Abstract: ABSTRACT In response to the unforeseen challenges posed by the COVID-19 crisis, this study explores the abrupt transition to online teaching and the subsequent need for an effective Online Learning in Times of Crisis (OLTC) model. Drawing on a comprehensive framework for Teacher Professional Development (TPD) geared towards Online and Blended Learning, the findings contribute to the development of a model adaptable to the diverse needs of teachers across various disciplines and age groups. Modifications to the framework advocate for the incorporation of modeling, peer collaboration, and strategies to address educators’ emotions, such as managing stress, reducing anxiety, and combating feelings of isolation, during crises. The results highlight the positive impact of the TPD for OLTC model, improving teachers’ capabilities and providing valuable support during challenging times. This model may serve as a model for online TPD programs during future challenges and when faced with unexpected events.

Abstract: Background This study examined nurse faculty members' teaching, scholarship, and professional development interests across Southeastern Conference (SEC) nursing schools, and evaluated differences in these needs associated with years in academia, tenure status, faculty rank, and Accountable Health Communities (AHC) versus non-AHC settings. Method Rosenthal and Stanberry's framework for faculty development provided the theoretical foundation for this cross-sectional study to explore topics of interests of faculty at 12 SEC nursing schools. Results A total of 470 faculty responded to the online survey (57% response rate). Top interests in the categories of teaching, scholarship and research, and professional development items are discussed. There were significant differences in interests in all three categories and in rank, years in academia, tenure status, and place of employment. Conclusion To ensure the delivery of excellent academic nursing education, academic nursing leaders must promote and invest in faculty development as a critical nursing professional development action. [ J Nurs Educ . 2025;64(1):7–14.]

Abstract: ABSTRACT Each year, teachers are introduced to new initiatives and innovations, which can be overwhelming, especially when support mechanisms are not thoughtfully planned and implemented. This article explores a new technology-based tool to support school teams launching new initiatives. The study focused on a progress monitoring tool to inform writing instruction. Researchers aimed to determine tool feasibility and learn about participants’ experiences with their school’s readiness for a new writing initiative. Two teams of six to eight educators at two Midwest US middle schools participated in simulated implementation team meetings. Simulation-based research was the investigative methodology, and meeting transcripts were analyzed using deductive coding and thematic analysis with modified constant comparison procedures. Other sources of data were surveys and an observation protocol. Findings explore intersections of professional development, instructional coaching, and instructional practices, and each system’s resources, personnel, and processes for implementation. Implications for future tool research and applications are discussed.

Abstract: There is a dearth in research on how practicing teachers understand and grapple with whiteness during critical professional development (CPD). To address this, we explored P-12 educators’ sense-making around whiteness as they learned about the theories that underpin Youth Participatory Action Research (YPAR) during CPD. Utilizing a critical whiteness studies lens, we found that educators recognized the connection between systemic racism and student harm, and both named and avoided naming whiteness as they navigated its influence. Our findings highlight the complexities of how educators engage with whiteness during CPD, revealing both an awareness of systemic racism and its consequences and the challenge of explicitly naming whiteness. We underscore the need for CPD to help educators interrogate and name whiteness, without centering it, and to build teacher capacity to support students of Color. Future research should explore how CPD can sustain these efforts and support educators in developing actionable anti-racist practices.

Abstract: Undergraduate curricula across a number of healthcare professions have increased their focus on interprofessional education. From 2026 all pharmacy graduates in the UK will be independent prescribers, which will require them to develop skills of patient history taking and clinical assessment. Likewise, medical graduates will face increasingly complex prescribing challenges in an aging population with chronic illnesses, polypharmacy and personalised medicine. Developing these skills via collaborative practice is essential to meet the healthcare challenges of the future. We developed a novel interprofessional educational programme focused on medical admissions for final year medical and pharmacy students in a teaching hospital between January and March 2025. We utilised the concept of role exchange in simulation to foster development of mutual skills as well as enhanced professional identity formation and unique role recognition. We researched participant’s ability to work collaboratively, their skill development and their perceptions of IPL using a mixed methods approach. Pre and post course questionnaires using the Interprofessional Education Collaborative (IPEC) self-assessment tool were completed by participants in addition to questions on skill acquisition and free text questions regarding their experiences of the programme. Statistical analysis using independent t-testing was performed and a summary of narrative data was used to analyse the qualitative data. The cohort size was 59 students (25 medical and 34 pharmacy). The pre-course response rate was 92% (n = 23) for medicine and 88% (n = 30) for pharmacy and the post course response rate was 88% (n = 22) for medicines and 91% (n = 31) for pharmacy. A total of 106 responses were analysed. A significant improvement was observed across: Interprofessional Values, Interprofessional Interactions and total score. Review of student comments identified several benefits and areas for future development. Students rated the course highly and 96% (n = 51) believed that they would be able to use the skills and knowledge gained in their future practice. Authentic simulated scenarios designed to align with professional practice, facilitated by role exchange, improves interprofessional collaboration and mutually develops skills in history taking and prescribing. This programme supports new standards for education in both medicine and pharmacy but delivery remains challenging due to its resource-intensive nature.

