What feedback literate teachers do: an empirically-derived competency framework

The professional development of university teachers is an important part of the ongoing reform of higher education and the only way to increase the basic competitiveness of universities. Clarifying the direction of professional development of teachers is the key to realizing the professional development of university teachers. The professional development of teachers should follow a path defined by the four main functions of modern universities: talent development, science development, service to society and continued innovation. The cultivation of talents is the initial goal of the professional development of university teachers, the development of science is a unique attribute of the development of university teachers, service to society is a continuation of the goal of the professional development of university teachers, and innovative development is the eternal aspiration of the university. professional development of teachers.

In recent years, under the auspices of technological development, artificial intelligence technology has penetrated into various industries, such as healthcare, industry, energy and even education. For the penetration of the education field, artificial intelligence has changed the teaching mode, teaching management, and brought unprecedented opportunities for the professional development of teachers. This paper explores the role positioning and function play of AI in the professional development of university teachers, with the goal of promoting the modernized university teacher team, after analyzing the role positioning of AI technology in the professional development of university teachers, researching the function play strategy of AI technology in the professional development of university teachers, and mentioning the limitations and challenges of AI in the professional development of teachers, teachers' role changes and It also mentions the limitations and challenges of AI in teachers' professional development, teachers' role transformation and competence requirements, so as to further improve the framework of AI's promotion of teachers' professional development in universitys and universities, and to strengthen the foundation of teachers' development in universitys and universities in China with the help of AI technology, so as to provide a "big country's good teacher" for high-quality higher education and promote the modernization and high-quality transformation of higher education in China.

ObjectiveThe purpose of this study is to investigate the effects of perceived organizational fairness, organizational identity, and trust on the intrinsic motivation for the professional development of university teachers. In addition, this study aims to verify the mediating role of organizational identity and trust.MethodThis study adopts a quantitative research methodology to investigate the relationship between perceived organizational fairness, organizational identity, trust, and intrinsic motivation in the professional development of university teachers by constructing and validating a structural equation model.ResultThe study shows that perceived organizational fairness has a significant positive effect on the intrinsic motivation for the professional development of university teachers. Moreover, it validates the mediating effects of organizational identity and trust in the relationship between perceived organizational fairness and intrinsic motivation for teachers’ professional development, shedding light on the psychological mechanisms underlying teachers’ professional development motivation.ConclusionOrganizational identity and trust not only directly influence teachers’ intrinsic motivation for professional development but also serve as mediators in the relationship between perceived organizational fairness and intrinsic motivation. These findings have important implications for university management in promoting teachers’ professional development and enhancing educational quality.

The professional development of individuals within organizations is a crucial component in shaping organizational competitive advantage. Although existing research indicates that leadership styles can significantly influence individual professional development, there is limited understanding of the mechanisms and boundary conditions governing the relationship between perceived team leadership and individual professional development. Based on valid survey questionnaires from 655 university teachers in Hebei Province, China, this article constructs and tests a moderated mediation model. Empirical results demonstrate that: perceived team leadership has a significant positive impact on university teachers' professional development; innovative self-efficacy plays a partial mediating role in the relationship between perceived team leadership and university teachers' professional development; organizational innovation climate positively moderates all paths within the mediation framework. This finding reveals the interactive effects of "context-individual-behavior," extends the application boundaries of Social Exchange Theory in educational organizations, and demonstrates that leadership effectiveness also depends on organizational climate support. This article elucidates the mechanism by which perceived team leadership influences the professional development of university teachers, providing practical insights for university administrators, such as enhancing team leadership, fostering organizational innovation climate, and activating teachers' intrinsic motivation for development.

