Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching

2013 ◽  
Vol 33 ◽  
pp. 78-89 ◽  
Author(s):  
Siebrich de Vries ◽  
Ellen P.W.A. Jansen ◽  
Wim J.C.M. van de Grift
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Learning And Teaching ◽  
Beliefs About Learning

How teachers’ beliefs about learning and teaching relate to their continuing professional development

2013 ◽  
Vol 20 (3) ◽  
pp. 338-357 ◽  
Author(s):  
Siebrich de Vries ◽  
Wim J.C.M. van de Grift ◽  
Ellen P.W.A. Jansen
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Beliefs About Learning

Enabling Professional Development with E-Portfolios

2012 ◽  
Vol 2 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Digital Technology ◽  
Academic Development ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Career Progression ◽  
Learning Space ◽  
Learning And Teaching ◽  
Personalised Learning ◽  
Presentation Tool

Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.

Creating an Authentic Space for a Private and Public Self through E-Portfolios

2014 ◽  
pp. 197-223
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Private And Public ◽  
Reflective Approach ◽  
The Uk ◽  
Enhanced Learning

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic staff.

scholarly journals Secondary EL Teachers’ CPD: Present Practices and Perceived Needs

2018 ◽  
Vol 22 (1-2) ◽  
pp. 1-12
Author(s):  
Abdul Rouf ◽  
Abdul Rashid Mohamed
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Language Learning ◽  
Learning Outcomes ◽  
English Language ◽  
Qualitative Data ◽  
Continuing Professional Development ◽  
Learning And Teaching ◽  
Perceived Needs ◽  
Structured Questionnaire

The present paper reports a study that aimed to explore secondary school (SS) English language (EL) teachers’ present practices of and perceived needs for continuing professional development (CPD) in Bangladesh. In 21st century worldwide educational settings, ‘change’ is the only constant trend. Consequently, EL teachers need to be continuously updated in their professional knowledge base and skills. They must be engaged in effective CPDs to keep abreast of innovations in language learning and teaching for their own career development and better learning outcomes for learners. Using a semi-structured questionnaire qualitative data was collected from 10 secondary EL teachers. The findings show that overall scenario of SS EL teachers’ CPD is not encouraging. The paper also discusses some implications for teachers’ professional learning.Journal of NELTA, Vol 22 No. 1-2, December 2017, Page: 1-12

Creating an Authentic Space for a Private and Public Self through E-Portfolios

2014 ◽  
pp. 1706-1727
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Private And Public ◽  
Reflective Approach ◽  
The Uk ◽  
Enhanced Learning

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic staff.

Training tomorrow’s dentists

2010 ◽  
Vol 1 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Mark J Woolford ◽  
Nairn HF Wilson
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Life Time ◽  
Best Interests ◽  
Independent Practice ◽  
Core Knowledge ◽  
Learning And Teaching ◽  
The Future ◽  
Undergraduate Programme ◽  
Dental Schools

Dental schools have an immense responsibility.They train dentists and typically other oral healthcare professionals for the future, which for many, if not most, can be 30–40 years hence. Exactly what will be required over this time is impossible to predict, judging by the range and impact of advances seen in recent years.The programme of instruction leading to initial registration is, and will remain, a foundation for life-long professional development rather than an end-point in itself.The need for continuing professional development and the soon to be introduced arrangements for revalidation are fundamental to the best interests of patients, let alone the future of the profession.A simple truth is that the undergraduate programme can never teach a dentist all that needs to be known about the clinical practice of dentistry, especially to a level of ‘competence’. Notwithstanding core knowledge and competencies, many topics are introduced into learning and teaching, leaving the learner to expand and develop their knowledge and understanding, according to circumstances and individual interests and requirements.This is in contrast to previous expectations that, on graduation, a dentist had knowledge and skills fit for a life-time in practice – the principle of ‘fit for independent practice’. How will dental schools continue to change and what, where and how will dental schools teach?What new challenges will this change post to Deans and Heads of schools? Many now believe that it is time to have a complete rethink and fresh approach to undergraduate dental education.

scholarly journals Adaptation for a Changing Environment: Developing learning and teaching with information and communication technologies

2006 ◽  
Vol 7 (2) ◽  
Author(s):  
Adrian Kirkwood ◽  
Linda Price
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Environmental Changes ◽  
Continuing Professional Development ◽  
Communication Technologies ◽  
Changing Environment ◽  
Learning And Teaching ◽  
Information And Communication

