scholarly journals CONTINUOUS PROFESSIONAL DEVELOPMENT AS A COMPONENT OF TEACHER'S SELF-REFERENCE

2021 ◽  
pp. 140-144
Author(s):  
Tetiana Palko
Keyword(s):  
Professional Development ◽  
Educational Reform ◽  
Professional Growth ◽  
Information Sources ◽  
Continuing Professional Development ◽  
Continuous Professional Development ◽  
Literature Information ◽  
Professional Development Of Teachers ◽  
Creative Self ◽  
Self Reference

The article deals with the new opportunities for teachers’ creative self-realization and self-improvement in the context of educational reform with the application of the Framework for Continuous Professional Development of Teachers. The relevance of this topic is caused by the search for mechanisms of self-reflection, self-actualization, and self-development of the teacher. This is encouraged by the Teacher Framework for Continuing Professional Development, which is a guideline for creating innovative models of professional development of teachers. The purpose of the article is to reveal new opportunities for teachers’ creative self-realization and self-improvement in terms of educational reform with the application of the Framework for Continuous Professional Development of Teachers. We have used the analysis of scientific developments and the sources on the problem of continuous professional development of a teacher, psychological and pedagogical, educational and methodological literature, information sources on the problem of research. As a result of the study we have found out that supporting the continuous professional development of teachers using the Framework for Continuing Professional Development of Teachers is an effective tool for reflective analysis and reconstruction of their professional path, and therefore − a necessary condition for professional growth. So, an important component of the roadmap of professional development of the teacher is awareness of the teachers of his\her professional role as a facilitator of learning. A motivated teacher, who uses the Framework for Continuing Professional Development, can anticipate and design the trajectory of their growth, success in teaching, opportunities and obstacles to achieving goals The analysis of scientific literature, information sources on the research problem shows that self-reference acquires special significance for teachers of all levels from a novice teacher who has just chosen this profession to a creative professional.

scholarly journals Professional Development of Teachers Under the Conditions Lifelong Learning: Foreign Experience

2018 ◽  
Vol 8 (2) ◽  
pp. 67-75 ◽  
Author(s):  
Nataliia Sysko
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Institution ◽  
Continuing Professional Development ◽  
Foreign Experience ◽  
Foreign Countries ◽  
Professional Development Of Teachers ◽  
Key Factor ◽  
Teachers Professional Development ◽  
And Training

AbstractThe article analyzes foreign experience in continuing professional development of teachers. It has been found that the system of continuing professional development of teachers in foreign countries has its own conceptual peculiarities determined by relevant contextual factors. It has been specified that all systems are characterized by personality-oriented approach to professional development of teachers, available organizational and pedagogical conditions for development, flexibility, diversity of forms and training content. Such an approach can enhance professionalism of teachers, their ability to provide students with high-quality and effective teaching in accordance with the needs of a market economy. It has been outlined that professional development of teachers is the most effective at the level of an educational institution in the course of daily teaching activities, provided the forms of this process organization are diverse. The key factor, which influences effectiveness of continuing professional development is the teacher’s ability to reflect, motivation, responsibility and academic mobility within professional development. It has been clarified that a number of countries apply national mechanisms for recognizing the results of teachers’ professional development, their certification. We believe it necessary to creatively use foreign innovative experience to enhance continuing professional development of teachers in Ukraine, namely, to create a multi-level system of continuing professional development of vocational education teachers and introduce motivational mechanisms for stimulating their professional growth.

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 A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

scholarly journals Factors of dysfunction of institutes for assessing the qualifications of medical specialists

2021 ◽  
Vol 65 (5) ◽  
pp. 467-476
Author(s):  
Olga A. Kolennikova ◽  
Mairash S. Toksanbaeva
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Continuing Professional Development ◽  
Main Function ◽  
Medical Specialists ◽  
Integral Element ◽  
Main Factors ◽  
Career Incentives ◽  
Basic Level ◽  
Incentive Payments

Introduction. The ongoing transformations of institutes for assessing the qualifications of medical specialists lead to ambiguous consequences, including the phenomena of their dysfunction. The aim of the study is to systematize the factors influencing the formation of the dysfunctions on the examples of the institute for accreditation of medical specialists and their certification for a qualification category. Material and methods. The concepts of continuing education and continuing professional development, formulated under the auspices of the United Nations, served as the theoretical basis of the study. They were the basis for the analysis of the factors causing deviations from these processes, that is, the dysfunction of the institutes for assessing the qualifications of medical professionals. The information of two sociological surveys of medical specialists employed in the system of the Moscow Healthcare Department was used, namely, a sample questionnaire survey and a survey by the method of expert interviews. Results. The factors of dysfunction of the institute of accreditation of medical specialists were identified on the basis of an analysis of the practice of continuing medical education (CME), introduced as an integral element of the transition from the institute of certification to the institute of accreditation. The main attention is paid to the shortcomings of the CME, which cause the dysfunctions of this institute. It is revealed that they are caused by an insufficiently debugged organization of the CME. The study of the work of the institute of certification for a qualification category showed that its main function, namely, ensuring permanent professional development above the accreditation level, has significantly weakened. This is confirmed by the statistics of a decrease in specialists undergoing both primary and secondary certification. One of the main factors is a violation of the incentives for professional growth. Discussion. The problems of dysfunction of qualification assessment institutes are mainly because the coordination of their elements is not sufficiently observed in the work of these institutes. Within the framework of the accreditation institute, this is reflected in the fact that the distribution of responsibilities between all the subjects of the CME is poorly coordinated. And in the work of the institute of certification for a qualification category, its fundamental differences from the institute of accreditation are erased, mainly due to symbolic surcharges for the type and attempts to replace them with incentive payments common to both institutes. Conclusion. The factors of dysfunction of the institutes for assessing the qualifications of medical specialists are systematized into main and concretized (as forms of manifestation of the main factors). The necessity of joint responsibility of the subjects of the CME for its quality, adequate to ensure the basic level of qualification, and strengthening the financial and career incentives for professional growth above the basic level, is substantiated.

scholarly journals THE CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS FOR SCHOOLS’ INOVATIVE TEACHING METHODS

2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 331-334
Author(s):  
M. Velikova
Keyword(s):  
Professional Development ◽  
Teaching Methods ◽  
Continuing Professional Development ◽  
Current Status ◽  
National Program ◽  
Innovative Teaching ◽  
Innovative Methods ◽  
Status And Trends ◽  
Professional Development Of Teachers ◽  
Pedagogical Science

The professional development of teachers is necessary not only to meets the standards of job realization, but also to improve their activities in response to changes in pedagogical science and practice. This report presents the results of the research project "Current status and trends for the application of innovative methods in school’s activities" durring the National Program "Young Scientists and Postdoctoral Students" in 2019. The aim of the study is to indicate the teachers’ attitude to the application of innovative teaching methods in their practice in school.

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