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J. Intell.
Special Issues
Intelligent Professional Development
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Intelligent Professional Development

A special issue of Journal of Intelligence (ISSN 2079-3200).

Deadline for manuscript submissions: closed (31 January 2023) | Viewed by 21414

Special Issue Editors

Dr. María Luisa Belmonte

E-Mail Website
Guest Editor
Faculty of Education, University of Murcia, 30100 Murcia, Spain
Interests: planning, learning and evaluation of competences; educational gamification; family–school relationship: professional development; intellectual disability
Dr. Abraham Bernárdez

E-Mail Website
Guest Editor
Faculty of Education, University of Murcia, 30100 Murcia, Spain
Interests: educational management; socio-educational exclusion and inclusion; school trajectories; teacher professional development; attention to diversity; early school leaving
Prof. Dr. Antonio Portela Pruaño

E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education, University of Murcia, Murcia, Spain
Interests: educational leadership; educational management; teacher professional development; teacher professionalism; leaving school early; alternative education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

OECD and the Council of the European Union have described challenges teachers must address in their professional development, as well as those encountered in developing schools as a professional environment. Furthermore, teachers must express a high level of corporate intelligence to be successful in schools.

Teachers, in their professional development, have always had to face numerous issues relevant to the task they perform that have conditioned their experience over the years. Now, both teachers and administration must deal with issues that have arisen in recent years. This Special Issue thus aims to present research exploring the way in which teachers develop their professional career and intelligence in the school context.

With regard to intelligence in schools, MacGilchrist et al. (2004, p. 15) have pointed out that intelligent schools are: “the type of school that can synthesize different kinds of knowledge, experience and ideas in order to be confident about current achievements and to have the ability to decide what to do next.” Intelligence in schools is not a fixed or immobile matter and has numerous forms of approaches and types. Therefore, teachers must continuously evolve with the school.

That is why it is worth asking: What are the new and old problems that teachers face in their professional career? What are the perceptions and challenges about their cognition that they must face? How has your profession evolved from the point of view that intelligence is necessary to function? What school issues affect teachers? Do engage in relationships and intergenerational relationships?

References:
MacGilchrist, Barbara, Jane Reed, and Kate Myers. The intelligent school. Sage, 2004.

Please note that the “Planned Papers” Section on the webpage does not imply that these papers will eventually be accepted; all manuscripts will be subject to the journal’s normal and rigorous peer review process.

Dr. María Luisa Belmonte
Dr. Abraham Bernárdez
Prof. Dr. Antonio Portela Pruaño
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Journal of Intelligence is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • old and new issues in teacher development
  • teacher engagement
  • academic intelligence
  • home–school partnership
  • shared vision and goals
  • teacher perceptions and challenges in their career
  • evolution of teaching profession
  • professional relationships
  • a learning organization
  • social and emotional intelligence in teacher careers
  • relationships with different agents
  • intelligence and aging in teacher development
  • the teacher's tasks
  • professional leadership
  • purposeful teaching
  • others related with intelligence in professional development

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (6 papers)

