<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ieva Ušča</style></author><author><style face="normal" font="default" size="100%">Sandra Zariņa</style></author><author><style face="normal" font="default" size="100%">Svetlana Ignatjeva</style></author><author><style face="normal" font="default" size="100%">Anita Pipere</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER PROFESSIONAL DEVELOPMENT EXPERIENCES AND NEEDS IN LATVIA: DEVELOPMENT AND APPLICATION OF THE TPD/EN QUESTIONNAIRE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">exploratory factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">perceived importance</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development features</style></keyword><keyword><style  face="normal" font="default" size="100%">questionnaire development</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher professional development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/457-1789648034.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teachers participate in professional development (PD) at high rates. Research suggests that PD effectiveness depends less on delivery format and more on the specific features that support changes in teaching practice. Less is known about teachers’ experiences of these features and how they align with beliefs about teacher learning. This research developed and preliminarily evaluated the Teacher Professional Development Experiences and Needs (TPD/EN) questionnaire and examined how participating Latvian teachers experienced and evaluated features of PD.
A sequential two-stage exploratory survey design was used. First, a literature-based 29-indicator questionnaire on features associated with effective PD was developed and examined through exploratory factor analysis and reliability analysis using data from 107 Latvian general education teachers. Second, experienced and perceived-importance ratings were analysed to examine alignment between teachers’ PD experiences and beliefs about teacher learning, using a subsample of 62 teachers who completed both rating scales.
The analysis revealed a 5-factor structure: Active, Collaborative, and Applied Learning; Embedded and Deliberate Practice; School-Level Learning; Goals and Motivation; and Coherent PD Programme Design. Results indicated a gap between frequently experienced content-oriented features and less common implementation-oriented features, including repeated classroom implementation, data use, and sustained practice. Experienced and perceived-importance ratings were positively related but did not fully align, suggesting that the presence of PD features does not necessarily correspond to their perceived importance. The findings provide preliminary evidence regarding the internal structure and reliability of the TPD/EN questionnaire and offer a teacher-centred perspective on features associated with effective PD.
</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">676-698</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ngoc Hai Tran</style></author><author><style face="normal" font="default" size="100%">Thang Dinh Truong</style></author><author><style face="normal" font="default" size="100%">Hong-Van Thi Dinh</style></author><author><style face="normal" font="default" size="100%">Le-Hang Thi Do</style></author><author><style face="normal" font="default" size="100%">Tu-Anh Thi Tran</style></author><author><style face="normal" font="default" size="100%">Mai-Huong Thi Phan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SIGNIFICANCE OF TEACHER PROFESSIONAL DEVELOPMENT IN RESPONSE TO THE CURRENT GENERAL EDUCATION REFORMS IN VIETNAM: PERCEPTIONS OF SCHOOL PRINCIPALS AND TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education reforms</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative case-study</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">Vietnamese K12 school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2537326</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in Vietnam using the data from the open-ended interviews with the principals, the questionnaires from teachers, and the school policy-related documents. The importance of TPD related closely to the general education reforms implementation at three schools was highly perceived and highly appreciated by the principals and teachers in similar vein. These made a strong link between their beliefs and TPD practices at their schools for promoting the education reforms. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">449-464</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Godwin Mumhure</style></author><author><style face="normal" font="default" size="100%">Loyiso C. Jita</style></author><author><style face="normal" font="default" size="100%">Godsend T. Chimbi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SUBJECT PANELS AS SUSTAINABLE INNOVATION FOR TEACHER PROFESSIONAL DEVELOPMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">history subject panels/clusters</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative case study</style></keyword><keyword><style  face="normal" font="default" size="100%">student learning communities</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable innovation</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher induction</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher professional development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1600951961.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">For centuries, teacher professional development has largely been done by external experts who advise teachers on how to improve classroom practice and learner performance. This research explores a relatively unchartered idea of history subject panels/clusters as an innovation meant to break away from orthodox teacher professional development spearheaded by external experts. The research adopts a qualitative case study design. One history subject panel was case studied to examine how teachers initiated and sustained improvements in classroom practice and learner performance. Eight history teachers, who were active participants in the panel, were purposively sampled out of 25 teachers who constituted the history subject panel. Data were gathered through semi-structured interviews, document analysis and focus group discussion. Symbolic interactionism was used as the theoretical lens to gain deeper insights into how teachers socialised and shared ideas in the subject panel. Results indicated that the history subject panel was involved in the induction of new history teachers into the profession and the creation of learning communities for history students; practices hitherto undocumented in existing literature on subject panels and teacher networks. Results also showed that the activities of the history subject panel improved teachers’ classroom practice. The implications of this research are that teacher-led subject panels need to be nurtured and supported so that teacher-driven continuous professional development can be enacted across all the subjects offered in the school curriculum. Subject panels can reduce schools’ dependency on external experts for teacher professional development, making teachers the proverbial doctors who can heal themselves.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">799-814</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrea   C. Burrows</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">Partnership</style></keyword><keyword><style  face="normal" font="default" size="100%">systemic nature</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher professional development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1438197143.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">65</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, the author focuses on the larger system that supports the PDs. As such, this research study focuses on the PD results, but also on the explanation of the systemic nature of the PDs studied. Partnerships, including building of relationships, are explored in that system. In this mixed methods study of two K-12 teacher PDs (n=31 and 19 total PD days), conducted in the western United States, the author utilizes quantitative and qualitative data collection methods to reinforce quality PD practices and suggested strategies. Results indicate that 90% of the K-12 teachers were highly engaged in the STEM content and partnership building. Pre to post K-12 teacher perception scores regarding astronomy use in STEM content courses showed noteworthy improvement from 16% to 84%. Furthermore, K-12 teacher perceptions regarding creation of partnerships and collaborations rose from 26% to 90%. Other findings showcase themes of reflection, collaboration, STEM integration, and inquiry as well as a need for partnership building time. Overall, when the K-12 teachers worked together in a structured PD over an academic year (2014-2015) for a selection of 19 days (13 summer days and 6 Saturdays during the academic year) partnerships were formed and provided added organization for the PD system. Faculty/PD team communications and continuous K-12 teacher support were also critical factors for systemic PD success. Access to K-12 teacher created lesson plans that use astronomy as a vehicle for STEM lessons can be accessed free of charge at the following websites: http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/ </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">28-38</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Carlos Furió-Más</style></author><author><style face="normal" font="default" size="100%">Jordi Solbes-Matarredona</style></author><author><style face="normal" font="default" size="100%">Cristina Furió-Gómez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS A PROPOSAL FOR EFFECTIVE ONGOING TRAINING PROGRAMMES FOR SCIENCE TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">in-service science teacher training</style></keyword><keyword><style  face="normal" font="default" size="100%">strategies for effective programmes</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher professional development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392233272.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper begins by demonstrating the need to enhance the training of people who currently active teachers and presents a proposal of ongoing training programme founded in the results of science edu-cation research. To begin with, a critical analysis about some of the dominant models of teacher training in which exist a lack of integration between theory and practice is carried out. Next, the hypothesis that the effective formation programs are those that have as objective to facilitate the teacher’s immersion in the investigation and innovation in science education is developed. In addition, in this programs a group of constructivism based strategies that initiates the teacher in the investigation of the problems that are presented in the classroom have been used. Finally, the existence of investigation or innovation consoli-dated groups in which new teachers could be trained as investigators, or to promote the formation of teacher’s teams that work in the problems of the educational practice is also required.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">60-70</style></section></record></records></xml>