable experience."

As one of Iowa’s career and technical student organizations (CTSO) , SkillsUSA champions the skilled trades industry and provides opportunities for students to apply the skills they have developed in classrooms through conferences, competitions, community service events, worksite visits and other activities.

“Participation in a CTSO like SkillsUSA helps students gain hands-on experience and connect classroom curricula to careers,” said Cale Hutchings, education consultant at the Iowa Department of Education. “Through CTSOs, students can become leaders and strengthen their employability skills, which is valuable as they explore potential next steps in their college and career pathways.”

SkillsUSA boasts a roster of over 400,000 members nationwide. In Iowa, over 1,300 students and advisers in career and technical education programs participate in local SkillsUSA chapters.

At Southeast Polk, 21 student members are a part of their SkillsUSA chapter. Led by industrial technology teachers and chapter advisers Ryan Andersen and Brett Rickabaugh, the students have been involved with several community service projects, employer presentations and opportunities to work closely with instructors.

“Any time a student participates in SkillsUSA, it gives us more time with that student to elaborate on what we’ve learned in class,” Andersen said. “They can connect the idea to the planning, design and completion of a project and how that activity fits into a real career. That’s something we can’t replicate without a CTSO.”

Anderson also stated that students who participate in SkillsUSA and activities like the State Leadership and Skills Conference build confidence through their experiences.

“It really helps students to have the confidence to rely on their skills and what they know,” he said. “The skills competition requires them to use problem-solving skills and build off their knowledge to continue to learn and persevere.”

This year’s first-place winners at the SkillsUSA State Leadership and Skills Conference will move onward to compete with 6,000 other students at the national conference in Atlanta this June.

For Simon and Delvis, the skills competition was another step in building necessary skills and acumen for their futures. Simon, with his penchant for cabinet making, already has a full-time job lined up after graduation with a local cabinet shop. Additionally, Delvis would like to pursue something within the computer science field, perhaps in the coding or software engineering areas, and although he is changing fields, he believes SkillsUSA has helped him feel more prepared for the future.

“It has definitely helped me with skill-building and problem-solving,” he said. “What I’ve learned will be beneficial no matter what I decide to do next.”  

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USF Office of Corporate Training and Professional Education Offering Basic Economic Development Course This Fall

• Tatiana Del Valle
• April 30, 2024
• Leadership and Management

This fall, USF’s Office of Corporate Training and Professional Education will host the 48th annual Basic Economic Development Course. The BEDC is an excellent opportunity for professionals in the field to advance their careers and qualify to earn the most prestigious designation in the field, the Certified Economic Developer certification. 

Those who complete the course will be eligible to take the Certified Economic Developer exam (CEcD). Professionals with the CEcD certification gain a competitive edge in the economic development profession and can more easily climb up the ladder in the field, increase their earnings, and expand their network of professionals in the community. By completing the BEDC through USF, participants also earn a credential backed by a major research university.  

The BEDC is a perfect fit for those new to the field, as well as experienced professionals involved in economic development organizations such as chambers of commerce, public utilities, educational institutions, and transportation authorities. 

This course is a rare opportunity, offered only once a year. This year, the BEDC is scheduled for November 12-14 at the Centre Club on 123 S. West Shore Boulevard in Tampa, FL. With accreditation from the International Economic Development Council and the American Planning Association, USF’s BEDC is the only accredited course of its kind in Florida. 

Through this three-day, in-person program, participants learn a blend of economic theory and practice from a diverse faculty of Florida’s leading economic development practitioners. Topics include business retention, strategic planning, marketing, small business development, workforce development, and other related areas. With packed days full of valuable insights and interactive sessions, attendees are encouraged to arrive early and actively participate to get the most out of their BEDC experience. 

During the course, professionals gain the business skills to foster economic growth, increase job opportunities, improve community prosperity, and help create a better living and working experience for residents in the areas they serve. Participants also expand their network of like-minded professionals willing to share best practices and help each other grow. 

Standing as a testament to USF’s dedication to quality education, the BEDC equips participants with the tools, knowledge, and connections to excel in the dynamic economic development field.

“The BEDC provides a foundation of knowledge and skills that one is required to understand related to economic development strategies and practices,” said Veronika Slep, economic development coordinator in the City of St. Petersburg’s Economic and Workforce Development department. “After taking the course, I feel more prepared to make informed decisions related to small businesses, policies, and community matters.”

To learn more about the BEDC, visit the website or contact Kathy Barnes at [email protected] . Registration for the course closes on October 29, but class size is limited, so early registration is encouraged. To save your spot, register here . 

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