scholarly journals Developing Professionally

1970 ◽  
Vol 1 (2) ◽  
pp. 169-180
Author(s):  
Rubina Khan
Keyword(s):  
Professional Development ◽  
Knowledge Base ◽  
Teacher Development ◽  
Professional Growth ◽  
Continuous Professional Development ◽  
Career Growth ◽  
Effective Performance ◽  
Service Training ◽  
Teacher Associations

Teaching is a challenging job and teachers need to perform well in order to deliver their lessons effectively. One major prerequisite for effective performance is the need for teachers to engage in continuous professional development (CPD). Professional development (PD) includes a cluster of activities related to the enhancement of career growth and refinement of the skills of the practitioner. It may range from activities like attending pre-service and in-service training, participating in conferences, seminars, workshops, joining teacher associations, reading books and articles etc. This article briefly highlights the key ingredients of professional development, outlines the sources of PD and argues that professional development is essential for promoting individual and professional growth. Keywords: Professional Development (PD), Continuous Professional Development (CPD), Teacher Development (TD), knowledge base, ELT professional, facets of Continuous Professional Development.DOI: 10.3329/dujl.v1i2.3723 The Dhaka University Journal of Linguistics: Vol. 1 No .2 August, 2008 Page: 169-180

scholarly journals Hastening slowly: insights about teacher development from an evaluation of courses at the WCED’s Cape Teaching and Leadership Institute

2015 ◽  
Author(s):  
Susan Meyer ◽  
Lydia Abel
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Level ◽  
Western Cape ◽  
Leadership Institute ◽  
Service Training ◽  
Education Administrators ◽  
The Impact

In the area of teacher professional development, South African education administrators face the challenge of reconciling two imperatives that have entirely different implications for programme time frames and budgets. On the one hand, there is an urgent need to improve the pedagogic content knowledge of many teachers to improve the overall standard of teaching and learning in the public school system. Considering the scale and urgency of the matter, centralised course-based in-service training seems to be the only affordable alternative. On the other hand, researchers have long warned that once-off course-based training on its own has limited impact on teachers’ practice, and has to be accompanied by further professional support in the school and classroom, or be abandoned in favour of more enduring professional learning communities. The Western Cape Education Department (WCED) has grappled with this dilemma in the Department’s various professional development initiatives for teachers, a mainstay of which is the training offered by the Cape Teaching and Leadership Institute (CTLI). This paper presents some of the data and findings from an external evaluation that ORT SA CAPE conducted in 2011–2012 of courses offered by the WCED at the CTLI. The hierarchy of INSET outcomes proposed by Harland and Kinder (1997) was applied to record changes in the practice of 18 teachers at eight schools. The progress of five of the teachers is discussed to illustrate the interplay between school-level factors and the experiences of individual teachers which influenced the impact of CTLI training on their teaching.

scholarly journals Relationship between Teachers’ Continuous Professional Development Practices and their Job Performance in Secondary Schools in Eobnyi State, Nigeria

2019 ◽  
Vol 6 (6) ◽  
Author(s):  
Paul Nwakpa
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Job Performance ◽  
Professional Growth ◽  
Research Question ◽  
The State ◽  
Continuous Professional Development ◽  
Correction Coefficient ◽  
State University ◽  
The Relationship

The main purpose of this study was to determine the relationship between teachers’ continuous professional development practices and their job performance. It was a co-relational study, and was carried out from the three education zones of the state. Population of the study was 4500 teachers’ from the state public secondary schools. The sample for the study was 450 teachers’ selected from the three education zones of the state representing 10% of the population. Researchers-developed instrument, titled: questionnaire on teachers continuous professional development practices and job performance (QTCPDJP) was used to elicit information from the respondents. The instrument was face-validated by three experts from the department of Educational Foundations of Ebonyi State University, Abakaliki. The reliability of the instrument was established through test retest procedure using twenty teachers in public secondary schools in Enugu State, and the reliability index of 0.87 was obtained using the pearson product moment correlation coefficient. The researcher administered the instrument directly on the respondents with the help of three research assistants. The study was guided by only one research question and one null hypothesis. Data collected were analyzed using pearson product moment correction coefficient. Findings of the study revealed that there is a moderate positive correlation between teachers’ continuous professional development practices and their job performance in secondary schools in Ebonyi State. The study among others recommended that teachers should take interests in professional growth and development through regular workshops, seminars and conferences in order to increase their job performance.

