International Journal of Therapy and Rehabilitation article reviewers for 2020 and 2021

2021 ◽  
Vol 28 (12) ◽  
pp. 1-4
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Hard Work ◽  
Working Together

The International Journal of Therapy and Rehabilitation would like to thank our reviewers for all their hard work reviewing articles in 2020 and 2021 (as well as for previous years). We appreciate the valuable time and effort you spend to help us maintain standards, improve accessibility and provide reliability for our articles. We are continuing to partner with Publons ( https://publons.com/home/ ) to enable our reviewers to keep track of this work for appraisals, job applications and continuing professional development. We would like to thank you for all your outstanding support and look forward to working together again in future.

scholarly journals Emotional factors and continuing professional development

2001 ◽  
Vol 7 (1) ◽  
pp. 9-15 ◽  
Author(s):  
David Taylor
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Educational Process ◽  
Hard Work ◽  
Mature Adult ◽  
Emotional Factors ◽  
Educational Processes

It is obvious that learning is an essential part of all successful educational processes, including continuing professional development (CPD). Yet learning can be hard work, especially for the mature adult, and being able to recognise the nature of some of its intrinsic difficulties is likely to be helpful. In educational circles today, it is recognised that engaging experienced or senior people in the educational process of CPD is often difficult.

The Strategic Development of Learner Autonomy through Enquiry-Based Learning

2010 ◽  
Vol 24 (2) ◽  
pp. 121-125 ◽  
Author(s):  
Mike D. Bramhall ◽  
Justin Lewis ◽  
Allan Norcliffe ◽  
Keith Radley ◽  
Jeff Waldock
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Small Groups ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Learner Autonomy ◽  
Central Theme ◽  
Strategic Development ◽  
Centre Of Excellence ◽  
Working Together

This paper reports on strategic developments to enhance student learner autonomy skills through the use of enquiry-based learning (EBL) in the design of higher education programmes. The UK's Sheffield Hallam University is a recognized Centre of Excellence in Teaching and Learning (CETL) in the field of developing learner autonomy. Central to the university's learning, teaching and assessment strategy is the conviction that students must become autonomous learners to acquire the skills and knowledge needed for employment, research and continuing professional development. In this context it is imperative that students are increasingly able to manage their own learning, formulate their own lines of enquiry and develop flexible approaches to their studies – the essence of acquiring learner autonomy. It is also important that they can work across discipline boundaries, often in teams, tackling problems that are essentially multidisciplinary. The central theme of this paper is the strategic use of EBL in areas that involve students working together in small groups.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

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