scholarly journals Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Rui Da Silva ◽  
Joana Oliveira
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
School Principals ◽  
Continuing Professional Development ◽  
Study Data ◽  
Specific Reference ◽  
Guinea Bissau ◽  
Field Notes ◽  
The Impact

This article focuses on the experience of a bilateral educational aid project concerning a continuing professional development (CPD) programme for teachers with specific reference to Guinea-Bissau. The author was keen to understand how teachers and school principals perceived the impact of this CPD programme on the quality of teaching and learning. In this qualitative study data from teachers and school principals were collected by means of interviews, focus groups, field notes and documental analysis. The article argues that the programme improved the language skills of the teachers and impacted positively on scientific, pedagogical and didactic content.

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 Death by PowerPoint: alternatives for life

2016 ◽  
Vol 22 (6) ◽  
pp. 420-427
Author(s):  
Richard M. Duffy ◽  
Marian Henry
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Deep Learning ◽  
Data Protection ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Technology In Teaching ◽  
Pros And Cons ◽  
The Impact

SummaryThe use of PowerPoint has become nearly ubiquitous in medical education and continuing professional development; however, many alternatives are emerging that can be used in its place. These may confer some advantages, but they also have potential drawbacks. It is helpful that educators are aware of these new presentation options and their pros and cons, including any financial implications and issues of data protection. This article considers the role of technology in teaching and learning, identifying underlying assumptions that are often made. It identifies and appraises technology that can be used with or instead of PowerPoint to best facilitate deep learning. The potential pedagogical benefits and practical limitations of these technologies are considered, and strategies are highlighted to maximise the impact of PowerPoint where it is the software of choice.

scholarly journals Institutional Accreditation and the Professionalisation of Teaching in the HE Sector

2021 ◽  
Author(s):  
Lucy Spowart ◽  
Rebecca Turner
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Survey Data ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Institutional Accreditation ◽  
League Tables ◽  
The Uk ◽  
The Impact

Institutional accreditation is an integral part of moves to professionalise teaching and learning in higher education (HE). Despite this growing trend, there is a paucity of literature which examines the benefits and challenges of institutional accreditation. In this chapter we draw on survey data collected in 2020 from 55 HE institutions globally which are accredited by Advance HE to award Fellowships. These teaching Fellowships are aligned to the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF). Findings show that institutional accreditation supports the career development of teaching-focused academics and impacts on teaching and learning in a number of ways. These impacts include providing an external benchmark, raising the profile and quality of teaching and encouraging teaching-related professional development, including engagement with scholarship in teaching and learning. Accreditation was also found to align with neoliberal agendas of quality, league tables and marketization. The perennial issue of how to evaluate the impact on student learning is something respondents continue to grapple with. Finally, these data demonstrate there is a clear need to develop a more systematic and embedded approach to evaluation that captures the outcomes of teaching-related professional development.

scholarly journals CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS

2014 ◽  
Vol 13 (1) ◽  
pp. 91-104
Author(s):  
Saed A. Sabah ◽  
Merfat Fayez ◽  
Saeed M. Alshamrani ◽  
Nasser Mansour
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Single Shot ◽  
Data Collection Process ◽  
Study Results ◽  
And Mathematics ◽  
Government Reforms ◽  
The Impact

This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of effective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD efforts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fine tune training in order to assure the success of the CPD efforts. Keywords: continuing professional development, providers’ perception, Saudi Arabia, science and mathematics education.

scholarly journals Language Teachers' Beliefs and Practices

2017 ◽  
pp. 208-229
Author(s):  
Leyla Silman-Karanfil ◽  
Mark Ian Payne
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Language Teachers ◽  
Development Programs ◽  
Structured Interviews ◽  
Teachers Beliefs ◽  
Field Notes ◽  
Professional Development Programs ◽  
The Impact

The impact of professional development programs on teachers' beliefs is still an exploratory field, with existing research finding both positive and weak impacts of teacher education on teachers' beliefs. Building upon these findings, it is acknowledged that many challenges remain in designing focused professional development programs. This chapter addresses the problem by drawing on a study conducted with Higher Education teachers in North Cyprus. The study aimed to unveil teachers' beliefs about in-class code-switching in teaching a foreign language. Using a qualitative methodology, data in the form of classroom observations, semi-structured interviews, course documents and field notes were collected and analyzed thematically. Findings suggest that cultures of learning, that is teachers' frameworks of expectations about successful teaching and learning, have a significant impact on teachers' beliefs. The authors suggest that an acknowledgement of cultural frames will facilitate appropriate professional development.

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