Abstract: By considering these insights, faculty developers can harness GenAI to co-design educational materials, extend their reach through innovative formats, and maintain ethical and equity-driven educational practices. This article highlights the transformative potential of GenAI in FD when thoughtfully integrated. GenAI can empower faculty developers to enhance the quality and inclusivity of HPE while safeguarding educational standards.

Abstract: Abstract Introduction Faculty development benefits clinician-educators, yet little is known about what influences clinical faculty to pursue development as educators. To optimize faculty development attendance at a federal medical school with geographically dispersed teaching hospitals, we assessed how demographic and workshop factors impacted attendance by comparing physician faculty who attended faculty development on a single day with those returning any future day. Materials and Methods We conducted a retrospective review of our faculty development website database for attendee, instructor, and workshop factors among physicians attending their first workshop in 2014–2022. We employed a multivariate model to determine a relative return ratio (RRR) and evaluate independent factors for return. Results Of 3,213 attendees, 2,204 (68.6%) returned on any future day, with 966/2,204 (43.8%) returning within one week. Surgical faculty were 11% less likely to return than medical faculty (RRR 0.89; 95% CI 0.84 to 0.95), an effect heightened when both attendee and first instructor were surgeons. Workshops delivered by community-based instructors demonstrated decreased return compared to those delivered by university-based instructors (RRR 0.95; 95% CI 0.90 to 0.99). Attendees whose first workshop occurred at large teaching hospitals with an instructor traveling from main campus were more likely to return than in other contexts. Day, month, and time of workshops also correlated with return. Discussion Our study suggests that demographic and workshop factors can influence clinician-educators to continue attending faculty development. We encourage faculty development leaders to evaluate attendance patterns vis-à-viz van Bruggen’s 4Cs of competence, context, community, and career to meet the dynamic needs of their faculty.

Abstract: ABSTRACT The Diffusion of Innovations (DOI) model can be used to explore how faculty prioritize learning about and adopting new pedagogical approaches. Here, we use the DOI framework to contextualize biology faculty perceptions of a professional development (PD) program designed to help them create a full semester course-based undergraduate research experience (CURE) class at a large, public comprehensive university. PD sessions included exploring self-reflexive identity while fostering inclusive classroom spaces through understanding and interrupting implicit bias and microaggressions. This qualitative study sought to determine 11 biology faculty members’ beliefs about the influence of their year-long PD on their CURE development and teaching practices. Findings suggest that faculty were motivated to teach CUREs for a variety of reasons. A common incentive was integrating research into a CURE to bring their passion into their classroom and to engage more students in research. This may be particularly important at institutions where faculty have a heavy teaching load. Faculty also reported modifying their teaching in their CUREs and other courses to be more inclusive and equitable. The importance of peer interactions in the PD was emphasized repeatedly as faculty learned from experts, the literature, and faculty who had already developed a CURE. Our results illustrate that a community of practice structure can enhance the learning aspect of the community, helping faculty consider their implementation of inclusive, equitable, and high-impact practices as an ongoing educational process for themselves and emphasizing the importance of reflection and iteration in a DOI framework.