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Research

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15 pages, 1169 KiB  
Article
Professional Development among Secondary Teachers in Spain: Key Associated Factors as of PISA 2018
by Juan Pablo Hernández-Ramos and Fernando Martínez-Abad
J. Intell. 2023, 11(5), 93; https://doi.org/10.3390/jintelligence11050093 - 14 May 2023
Cited by 1 | Viewed by 1670
Abstract
Professional development for teachers is fundamental in the configuration and functioning of smart schools. This paper aims to characterize professional development with the participation of compulsory secondary teachers in Spain and to detect key factors in the functioning and organization of schools associated [...] Read more.
Professional development for teachers is fundamental in the configuration and functioning of smart schools. This paper aims to characterize professional development with the participation of compulsory secondary teachers in Spain and to detect key factors in the functioning and organization of schools associated with higher levels of ongoing teacher training. A cross-cutting non-experimental design was used to conduct a secondary analysis of data from PISA 2018 tests, including over 20,000 teachers and more than 1000 schools in Spain. Descriptive results show great variability in teachers’ commitment to their professional development; this variability is not associated with the grouping of teachers by school. The decision tree model completed with data mining tools shows that intensive professional teacher development in schools is associated with a better school climate and higher levels of innovation, cooperation, taking on shared goals and responsibilities, and leadership distributed among the education community. The conclusions highlight the importance of ongoing teacher training and how this improves educational quality in schools. Full article
(This article belongs to the Special Issue Intelligent Professional Development)
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24 pages, 1352 KiB  
Article
Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement
by Begoña Galián, Mª Ángeles Hernández-Prados and José Santiago Álvarez-Muñoz
J. Intell. 2023, 11(3), 51; https://doi.org/10.3390/jintelligence11030051 - 8 Mar 2023
Cited by 3 | Viewed by 3038
Abstract
Smart schools prioritise work in the educational community, identifying the participation of families as an opportunity, rather than a form of intrusiveness. There are currently a multitude of ways of sharing education with families, ranging from communication to training, with teachers being the [...] Read more.
Smart schools prioritise work in the educational community, identifying the participation of families as an opportunity, rather than a form of intrusiveness. There are currently a multitude of ways of sharing education with families, ranging from communication to training, with teachers being the driving force in promoting the different roles that families can assume. In this respect, the aim of this cross-sectional, evaluative, non-experimental and quantitative study is to establish the family participation facilitation profiles of 542 teachers working in schools in a multicultural municipality in the autonomous community of the Region of Murcia, in south-eastern Spain. They completed a validated questionnaire with 91 items regarding the different dimensions of family participation, carrying out a cluster analysis to determine the teacher facilitation profiles. The results obtained from the application of the questionnaire show two statistically differentiated teaching profiles. The first of these, with a smaller number of teachers, with fewer years of experience and linked to the pre-primary and secondary stages in public schools, shows less participation in all the modalities considered. In contrast, the profile with the greatest commitment to promoting participation is characterised by having a greater number of teachers, predominantly from state-subsidised centres, that are experienced and linked to the primary stage. In relation to the previous literature, it was possible to confirm the presence of a differentiated profile, finding, on the one hand, teachers interested in the involvement of families and, on the other hand, teachers who do not identify the family–school relationship as a priority. This highlights the need to improve the prior and ongoing training of teachers to raise awareness and sensitise them to the inclusion of families in the educational community. Full article
(This article belongs to the Special Issue Intelligent Professional Development)
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14 pages, 1138 KiB  
Article
Environmental Factors for the Advancement of Teachers’ Self-Efficacy in Professional Development
by Mehmet Hilmi Saglam, Talha Goktenturk, Ibrahim Demir and Emre Yazıcı
J. Intell. 2023, 11(2), 28; https://doi.org/10.3390/jintelligence11020028 - 31 Jan 2023
Cited by 5 | Viewed by 4277
Abstract
There is a shifting paradigm in gifted education from person-based approaches (i.e., identifying giftedness) to process-based approaches (i.e., transacting giftedness). This new framework is centered on enriching educational opportunities that will make the process meaningful (i.e., gifted) to everyone in a setting. However, [...] Read more.
There is a shifting paradigm in gifted education from person-based approaches (i.e., identifying giftedness) to process-based approaches (i.e., transacting giftedness). This new framework is centered on enriching educational opportunities that will make the process meaningful (i.e., gifted) to everyone in a setting. However, little is known about how this renewed perspective can be applied in teacher professional development. In line with the socio-ecological models, our study aims to identify the best appropriate model to describe teacher self-efficacy (i.e., the dependent variable in the study) as professional development from an ecological perspective and to propose an ecologically intelligent school (EIS) for the advancement of self-efficacy. Structural equation modeling (SEM) was performed to create a model using TALIS 2018 dataset. Afterward, indices of goodness-of-fit criteria were examined for each model. The results indicate that there is a complex ecological background, in that various factors affect the dependent variable. Model 3 was determined as the most suitable model that can be proposed as an ecologically intelligent school (EIS) for the advancement of self-efficacy. The factors within the three layers of the socio-ecological model—communication with teachers, communication with students, school climate, and feeling valued by the national level—altogether created an appropriate model explaining teacher professional development, regarding self-efficacy. Full article
(This article belongs to the Special Issue Intelligent Professional Development)
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16 pages, 713 KiB  
Article
Teachers’ Perceptions of Changes in Their Professional Development as a Result of ICT
by Miguel Ángel Negrín-Medina, Abraham Bernárdez-Gómez, Antonio Portela-Pruaño and Juan José Marrero-Galván
J. Intell. 2022, 10(4), 90; https://doi.org/10.3390/jintelligence10040090 - 24 Oct 2022
Cited by 6 | Viewed by 3315
Abstract
The introduction of digital information and communication technologies has influenced many aspects of the teaching profession. In addition to their changing use in the classroom, these technologies have strongly impacted the work and professional development of teachers. In this study, which was framed [...] Read more.
The introduction of digital information and communication technologies has influenced many aspects of the teaching profession. In addition to their changing use in the classroom, these technologies have strongly impacted the work and professional development of teachers. In this study, which was framed within the R+D+i project DePrInEd, we analyzed the perceptions, beliefs, opinions, and attitudes of teachers on this subject. We conducted a qualitative study through interviews, with a thematic analysis addressing the duality of technology and change. The results indicated that these produced benefits and created difficulties in the teaching task, with the latter being more demanding. Teachers stated that one of the main difficulties they encountered was related to the evolution of students as a result of technology, both in the school and social contexts. This highlights the risk that its extensive use did not lead to the acquisition of other key competencies, including digital and media competencies, in the school environment. Finally, other dimensions that impacted the corporate intelligence of educational centers included the continuous adaptation and mastery of digital competence required by teachers regarding the changes in their tasks, as well as the excessive bureaucratization that technologies have necessitated. Full article
(This article belongs to the Special Issue Intelligent Professional Development)
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Review