scholarly journals Actualization of pre-school teacher’s creativity in the conditions of continuous professional development

2021 ◽  
Author(s):  
А.Н. Виноградова
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Integrated Approach ◽  
Continuous Professional Development ◽  
The Road ◽  
Road Map ◽  
Organizational Work ◽  
Teachers Professional Development ◽  
Educational Path ◽  
Independent Design

В статье рассматриваются некоторые аспекты внедрения механизма развития педагогического творчества воспитателей дошкольных образовательных организаций в ходе непрерывного повышения квалификации на базе ОГБУ ДПО «Рязанский институт развития образования» и стажировочной площадки института. В статье сосредоточено внимание на пошаговой деятельности преподавателя, связанной с применением в работе со слушателями курсов различных методов, интегрированного подхода и компонентов эстетико-ориентированной среды, форм образовательной и организационной работы с целью формирования у педагогов умений самостоятельного проектирования индивидуального образовательного маршрута дошкольников. Раскрыты авторские методы и технология «Творческий пазл». Сделан вывод о том, что введение в процесс повышения квалификации педагогов дорожной карты, включающей совокупность методов и технологий поэтапной реализации формальных, неформальных и информальных форм образования создает необходимые условия для непрерывного совершенствования педагогического мастерства, развития творческого потенциала и профессионального роста. In the article some aspects of introduction of the development mechanism of pre-school teachers’ pedagogical creativity are considered during continuous professional development on the basis of Regional State Budgetary Institution APE "Ryazansky Institute of educational development" and the internship platform of institute. In the article the attention is concentrated on step-by-step activity of the teacher connected with application in work with students of various methods, integrated approach and components of the esthetic-focused environment, forms of educational and organizational work in order to form at teachers the abilities of independent design of an individual educational path of pre-school children. Author's methods and Creative Puzzle technology are revealed. The conclusion is made that implementation into process of teachers’ professional development the “road map” including set of methods and technologies of stage-by-stage realization of formal, informal and non-formal forms of education creates necessary conditions for continuous improvement of pedagogical mastery, development of creative potential and professional growth.

scholarly journals IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES

2017 ◽  
Vol 75 (2) ◽  
pp. 194-203
Author(s):  
Nina Raud ◽  
Olga Orehhova
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Education Policies ◽  
Efl Teachers ◽  
Service Training ◽  
Training Programmes

In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.

scholarly journals Directions and Strategic Guidelines for Continuous Professional Development of Scientific and Pedagogical Collaborators of Ukrainian Medical Stomatological Academy

2021 ◽  
Vol 6 (1) ◽  
pp. 288-292
Author(s):  
A. P. Stepanchuk ◽  
◽  
O. D. Lisachenko ◽  
G. A. Yeroshenko
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Continuous Professional Development ◽  
Professional Competencies ◽  
Professional Activity ◽  
Teaching Staff ◽  
Research And Teaching ◽  
Pedagogical Skills

