scholarly journals Teacher’s In-Service Professional Development Needs Assessment–The Pakistani Context

2020 ◽  
Vol 7 (1) ◽  
pp. 01-08
Author(s):  
Aamna Pasha ◽  
Yuling-Liu Smith ◽  
Shehzad Jeeva
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Training ◽  
Online Survey ◽  
Teaching Method ◽  
Classroom Assessments ◽  
Professional Development Needs ◽  
Examination Board ◽  
Gilgit Baltistan ◽  
It Skills

This paper explains the study of conducting a survey to assess the professional development needs of the teachers in schools affiliated with Aga Khan University – Examination Board (AKU-EB) with the aim of strategizing and designing teacher development programmes. An online survey was carried out with questions regarding the demographic information, teachers’ current practices and their professional training needs. There were 306 teachers who participated in this survey from affiliated schools from the provinces of Sindh, Punjab, Gilgit Baltistan and Khyber Pakhtunkhwa.  The results show that teachers expressed a preference in using lecturing as the main teaching method and familiarity with relevant IT skills to perform their tasks to a large extent. They indicated a greater need for content-based support, different classroom teaching methods, understanding the syllabus for lesson planning, and developing classroom assessments. Particularly, they emphasized a strong need for using technological resources to improve teaching and student learning. However, they were less interested in developing students’ critical thinking and in teaching students how to learn.

The professional development needs for the use of educational technology

2019 ◽  
Vol 16 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Kam-Cheong Li ◽  
Billy Tak-Ming Wong
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Hong Kong ◽  
Online Survey ◽  
Teaching Experience ◽  
Current Status ◽  
Content Type ◽  
Professional Development Needs ◽  
Hong Kong Higher Education

Purpose This study aimed to identify the professional development needs of academics in Hong Kong higher education for the use of educational technology. Design/methodology/approach An online survey was conducted in 2017, which involved 374 academics from Hong Kong higher education institutions. The survey covered their perception and use of educational technology for professional activities and their relevant professional development needs. Findings The results showed an overall positive perception by the academics of the usefulness of online learning with the aid of technology, which was regarded as an effective complement to face-to-face learning. However, their use of educational technology focused only on general online applications, such as document and video-sharing tools, and e-learning platforms. Among various professional development needs, those related to the use of specific educational software with sharing of practical examples were considered to be most highly desired by the academics. In addition, the academics working in lecturer positions tended to use more online applications and had a higher need for professional development, than those with more teaching experience. Originality/value The findings contribute to identifying the current status of the use of educational technology and the professional development needs among academics in Hong Kong, as well as the differences between academics in different job positions and with different amounts of teaching experience. The results help in designing suitable professional development activities which address the specific needs of academics.

scholarly journals Continuing Professional Development Needs of Community Pharmacists in Qatar: A Mixed-Methods Approach

2020 ◽  
pp. 0272684X2091804
Author(s):  
Fatima Al-Sulaiti ◽  
Hebatala Fares ◽  
Ahmed Awaisu ◽  
Nadir Kheir
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Professional Training ◽  
Pharmacy Practice ◽  
Community Pharmacists ◽  
Continuing Professional Development ◽  
Care Process ◽  
Cross Sectional ◽  
Professional Development Needs ◽  
Core Areas

Objective This study aims to assess the educational needs and professional competencies of community pharmacists in Qatar to inform the development of relevant continuing professional development (CPD) programs. Methods A mixed-methods cross-sectional exploratory study targeting community pharmacists was conducted using a questionnaire and an event diary. Descriptive and inferential analyses were utilized to analyze the data using the Statistical Package for Social Sciences (SPSS®) version 21 software. For the event diary, thematic content analysis was used for data analysis. Results Drug information skills and pharmaceutical care process were the most identified topics for inclusion in CPD programs. None of the pharmacists thought that they were competent in core areas of pharmacy practice. Community pharmacists who filled an event diary highlighted the need for development in areas such as communication skills and medication safety. Conclusion The identified needs shall help in developing a CPD program that addresses what community pharmacists perceive as educational and professional training needs.

scholarly journals Preschool Teachers’ Involvement in Informal Learning as an Important Factor of Their Professional Development

2020 ◽  
Vol 26 (3) ◽  
pp. 69-85
Author(s):  
Danijela Blanuša Trošelj ◽  
Karla Franković ◽  
Milena Valenčič Zuljan
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Teacher Development ◽  
Professional Training ◽  
Preschool Teachers ◽  
Research Questions ◽  
The Republic ◽  
Teachers Professional Development ◽  
The Impact ◽  
Children's Activities

Every preschool teacher’s activity results in changes in the preschool teacher as well as in the practice. In situations where we have a limited number and form of professional training offered to preschool teachers, whose attendance is not always subject to the personal plan of preschool teachers’ professional development, informal learning adds great value to teacher development. This paper aims to examine the involvement of preschool teachers in certain forms of informal learning and their reflection on the impact these forms have on their professional development. The empirical part of the paper presents the results of a survey conducted among preschool teachers. 110 preschool teachers from the Republic of Croatia responded to the questionnaire and we got answers to two research questions. The results show that preschool teachers are most often involved in a form of informal learning which includes agreeing on how to work with a colleague from the group and documenting the children’s activities.

scholarly journals ACTUAL PROBLEMS OF PROFESSIONAL AND PERSONAL DEVELOPMENT QUALIFIED PERSONS RESPONSIBLE FOR QUALITY OF MEDICINAL PRODUCTS FOR HUMAN USE