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22 pages, 807 KiB  
Review
Analysis of Occupational Therapy Students’ Pedagogical Practices for the Forging of Professional Identity and Development of Professional Intelligence: A Scoping Review
by Ana-Isabel Souto-Gómez, Miguel-Ángel Talavera-Valverde, Luis-Javier Márquez-Álvarez and María-del-Pilar García-de-la-Torre
J. Intell. 2023, 11(3), 48; https://doi.org/10.3390/jintelligence11030048 - 28 Feb 2023
Cited by 1 | Viewed by 3096
Abstract
Pedagogical practices contribute to enhancing professional intelligence which is an indicator of maturity and development of professional identity. The research guiding question was: What are the pedagogical practices involved in occupational therapy students’ professional identity formation? A scoping review using a six-stage methodological [...] Read more.
Pedagogical practices contribute to enhancing professional intelligence which is an indicator of maturity and development of professional identity. The research guiding question was: What are the pedagogical practices involved in occupational therapy students’ professional identity formation? A scoping review using a six-stage methodological framework was used to capture a variety of evidence describing how professional identity has been conceptualised and integrated into the occupational therapy curriculum while noticing a link to professional intelligence. Databases included were: Ovid MEDLINE, CINAHL, PsycINFO, ProQuest ERIC, Scopus, Web of Science, CSIC, Dialnet, PubMed, Pubmed Central, OTDBASE and Scielo. Qualitative content analysis was used to categorise learning outcomes into five components of professional identity that were associated with the pedagogical practices identified in the studies. n = 58 peer-reviewed journal articles were recorded. The articles were classified as intervention studies (n = 31; 53.4%), reviews (n = 12; 20.7%) and theoretical articles (n = 15; 25.9%). To ensure the feasibility of collecting and reporting results, we narrowed the focus to n = 31 intervention studies that provided information on pedagogical practices and learning outcomes on professional identity forging in students. This scoping review illustrates the variety of contexts in which students learn, the multiple dimensions of identity establishment, and the variety of pedagogical practices. These findings can be used to adapt and design focused formative curricula that support the development of professional identity. Full article
(This article belongs to the Special Issue Intelligent Professional Development)
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Other

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18 pages, 3799 KiB  
Systematic Review
Teachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education
by Juan Antonio Salmerón Aroca, Pedro Moreno Abellán and Silvia Martínez de Miguel López
J. Intell. 2023, 11(1), 1; https://doi.org/10.3390/jintelligence11010001 - 21 Dec 2022
Cited by 4 | Viewed by 4119
Abstract
This research addresses teacher training at different generational stages, with the aim of analysing the training actions developed by school teachers and the intentionality of linking them to their professional development, in order to offer a broad perspective of the paradigm of smart [...] Read more.
This research addresses teacher training at different generational stages, with the aim of analysing the training actions developed by school teachers and the intentionality of linking them to their professional development, in order to offer a broad perspective of the paradigm of smart schools, allowing for the adjustment of the quality of training to real demands. To this end, a systematic review of articles published between 2012 and 2022 in the main databases (WoS, Scopus, Eric, Dialnet, and Google Scholar) was carried out. After applying the inclusion criteria, 56 articles were selected and analysed following the PRISMA 2020 statement. The findings showed the interest and importance of initial, continuous, and lifelong learning among teachers as a driver of professional development. The results also showed that research is mostly focused on novice teachers and qualitative methodologies predominate, although this is limited to certain countries and specialised publications. However, generational differences were observed. While younger teachers are more highly trained in ICT, older teachers have a higher level of competence at a processual and relational level in the classroom. In conclusion, it should be noted that teacher training linked to professional development has an impact on school improvement, especially if it is carried out from an intergenerational collaborative perspective, and the acquisition of new skills. Full article
(This article belongs to the Special Issue Intelligent Professional Development)
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