“It was two hours […] the same old thing and nothing came of it”

2018 ◽  
Vol 6 (2) ◽  
pp. 295-320
Author(s):  
Laoise Ní Thuairisg
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Primary Teachers ◽  
Policy And Practice ◽  
Professional Experiences ◽  
Professional Challenges ◽  
Depth Analysis ◽  
Teachers Experiences ◽  
Professional Development Needs

Abstract This article describes findings from a qualitative study which focused on the professional experiences of post-primary teachers working in schools in Gaeltacht areas, regions where Irish is traditionally spoken as a community language. The research aimed to provide an in-depth analysis of the personal and professional challenges and advantages associated with the role of teacher in this unique educational setting and aimed also to investigate teachers’ engagement in professional support services available to them. This paper addresses the latter question by focusing on teachers’ experiences of continuing professional development (CPD). Findings from this research indicate that teachers’ engagement and participation in CPD is low due to their dissatisfaction with current provision. According to participants, current CPD services do not address the complex sociolinguistic environment in which their professional practice is situated or their professional development needs within this context. Suggestions for policy and practice in CPD directed at Gaeltacht and immersion teachers are also considered.

scholarly journals A supervisão pedagógica e a formação contínua: mitos e percepções por meio de narrativas dos professores do Distrito de Monapo

2021 ◽  
Vol 16 ◽  
pp. 1-17
Author(s):  
Wilson Profírio Nicaquela ◽  
Adelino Inácio Assane
Keyword(s):  
Professional Development ◽  
Narrative Research ◽  
Educational Innovation ◽  
Administrative Practice ◽  
Catholic University ◽  
Supervision Process ◽  
Teachers Experiences ◽  
Faculty Of Education

What perceptions do teachers have about pedagogical supervision? This may be the founding question of a narrative research with teachers of Monapo district, in Nampula Province, Northern of Mozambique, which we developed within the scope of the PhD course in Educational Innovation, at the Faculty of Education and Communication of the Catholic University of Mozambique. The objective was to analyze teachers’ experiences on pedagogical supervision. For this, we asked teachers to produce texts narrating their experiences at school, as objects and/or subjects of the supervision process. This exercise is considered as the methodology of our study. To achieve the objective, we took as indicators: the role of the supervisor, the skills of the supervisor, and the perception of what supervision is and the challenges of supervision. Through the testimonies of the teachers, we could conclude that there is evidence at the level of the implications for the supervisee, because the procedures employed, in their perception, are not the most suitable for the monitoring and development of the teaching work, since they understand supervision as an administrative practice, with a supervisory and punitive function. Hence, they do not consider it as an auxiliary instrument for their professional development. Thus, when the supervision takes the character of assistance to the class, this process has been considered an “event” and not a practical space/training moment for some supervisors and/or teachers.

scholarly journals Situating Continuing Professional Development in Life Long Learning in Qatar

2016 ◽  
Vol 11 (11) ◽  
pp. 81 ◽  
Author(s):  
Vishanth Weerakkody ◽  
Mohamad Osmani ◽  
Paul Waller ◽  
Nitham Hindi ◽  
Rajab Al-Esmail
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Developed Countries ◽  
The Past ◽  
Life Long Learning ◽  
The Us ◽  
Local Contexts ◽  
The Uk ◽  
High Level

<p>Continued professional development (CPD) has been at the centre of capacity building in most successful organisations in western countries over the past few decades. Specialised professions in fields such as Accounting, Finance and ICT, to name but a few, are continuously evolving, which is necessitating certain standards to be followed through registration and certification by a designated authority (e.g. ACCA). Whilst most developed countries such as the UK and the US have well established frameworks for CPD for these professions, several developing nations, including Qatar (the chosen context for this article) are only just beginning to adopt these frameworks into their local contexts. However, the unique socio-cultural settings in such countries require these frameworks to be appropriately modified before they are adopted within the respective national context. The purpose of this paper is to examine the role of CPD in Qatar through comparing the UK as a benchmark and drawing corresponding and contrasting observations to formulate a roadmap towards developing a high level framework.</p>

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

scholarly journals Continuing Professional Development Needs of Community Pharmacists in Qatar: A Mixed-Methods Approach

2020 ◽  
pp. 0272684X2091804
Author(s):  
Fatima Al-Sulaiti ◽  
Hebatala Fares ◽  
Ahmed Awaisu ◽  
Nadir Kheir
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Professional Training ◽  
Pharmacy Practice ◽  
Community Pharmacists ◽  
Continuing Professional Development ◽  
Care Process ◽  
Cross Sectional ◽  
Professional Development Needs ◽  
Core Areas

Objective This study aims to assess the educational needs and professional competencies of community pharmacists in Qatar to inform the development of relevant continuing professional development (CPD) programs. Methods A mixed-methods cross-sectional exploratory study targeting community pharmacists was conducted using a questionnaire and an event diary. Descriptive and inferential analyses were utilized to analyze the data using the Statistical Package for Social Sciences (SPSS®) version 21 software. For the event diary, thematic content analysis was used for data analysis. Results Drug information skills and pharmaceutical care process were the most identified topics for inclusion in CPD programs. None of the pharmacists thought that they were competent in core areas of pharmacy practice. Community pharmacists who filled an event diary highlighted the need for development in areas such as communication skills and medication safety. Conclusion The identified needs shall help in developing a CPD program that addresses what community pharmacists perceive as educational and professional training needs.

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