Transforming teacher development: A SOAR-Driven Model for job-embedded learning

Abstract

Job-embedded learning has been recognized as a crucial approach for enhancing instructional skills and teacher professional development. This study examined the implementation of job-embedded learning in primary schools in Guangdong Province, China, using a case study approach grounded in the Strengths, Opportunities, Aspirations, and Results (SOAR) framework. Data were collected from one school chairman, one principal, and 26 teachers through semi-structured interviews, open-ended questionnaires, and documentary review. Content analysis identified key themes related to current practices, strengths, and opportunities for improvement. The study proposes an optimized model integrating pre- and post-observation conferences with classroom observations to better align professional development with teachers’ instructional needs and aspirations. The study underscores the importance of administrative support and trust-building among educators as essential factors in facilitating successful job-embedded learning. By focusing on these elements, the study seeks to provide actionable insights for improving teacher professional development and, by extension, student outcomes in the region.