scholarly journals Lived Experiences of Educators Engaged in Continuing Professional Development in the New Normal: Insights from Seven Countries

2021 ◽  
Vol 4 (2) ◽  
pp. 129-145
Author(s):  
Glen P. Cortezano ◽  
Rolando V. Maningas ◽  
Alberto D. Yazon ◽  
Lerma P. Buenvinida ◽  
Consorcia S. Tan ◽  
...  
Keyword(s):  
Professional Development ◽  
Lived Experiences ◽  
Continuing Professional Development ◽  
Policy Makers ◽  
Great Opportunity ◽  
New Normal ◽  
Face To Face ◽  
Qualitative Research Design ◽  
Training Plan ◽  
Quality Learning

This study focused on exploring and capturing the essence and meaning of the lived experiences of educators engaged in continuing professional development in the new normal. The study followed a qualitative research design and used the transcendental phenomenological processes. Based from the testimonies gathered from the participants from seven different countries- Philippines, USA, Panama, Peru, Pakistan, Nigeria, and Morocco they revealed that as a result of the Continuing Professional Development during pandemic, they have manifested adaptability and innovation to meet the demands of the current situation. With the force transition from face to face interaction to remote learning, they have tried their best to maintain a balance of digital and life skills. Participants also engaged in CPD in order to achieve creativity and resourcefulness to deliver and meet students’ quality learning amidst pandemic. They also considered as blessings and great opportunity the connection and collaboration established with educators around the world during this time of Covid-19. They also achieved the passion for ever-learning mindset and satisfaction through CPD. Participants expressed that mindfulness and wellbeing of teachers should be set as priorities for their engagement to CPD in the new normal. The researcher recommends that the policy makers review and revisit their program for CPD training of the teachers during this period. Heads of the education sectors may also benchmark the CPD Training plan of this study and conduct needs analysis to provide the most appropriate trainings for the teachers based on their needs, skills and interests.

scholarly journals PENERAPAN BLENDED LEARNING DALAM RANGKA MEMPERSIAPKAN SEKOLAH DAN MASYARAKAT UNTUK TATANAN KEHIDUPAN BARU

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Suwarno Suwarno ◽  
Teguh Pramono ◽  
Ajie Hanif Muzaqi
Keyword(s):  
Blended Learning ◽  
Learning Activity ◽  
Learning Method ◽  
Learning Methods ◽  
Great Opportunity ◽  
New Normal ◽  
Face To Face ◽  
Implementation Method ◽  
Face To Face Learning ◽  
Learning School

ABSTRACT The COVID 19 pandemic has demanded that people adapt to a new normal life, including theeducation sector. This condition is a challenge for schools and the community. To avoid thewidespread spread of the Covid-19 virus, schools must temporarily stop face-to-face learningactivities. The blended learning method is a solution to these conditions. Blended learningactivities are not only seen as a combination of online and face-to-face learning. However,this learning activity has a great opportunity to integrate innovation in educationaltechnology and can be done online or face-to-face. Besides, blended learning is a solution toanswering challenges in assembling learning and developing students' creativity. Even in thelong term, blended learning is an important requirement for every school to face a brighterfuture. The implementation method in this program consists of the planning, implementation,and evaluation stages. The partners involved in this program are a team of IT experts at theLocal Government of Kediri. Also, the partners involved are also active as speakers ofeducational technology. The results of this program are expected that teachers and schoolscan innovate in developing learning methods so that education in Indonesia will develop.Keywords: Blended Learning, School, EducationABSTRAKPandemi Covid 19 memaksa masyarakat untuk beradaptasi dengan tatanan kehidupan yangbaru tak terkecuali di dunia pendidikan. Kondisi ini menjadi tantangan tersendiri bagi sekolah,dan masyarakat. Guna menjaga dari semakin maraknya penyebaran virus Covid-19, sekolahterpaksa menghentikan kegiatan belajar tatap muka di kelas untuk sementara. Metodepembelajaran blended learning menjadi solusi di tengah kondisi seperti ini. Aktivitaspembelajaran blended learning bukan hanya dilihat sebagai kombinasi online denganpembelajaran tatap muka saja. Namun aktivitas pembelajaran ini sangat berpeluang untukmengintegrasikan inovasi di bidang teknologi pendidikan dan dapat di ajarkan secara onlinemaupun tatap muka. Selain itu, blended learning juga sebagai solusi dalam menjawabtantangan dalam merangkai pembelajaran serta pengembangan kreativitas peserta didik,bahkan dalam jangka panjang pembelajaran berbasis blended learning menjadi kebutuhanpenting bagi setiap sekolah guna menyongsong masa depan yang lebih cerah. Metodepelaksanaan dalam pengabdian ini terdiri dari tahap perencanaan, pelaksanaan, dan evaluasi.Mitra yang dilibatkan dalam pengabdian ini adalah tim tenaga ahli IT di Pemerintah Kota Kediri. Selain itu mitra yang terlibat juga aktif sebagai pembicara di bidang teknologipendidikan. Sedangkan sasaran dari pengabdian ini adalah guru dan Dinas Pendidikan. Hasildari program ini diharapkan guru dan sekolah mampu berinovasi mengembangkan metodepembelajaran agar dunia pendidikan di Indonesia semakin berkembang.Kata Kunci: Blended Learning, Sekolah, Pendidikan 

scholarly journals Paediatric Life Support by Advanced Paediatric Life Support, Australia: course review

