scholarly journals A PROPOSAL FOR PROFESSIONAL DEVELOPMENT OF BUSINESS ENGLISH TEACHERS IN SERBIA – OVERVIEW OF THE RESEARCH

2021 ◽  
pp. 389
Author(s):  
Mirna Vidaković
Keyword(s):  
Professional Development ◽  
Traditional Approach ◽  
English Teachers ◽  
Business English ◽  
Self Directed Learning ◽  
Professional Needs ◽  
Proposed Model ◽  
Professional Development Of Teachers ◽  
Directed Learning ◽  
Learning And Collaboration

This paper gives an overview of the empirical research conducted in the doctoral thesis entitled “A New Model of Professional Development of Business English Teachers in Serbia: Theoretical, Methodological and Practical Aspects”. Having noticed that professional needs of Business English teachers in Serbia were not sufficiently recognized, the research aimed to analyse the current situation regarding Business English teaching and professional development of teachers so as to gain data necessary for creating a proposal of a model of development that would fully respond to teachers’ pedagogical demands. The sample included 85 teachers and 349 students of Business English. Data collected through questionnaires and interview were analysed quantitatively and qualitatively. The results were largely consistent with contemporary research in the fields of LSP (Languages for Specific Purposes) and professional development of teachers. A few points which reflected a traditional approach to education concerned students’ perception of teachers’ roles and field competencies, and teachers’ expectations with regard to obtaining ready-made pedagogical solutions. The proposed model advocates a bottom-up and reflective approach to professional development, encourages both self-directed learning and collaboration, and offers content that suits teachers’ diverse experience and working contexts. 

scholarly journals Self-Directed Professional Development: EFL Teachers' Understanding

2021 ◽  
Vol 3 (4) ◽  
pp. 196-208
Author(s):  
Surendra Prasad Bhatt
Keyword(s):  
Professional Development ◽  
Learning Strategies ◽  
Teacher Development ◽  
English Language ◽  
Secondary Level ◽  
English Teachers ◽  
Teaching Profession ◽  
Effective Teacher ◽  
Self Directed Learning ◽  
Directed Learning

Self-directed professional development is the process to develop professionally with the help of self-motivation, self-initiation, and strong willpower. Teacher development through self-direction is the concern these days in Nepal. The study explores the experiences of secondary-level English language teachers in the practice of self-directed professional development strategies within the theoretical framework of adult learning theory, more specifically, a key component of self-directed learning. Based on the telephone interviews with five English teachers teaching English at the secondary level of Dadeldhura district, the practice of the experience of practicing self-directed learning strategies was explored. The study reveals that the teacher teaching in secondary level challenges like large class, less or no effective teacher training, improper use of CAS, and lack of teaching material in the teaching profession. To tackle these challenges, they adopt different strategies themselves. Mainly this study showed that strategies like reading printed materials, use of internet and ICT tools, action research, reflection, and collaboration among teachers are some common among them. These strategies are very often and easy for their professional development. These strategies are adopted for solving mainly everyday problems. Despite being in remote areas of Nepal secondary level English teachers are self-motivated to adopt different strategies for their professional development. 

Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

2018 ◽  
pp. 160-178
Author(s):  
Ronda Cypret-Mahach
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Self Directed Learning ◽  
Essential Questions ◽  
Directed Learning ◽  
Transformational Experiences ◽  
Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

Self-Directed Learning in MBA Leadership Courses: Using Strategic Professional Development Plans

2017 ◽  
Vol 2017 (1) ◽  
pp. 11373
Author(s):  
Arthur J. Rubens ◽  
Gerald A Schoenfeld ◽  
Bryan Schaffer ◽  
Joseph S. Leah
Keyword(s):  
Professional Development ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Development Plans

scholarly journals SELF-DIRECTED LEARNING OF ENGLISH FOR SPECIFIC PURPOSES (BUSINESS ENGLISH) AS POWERFUL PEDADOGICAL TOOL IN THE CONTEXT OF ECONOMIC UNIVERSITY

10.23856/2512 ◽  
2017 ◽  
Vol 25 (6) ◽  
pp. 117
Author(s):  
Olgа Bratanych ◽  
Sergii Skydan ◽  
Melisandra Leonardos
Keyword(s):  
Economic Benefits ◽  
English For Specific Purposes ◽  
Business English ◽  
Self Directed Learning ◽  
Advanced Learners ◽  
Pedagogical Tool ◽  
The North ◽  
Directed Learning ◽  
English Classroom

 The authors have analyzed the conceptual framework of self-directed learning theory; described some issues of self-directed learning within the field of higher education in the North America and identified some challenges of self-directed English for Specific Purposes (ESP) learning in the Ukrainian Economic University setting; shared some practical information about using it as a pedagogical tool in an ESP (Business English) classroom for advanced learners in the context of Ukrainian Economic University; characterized the ESP course containing a self-directed learning component; showed who is more likely to become an efficient self-directed ESP learner; presented some ideas on the role of the teacher in involving students in self-directed ESP learning; selected several ways to foster an ESP learner autonomy: established a number of economic benefits of self-directed ESP learning.

scholarly journals Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions

2020 ◽  
Vol 10 (11) ◽  
pp. 1359
Author(s):  
Hamad I. Alshaikhi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Workplace Learning ◽  
Learning Context ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Directed Learning ◽  
Teacher Professional

This study explores Saudi EFL teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD) with special emphasis on workplace learning and self-directed initiatives. Using semi-structured interviews and reflective essays, the study managed to highlight a thriving workplace learning context in which teachers are involved in many forms of self-directed learning, including experiences stemming from the dailiness of the everyday realities of their schools. Data showed that Saudi EFL teachers are committed professionals who are well aware of a variety of TPD resources and opportunities; some of them are institutionalised while the majority are self-directed by teachers themselves beyond any institutional requirement. The study revealed that many participants had high preferences for self-directed learning over institutional provisions for its embeddedness in their context, the nature of their specialisation, and for the changing nature of their profession. Networking, collaboration, reflection and collegiality are some of the main features of self-directed learning as reflected in teachers’ current practices.

