Teachers' professional lives and continuing professional development in changing times

2009 ◽  
Vol 61 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Sylvia Yee Fan Tang ◽  
Pik Lin Choi
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Professional Lives ◽  
Changing Times

scholarly journals Continuing Professional Development (CPD) of Teacher Educators in 21st Century

2019 ◽  
Vol 7 (4) ◽  
pp. 29-33
Author(s):  
A Srinivasacharlu
Keyword(s):  
Professional Development ◽  
21St Century ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Continuing Professional Development ◽  
Teaching Profession ◽  
Cognitive Domain ◽  
Self Confidence ◽  
Intellectual Abilities ◽  
Changing Times

Education is a pre-requisite for the development of a country. The teacher is the backbone of the education system and is the architect of society. The progress of an organization depends upon the quality of its teachers. Today’s child is tomorrow’s citizen of the country. Teacher educators of the B.Ed. Colleges are the makers of the future teachers who are bound to have a vital influence on the children learning, shaping their attitude, and developing desirable behavior. To prepare efficient teachers in the 21st century, teacher educators need to be constantly topnotch in their profession. It can be possible, only if they can sustain their continuing professional development (CPD). It involves on-going divergent activities (formal, non-formal and informal) that aim at developing the teacher educator’s intellectual abilities (cognitive domain), self confidence, attitude, values, and interest (affective domain) and skills and competencies (psychomotor domain) for improving personality and to carry out the responsibilities of the teaching profession properly in accordance with the changing times and needs of the prospective teachers and society.” The present paper comes out with diverse programs and activities for teacher educators to sustain their CPD in the advent of complexities continually arising in the field of teacher education in the 21st century.

Portfolios: Portraits of Our Professional Lives

2002 ◽  
Vol 65 (5) ◽  
pp. 201-206 ◽  
Author(s):  
Auldeen Alsop
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Continuing Professional Development ◽  
Occupational Therapists ◽  
Professional Lives ◽  
Review Of The Literature ◽  
Regulatory Requirements ◽  
Number Of Factors ◽  
Portfolio Development ◽  
Continuing Competence

This article aims to explore how occupational therapists might demonstrate their continuing competence to practise in the light of new regulatory requirements. The capacity of therapists to fulfil their obligations depends on a number of factors, including their ability to reflect on practice in a critical way, their commitment to learning and their desire for personal and professional growth. Portfolio development is likely to be the means by which therapists demonstrate their efforts to remain competent. Portfolios will become the canvas on which personal, professional and career initiatives are displayed as evidence of continuing professional development. A review of the literature supports an exploration of these various themes.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

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