2021 ◽  
Vol 18 ◽  
Author(s):  
Shannon Macfarlane ◽  
James Pearce
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Airway Management ◽  
Cardiac Rhythm ◽  
Healthcare Professionals ◽  
Basic Life Support ◽  
Life Support ◽  
Continuing Professional Development ◽  
Intraosseous Access ◽  
Face To Face

The Advanced Paediatric Life Support, Australia Paediatric Life Support course is designed to improve outcomes for critically ill and injured paediatrics treated by healthcare professionals. It is comprised of pre-reading, online learning and a one-day face-to-face session that covers basic life support, airway management, cardiac rhythm recognition and defibrillation, intraosseous access and recognition of the seriously injured and ill child. This paper reviews the course and concludes that it should be considered as part of the continuing professional development requirements for paramedics.

Bangladesh accountants and Continuing Professional Development

2018 ◽  
Vol 8 (4) ◽  
pp. 514-526
Author(s):  
Abdel Karim Halabi ◽  
Mohammad Salahuddin Chowdhury
Keyword(s):  
Professional Development ◽  
Emerging Economies ◽  
Design Methodology ◽  
Continuing Professional Development ◽  
Developed Countries ◽  
International Perspective ◽  
Content Type ◽  
Face To Face ◽  
Chartered Accountants ◽  
Practical Implications

Purpose The purpose of this paper is to examine professional accountant’s views on their satisfaction with Continuing Professional Development (CPD) offered by members of the Institute of Chartered Accountants of Bangladesh (ICAB). While there is a great deal of research on CPD and accountants in developed countries, less developing countries are absent from this literature, and there have been calls for this type of research. Design/methodology/approach The present study employed a survey of members of the ICAB. Findings Results show that accountants in Bangladesh are satisfied with the CPD provided by their profession, and when satisfaction is compared with more developed countries, Bangladesh is greater on a number of measures. ICAB members would like to also be provided with opportunities to undertake CPD in more ways than just face to face. Practical implications The study has important implications not only for accountants from emerging economies such as Bangladesh, but also for the International Federation of Accountants and other less developed countries (LDCs). The results advance the understanding of professional accounting bodies from an international perspective. Originality/value This is the first study of CPD and accounting professionals in LDCs. The information obtained can inform the development and practice of other professional accounting bodies in emerging economies.

scholarly journals Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Mandlenkosi Mlambo ◽  
Charlotte Silén ◽  
Cormac McGrath
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Continuing Professional Development ◽  
Policy Makers ◽  
Supportive Environment ◽  
Development Interventions ◽  
Nurses Perceptions ◽  
High Standards ◽  
Improving Patient Care ◽  
Qualitative Literature

Abstract Background Continuing professional development (CPD) is central to nurses’ lifelong learning and constitutes a vital aspect for keeping nurses’ knowledge and skills up-to-date. While we know about the need for nurses’ continuing professional development, less is known about how nurses experience and perceive continuing professional development. A metasynthesis of how nurses experience and view continuing professional development may provide a basis for planning future continuing professional development interventions more effectively and take advantage of examples from different contexts. The aim of this paper is to conduct such a metasynthesis, investigating the qualitative research on nurses’ experiences of continuing professional development. Methods A metasynthesis of the qualitative literature was conducted. A total of 25 articles fulfilled the inclusion criteria and were reviewed. Results We determined five overarching themes, Organisational culture shapes the conditions, Supportive environment as a prerequisite, Attitudes and motivation reflect nurse’s professional values, Nurses’ perceptions of barriers and Perceived impact on practice as a core value. This metasynthesis highlights that nurses value continuing professional development and believe that it is fundamental to professionalism and lifelong learning. Moreover CPD is identified as important in improving patient care standards. Conclusions Based on the metasynthesis, we argue that access to continuing professional development could be made more attainable, realistic and relevant. Expediently, organizations should adequately fund and make continuing professional development accessible. In turn, nurses should continue to actively engage in continuing professional development to maintain high standards of nursing care through competent practice. This paper highlights the perceived benefits and challenges of continuing professional development that nurses face and offers advice and understanding in relation to continuing professional development. We believe that this metasynthesis contributes with insights and suggestions that would be valuable for nurses and policy makers and others who are involved in nurse education and continuing professional development.

scholarly journals Understanding Academic Motivation of High Achieving Students with Hearing Impairment in Higher Education: A Qualitative Study

2021 ◽  
Vol VI (II) ◽  
pp. 17-25
Author(s):  
Snober Bukhari ◽  
Sana Butt ◽  
Yaar Muhammad
Keyword(s):  
Intrinsic Motivation ◽  
Hearing Impairment ◽  
Academic Motivation ◽  
Private University ◽  
Face To Face ◽  
Qualitative Research Design ◽  
High Achieving Students ◽  
Almost All ◽  
The University ◽  
Quality Learning