University education as an important cradle of talent cultivation in Chinese society, the professional ability and level of teachers also play an important role in the social supply of talent, in order to further enhance the effect and quality of talent cultivation in colleges and universities, it is necessary to vigorously promote the professional development of teachers, so as to create a high-quality teaching staff, to meet the social development of the demand for excellent talents. Interdisciplinary integration is an important path to promote teachers' professional development, which not only enables teachers to carry out educational teaching from an interdisciplinary perspective, but also enables teachers to refine their professional ability and strengthen their teaching level, so as to accomplish the task of training talents in colleges and universities in a higher quality. Therefore, in the paper, the concept and characteristics of interdisciplinary integration are analyzed in depth, its specific impact on teachers' professional competence and professional identity is analyzed, and finally an innovative path to promote the professional development of university teachers is proposed, which is used to help colleges and universities to create a high-quality professional teacher team.

What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education

Teachers’ professional learning on social media has received growing attention recently, but research into teachers’ academic engagement on social media remains limited. This study aimed to examine what factors motivated university English teachers to engage with academic reading on social media. The determinants of academic reading on social media were identified by semi-structured interviews, which were further validated by quantitative investigation. The results showed that participants’ perception of values of content knowledge, pedagogical content knowledge, and students’ participation in the classroom affected their intentions toward commitment to academic reading on social media. Additionally, the results revealed that perceived value of pedagogical content knowledge mediated the relationship between perceived value of content knowledge and participants’ intentions toward academic reading on social media while also mediating the relationship between perceived value of students’ participation in the classroom and the participants’ intentions toward academic reading on social media. These findings yield implications for the professional development of university teachers and the development of pedagogical content knowledge.

The professional development of teachers in universities and colleges is the important content in teaching staff construction. This paper expounds the connotation of the professional development of the engineering and water conservancy class teachers and analyzes the characteristics of the professional development of the water conservancy class teachers, including five aspects. The paper has a certain reference value for strengthening teaching staff construction in colleges and universities.

The article is devoted to the formation of the ecological competence of the future teacher in the process of collective creative activity. The concepts of "ecological competency", "collective creative work", "creativity" of professional development of university teachers have been analyzed.Ecological competence is the quality of the individual, which includes the ability to solve problems and problems of various levels of complexity, arising in the home and professional activities. The basis for the formation of ecological competence is the value attitude to nature, the availability of knowledge, educational and life experience, individual abilities, needs and motives. To form the ecological competence of the future teacher it is necessary to have strong environmental knowledge, to understand nature as a value, to have the experience of creatively using environmental knowledge to solve environmental problems at the local level.The article deals with the concept of "creativity", "creative activity". The main features of creative activity are the novelty and social significance of its products. The importance of using the technology of collective creative works for forming the ecological competence of the future teacher is emphasized. The main idea of the method of collective creative education is the formation of a person through a single educational group. Collective creative affairs is a manifestation of public concern about environmental improvement, a combination of certain actions to the general good.Collective creative ecological business consists of stages: preparation of a teacher, creation of a council of affairs, collective preparation of a case, carrying out of ecological activity, the results of the case.

The impact of evolving feedback ecology on students’ feedback literacy development remains underexplored. This study examined the effects of transitioning from secondary to higher education on students’ conceptions and practices of feedback literacy. The research involved 35 first-year associate’s degree students from various disciplines at a Hong Kong higher education institution. Through semi-structured interviews and reflective journals, changes and continuities in students’ feedback literacy were explored, alongside the critical ecological factors influencing these transformations. Three types of feedback literacy emerged – passive, bidirectional and self-regulated – representing varying degrees of student autonomy and teacher involvement in the feedback process. The study also identified contextual factors (e.g. continuous assessments, teacher–student consultation sessions, alternative communication and group dynamics) and individual factors that influenced students’ feedback practices. The implications of these findings for cultivating conducive feedback ecology and enhancing student feedback literacy are discussed.

