Concentrate professional development support at the point of intention–behaviour translation through clinically embedded coaching¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Derived from hypothesis H12 (capability moderates the intention–behaviour link), this strategy holds that professional development should not end once favourable intentions are formed. The article recommends that "support should be concentrated at the point of translation, through clinically embedded coaching, co-planning, and in-classroom support during teachers’ first enactment attempts, rather than delivered exclusively in advance of them." Evaluation should ask whether the intention–behaviour association steepened for participants, a sharper criterion than post-workshop satisfaction.

Design Implications¶

Context¶

Requirements¶

• Evaluation must measure whether the intention–behaviour association steepened, not only post-workshop satisfaction

Constraints¶

• The model predicts confidence-building interventions will fail to change practice where affordances such as devices, connectivity, time, and policy clarity are absent

Target Learners¶

• in-service teachers during first AI enactment attempts

Target Learning Goals¶

• translating AI-integration intentions into enacted classroom practice

Affordances¶

• Cdm Air Capability Decision Model

Related Strategies¶

• Sustain educator learning through schoolwide, network, and districtwide approaches that embed professional learning across the system
• Design educator preparation around pedagogical alignment, tightly linked clinical experiences, and a developmental approach to educator learning

Examples¶

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Key Sources¶

• Mnguni L (2026) A Capability–Decision Model of teacher readiness for AI integration in teaching. Front. Educ. 11:1897632. https://doi.org/10.3389/feduc.2026.1897632