Developing Paradigms, Patterns, and Mechanisms for Science Teachers’ Professional Development in Area-Based Networks in Thailand

The main purpose of this research was to develop a paradigm, pattern, and mechanism for the professional development of science teachers in area networks that was consistent with the needs of educational institutions according to the key priority agenda for development. The target groups used in this study were teacher production institutions and educational institutions in the northeastern region of Thailand. Research tools included data collection forms and questionnaires. The collected data were analyzed by standard statistical methods, including frequency, percentage, mean, standard deviation, priority need index (PNI), and content analysis. The results revealed that the paradigm, pattern, and mechanism for science teachers’ professional development found in the northeastern area–based networks of Thailand were individual-based development (ID), spiral patterns (SP), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students’ outcome-based development. The spiral pattern was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The multiple networks were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development. The way forward is to form a professional learning community using a cooperation network in a school which acts as a mechanism to drive policies for cooperative practice. Recommendations are offered as a result of this study. The results revealed that the paradigm, pattern, and mechanism for science teachers’ professional development found in the northeastern area–based networks of Thailand were individual-based development (ID), spiral patterns (PS), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students’ outcome-based development. The spiral pattern was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The multiple networks were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development.

Teacher Professional Development Needs in Using Digital Technology for Quality of Education

The research aims to obtain the professional development model needs of teachers in mastering digital technology to improve the quality of education. Technology development in education has forced all parties to integrate various educational activities according to current conditions. The research method used mixed research involving qualitative and quantitative data analysis. Data were collected through a survey which was completed with observation and interviews. Analysis of qualitative data is in the form of narrative through data reduction, data presentation, and concluding stages. In contrast, quantitative data is the result of digital technology needs presented in percentages. The analysis results show that digital technology is still not fully used in teaching and learning activities. This also impacts teachers' understanding of the technology application model in schools and students' achievement.

PERSONAL PERSPECTIVES THAT MATTER

The purpose of this paper is to contribute to the existing literature about the theoretical and practical aspects of lesson study and its usefulness in preservice teacher reflectivity. Lesson study is a professional development model that began in Japan and is used in schools and universities among educators in many different parts of the world. Collaborative research lesson study, a variation of lesson study that maintains essential elements of lesson study used in Japan, has been used with preservice teachers at a small university in Hawaiʻi. This paper seeks to highlight the differences and suggests areas of study for further consideration.

A Cascade Teacher Training Model in Disaster Education: A Case of Turkey

Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.

Insights towards cultural aspects and related impacts of Lesson Study practices: an international literature review

Lesson Study (LS) is a professional development model that Japanese teachers have been utilizing for over a century. Although several scholars have proclaimed the benefits of adopting LS in international educational systems, it is still unclear how LS has been used and how it should be implemented in cultures beyond Japan. In order to shed light on the theme, an International Systematic Literature Review was conducted aiming to (1) identify specific features of LS practices as they are developed in different settings, (2) verify and analyze what cultural aspects may have impacted the implementation of LS, and (3) verify and develop analysis of challenges for the use of successful practices of LS in international contexts. 5 international academic databases were searched in order to identify 28 publications. This investigation provides multiple evidences of the fast global spread of LS and reveals that some key adaptations or redesigns are conducted so that LS meets local needs and conditions. It argues that time constraint, financial support, search for quick results and inclusion of knowledgeable others are critical aspects that should be considered when introducing LS to a new context. Finally, this study suggests further avenues for research to deepen the understanding of how the LS movement should be properly implemented in different contexts outside Japan.

Study Protocol for a Comprehensive Virtual Professional Development Model to Improve Self-efficacy to Teach Food Literacy in Undergraduate Students

Objectives To determine the effectiveness of a comprehensive professional development model (CPDM) adapted for virtual instruction in its ability to improve self-efficacy related to food literacy and development of remote food literacy education. Methods Undergraduate students (n = 12) from two universities participate in a yearlong CPDM. In the first semester, undergraduates attend weekly meetings focused on online learning platforms; building community of practice; reviewing learning models, theories, and pedagogy; and building skills to support social and emotional learning. Undergraduates participate in reflective practice throughout the CPDM to advance their teaching skills. In the second semester, undergraduates develop online modules supporting remote instruction for the learner-centered curriculum Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Undergraduates develop virtual lesson procedures and content to be pilot tested with the community of practice. Results Upon project conclusion, undergraduates will complete a retrospective questionnaire measuring self-efficacy to teach nutrition. They will also participate in an in-depth interview that mirrors the reflective practice, where they reflect on what they gained and wished to change for future CPDM projects. Conclusions In response to the COVID-19 pandemic, utilizing strategies from in-person CPDMs in virtual professional development may provide an efficient, effective, and equitable methodology to connect with undergraduate students and improve their self-efficacy to teach while providing training and skills. This virtual methodology may serve two purposes; decreasing attrition in participation by removing barriers such as travel and scheduling, but also enhancing the delivery of nutrition education through utilization of modern technology. Limitations of remote instruction are numerous, but providing opportunities for undergraduates to develop skills in online education has the potential to broaden the reach of health-focused programming delivered by agencies with limited staff during and after the COVID-19 pandemic. Funding Sources USDA NIFA SPECA; USDA NIFA NNF.

Developing an Asset-Based View of Students’ Mathematical Competencies Through Learning Trajectory-Based Lesson Study

This article details the design and implementation of a professional development model called Learning Trajectory-Based Lesson Study focused on issues of equity, identity, and agency. We developed the Vertical Articulation to Unpack the Learning Trajectory (VAULT) tool to orient teachers’ instructional planning toward an asset-based view of students’ mathematics competencies. We examined teachers’ use of the VAULT to plan, implement, and debrief on student strategies for one spatial reasoning task in elementary, middle, and high school classrooms. The VAULT facilitated intentional planning for a progression of anticipated strategies and equitable access to instruction. Teachers demonstrated an asset-based view of all student thinking independent of grade-level expectations.