Improving the quality of higher education requires constant professional development and growth of both young and more experienced university teachers. Undoubtedly, professional growth is necessary, first of all, for young teachers of higher educational institutions, because they have no experience of working with students and insufficient knowledge of the discipline they teach. The professional growth of a teacher, which takes place throughout his/her creative activity, is aimed at improving the previously acquired and acquiring new competencies within the framework of his/her professional activity. Scientific and pedagogical workers systematically update the acquired professional knowledge and skills, master modern educational technologies and develop their professional and personal qualities. The continuous professional development of healthcare professionals occupies a special place. The systematic process of training and improving professional competencies after specialists receive higher and postgraduate education in internship, gives them the opportunity to maintain and improve the standards of professional activity in accordance with the needs of healthcare. The provision of high-quality educational services in medical universities is carried out by highly professional teachers who constantly improve their knowledge, skills and abilities through continuous professional development. The administration of the Ukrainian Medical Dental Academy constantly and in every possible way contributes to the professional development of the teachers of its institution, creating the necessary conditions for this, and also helps in choosing forms of increasing and improving pedagogical skills. Based on the results of work over the past year, the staff of the academy took part especially actively in the work of international scientific and methodological conferences, international webinars, online seminars, distance courses, courses for improving pedagogical skills, and also have numerous publications of the scientific and methodological direction in publications included in Scopus database, Web of Science and materials of educational and methodological conferences. Research and teaching staff of the Ukrainian Medical Stomatological Academy created a personal educational portfolio based on the results of continuous improvement of pedagogical skills. Each type of work is evaluated by a certain number of credits, which makes it possible to summarize the results of continuous professional growth of scientific and pedagogical staff of the academy for each year of their work. In Ukraine, each university forms its own model of professional development of research and teaching staff, depending on the direction of training of specialists and the specifics of the educational process. Continuing professional development is an integral part of the activities of higher education institutions and contributes to the acquisition of new and improvement of acquired professional competencies by research and teaching staff within their professional activities, which corresponds to modern trends in the educational process

scholarly journals ESP teacher professional development during the COVID-19 era at Igor Sikorsky Kyiv polytechnic institute

2021 ◽  
pp. 4-10
Author(s):  
Yuliia Olizko ◽  
Nataliia Saienko
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Teacher Collaboration ◽  
Professional Growth ◽  
Quantitative Methods ◽  
Teacher Behavior ◽  
Teacher Assessment ◽  
Teaching Approaches ◽  
Research Issues ◽  
Methods And Techniques

This article analyses professional development, completed by 34 in-service ESP teachers of the Department of English for Engineering No. 1 at Igor Sikorsky KPI during March-December 2020. In total 3344.3 hours of professional teacher development were analysed. They were confirmed by certificates of attendance and completion. A significant rise in the number of hours ESP teachers of the Department of English for Engineering No. 1 at Igor Sikorsky KPI spend professionally developing was noticed compared to the years before the pandemic. Quantitative methods and statistical and mathematical processing were used to analyse the data. Nine main categories of professional development were outlined. ICT teacher skills (51.8 % hours), teaching approaches, methods and techniques (18.4 %), student and teacher assessment and evaluation (14.5 %) were distinguished as the three top categories of professional development during the COVID-19 era at the department. Together these categories embraced approximately 85 % of all time, spent on professional growth by ESP teachers of the Department of English for Engineering No. 1 at Igor Sikorsky KPI. Other six categories included: connections with other disciplines (6.6 %), academic publications and research issues (4.8 %), international teacher collaboration (2.1 %), student and teacher behavior problems (1.6 %), language issues (0.2 %), curriculum development (0.07 %). The results confirmed the high demand for learning new ICT tools, platforms, and Google services in March-December 2020, the high interest in teaching approaches, methods and techniques, which can be used during the COVID-19 era, and ways to assess and evaluate students’ and teacher’s performance. Webinars, online conferences and online courses turned out to be the most popular forms of professional development of ESP teachers at Igor Sikorsky KPI during March-December 2020. Another discovered trend was the variety of providers of trainings for ESP teachers during the COVID-19 era. The list of them included 37 different organisations, institutes and centers, such as Dinternal education, Training Center Linguist (Cambridge University Press), Educational project “Na urok”, The Ukrainian Institute of Information Technologies in Education, Oxford University Press, Macmillan Education and others

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.

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