Abstract: The Competency-Based Medical Education (CBME) curriculum, launched in 2019 by the National Medical Commission (NMC), India, emphasises the early integration of research training in undergraduate medical education to foster critical thinking, lifelong learning, and evidence-based practice. Despite this intent, systematic and structured research training for first-year medical students remains limited in implementation. This study investigated the perceived learning outcomes, challenges, and potential solutions experienced by first-year undergraduate medical students in the physiology department, who participated in a research activity aligned with the CBME framework. A cross-sectional, observational, qualitative study was conducted among undergraduate medical students in their first year of the 2023–2024 academic year. Following a sensitisation session on research methodology, students engaged in a group research activity. One hundred twenty-three students voluntarily submitted written feedback in response to three open-ended questions about their learning experiences, identified gaps, and suggested improvements. Two coders independently performed a thematic analysis of the reactions, with themes and categories finalised collaboratively. The analysis identified four central themes that reflected the learning outcomes: development of teamwork skills, improvement of research and problem-solving skills, personal development and flexibility, and intellectual and academic growth. Students gained an understanding of research methods and teamwork; challenges included formulating questions and managing time effectively. Solutions involved stronger mentorship, more precise guidance, and better group coordination. In conclusion, integrating early research training into the medical curriculum from the first year of the medical program improved students' research competencies and team-building skills. Institutional support and structured mentorship can further optimise these learning experiences.

Abstract: This innovative practice paper introduces the Computer Science Literacy Atlas (CSLA), a resource for teachers to integrate computer science (CS) into curricula for scaffolded and developmentally appropriate instruction. Designed with elementary (grades K-6) teachers in mind, the CSLA serves as a tool for novice CS teachers to unpack the New Jersey State Student Learning Standards in Computer Science (NJSLS-CS). Developed through a state-funded grant, the Computer Science Project (CSP) is a cross-disciplinary collaboration between university faculty in CS and education and 19 K-12 teachers participating in a Professional Learning Community (PLC) at a major university in New Jersey. The collaborators engaged in participatory action research to respond to a need: resources to support teachers in integrating grade-appropriate CS knowledge and skills into their curriculum. The CSLA is a visual framework outlining the progression of students' concepts and skills toward CS literacy over time. A key focus of this work is to encourage educators to consider CS learning progressions over time and the relationships among CS concepts across grade levels. In particular, recognizing that pre-requisite skills are essential when applying state-level standards and scaffolding knowledge through multiple pathways.

Abstract: ABSTRACT Acknowledging student perceptions of academic learning has been shown to increase the effectiveness of classroom instruction. However, existing research on multilingual learners (MLs) often focuses on their pedagogical and linguistic needs, overlooking their perceptions of literacy learning. This research, part of a large‐scale, design‐based research (DBR) project, explores MLs' perceptions of literacy learning to increase the capacity of instruction through professional development to classroom teachers in a high‐needs school district. Using grounded theory coding, we analyzed MLs' responses from a self‐efficacy survey to gain insight into their perceptions of literacy learning. Those findings were used to inform DBR modifications, including creating a writing module, a JEDI (Justice, Equity, Diversity, and Inclusion) Escape Room, and a course for ML caregivers. By centering the voices of MLs, this study provides actionable implications for teachers and researchers, contributing to a deeper understanding of literacy education. Our findings emphasize the importance of considering student perceptions in curriculum and instructional design to meet the needs of diverse learners.

Abstract: This study investigates incentive mechanisms for the sustainable professional development of young teachers in vocational colleges in Hunan Province, focusing on perceptions, relationships among key factors, and demographic influences. A mixed-methods approach was employed, utilizing both a questionnaire and open-ended questions. The study sampled 248 young teachers from three purposively selected colleges, ensuring proportional representation across institutions. Descriptive statistics were used to analyze four dimensions: Teachers’ Personal Material Needs (TPMN), Teachers’ Professional Development (TPD), Teachers’ Interpersonal Needs (TIN), and Teachers’ Satisfaction with Incentive Mechanisms (TSIM). Inferential analyses, including Pearson correlation and regression, revealed significant relationships among these dimensions, with TIN demonstrating the strongest predictive power for sustainable professional development. Demographic factors such as years of experience, job titles, and salary significantly influenced perceptions, while educational background showed no notable differences. Findings highlighted moderate satisfaction across all dimensions, with material needs and financial incentives identified as key areas for improvement. While professional development and interpersonal recognition were viewed positively, issues regarding fairness and transparency in career progression remained prevalent. Qualitative insights emphasized better material provisions, transparent evaluation systems, and more supportive workplace relationships. To foster sustainable professional development, the study recommends improving salary structures, establishing equitable and transparent career advancement systems, and enhancing workplace recognition. Tailored incentive mechanisms that align with teachers’ diverse needs are essential for creating an inclusive environment that supports growth, satisfaction, and retention. These findings provide valuable guidance for optimizing incentive mechanisms in vocational colleges.