This article examines the relationship between the use of information and communication technologies (ICT) and learning and teaching, particularly in distance education contexts. We argue that environmental changes (societal, educational and technological) make it necessary for Higher Education in general, and distance education in particular, to adapt those systems and practices that are not appropriate for the changing environment. However, the need to adapt is often perceived by academic and support staff to be primarily technology-led and with a requirement for them to develop their technical skills in using ICT. We provide a critique of continuing professional development (CPD) in respect of using ICT for teaching and learning that does not address these wider environmental changes. In particular, we oppose CPD that concentrates on the individual teacher and their use of ICT. Instead, we contend that professional development should focus upon the scholarship of teaching and learning and a concern for understanding the characteristics and needs of learners. Further, CPD should reflect the organisational context within which ICT is managed and produced and so it must involve institutional managers as well as individual academics and associated staff members.

Preparing and Training Higher Education Faculty to Ensure Quality Online Learning and Teaching

2021 ◽  
pp. 1228-1252
Author(s):  
Ben Seipel ◽  
Chiara Francesca Ferrari
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Instruction ◽  
Continuing Professional Development ◽  
Future Research ◽  
Faculty Preparation ◽  
Learning And Teaching ◽  
Planning Cycle ◽  
Initial Support ◽  
Future Research Directions

In this chapter, the authors discuss the nature of quality online instruction from the perspectives of equity, quality preparation, professional development, and evaluation. Specifically, the authors describe the need for faculty preparation in pedagogical and andragogical practices in general by defining “quality” and qualified professionals. The authors provide initial support for instructors by describing the lesson planning cycle as a useful framework. The authors also delve into the importance of considering one's personal teaching philosophy as a grounding for quality instruction. Then, the authors apply these concepts to online andragogy and the need for continuing professional development opportunities. Next, the authors describe three evaluation tools/opportunities, rubric for online instruction, the quality online learning and teaching instrument, and quality matters, that have been useful to faculty at their institution. Finally, the authors conclude with future research directions regarding quality online instruction.

scholarly journals Training Courses Evaluation for English Curriculum

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Siham Tahseen Jassim ◽  
Siham Tahseen Jassim
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuing Professional Development ◽  
English Language Teaching ◽  
Experienced Teachers ◽  
English Curriculum ◽  
Learning And Teaching ◽  
Training Courses ◽  
Training Programmes ◽  
Teaching Criteria

Training courses are one of the most important ways for the improvement of teaching criteria and continuing professional development especially for the new and less experienced teachers in English language teaching. This requires many studies for continuing professional development, skills development and teaching methods through training courses to get reliable information about the current levels and educational proficiency for teachers. All this calls for checking the influence of training programmes and evaluating them to elevate progress levels and its tangible impact on learning and teaching.

scholarly journals A vision of You-topia: Personalising professional development of teaching in a diverse academic workforce.

2016 ◽  
Vol 13 (4) ◽  
pp. 49-62
Author(s):  
Lisa Thomas ◽  
◽  
Kathryn Harden-Thew ◽  
Janine Delahunty ◽  
Bonnie Amelia Dean ◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
Professional Staff ◽  
Student Diversity ◽  
Teaching Staff ◽  
Traditional Role ◽  
Learning And Teaching ◽  
Technological Advances

The higher education (HE) sector in Australia is in a state of flux due to a range of social, political and economic factors. Increased competition, greater student diversity, tautening of industry exigencies, reduced funding, and rapid technological advances are key drivers of change in this environment. Within this period of transformation, HE institutions remain steadfast in maintaining quality teaching and learning practices. Challenges are therefore presented on the traditional role and function of the teaching academic, creating opportunities to explore how staff can be better prepared to teach into the new era of HE. Professional development for learning and teaching is one approach that can support staff to enhance teaching practice. Professional development programs however that fail to meet the contemporary needs of HE or consider the academic’s professional requirements, may be at risk of becoming extraneous. A move towards a more flexible approach to professional development may be necessary to meet these requirements to provide appropriate, timely support for teachers. This paper problematises approaches to professional development which adopt a ‘one-size-fits-all’ model and introduces a new, innovative program Continuing Professional Development (Learning & Teaching) (CPD [L&T]) at the University of Wollongong . The CPD (L&T) model supports the professional development of all teaching staff – from casual teacher to professor level, academic and professional staff. The model is externally referenced and features self-nominated activities for accreditation. CPD (L&T) enables multiple, ongoing methods of engagement across a professional’s teaching career, supporting a new, You-topic vision of professional development in learning and teaching.

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