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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. [ABSTRACT FROM AUTHOR]

The multivariate characteristics of the IL-HUMASS scale are studied. This scale is formed by 26 Likert scale items and 4 dimensions and evaluate the information literacy self-perceived level of students. A sample of 402 subjects, all of them Spanish future teachers from secondary education, is obtained. It is implemented a multidimensional scaling technique by ALSCAL based on the distance matrix from the data. The results detected two empirical dimensions, which accounted for 95.9% of the variance. The first dimension is related to the level of familiarity with the content of the item and the second dimension is related to cognitive or instrumental aspect of the item. In the conclusions, two dimensions obtained are connected with the original scale, in relation to the four theoretical dimensions. On the other hand, the conclusions highlight the importance of considering the two dimensions obtained, in addition to the classical dimensions, in the design of assessment scales of the construct information literacy. [ABSTRACT FROM AUTHOR]

Aim/Purpose The purpose of this study was to examine the effects of a 20-hour blended learning visual literacy course applied to in-service teachers. For this purpose, we designed the course to train the educators and the instrument to measure the level of visual literacy of participants before and after the intervention. Then, we found the differences. Background Visual literacy is essential for improving visual communication skills on in- service teachers because they use and construct visual material permanently. Hence, they need to be trained for developing visual literacy taking into account their pace of life and specific needs. Methodology We employed a quasi-experimental one-group pretest-posttest design. The area of study is Social Science, specifically Education. The population was in-service teachers who work in private schools in the north zone of Quito, Ecuador. The convenience sampling method was used to conduct this pilot study of 51 teachers at one private school. The visual literacy course was designed based on the ACRL Visual Literacy Competency Standards. The differences in the level of visual literacy were measured through a visual literacy test of 45 items made for this specific purpose. Differences between pretest and posttest were found after performing paired samples t-test on collected data. Contribution This research contributes to visual literacy research focused on in-service teacher's instruction. This practical study was based on a complete proposal for training and evaluated the visual literacy level of in-service teachers. Findings Findings show that there are statistically significant differences in pretest and posttest scores, so teachers improved their level of visual literacy after the 20-hour blended learning visual literacy course. Recommendations for Practitioners Practitioners should adapt the length of the training course to the teachers' schedules. They should review the course themes and the items in the visual literacy test to know about the specific content to be taught along the course. Recommendations for Researchers Researchers who want to replicate a similar study should have a bigger group of participants and, if possible, they should have a control group. Impact on Society This study indicates that teachers could improve their level of visual literacy after attending a well-structured training course. Thus, it is crucial to offer in-service teachers the opportunity to improve their visual communication skills through a concrete learning process adapted to their schedules and life. Future Research Future research should focus on evaluating before and after the treatment, through practical projects, the previous and acquired knowledge of in-service teachers. [ABSTRACT FROM AUTHOR]