The impact of mandatory continuous professional development and training to deliver the new contract on female community pharmacists: A qualitative study

This chapter focuses on the impact of technology on teacher training through online communities of practice (CoP) and investigates its potential for facilitating continuous professional development for the educators who can create personal learning networks on the web. Wenger's Community of Practice Theory (1998) and Garrison et al.'s (2000) Community of Inquiry (CoI) are explored as underlying theories of CoP. Furthermore, examples of online communities of practice will be briefly enlisted. The chapter will provide brief information how online learning is operationalized within the confines of CoP. The chapter will also discuss role of online communities of practice for teachers' continuous professional development with reference to current literature, explore challenges and focus on suggestions and avenues for further research.

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A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

10.35293/tetfle.v2i1.87 ◽

2020 ◽

Vol 2 (1) ◽

Keyword(s):

Professional Development ◽

Secondary Schools ◽

21St Century ◽

Teaching And Learning ◽

Formal Education ◽

Survey Design ◽

Instructional Delivery ◽

Continuous Professional Development ◽

Professional Development Of Teachers ◽

The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

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PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI (Profile of Continuous Professional Development Program of Biology Teachers in West Java in an Effort to Enhance Their Ow

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam ◽

10.18269/jpmipa.v16i1.276 ◽

2011 ◽

Vol 16 (1) ◽

pp. 155

Author(s):

Adi Rahmat ◽

Amprasto M.Si. ◽

Dr. Riandi ◽

Dr. Saefudin ◽

Nono Sutarno

Keyword(s):

Professional Development ◽

Education And Training ◽

Continuous Professional Development ◽

Professional Activity ◽

Biology Teacher ◽

Biology Teachers ◽

West Java ◽

Professional Activities ◽

Professional Quality ◽

And Training

A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11 cities in West Java. Information about perceptions of the teacher on teacher improvement programs, the forms of the professional activities of the teacher and the sources supporting the teacher to follow those activities were collected using questionaire. The result shown that biology teachers in West Java had good perception on improving the quality of the teacher and there are eight forms of professional activity which were followed by biology teachers in West Java in an effort to enhance their own professional quality. The seven forms of professional activities were Education and Training (Diklat), Workshop, Seminar, writing teaching material, visiting scientific institutions, doing research, writing and publishing article and/or a textbook. Three out of those seven forms of professional activity had high teacher involvement scale, which indicated that they were preferred by biology teacher. The three forms professional activities were Education and Training, Seminar, and Workshop. However, the number of each professional activity followed by teacher in the last three years was very low (less than one activity each year) due to several reasons. The four main reasons were no permission from school principal interconnecting with teacher task in the school, distance to the place of professional activities, financial, and teacher family.Key words: biology teacher, teacher quality, professional activity of the teacher, continuous professional development (CPD) program

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The AGESW Pre-Dissertation Fellows Program: Participants’ Perceptions of Mentorship and Training for Academia

Innovation in Aging ◽

10.1093/geroni/igaa057.1795 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 549-549

Author(s):

Noelle Fields ◽

Allison Gibson ◽

Stephanie Wladkowski ◽

Cara Wallace ◽

Abigail Latimer

Keyword(s):

Professional Development ◽

Social Work ◽

Qualitative Study ◽

Student Success ◽

Doctoral Students ◽

Thematic Analysis ◽

Doctoral Education ◽

Doctoral Student ◽

Doctoral Training ◽

And Training

Abstract Good mentoring is key for doctoral student success. In 2010, AGESW began offering the Pre-Dissertation Fellows Program (PDFP) to enhance social work doctoral students’ professional development and skillset for academia. The purpose of this study was to examine student participants’ perceptions of the PDFP in its role to providing mentorship and training for an academic position. This qualitative study examined eight cohorts (2010-2018) of the AGESW PDFP (N=85). Using thematic analysis, responses identified a number of aspects of professional development gained, gratitude for the training, an appreciation for candid advice received, and areas of professional development they felt they were lacking within their doctoral training. Findings bolster support for structured programs and professional development that supplement doctoral education in a student’s first two years. Implications for doctoral education, mentorship training, and avenues to enhance the AGESW pre-dissertation program will be discussed

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Continuous Professional Development: A Source of Appropriate Learning Activities for Students

Global Regional Review ◽

10.31703/grr.2019(iv-iii).51 ◽

2019 ◽

Vol IV (III) ◽

pp. 466-473

Author(s):