This study explored the factors that motivate students with hearing impairment (HI) to excel academically at the university level. The study incorporated a qualitative research design. Purposive sampling was used to select ten students with HI from a private university in Lahore. All the participants were engaged in face-to-face in-depth interviews with the help of a sign language interpreter to gather the information. The findings of the study showed almost all the participants of the study were externally motivated, aiming at achieving contingent rewards. They seemed more interested in receiving external rewards (external regulation), or the influence from their families or universities have made them internalized the significance of their academic pursuits (introjected regulation), or they had chosen to identify with the value of education provided to them by family, teachers or others (identified regulation). Intrinsic motivation leads to creativity and high-quality learning; universities must spark intrinsic motivation among their students, and students with HI are no exception to that.

scholarly journals Interviews with Global Pharmacists and Healthcare Professionals in Great Britain to Establish Personal Experiences around Professional Development Activity

Pharmacy ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 7
Author(s):  
Ricarda Micallef ◽  
Reem Kayyali
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Development Activity ◽  
Face To Face ◽  
Professional Development Activity ◽  
Consistent Model ◽  
Personal Experiences ◽  
Skills Learning

Professional development activity is needed to ensure practitioners are up to date and providing optimal patient care. This includes, but is not restricted to, mandatory continuing professional development (CPD) or continuing education (CE) requirements, which differ by professions globally and within countries. This study aimed to investigate perceptions, participation, and individual practice for healthcare professionals in Great Britain (GB) and pharmacists globally to identify similarities and differences after the introduction of revalidation for pharmacists in GB. Qualitative data was received through interviews, which was analysed using content analysis. In total, 24 interviews were completed with pharmacists registered globally, and healthcare professionals registered in GB. A culture of CPD was seen for healthcare professionals in GB and globally for pharmacists; there was no consistent model. Face-to-face activity was common, with an increase in online provision, especially where large geographies were seen. Most learning was completed in the professional’s own time. Multiple providers were seen, with the evaluation of events using questionnaires being commonplace. Different formats of learning were useful for different topics, with skills learning being better when face-to-face. Although varied requirements were in place, regulation should support patient-based practice outcomes. This study showed that commitment to learning was similar in different professions in GB and by pharmacists globally, with similar benefits and challenges.

Modeling the Elements of a Training Plan Aimed at Physical Education Teachers When Working With Students With Disabilities: The Case of Cordoba, Spain

2020 ◽  
Vol 77 (5) ◽  
Author(s):  
Ignacio González López ◽  
David Macías García
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
Physical Education ◽  
Students With Disabilities ◽  
Continuing Professional Development ◽  
Physical Education Teachers ◽  
Training Plan ◽  
Student Profiles ◽  
Specific Teaching ◽  
Training Professional

The aim of this article is to respond, by means of a nonexperimental empirical study, to the training professional demands of primary education teachers, who understand that their professional undertaking must be fully inclusive of all student profiles. By means of a scaled assessment questionnaire, this article describes the training needs of a representative and standardized group of teachers in the Spanish city of Cordoba. Additionally, through the application of factor analysis, it channels these demands into training modules that should guide specific teaching activities in the future. The principal components extracted understand continuing professional development through five spheres of actions: the teaching of physical education, education and teaching tools, working strategies in the classroom, teaching abilities, and information communication technologies resources. These basic training lines pursue the triple goal of ensuring the professional development of teachers, promoting academic success among all students, and fostering quality teaching.

Preparing Educators to Collaborate With Professionals Who Work With Learners With Complex Conditions

2020 ◽  
Author(s):  
Kathleen Tait
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Online Community ◽  
Continuing Professional Development ◽  
Professional Community ◽  
Full Time ◽  
Face To Face ◽  
Part Time ◽  
Language Assessments ◽  
Communication Impairments

The manner in which special educators and allied health personnel communicate and coordinate their combined services for children with complex conditions (such as autism and severe communication impairments) is considered to be an important factor in educational outcomes. For example, speech-language pathologists play a crucial role in supporting teachers by assessing a child’s communication potential, designing and then implementing collaborative communication intervention programs. However, clinicians trained to administer standardized expressive language assessments may be somewhat unsure where to start when asked to assess a child who presents with nonsymbolic communication skills. These highly specialized workplace situations are likely to evoke circumstances where professionals may need additional one-to-one guidance. The need for continuing professional development has long been recognized by the education sector when developing effective educational provision for children with special needs. To that end, tertiary institutions have a commitment to support the continuing education of their graduates once they begin their careers. Unfortunately, not everyone can invest the years that full-time or part-time postgraduate courses of study demand. Due to a reduction in postgraduate completion rates, universities have recently accepted that offering micro-credentialing (i.e., continuing professional development in small, intensive chunks) is now a part of their mandate. Blended learning is a viable model for such professional development because this approach provides access to an online community where collegial sharing and discussion can occur. It can also offer face-to-face sessions that may strengthen community building and instant access to a network of professionals for training and development, in an anytime and anywhere professional learning environment, resulting in the fostering of a collaborative professional community.

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