Action Research as Continuous Professional Development in Southeast Asia

2020 ◽  
Author(s):  
Sarimah Shaik-Abdullah ◽  
S. Kanageswari Suppiah Shanmugam ◽  
Mohan Chinnappan
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Southeast Asia ◽  
Continuing Professional Development ◽  
Cultural Economic ◽  
School Communities ◽  
Timor Leste ◽  
Research Action ◽  
Successes And Challenges

The quality of education in any country rests on school communities as a whole. However, the real implementers of innovations and changes in curriculum are teachers. Teachers, as practitioners, are the ones most often held accountable for successes and failures in educating schoolchildren. The way to facilitate teachers in handling challenges and keeping up with curriculum renewals is through constant support in the form of continuing professional development (CPD) by means of action research. Action research as CPD has been viewed as a critical platform for advocating change, which is the outcome of teachers’ ability and autonomy to lead in making informed decisions about their own practices. Given its usefulness, action research is found well established, vastly practiced, and widely published in Western countries. This has raised the question of the widespread use of action research as CPD in the Southeast Asian (SEA) region. Preliminary analysis reveals that in some SEA countries, such as Timor Leste, there is limited literature on action research, while in countries such as Malaysia, Singapore, and Thailand, action research has been well documented. At the same time, there is an emerging trend in SEA countries to adopt different models of action research. In Malaysia, for instance, action research has been primarily classroom based, whereas in Indonesia, a critical and community based approach to action research seems to be prevalent. This suggests that the kinds of action research conducted in the different SEA countries may reflect variations in cultural, economic, and geographical landscapes. Given the importance of action research to teacher practitioners and school leaders, and in providing an identity to the action research approaches conducted in Southeast Asia, the historical trail of action research presents a window into the nature of CPD concerns of each country, as well as the successes and challenges of conducting action research as CPD for sustained impact.

scholarly journals МОЖЛИВОСТІ ЗАСТОСУВАННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ В БЕЗПЕРЕРВНОМУ ПРОФЕСІЙНОМУ РОЗВИТКУ ПРОВІЗОРІВ

2015 ◽  
Author(s):  
L. Yu. Babintseva
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Distance Learning ◽  
Knowledge Transfer ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Individualized Learning ◽  
Quality Of Learning ◽  
Distance Learning Technologies

<p>The possibilities of distance learning technologies to provide effective continuing professional development of ph ar macists<br />was discussed. Improving the quality of this study is to provide adaptability and confor mity knowledge transfer. Applying the principles of individualized learning was improved quality of learning more. Individualization of training can reduce the amount of errors in decision-making (analysis of situational tasks) more than twice was proved.</p>

Exploratory Practice in Continuing Professional Development

2017 ◽  
pp. 61-85 ◽  
Author(s):  
Ines K. Miller ◽  
Maria Isabel A. Cunha
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Development ◽  
Continuing Professional Development ◽  
Educational Practice ◽  
Language Teacher ◽  
Public And Private ◽  
Professional Activities ◽  
Recent Trends

This chapter is constructed as a reflective professional narrative coming from the context of public and private continuing professional development in Rio de Janeiro, Brazil. The authors start the text by making explicit their involvement and alignment with the rationale of Exploratory Practice, within the broader horizon of language Teacher Development (Allwright, 2001). The text establishes a theoretical dialogue with Reflective Practice, Action Research and Exploratory Action Research, considering them as recent trends in teacher education and other possible modes of Practitioner Research (Allwright & Hanks, 2009). The authors expand on Exploratory Practice as a paradigm that foregrounds inclusivity, ethics and criticality. Examples of Potentially Exploitable Pedagogic/Professional Activities (PEPAs) and Potentially Exploitable Reflexive Activities (PERAs) will be shared by showing that they result from integrating the ‘work for understanding' with regular pedagogic activities or broader educational practice.

Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development

2011 ◽  
pp. 91-104
Author(s):  
Susi Peacock ◽  
Gloria Maria Dunlop
Keyword(s):  
Professional Development ◽  
Quality Of Care ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Specific Group ◽  
Care Services ◽  
External Pressures ◽  
E Learning ◽  
Practical Reflection

This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning. External pressures are increasing on AHPs to engage with CPD on a regular basis to improve the quality of care services and facilitate changes in working practice. E-learning has the potential to reach this group of diverse learners and integrate learning into their work schedule at a time and place convenient for them and their employers: eCPD. We provide a practical reflection grounded in the experience of practitioners and students who have been involved in our deployment of eCPD over the last three years. The issues that have arisen from this initiative will be familiar to many of those who have been involved in the deployment of e-learning in our sector. Ultimately, we hope that the solutions we have provided to meet the needs of this specific group of learners will address those for all e-learners. In addition, we believe that it will support the process of embedding (“normalising”) e-learning across an institution.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

Penerapan Pembelajaran Ctl (Contextual Teaching And Learning) Untuk Meningkatkan Hasil Belajar Ekonomi Siswa Kelas XII IPS 3

2018 ◽  
Vol 2 (1) ◽  
pp. 59
Author(s):  
Masmuria Masmuria
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Class Action ◽  
Observation Methods ◽  
Research Procedure ◽  
Contextual Teaching ◽  
Research Action

This research is a class action research (Action research) Aiming To: Improve Economic Learning Outcomes Through Application of Contextual Teaching and Learning CTL ". In this study researchers used qualitative research methods using descriptive analysis approach. In this research, the location that the researcher chose is the students of class XII IPS 3 SMA Negeri 2 Watampone Bone District. The method used to collect data on the implementation of contextual learning by teachers Economics in SMA 2 Watampone Bone District are: Documentation Methods, Interview Methods, and Observation Methods. This classroom action research procedure consists of 2 cycles. Each cycle is implemented in accordance with the changes to be achieved. Cycle I and cycle II are 5 times each. Teachers are expected to improve the quality of learning by providing a contextual and practical learning experience to students, meaning that learning should be meaningful and provide opportunities to train students into real citizens, so as to be able to deal with daily problems in society later.

Co-creating spaces on an adventure playground: using participatory action research as an approach to continuing professional development

2017 ◽  
Author(s):  
John Fitzpatrick ◽  
Bridget Handscomb
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Participatory Action Research ◽  
Continuing Professional Development ◽  
Continuous Professional Development ◽  
Story Telling ◽  
Participatory Action ◽  
Adults And Children ◽  
Training Courses ◽  
Adventure Playground

Using participatory action research as an approach to reflective playwork practice and continuous professional development this research took place on an Adventure Playground in London. Key themes include co-investigation; reflective playwork practice; dialogue; mapping; story-telling; and working with meaning. The adventure playground team brought a critical and reflective lens to the production of the Adventure Playground, its everyday rhythms, routines and habits, and the ways in which adults and children co-create play spaces. It also brought opportunities to experiment with approaches that could deepen understandings of play and playwork practice in a variety of situations from training courses to conference workshops leading to more relevant and reflective approaches to adults working with children’s play.

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