scholarly journals Algerian University Teachers’ Disposition and Experiences in Using MOOCs for their Continuous Professional Development

2019 ◽  
pp. 51-64
Author(s):  
Selma SIA ◽  
Imane CHERIET
Keyword(s):  
Professional Development ◽  
Continuous Professional Development ◽  
University Teachers

scholarly journals Factors Influencing Continuous Professional Development of Teacher at University Level

2021 ◽  
Vol 1 (1) ◽  
pp. 36-46
Author(s):  
Sana Mairaj Bugti ◽  
Muhammad Umair ◽  
Rukshinda Basharat
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Continuous Professional Development ◽  
Survey Method ◽  
University Teachers ◽  
Factors Influencing ◽  
Sindh Province ◽  
Confirmatory Factor ◽  
Data Collection Instrument ◽  
Structural Regression

This study intends to find how time, funding and head influence impact on continuous professional development of university teachers. Purposive sampling (non-probability) was used for the study and survey method was adopted. The data was collected from 225 respondents and questionnaire is used as data collection instrument and respondents belongs to a public university Shah Abdul Latif University, Khairpur Mirs’ which is located in Sindh province. For hypothesis testing, structural regression model was selected. IBM SPSS is the tool we used to analyze the collected data and applied tests like Exploratory Factor Analysis (EFA) and multiple regression and AMOS is used to check Confirmatory Factor Analysis (CFA). Overall results provided the evidence that time and funding does not influence on Continuous Professional Development of university teachers while head influence significantly effecting on it. Continuous Professional Development (CPD) enhance competencies and skills of teachers that ensure the quality education therefore it is the demand of the age. This study provides an exclusive viewpoint of university teachers regarding factors influencing on continuous professional development

scholarly journals Algerian University Teachers’ Disposition and Experiences in Using MOOCs for their Continuous Professional Development

2019 ◽  
Author(s):  
Selma SIA ◽  
Imane CHERIET
Keyword(s):  
Professional Development ◽  
Online Courses ◽  
Teaching Experience ◽  
Structured Interview ◽  
Continuous Professional Development ◽  
Pedagogical Practices ◽  
Online Questionnaire ◽  
University Teachers ◽  
Ministry Of Higher Education ◽  
Training Opportunities

The professional development (PD) programmes initiated by the Algerian ministry of higher education for newly recruited teachers: “ICT and Pedagogical Practices” and “Pedagogical Accompaniment” cannot prepare the novice teachers for all the challenges they may face along their career. Accordingly, teachers need to look out for additional training opportunities. One of these opportunities is found in Massive Open Online Courses (MOOCs). Nevertheless, research on applying MOOCs for continuous professional development (CPD) with regard to Algeria is overlooked. Hence, this study aims at filling in this gap by exploring Algerian university teachers’ familiarity, disposition, and experiences of using MOOCs for CPD. To reach this end, an online questionnaire is administered and a semi-structured interview is conducted with university teachers. The results of the study evinced that: 1) Teachers have low familiarity and weak interaction with MOOCs in general and, 2) teachers acknowledge the importance of CPD and are aware that the initial training and the teaching experience are not sufficient to maintain career advancement. Yet, 3) they do not have the disposition to engage in a CPD, 4) teachers consider this study as an eye opener on MOOCs and show a positive attitude for leveraging MOOCs for their CPD in the future. In the light of these findings, urgent plans to implement and value the culture of informal CPD are recommended, in addition to creating centres at the level of the universities devoted exclusively to CPD and related research. Most importantly, MOOCs that address the Algerian teachers’ CPD needs should be developed.

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.

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