Explorando la alfabetización en feedback en la formación de profesionales de la salud: un estudio cualitativo

The professional quality and ability of teachers determines the success or failure of education. It is also a vital mechanism for enhancing the professionalism and lifelong learning of teachers. The key to professional development of teachers is how to improve their professional quality and ability. The professional development of college English teachers is facing new opportunities and challenges with the deepening reform of higher education in China. It is necessary to carry on teaching reflection, expand their visions of teaching field, extend the teaching scope, and improve their professional abilities. Teaching reflection has been looked on as an effective way to improve the teaching quality and to promote the professional development of teachers. Based on the teaching reflection theory, this paper firstly discusses the definition of professional development of college English teachers, and then analyzes the main influence factors on the professional development of college English teachers from the perspective of teaching reflection, such as teaching ideas, teaching modes, teaching methods and teaching environments. Finally, enlightenment of teaching reflection on the professional development of the college English teachers is expounded from five aspects. In order to adapt to the situation of curriculum reform, only by constantly reflecting, and constantly improve their ability of innovation, the levels of professional development of college English teachers could be improved through teaching reflection and English ability of students could be also enhanced.

In this paper we report on an intensive professional development intervention (PDI) delivered in a UK higher education setting for university teachers from different countries. These teachers were either teaching, or preparing to teach, English Medium Instruction (EMI) courses in a range of disciplines. Few previous studies have focussed on the impact of intensive training interventions on teacher participants, particularly for interventions conducted outside teachers’ local contexts. To address this, qualitative research was conducted that explores the influence of the PDI on participant teachers’ beliefs and self-reported teaching practices in their own institutional contexts. The findings suggest that the PDI resulted in significant changes in many of the participants’ beliefs about teaching pedagogy for an EMI context. The PDI also appeared to increase teachers’ self-efficacy, and to facilitate innovation in their classroom practices. As a result, the study highlights the pedagogical elements of the PDI which emerged as being significant in bringing about these changes and discusses the implications for PDI design. Overall, the study suggests the potential role that intensive PDIs delivered outside teachers’ home and national contexts can play in facilitating teacher development.

Addressing feedback-associated stress as a barrier to learning is increasingly relevant to student success and well-being. Mindfulness practices support stress management for students during the academic feedback process. Even if students receive high-quality feedback, the receiving end of feedback can be stressful, perhaps raising feelings of anxiety, confusion, or inadequacy. Feedback literacy and mindfulness practices complement one another. Mindfulness can potentially support feedback literacy by focusing one’s attention on the tasks needed to address feedback, instead of being distracted by emotions triggered by feedback. This study, comprised of an online survey (n = 237) and focus groups (n = 6), assesses post-secondary students’ perceptions concerning feedback literacy, mindfulness, and stress, and their thoughts about digital mindfulness tools intended to support students experiencing feedback-associated stress. Recruitment of students was from courses in Health Sciences, Medical Sciences, Media Studies, and Law. The survey data demonstrate that students with greater mindfulness have significantly greater feedback literacy as well as lower stress. Focus group data shows that a broad range of affective and behavioral responses are shaped by students’ perceptions of their abilities, circumstances, and feedback itself. Although students expressed familiarity with mindfulness practices, few considered explicitly linking mindfulness to their feedback process. Nevertheless, students expressed interest regarding the development of digital mindfulness tools to alleviate feedback-associated stress and offered recommendations for implementation.

The study aimed to identify the role of the educational supervisor and the Subjects committees in the professional development of secondary teachers in the southern governorates, and to reveal that there are differences between the averages of the estimates of the sample members for this role, and to achieve this, the descriptive analytical approach was used, and it designed a questionnaire of (23) items Distributed over three areas, where it was applied to a random sample of (94) secondary teachers in public schools in the Gaza Strip. One of the most important findings of the study was: that the study sample estimated the degree of practice of the educational supervisor and the detective committees for their role in the professional development of teachers; he got a relative weight (66.84), i.e. an average degree, and the fields of study got an average degree ranging between (68.58% - 65.50%).arranged in descending order as follows: (the skill of implementation of lessons - planning skill - evaluation skill), and it also showed that there were no statistically significant differences between the averages of the estimates of the study sample members of the role of the educational supervisor and the detective committees in Professional Development of Secondary teachers in the southern governorates of Palestine attributed to the variable of gender, years of service and specialization, the study reached a set of ways to develop the role of the educational supervisor and detective committees in the professional development of teachers.
 
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