scholarly journals Reflections on the Professional Development of College English Teachers under the Internet Hybrid Model

2020 ◽  
Vol 4 (2) ◽  
pp. 86-89
Author(s):  
Wenjuan He
Keyword(s):  
Professional Development ◽  
Hybrid Model ◽  
College Teaching ◽  
English Teachers ◽  
Status Quo ◽  
The Internet ◽  
Network Technology ◽  
College English ◽  
Professional Development Of Teachers ◽  
The Status

The development of network technology has brought huge changes to all people and industries. In the field of education and professional development of teachers, the application of network technology and the Internet has also created a new opportunity for education at all stages in China. In the reform of education, the related concepts and teaching applications of the Internet hybrid model have gradually begun to be incorporated into college teaching. This article explores the status quo and problems of professional development of college English teachers under the Internet hybrid model, and puts forward suggestions for the professional development of college English teachers under the Internet hybrid model which can be used as reference for the professional development and growth of English teachers.

scholarly journals Nurses’ Awareness and Participation in Mandatory Continuing Professional Development in the Philippines: A Pilot Survey

2020 ◽  
Author(s):  
Ryan Michael Flores Oducado ◽  
Julie Anne Faye Sobrepeña Palma
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Degree Programs ◽  
Self Directed Learning ◽  
Civil Status ◽  
Directed Learning ◽  
Post Baccalaureate ◽  
Descriptive Survey

This descriptive survey aimed to determine awareness and participation in Continuing Professional Development (CPD) among nurses (n=30) in a private hospital in Iloilo City. A researcher-made questionnaire was used to gather data. Data were analyzed using descriptive statistics and Mann-Whitney U to test for differences between variables. Results indicated that were nurses were generally aware of the CPD law and its implementing rules and regulations (IRR). However, while nurses understood the concept of CPD and the new requirement of the CPD Act, more than half were not aware of learning activities under Self-Directed Learning and that nurses can earn CPD credit units through online CPD programs. More than one-third were unaware that excess CPD cannot be carried over to the next three-year period and that only completed post baccalaureate degree programs can be used to earn CPD credit units. There were no significant differences in the awareness of nurses when grouped according to sex, age, civil status, position, salary, and length of work experience. Seminars and workshops were the most common CPD activities participated by nurses in the last 12 months. Addressing the information gaps regarding the CPD law identified in this study may assist in increasing nurses’ support in the implementation of the mandatory CPD among nurses.

scholarly journals e-PBL: your tablet for effective Medical Spanish learning

2011 ◽  
Vol 18 ◽  
pp. 34
Author(s):  
Ana Niño
Keyword(s):  
Problem Based Learning ◽  
Instructional Method ◽  
Target Language ◽  
Self Directed Learning ◽  
Face To Face ◽  
Language Class ◽  
Language Communication ◽  
Directed Learning ◽  
Flexible Framework ◽  
Learning And Collaboration

<p>This paper aims to describe some issues surrounding the development of a VLE for the blended teaching of medical Spanish via a problem-based learning (PBL) methodology which has its foundations on constructivism, self-directed learning and collaboration. Firstly, the main purpose, features and stages of this instructional method are discussed together with some recommendations for its implementation in the specialist language class. Then some examples of useful e-tools and resources for blended PBL and/or e-PBL are presented. Finally, the components of the medical Spanish VLE are described in a flexible framework that integrates language and content based knowledge with a view to support and complement face-to-face tuition and provide multiple opportunities for interactive practice and feedback in preparation for effective target language communication in the students' professional future.</p>

scholarly journals Facilitators, barriers and motivators of paramedic continuing professional development

2021 ◽  
Vol 18 ◽  
Author(s):  
Lisa Hobbs ◽  
Scott Devenish ◽  
David Long ◽  
Vivienne Tippett
Keyword(s):  
Professional Development ◽  
Health Professionals ◽  
Traditional Approach ◽  
Continuing Professional Development ◽  
The Body ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Private Industry ◽  
Body Of Knowledge ◽  
Barriers And Motivators

Introduction As registered health professionals, Australian paramedics are required to abide by professional registration standards including the maintenance of continuing professional development (CPD). The broader health literature identifies facilitators, barriers and motivators for engaging in CPD, however the body of knowledge specific to paramedicine is weak. This research seeks to address this gap in the paramedicine body of knowledge. Methods This study adopts a constructivist grounded theory methodology. Data were collected through semi-structured interviews, and analysed using first and second cycle coding techniques. Paramedics from various state-based Australasian ambulance services and private industry (N=10) discussed their experiences specific to their attitudes, perceptions and engagement about CPD. Results Paramedic CPD goes beyond the traditional approach to mandatory training. Paramedics are motivated by factors such as modality of delivery, professional expectations, clinical/professional improvement and, sometimes, fear. Facilitators included organisational support, improved clinical knowledge, practitioner confidence, self-directed learning opportunities and perceived relevance of content. Barriers include cost, workload/fatigue, location, rostering, lack of incentive to engage, lack of employer support and technological problems. Conclusion By understanding what facilitates or motivates engagement in CPD activities, paramedics can navigate their CPD in conjunction with regulatory requirements. Although paramedics report some similar experiences to other health professionals, there are nuances that appear specific to the discipline of paramedicine. Of interest, a unique finding related to fear influencing paramedic CPD engagement. The results of this study informs paramedic employers and paramedic CPD providers with insights to assist in the development of positive CPD experiences and interactions.

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