scholarly journals Continuing Professional Development a Vocational Education Teacher in West Java

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Yadi Mulyadi ◽  
Sumarto Sumarto ◽  
Johar Maknun
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Professional Competence ◽  
Classroom Teacher ◽  
Descriptive Analysis ◽  
Continuing Professional Development ◽  
Continuous Professional Development ◽  
Vocational Teachers ◽  
West Java ◽  
Teacher Professional

Continuous professional development of vocational teachers is a strategic effort to increase the competence of professional vocational teachers in a planned and structured. Professional vocational teachers have mastery of competencies demands a comprehensive multi-dimensional. Competency professional standards based on juridical regulation, which includes professional competence, personal competence, social competence and ped-agogical competence. Multi-professional competence of vocational teachers increasingly complex, because the substance of technological and vocational extremely varied and has very wide dimensions. The dynamics of technological and vocational education has a high acceleration, in line with the development of business and industry. The substance of the subject matter and learning model developed adaptive and portable, so as to synchronize the changes that occur. This paper will identify a comprehensive identity-based teacher professional culture-based model 'Raymond Gagnon'. Teacher professional identity associated with the technical efforts undertaken vocational teachers in West Java in an effort to improve the mastery of basic prerequisite's professional teacher competency standards. Descriptive analysis was conducted to describe the specific technical efforts in improving professional skills had been done, either individually, or in groups of formal institutions. The final result can be seen mapping profile in a structured continuous professional development and conceptual provide strategic impact to the renewal of knowledge and the improvement of teaching practices in the classroom teacher. Implications of the study of the issue of continuing professional development provide a conceptual input to various relevant parties on the professional development of vocational teachers in a more comprehensive, systemic and structured

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

scholarly journals Advancing the Adoption of Continuing Professional Development (CPD) in the United States

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 157
Author(s):  
James A. Owen ◽  
Jann B. Skelton ◽  
Lucinda L. Maine
Keyword(s):  
Professional Development ◽  
United States ◽  
Patient Care ◽  
Professional Competence ◽  
Care Delivery ◽  
Continuing Professional Development ◽  
The United States ◽  
Pharmacy Education ◽  
Development Plans ◽  
Patient Care Delivery

Over the last four decades, the expanded patient care roles of pharmacists in the United States (U.S.) have increased focus on ensuring the implementation of processes to enhance continuing professional development within the profession. The transition from a model of continuing pharmacy education (CPE) to a model of continuing professional development (CPD) is still evolving. As pharmacists assume more complex roles in patient care delivery, particularly in community-based settings, the need to demonstrate and maintain professional competence becomes more critical. In addition, long-held processes for post-graduate education and licensure must also continue to adapt to meet these changing needs. Members of the pharmacy profession in the U.S. must adopt the concept of CPD and implement processes to support the thoughtful completion of professional development plans. Comprehensive, state-of-the-art technology solutions are available to assist pharmacists with understanding, implementing and applying CPD to their professional lives.

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.

scholarly journals CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES

2019 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Suharyadi Suharyadi ◽  
Gunadi Harry Sulistyo ◽  
Sri Rachmajanti
Keyword(s):  
Professional Development ◽  
Empirical Evidence ◽  
Teacher Professional Development ◽  
Continuous Professional Development ◽  
English Teacher ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Professional Development Training ◽  
Teacher Professional

Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.

scholarly journals Pengembangan Profesional Keperawatan Berhubungan dengan Kemampuan Perawat dalam Mengatasi Nyeri Pasien

2017 ◽  
Vol 20 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Tri Mulia Herawati ◽  
Rr Tutik Sri Hariyati ◽  
Efy Afifah
Keyword(s):  
Professional Development ◽  
Pain Management ◽  
Random Sampling ◽  
Continuing Professional Development ◽  
Simple Random Sampling ◽  
Continuous Professional Development ◽  
Career Ladder ◽  
Primary Data ◽  
Cross Sectional ◽  
Ladder System

Pengembangan Profesional Berkelanjutan (PPB) merupakan komponen sistem jenjang karir dimana perencanaan dan implementasi perencanaan karir dapat memengaruhi proses kehidupan perawat. Jenjang karir di beberapa RS telah dilaksanakan namun kadangkala belum selaras dengan pelaksanaan rekrutmen, rotasi, pengembangan professional berkelanjutan dan promosi yang menjadi komponen tidak terpisah dari jenjang karir. Penelitian ini bertujuan mengidentifikasi pengaruh PPB dengan implementasi manajemen nyeri di rumah sakit. Disain penelitian menggunakan deskriptif korelasi dengan pendekatan cross sectional. Data dikumpulkan melalui data primer sebanyak 121 perawat pelaksana serta data sekunder dokumen rekam medis pasien berisi catatan keperawatan terkait manajemen nyeri yang terdiri dari pengkajian, intervensi dan re-evaluasi. Teknik pengambilan sampel adalah simple random sampling. Analisis menggunakan regresi linier berganda. Hasil penelitian didapatkan bahwa variabel implementasi sistem jenjang karir yang paling berpengaruh terhadap implementasi manajemen nyeri oleh perawat klinik adalah pengembangan profesional berkelanjutan (PPB) (p= 0,027) . Peneliti merekomendasikan perlunya perencanaan terstruktur melalui analisis kebutuhan training bagi masing-masing perawat Kata kunci: sistem jenjang karir, perawat, pengembangan profesional berkelanjutan, manajemen nyeri Abstract The effect of continuous professional development to the implementation of pain managment by nurses in hospital. Continuing Professional Development (CPD) is a component of a career ladder system which its planning and implementation can affect in a nurse's life process. In some hospitals, the nursing career ladder system were not associated with recruitment, rotation, continuous professional development and promotion process. This study aimed to identify the effect of CPD to the implementation of pain management in a hospital. The design research was descriptive correlative with cross sectional approach. Data were collected through primary data as much as 121 nurses and also secondary data from patient medical records related to pain management nursing documentation included assessment, intervention, and re-evaluation. The sampling technique was simple random sampling. Data were analyzed by multiple linear regression. The result showed that the variables of the career ladder system implementation that most affected on the pain management implementation by clinical nurses is continuing professional development (CPD)(p= 0.027). It is recommended to make structured planning through training needs analysis for each nurse.

scholarly journals An investigation of EFL Teachers’ Professional Development in Algeria: Practices and Perspectives

2020 ◽  
Vol 3 (11) ◽  
pp. 94-101
Author(s):  
Ziani Melouka ◽  
Lahma Saadia
Keyword(s):  
Professional Development ◽  
English Language ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Training Programme ◽  
English Language Teaching ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Training Programmes

In English Language Teaching, the complexity of competencies and skills required for maximum achievement calls for a highly structured training programme which caters for a Continuing Professional Development(CPD)  of EFL teachers. Hence, it has become more important than ever to involve teachers in the decision making and designing of their CPD programmes. The present paper, then investigates how effective is continuing teacher training to teacher professional development in Algeria. In an attempt to answer this question, an investigation was carried out on a sample of 56 secondary school teachers of English in RELIZANE, Algeria. Using observation and interviews, teachers and teacher trainers were examined on their different standpoints to CPD. The research findings revealed that the participants expressed the same need for a continuing professional development regardless their expertise. But, their perceptions regarding their role in their CPD reflected their dependence on the institutional training programmes. Indeed, it was found that teachers rarely reflected on their education or kept track of their development as teachers.

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