An evaluation of the impact of continuing professional development on personal and professional lives

2002 ◽  
Vol 28 (2) ◽  
pp. 231-254 ◽  
Author(s):  
Rick Davies ◽  
Miranda Preston
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Professional Lives ◽  
The Impact

Action Learning and professional formation of youth and community work students

2019 ◽  
Vol 16 (3) ◽  
pp. 38-58
Author(s):  
Julie Flett ◽  
Mary Tyler
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Group Process ◽  
Action Learning ◽  
Continuing Professional Development ◽  
Pedagogical Tool ◽  
The Impact ◽  
Critically Reflective Practice ◽  
Learning Sets ◽  
Professional Formation

This paper follows 3 cohorts of students 2012 -2015  and maps their perceptions of professional development using Action Learning sets as a pedagogical tool . It looks at learning immediately after the Sets have taken place and builds on this up to 3 years after graduating.  The research  found that Action Learning Sets as a pedagogical tool make a valuable contribution to professional formation of youth and community workers by enabling participants to:Consolidate learning  from the courseBecome more confident and assertive about their professionalizationReflect together on practice as a learning community and learn about themselves within the group process  Understand how and when to use appropriate questions to enable reflection by othersUnderstand different ways people perceive issues, their different thought processesCritically understand the importance and benefits of opening up people's thinking/gaining new perspectivesBe open and willing to listen, best for developing relationships Learn to listen in order to understand others and in so doing developing self-knowledge and problem solving skills.Practise some educator / facilitator skills Action Learning Sets outcomes appears especially important where they  helped students develop confidence in their professional identity and in their ability to challenge to achieve recognition and change. However some participants discussed how an organisational culture that is not based on critically reflecting or even discussing professional approaches has impacted negatively on them as developing youth work professionals, echoing Stark’s (2006) similar findings from research on the impact of Sets used with nurses and educators. Many students  commented that there was no supervision in the workplace and no mechanism for group reflective learning so individuals were left to self-reflect without the benefit of alternative perspectives which they had come to value as a result of taking part within the Sets. This implied  a desire on the graduates’ part for continuing professional development . Further research into  critically reflective practice using action learning sets in the workplace could be explored within organisations and any demand developed within HE programmes .   

scholarly journals Factors that optimise the impact of continuing professional development in nursing: A rapid evidence review

2020 ◽  
pp. 104652 ◽  
Author(s):  
Rachel King ◽  
Bethany Taylor ◽  
Ashfaque Talpur ◽  
Carolyn Jackson ◽  
Kim Manley ◽  
...  
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Evidence Review ◽  
The Impact

scholarly journals Death by PowerPoint: alternatives for life

2016 ◽  
Vol 22 (6) ◽  
pp. 420-427
Author(s):  
Richard M. Duffy ◽  
Marian Henry
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Deep Learning ◽  
Data Protection ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Technology In Teaching ◽  
Pros And Cons ◽  
The Impact

SummaryThe use of PowerPoint has become nearly ubiquitous in medical education and continuing professional development; however, many alternatives are emerging that can be used in its place. These may confer some advantages, but they also have potential drawbacks. It is helpful that educators are aware of these new presentation options and their pros and cons, including any financial implications and issues of data protection. This article considers the role of technology in teaching and learning, identifying underlying assumptions that are often made. It identifies and appraises technology that can be used with or instead of PowerPoint to best facilitate deep learning. The potential pedagogical benefits and practical limitations of these technologies are considered, and strategies are highlighted to maximise the impact of PowerPoint where it is the software of choice.

scholarly journals THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS

2015 ◽  
Vol 64 (1) ◽  
pp. 95-107
Author(s):  
Sotiria Tzivinikou
Keyword(s):  
Professional Development ◽  
Special Education ◽  
General Education ◽  
Training Program ◽  
Self Efficacy ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Educational Interventions ◽  
Service Training ◽  
The Impact

Teachers’ professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators’ teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators’ increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators’ self-efficacy and their effectiveness regarding collaborative educational interventions for their students. Key words: continuing professional development, in-service training, self-efficacy.

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