Continuous Professional Development: What Role and Who Benefits? Reflections on Teacher Development in Uganda

2016 ◽  
Vol 13 (3-4) ◽  
pp. 141-156 ◽  
Author(s):  
Alice Wabule
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Continuous Professional Development

scholarly journals Developing Professionally

1970 ◽  
Vol 1 (2) ◽  
pp. 169-180
Author(s):  
Rubina Khan
Keyword(s):  
Professional Development ◽  
Knowledge Base ◽  
Teacher Development ◽  
Professional Growth ◽  
Continuous Professional Development ◽  
Career Growth ◽  
Effective Performance ◽  
Service Training ◽  
Teacher Associations

Teaching is a challenging job and teachers need to perform well in order to deliver their lessons effectively. One major prerequisite for effective performance is the need for teachers to engage in continuous professional development (CPD). Professional development (PD) includes a cluster of activities related to the enhancement of career growth and refinement of the skills of the practitioner. It may range from activities like attending pre-service and in-service training, participating in conferences, seminars, workshops, joining teacher associations, reading books and articles etc. This article briefly highlights the key ingredients of professional development, outlines the sources of PD and argues that professional development is essential for promoting individual and professional growth. Keywords: Professional Development (PD), Continuous Professional Development (CPD), Teacher Development (TD), knowledge base, ELT professional, facets of Continuous Professional Development.DOI: 10.3329/dujl.v1i2.3723 The Dhaka University Journal of Linguistics: Vol. 1 No .2 August, 2008 Page: 169-180

Optimisation for physicians continuous professional development

2016 ◽  
pp. 119-120
Author(s):  
O.S. Sherbinska ◽  
Keyword(s):  
Professional Development ◽  
Continuous Professional Development ◽  
Active Teaching ◽  
Key Word

This publication contains information about basic methods of active teaching in the frameworks of physicians’ continuous professional development and the ways of doctors involving the trainees. Key word: methods of acting teaching, continuous prof essional development, teachingstile.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

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