Contextual factors influencing the effectiveness of professional development for teachers in rural Pakistan

2021 ◽  
pp. 1-22
Author(s):  
Ali Nawab ◽  
Kerry Bissaker
Keyword(s):  
Professional Development ◽  
Contextual Factors ◽  
Rural Pakistan ◽  
Factors Influencing ◽  
Professional Development For Teachers

scholarly journals Coordination among Stakeholders in Planning and Implementing Professional Development for Teachers: A Much-needed Element in Rural Pakistan

2021 ◽  
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Focus Group Interviews ◽  
Governmental Organizations ◽  
Rural Pakistan ◽  
Non Governmental Organizations ◽  
Key Stakeholders ◽  
Professional Development For Teachers ◽  
Group Interviews ◽  
Effective Use

<p><i>Given the importance of continuing Professional Development (PD) for teachers and the government’s lack of capacity, a number of Non-Governmental Organizations (NGOs) have intervened in rural Pakistan to provide teachers with PD opportunities. This research explored the nature of coordination among the key stakeholders in planning and implementing PD opportunities for teachers. Using qualitative approach and focus group interviews, data were collected from teachers, school leaders, district education officials and representatives of PD providers. The findings indicated a lack of coordination among the relevant stakeholders in designing and delivery of PD programs. The lack of coordination not only results in overlapping programs and less effective use of existing resources but also leads to conflicting expectations from teachers. Drawing on the experience of the relevant stakeholders, this paper suggests a model of coordination to effectively design and implement PD programs for teachers in rural Pakistan. </i></p>

scholarly journals Coordination among Stakeholders in Planning and Implementing Professional Development for Teachers: A Much-needed Element in Rural Pakistan

2021 ◽  
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Focus Group Interviews ◽  
Governmental Organizations ◽  
Rural Pakistan ◽  
Non Governmental Organizations ◽  
Key Stakeholders ◽  
Professional Development For Teachers ◽  
Group Interviews ◽  
Effective Use

<p><i>Given the importance of continuing Professional Development (PD) for teachers and the government’s lack of capacity, a number of Non-Governmental Organizations (NGOs) have intervened in rural Pakistan to provide teachers with PD opportunities. This research explored the nature of coordination among the key stakeholders in planning and implementing PD opportunities for teachers. Using qualitative approach and focus group interviews, data were collected from teachers, school leaders, district education officials and representatives of PD providers. The findings indicated a lack of coordination among the relevant stakeholders in designing and delivery of PD programs. The lack of coordination not only results in overlapping programs and less effective use of existing resources but also leads to conflicting expectations from teachers. Drawing on the experience of the relevant stakeholders, this paper suggests a model of coordination to effectively design and implement PD programs for teachers in rural Pakistan. </i></p>

The Role of Technology in Higher Education

IJOHMN ◽  
2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. A. SUBRAMANIAN
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Distance Learning ◽  
Educational Achievement ◽  
Traditional Education ◽  
Developmental Potential ◽  
Professional Development For Teachers ◽  
Paper Technology ◽  
Educational Field

Present status and use for educational purposes, technology is fulfilling an ever increasing role in both the traditional education field, and in other fields which are utilizing technology for educational purposes. Within the educational field we can see technology as a means of removing barriers for students and teachers alike. First, technology can remove financial and geographical barriers through distributed learning. This allows students and teachers to experience educational opportunities that they might have otherwise never been able to encounter. Second, technology is bringing about a new focus on problem and skill based learning. Information databases are being used to assist teachers in the acquisition of new knowledge and provide professional support outside of the traditional professional development seminar. In regards to future action, we should continue to utilize the successful trends in education as a means to fulfil their developmental potential and see increased impacts on our field. In particular, we should continue the use of distance learning as a means of professional development for teachers, by providing more opportunities aimed at improving their job related performance. Distance learning for students should also be an area of focus by providing software that allows for increasing authenticity in simulations, multimedia content, and social connections. We should continue to focus on technology that allows students to interact with other students and environments located outside of their current environment, locality, and culture. Information systems are also in need of continual investment. Information systems perform two important roles for the educational system: Focus on this paper, technology has already served an important role in education in multiple fields. Specifically, technology has been of great use to the educational field in terms of its focus on improving the effectiveness and efficiency of the educational experiences of both students and teachers. Continued use and development of technology can serve to further benefit the educational field and recommendations based on the development of existing trends in education should be pursued for great gains in educational achievement..

Contextual factors influencing the South African elite sporting system: an ‘open system’ approach

2021 ◽  
pp. 1-16
Author(s):  
Shaundre Jacobs ◽  
Veerle De Bosscher ◽  
Ranel Venter ◽  
Jacqueline Martins Patatas ◽  
Jeroen Scheerder
Keyword(s):  
South African ◽  
Open System ◽  
System Approach ◽  
Contextual Factors ◽  
The South ◽  
Factors Influencing

scholarly journals Physiotherapists’ reported attitudes to and perceived influences on their continuing professional development: results of an online questionnaire

2020 ◽  
Vol 27 (4) ◽  
pp. 1-13
Author(s):  
Heather Stewart ◽  
Deborah Wisby ◽  
Hazel Roddam
Keyword(s):  
Professional Development ◽  
Ordinal Data ◽  
Continuing Professional Development ◽  
Career Progression ◽  
Organisational Structure ◽  
Online Questionnaire ◽  
Extrinsic Factors ◽  
Factors Influencing ◽  
Negative Effect ◽  
Continued Learning

Background/aims Intrinsic and extrinsic factors influence physiotherapists’ participation in continuing professional development. A number of benefits of and barriers to participation in continuing professional development are identified in the literature, but relatively little is known about factors that influence attitudes towards continued learning. The aim of this study was to identify factors influencing UK physiotherapists’ attitudes towards continuing professional development, with a focus on career point and type of employment, in the context of motivational theories. Methods An online questionnaire consisting of Likert-style questions was used to collect data from UK physiotherapists. Nominal and ordinal data were analysed to determine differences between subgroups within the dataset. Results A total of 205 physiotherapists completed the online questionnaire. Physiotherapists were generally internally motivated towards continuing professional development, but attitudes were influenced by career point and whether physiotherapists worked in the NHS or in the private sector. External factors appeared to have a negative effect on motivation towards continuing professional development. Conclusion: Differences in attitudes at different points on the career path suggest that organisational structure may impede lifelong learning at some stages in career progression, while differences between those working privately and for the NHS may potentially reflect organisational differences between these types of employment.

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