Evidence for Teachers’ Change While Participating in a Continuous Professional Development Programme and Implementing the Inquiry Approach in the Chemistry Laboratory

2008 ◽  
Vol 30 (5) ◽  
pp. 593-617 ◽  
Author(s):  
Dorit Taitelbaum ◽  
Rachel Mamlok‐Naaman ◽  
Miriam Carmeli ◽  
Avi Hofstein
Keyword(s):  
Professional Development ◽  
Development Programme ◽  
Continuous Professional Development ◽  
Chemistry Laboratory ◽  
Inquiry Approach ◽  
Professional Development Programme

An Investigation of Teachers’ Collaborative Learning in a Continuous Professional Development Programme in South African Special Schools

2016 ◽  
Vol 52 (2) ◽  
pp. 157-171 ◽  
Author(s):  
Maria Elizabeth Kempen ◽  
Gertruida Maria Steyn
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
South African ◽  
School Change ◽  
Development Programme ◽  
Continuous Professional Development ◽  
Special Schools ◽  
Support Materials ◽  
Whole School ◽  
Professional Development Programme

Professional development of teachers has been found to be a key initiative in raising standards in South African schools. The aim of this study was to establish the value of the continuous professional development programme on teachers’ learning, learners’ outcomes and whole school change in six special schools in South Africa. The focus was on the adaptation of ‘Learn Not to Burn’, a fire safety programme, and teacher and learner support materials for an inclusive classroom. The study proved that a staff development model based on collaborative networking in the specific context of special education can bring about significant social capital with gain particularly in teachers’ professional capacity, learner outcomes and whole school improvement.

scholarly journals Psychometric Properties of 2018 Mental Health Module Questions in Ogun State Mandatory Continuous Professional Development Programme for Nurses

2020 ◽  
Vol 5 (6) ◽  
pp. 1523-1525
Author(s):  
OWOEYE, Isaiah Dada RN, RNE, RPN ◽  
Temitope Elizabeth RN, RNE, RPN ◽  
OLOWOLAFE, Emmanuel Omoniyi RN, RM ◽  
MAKANJUOLA, John Osuolale RN, RPHN, RNE ◽  
OGUNFOWOKAN, Temitope Rukayat RN, RM
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Psychometric Properties ◽  
Cross Sectional Study ◽  
Development Programme ◽  
Continuous Professional Development ◽  
Cross Sectional ◽  
Test Items ◽  
Ogun State ◽  
Professional Development Programme

There is a need for instrument standardization to elicit a desired result in the subjects. The study assessed the psychometric properties of 2018 Mental health module questions in Ogun State Mandatory Continuous Professional Development Programme for Nurses. A cross-sectional study was used on the pre and post module results from the participants. Data analysis was done with SPSS window 17. The result showed an internal consistency of 0.249 and reliability coefficient of -0.1. The study concluded that there was inconsistency in the structure of the test items. The recommendation was made that experts in psychometric properties could be involved in the structure of the test items before its administration to nurses.

The K.O.A.L.A.™ Continuous Professional Development Programme: An Integral Part of the Lifelong Learning Continuum

Journal SOGC ◽  
1999 ◽  
Vol 21 (11) ◽  
pp. 1065-1075
Author(s):  
Michael Fung Kee Fung ◽  
Lora Temple ◽  
Mark Walker ◽  
Karen Fung Kee Fung ◽  
J. Kenneth Milne
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Development Programme ◽  
Continuous Professional Development ◽  
Professional Development Programme

scholarly journals Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

2021 ◽  
Vol 13 (11) ◽  
pp. 6410
Author(s):  
Merce Garcia-Mila ◽  
Andrea Miralda-Banda ◽  
Jose Luna ◽  
Ana Remesal ◽  
Núria Castells ◽  
...  
Keyword(s):  
Professional Development ◽  
Children And Adolescents ◽  
Development Programme ◽  
Cultural Literacy ◽  
Educational Levels ◽  
Dialogic Teaching ◽  
Short Films ◽  
Living Together ◽  
Diverse World ◽  
Professional Development Programme

In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was implemented, we video-recorded two of the 15 student–teacher interaction sessions during the project’s implementation (session #3 and session #8). We analysed the data using a validated coding scheme across three educational levels (three preschool, four primary school, and four secondary school classrooms). We observed moderate gains in secondary education and preschool, but statistically significant gains in primary education.

scholarly journals Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Corné Kruger ◽  
Ona Janse van Rensburg ◽  
Marike De Witt
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Teacher Expectations ◽  
Cost Effective ◽  
Development Programme ◽  
Teacher Competence ◽  
Philosophical Approach ◽  
Class 1 ◽  
Professional Development Programme ◽  
The Way

<p class="1">Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated portfolio and audio-visual material, aimed to support the applied competence of practising teachers in the South African context. An evaluation of the way the programme measured up to teacher expectations was deemed critical for future DL programme design. A qualitative study based on an interpretivist philosophical approach collected data of teacher expectations <em>for </em>and <em>of</em> the practical component through multiple methods. Their contributions were linked with four main themes related to applied competence as identified in the literature. Participant expectations and experiences with regards to each theme were compared by means of electronic coding through ATLASti™. The findings show a strong correlation between expectations <em>for</em> and experiences <em>of </em>the way the practical component supports the elements of applied competence. Since DL is viewed as a viable and cost effective way to improve teacher competence in developing countries, these findings serve as impetus for further investigation and refining ways to support applied competence in a distance learning professional development programme (DL PDP).</p>

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