Muhammad Ali Shaikh ◽

Stephen John ◽

Kamal Haider

Keyword(s):

Professional Development ◽

Teaching Practices ◽

Research Study ◽

Continuous Professional Development ◽

Quantitative Approach ◽

Learning Activities ◽

Classroom Teaching ◽

Teachers Training ◽

The Impact

The purpose of this research study was to analyze the impact of professional development courses on teaching practices of the teachers A quantitative approach was adopted to solve the query, a questionnaire having close-ended questions was developed to collect data. The population of the study was teachers' trainers and heads of the institutions. The purpose of including trainers was to understand what types of courses offered by the teachers training institutes while inclusion heads to know about the changes found in the personalities of the teachers after attending a course. The analysis of collected data reveals that training institutes are offering general courses instead of subject-oriented courses, and resultantly teachers are unable to have appropriate subject related activities during their classroom teaching. Therefore, it is recommended that subject-oriented professional development courses should be designed for the teachers who will ultimately help teachers in using more appropriate activities during their teaching

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The Scientific Imperative of Advanced Vocational Education Within the Framework of the System of Scientific and Methodological Support of Teachers

10.31483/r-99450 ◽

2021 ◽

pp. 66-98

Author(s):

Galina Aleksandrovna Ignateva ◽

Viktor Vladimirovich Sdobniakov ◽

Svetlana Aleksandrovna Sotkina ◽

Oksana Vladimirovna Tulupova

Keyword(s):

Professional Development ◽

Vocational Education ◽

Education And Training ◽

Continuous Professional Development ◽

Vocational Education And Training ◽

Activity Model ◽

State Pedagogical ◽

Professional Development Of Teachers ◽

Managerial Mechanism ◽

And Training

In the chapter of the monograph an organizational and activity model of project-organized advanced additional professional pedagogical education (hereinafter referred to as APPE) is presented, which is the basis for the activities of the center for scientific and methodological support of teachers of the K. Minin State Pedagogical University based on the analysis of scientific approaches to the development of the category "advanced education". A universal way of solving urgent problems of evolutionary improvement of the system of vocational education and training and an organizational and managerial mechanism for building a space of opportunities for continuous professional development of teachers is proposed.

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Fear Abounds In The Educational Environment: Teachers Professional Competencies In The Management Of Knowledge

International Business & Economics Research Journal (IBER) ◽

10.19030/iber.v12i6.7873 ◽

2013 ◽

Vol 12 (6) ◽

pp. 687

Author(s):

Prakash Singh

Keyword(s):

Professional Development ◽

South Africa ◽

Negative Impact ◽

Educational Environment ◽

Fear Of Failure ◽

Exploratory Research ◽

Traditional Curriculum ◽

The Impact ◽

And Training ◽

Outcomes Based Education

The introduction of the outcomes-based education (OBE) approach in South Africanschools over a decade ago led to a discrepancy between the teachers knowledgeof the traditional curriculum and the curriculum based on OBE principles. Adoption of the OBE approach was not an easypassage for most teachers to manage knowledge in education in South Africa.Lack of resources and inadequate professional development and training were -and still are - one of the major challenges facing teachers in transforming theeducational system. Not having the capacity to usher in the changes at the classroomlevel has led to untold levels of anxiety, stress and tension within theteaching community. These developments contributed to the existence of a phobiain the educational environment; namely, Tobephobia (TBP). In this paper, TBPalludes to the fear of failure experienced by teachers to achieve plannededucational outcomes. Therefore, this exploratory research examined thequestion, What is the impact of TBP and OBE on teachers? A survey wasconducted amongst 311 teachers in Port Elizabeth and Durban, South Africa. The resultsconfirm the very negative impact of TBP and OBE on teachers. Associated withthis finding are the high levels of anxiety, stress, and the fear of theoutcomes in education experienced by these teachers. In dealing with TBP, it isof vital importance that teachers become aware of their fears, identify theirways in which they express fear, recognise the situations that trigger fear anduse appropriate strategies to reduce fear and stress in their lives.

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Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.12n.1.p.1 ◽

2021 ◽

Vol 12 (1) ◽

pp. 1

Author(s):

Khadija Al Balushi

Keyword(s):

Professional Development ◽

Student Learning ◽

Teacher Quality ◽

Teaching And Learning ◽

Teacher Educators ◽

Teaching Profession ◽

Continuous Professional Development ◽

Ministry Of Education ◽

Family Responsibilities ◽

The Impact

Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession

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