Abstract: As Generative AI (GenAI) becomes more prevalent, the need to prepare pre-service teachers (PSTs) for its use is a critical challenge for mathematics teacher educators (MTEs). Yet, little is known about how to best foster PSTs’ adoption and critical use of GenAI in mathematics classrooms. This study addresses this gap by evaluating the impact of a 90-minute professional development workshop, grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, on PSTs’ technology acceptance in mathematics education. A mixed-methods design was employed, using pre- and post-surveys based on an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model for quantitative data and semi-structured interviews and workshop discussions for qualitative data. Quantitative analysis revealed statistically significant positive shifts in many aspects of technology acceptance, except for PSTs’ perceived risks of the technology. Qualitative analysis identified key facilitators to adoption, such as GenAI's utility for instructional efficiency, alongside significant barriers, including the lack of clear institutional guidance. The findings demonstrate that TPACK-based professional development opportunities can enhance PSTs’ responsible adoption of GenAI in mathematics education. This study provides actionable implications for MTEs on designing pedagogically grounded training that addresses GenAI's practical applications and ethical complexities in mathematics classrooms.

Abstract: We explored the experience of biology faculty who completed the Faculty Institutes for Reforming Science Teaching (FIRST IV) program as postdoctoral fellows up to 13 years previously to better understand teaching professional development benefits for future faculty, and what departments can do to advance learner-centered teaching. We describe three kinds of departmental environments that can affect faculty in developing and maintaining three psychological elements needed for workplace satisfaction (competence, autonomy, and community) as defined by self-determination theory (SDT). We designed a reflection exercise for faculty that inquired about the three elements of SDT they experienced in their current departments. The response data were coded and reported as vignettes, a creative medium that illustrates the significant role that departments play in nurturing faculty growth, and development in pedagogy. The findings suggest that teaching development programs alone cannot affect deep and lasting change without departments that foster faculty competence, autonomy, and community. We can train current and future faculty to teach well, but authentic change will only happen with departmental support.

Abstract: Reflective practice is widely recognized as an essential component of teacher professional development (TPD), and journal writing is an effective way to enhance teachers’ engagement in it. This study explores how in-service English teachers perceive and implement reflective practice, and how it contributes to their professional growth. Despite its importance, few studies have systematically examined how experienced teachers reflect on their English teaching. Using a mixed-methods approach, this research analysed six weeks of reflective journals written by six in-service English teachers with 7–26 years of experience, employing thematic analysis. It also incorporated open-ended survey responses from over 180 teachers, analysed using multiple response analysis (MRA) to triangulate and complement findings. Five key focusing areas emerged: (1) evaluating teaching, (2) approaches and methods, (3) theories of teaching, (4) self-awareness, and (5) cross-cultural communication. Survey results confirmed the significant role of reflection in TPD, and revealed after-lesson individual reflection was the most common practice. The study offers insights into how experienced English teachers reflect on their teaching practices and how such reflection supports their professional development, providing practical implications for future TPD initiatives.

Abstract: ABSTRACT This article focuses on learning that can facilitate the transition from being a scholarly teacher to becoming a scholar of teaching and learning, outlining the critical steps faculty can take to deepen their engagement with the scholarship of teaching and learning (SoTL). It begins by distinguishing between scholarly teaching, which involves applying research‐based strategies in the classroom, and being a SoTL scholar, which requires faculty to systematically investigate their own teaching practices and the learning outcomes of their students. The article explores various pathways through which course instructors can learn and engage with SoTL, such as attending workshops, collaborating with colleagues in interdisciplinary communities, or engaging with existing SoTL literature. It discusses how faculty can identify areas of inquiry in their teaching practice, collect and analyze data, and use this evidence to refine and transform their teaching methods. The article also highlights institutional support structures that can facilitate this transition, including mentorship, funding for SoTL research, and peer review opportunities. Through these approaches, faculty can develop a scholarly identity in teaching and contribute meaningfully to the field.

Abstract: ABSTRACT This article examines collaborative leadership models in faculty development at five community colleges in Northern Illinois, highlighting how shared responsibility between faculty and administrators supports more responsive, sustainable, and effective professional learning. Through rich, practice‐based descriptions, each case explores the relationship‐driven infrastructures that enable cross‐role collaboration, align faculty development with institutional goals, and meet the evolving needs of students and educators. By foregrounding diverse approaches to shared leadership, this article offers practice insight for faculty developers, center directors, and higher education leaders seeking to design inclusive and impactful professional learning structures.