Continuing Professional Development, Training Opportunities, Gaining Skills and Qualifications

2013 ◽  
pp. 146-154
Author(s):  
Diane Amans
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Professional Development Training ◽  
Training Opportunities

scholarly journals Continuing professional development training needs of medical laboratory personnel in Botswana

2014 ◽  
Vol 12 (1) ◽  
Author(s):  
Ishmael Kasvosve ◽  
Jenny H Ledikwe ◽  
Othilia Phumaphi ◽  
Mulamuli Mpofu ◽  
Robert Nyangah ◽  
...  
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Training Needs ◽  
Medical Laboratory ◽  
Laboratory Personnel ◽  
Professional Development Training

Preparing Teachers for Inclusive Education in Botswana: The Role of Professional Development

2015 ◽  
Vol 18 (2) ◽  
pp. 60-72 ◽  
Author(s):  
Boitumelo Mangope ◽  
Sourav Mukhopadhyay
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Continuing Professional Development ◽  
Mixed Method Research ◽  
Development Programs ◽  
Special Educational Needs ◽  
Depth Interview ◽  
Teachers Beliefs ◽  
Professional Development Training

Abstract The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in two educational administrative regions of Botswana. A mixed method research design was utilized to measure teachers' beliefs, current practices of professional development, training needs as well as modes of professional development programs to implement inclusive education. A three part, 25 item self - administered questionnaire was specially designed for this study. It was administered to all participants (N=86) who participated in a three-day workshop on inclusive education. In addition 12 teachers who had had experience in teaching learners with Special Educational Needs (SENs) were purposively selected for a follow-up one-on-one in-depth interview. Both quantitative and qualitative data were triangulated to write this report. Findings of the research suggest that although participants realized the importance of professional development for the implementation of inclusive education, they were of the opinion that ‘one-time workshops’ alone was not effective to change classroom practices. They highlighted the importance of ‘change processes’ therefore recommended ‘in-house mentorship’.

Redesigning Continuing Professional Development Training (CPDT) in Higher Education

2019 ◽  
pp. 304-325
Author(s):  
Abdul Halim Mohamed ◽  
Azlida Ahmad
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Industrial Revolution ◽  
Teaching Effectiveness ◽  
Continuing Professional Development ◽  
Information And Communications Technology ◽  
Ict Integration ◽  
Professional Development Training ◽  
Asean Countries

This chapter discusses the impacts of Industrial Revolution (IR) 4.0 on the continuing professional development training (CPDT), demanding lecturers/teachers to acquire knowledge of instructional design and information and communications technology (ICT). IR 4.0, often referred to as Education 4.0, requires universities to upgrade their CPDT that can enhance ICT skills of lecturers/teachers as well as students. The Ministries of Education (MOEs) and Ministries of Higher Education (MOHE) among ASEAN countries need to share their initiatives to help produce effective digital citizens. The quality of students depends on the quality of lecturers/teachers trained in CPDT. CPDT should be carefully redesigned to encourage more lecturers to enhance their student learning as well as engagement through ICT integration. Guidelines of redesigning CPDT are provided to redesign better and effective CPDT in the future. It is hoped that lecturers can increase their teaching effectiveness, efficiency, and productivity through continuous successful exposure of ID knowledge, skills, and ICT integration.

scholarly journals Evaluation of a continuing professional development training program for physicians and physician assistants in hospitals in Laos based on the Kirkpatrick model

2016 ◽  
Vol 13 ◽  
pp. 21 ◽  
Author(s):  
Hyun Bae Yoon ◽  
Jwa-Seop Shin ◽  
Ketsomsouk Bouphavanh ◽  
Yu Min Kang
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Medical Records ◽  
Continuing Professional Development ◽  
Physician Assistants ◽  
Average Score ◽  
District Hospitals ◽  
Before And After ◽  
Professional Development Training ◽  
Kirkpatrick Model

Purpose: Medical professionals from Korea and Laos have been working together to develop a continuing professional development training program covering the major clinical fields of primary care. This study aimed to evaluate the effectiveness of the program from 2013 to 2014 using the Kirkpatrick model. Methods: A questionnaire was used to evaluate the reaction of the trainees, and the trainers assessed the level of trainees’ performance at the beginning and the end of each clinical section. The transfer (behavioral change) of the trainees was evaluated through the review of medical records written by the trainees before and after the training program. Results: The trainees were satisfied with the training program, for which the average score was 4.48 out of 5.0. The average score of the trainees’ performance at the beginning was 2.39 out of 5.0, and rose to 3.88 at the end of each section. The average score of the medical records written before the training was 2.92 out of 5.0, and it rose to 3.34 after the training. The number of patient visits to the district hospitals increased. Conclusion: The continuing professional development training program, which was planned and implemented with the full engagement and responsibility of Lao health professionals, proved to be effective.

Sign in / Sign up

Export Citation Format

Share Document