2021 ◽  
Vol 9 (5) ◽  
pp. 410-422
Author(s):  
Zh. I. Aladysheva ◽  
N. V. Pyatigorskaya ◽  
V. V. Belyaev ◽  
N. S. Nikolenko ◽  
E. I. Nesterkina ◽  
...  
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Online Survey ◽  
Chemical Engineering ◽  
Regulatory Body ◽  
Medicinal Products ◽  
Human Use ◽  
Managerial Positions

The aim of the study is to investigate topical problems of the professional and personal development of qualified persons responsible for quality of medicinal products for human use.Materials and methods. In the period from April 6 to May 10, 2020, an online survey of leading employees in the field of quality assurance of Russian manufacturers was conducted. 176 people took part in the survey; the return of questionnaires was about 17.9%.Results. From the standpoint of D. Super’s theory of professional development, the largest number of respondents was at the maintenance stage, holding their achieved positions (53.2%). All respondents, regardless of age, were motivated for professional development. Most often qualified persons had chemical engineering (27.3%) and pharmaceutical education (22.2%). Most of them had a working experience in 1–2 divisions of the enterprise, and combined the functions of qualified persons with managerial positions (74.5% and 71.9%, respectively). The majority of the qualified persons (86.4%) indicated the sufficiency of the available knowledge and the lack of knowledge on certain issues. Knowledge and skills in the quality risk management, specific GMP issues and statistical methods (59.0%, 49.2 and 44.2%, respectively); communication and interpersonal skills and, in particular, stress management, emotion management and the art of negotiation (49.4%, 41.3% and 40.9%, respectively), were most popular. About 36% of respondents notified the need for the digital economy competencies, while only 5.1% notified the presence of an electronic batch production record at the enterprise. Finally, only half of the respondents (50.5%) had a formal training plan for qualified persons.Conclusion. This pilot study revealed the need for the revision of the Exemplary Additional Professional Training Program for Qualified Persons and the professional standard, the urgent need for the regulatory body to develop a scheme and principles for the continuous professional development of qualified persons, and showed the direction of further research in this area.

Emerging information standards and technologies: cataloging and metadata professionals’ perspectives

2017 ◽  
Vol 34 (4) ◽  
pp. 22-26 ◽  
Author(s):  
Jung ran Park ◽  
Yuji Tosaka
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Online Survey ◽  
Content Type ◽  
Organization Level ◽  
New Information ◽  
Survey Results ◽  
Training Activities ◽  
Or Organization ◽  
Current Experience

Purpose This paper aims to report on the survey results relating to the current experience of cataloging and metadata professionals with emerging information standards and technologies, as well as the state of professional training and existing barriers to continuing education (CE) in these emerging areas. Design/methodology/approach The paper presents a quantitative analysis of the data collected in the online survey, supplemented with a qualitative analysis of some open-ended responses. Findings There was a wide interest in leveraging emerging Semantic Web and Linked Data approaches. Training activities on newer information standards and technologies were reported by more than half of the respondents. The survey data suggested the importance of increasing field-wide collaborations and institution- or organization-level support for professional development. Improving the discoverability of relevant CE resources and programs was also considered to be the key, as were affordability and the ability to incorporate ongoing learning into everyday practice. Originality/value There are currently no comprehensive studies or benchmarked data on how the existing CE system meets the needs of cataloging and metadata professionals. This study establishes a baseline for an understanding of their ongoing professional development preferences and requirements relating to new information standards and technologies.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

scholarly journals Integrating Sustainability and Lean: SLIM Method and Enterprise Game Proposed

2019 ◽  
Vol 11 (7) ◽  
pp. 2103 ◽  
Author(s):  
Ilie Tăucean ◽  
Matei Tămășilă ◽  
Larisa Ivascu ◽  
Șerban Miclea ◽  
Mircea Negruț
Keyword(s):  
Performance Indicators ◽  
Professional Training ◽  
Online Survey ◽  
Training Methods ◽  
Effective Solution ◽  
Survey Results ◽  
Education Activity ◽  
Industry And Education ◽  
The Unemployed

Sustainability and leanness are organizational approach concepts for more efficient activities and increased competitiveness. This paper presents a study and an application of the concepts of sustainability and lean, with the purpose to capitalize on the benefits of the two concepts’ tools when used together in an industry and education activity. A literature review was carried out to evaluate qualitatively and empirically the concepts of sustainability, lean, and enterprise games, and the possibility to integrate the first two concepts into a new tool applied into an enterprise game. An online survey was done to identify which tools are used within companies in the region, how and what training methods they used, and what the reported benefits are. The survey results were used to design a new tool integrated in a new enterprise game (SLIM) developed by the authors. The game was tested and validated in educational laboratory with students and actual employees from companies. The game follows the frame of an enterprise game, considering the simulation of enterprise classical functions. The game’s purpose is to improve the activity in successive rounds. A scorecard is used to fill in and compute the key performance indicators (KPIs), and a new indicator is proposed (SLIMx). Applications of the instrument/game include: students’ training in an educational laboratory; lifelong learning; professional training in companies; and professional perfection/reconversion of potential employees and the unemployed. The SLIM game was simulated in a team of 15 players over three rounds, with teachers playing the role of the supervisor. A number of possible improvements have been identified. The next step is testing it in enterprises with various fields of activity. SLIM has proven to be an effective solution to improve organizational efficiency and motivate players to gain new knowledge.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

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