The impact of lecturers’ initial teacher training on continuing professional development needs for teaching and learning in post-compulsory education

2020 ◽  
pp. 107-124
Author(s):  
Gary Husband
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teaching And Learning ◽  
Compulsory Education ◽  
Continuing Professional Development ◽  
Initial Teacher Training ◽  
Professional Development Needs ◽  
The Impact

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 Professional Development for the Online Teacher

2006 ◽  
pp. 283-295 ◽  
Author(s):  
Jan Herrington ◽  
Ron Oliver
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
The Internet ◽  
University Teachers ◽  
Professional Development Needs ◽  
Online Teacher ◽  
Graduate Certificate ◽  
The Impact

While telecommunications and telematics have been available in schools and universities for decades, the speed of adoption of the Internet into general use has been unprecedented. This has placed a great deal of pressure on university teachers to re-evaluate their roles in the light of new teaching and learning opportunities. The Internet has opened up possibilities beyond the simple acquisition of information, and has created teaching and learning challenges that many teachers feel ill-equipped to meet. This chapter examines the impact of the Internet on the teacher’s role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The professional development needs for the new role of online teacher will be discussed within the context of a Graduate Certificate in Online Teaching and Learning designed to encapsulate authentic approaches to learning.

Embracing educational disruption: a case study in making the shift to a remote learning environment

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ida Fatimawati Adi Badiozaman ◽  
Hugh John Leong ◽  
Wallace Wong
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Content Type ◽  
Technological Support ◽  
Self Reports ◽  
E Learning ◽  
Professional Development Needs ◽  
The Impact

PurposeAs an institution that has invested in e-learning infrastructure and technology for e-learning delivery, Swinburne University of Technology Sarawak conducted The Digital Educator Series as a means of embracing this educational disruption. In particular, this paper reports on the first three courses held under the Digital Educator Series that aims to equip teachers with practical and effective online teaching to school teachers in Sarawak. While the training is still in effect, preliminary results are shared, and implications for practice and recommendations for further research are considered.Design/methodology/approachApproximately 136 questionnaires containing close-and open-ended items were distributed to the teacher participants of the Digital Educator Series. Close-ended items were designed to gather general information about their perceptions of online teaching and learning. Items were constructed to gather insights on familiarity with online teaching and learning, perceived usefulness of platforms such as Microsoft Teams and Google Classrooms. The open-ended items were designed to gather information on areas of improvement for the courses and professional development needs of teachers for online teaching.FindingsThe findings revealed very mixed responses in terms of teachers' familiarity with online teaching and learning. Nonetheless, it was encouraging that the majority of teachers felt positively about the impact and usefulness of the courses in the Digital Educator Series and have expressed that would like to learn more about online teaching pedagogy. Teachers reported the greatest familiarity with Google Classroom and were very positive about the applicability the Google Classroom Course (91.2%) in their own teaching practice. Conversely, all of the participants reported they were unfamiliar with Microsoft Teams. Accordingly, the teachers did not perceive its applicability to be as high as the Google Classroom. The qualitative findings further corroborated this and expressed the need for specific professional development programmes that include pedagogical and technological support. Overall, the teachers are strongly focussed in their professional development in order to improve their online teaching,Research limitations/implicationsLike other research, this too has its limitations. The sample size in this study was restricted to those who attended the Digital Educator Series training. Hence the results of this study, whilst have been enriching, and to a certain extent are supported by the current literature, the accuracy of the description may be unique to this particular group of individuals, within this particular setting. Additionally, the study only relied on self-reports from both the questionnaire and the semi-structured interviews. This study accepts that self-reports have shortcomings. Not all experiences of the courses would have been readily accessible through the teachers' conscious reflections. This makes it difficult to construct a complete picture of the experience, challenges and identify all salient factors within a particular workshop or training.Practical implicationsAlthough the adoption of teaching and learning to online platforms is undoubtedly the way to maintain continuity of learning for students, it has also unveiled glaring inequities in Sarawak. Therefore, continuous and personalised professional development needs to be provided, focussing on pedagogical and technological support. There is a need to embrace these changes as a long-term response that will develop and improve over the next few years. That response should include better infrastructure, policies for quality improvement, accessibility standards and strategic plans for continuous access in the future. This includes advocating for platforms that can fit into the core technology environment and for teachers to adopt an innovative mindset.Originality/valueIn light of the complex and multifaceted challenge of transitioning to online learning in Sarawak Malaysia, it was evident that the need for innovative solutions to optimize educational endeavours has become accelerated. To ensure that students are well-supported and widening participation and access to education, it is imperative that the education disruption be embraced. This starts with addressing teachers' digital literacy through a professional development programme of online reaching.

scholarly journals Increasing the Angle of Educational Reform in Pakistan through Professional Development

2004 ◽  
Vol 14 (1) ◽  
Author(s):  
Nilofar Vazir ◽  
Alan Wheeler
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Educational Reform ◽  
Teaching And Learning ◽  
Professional Development Model ◽  
Professional Development Needs ◽  
Teacher Professional ◽  
Ongoing Support ◽  
The Impact ◽  
Development And Evolution

This paper documents the development of a “grassroots” teacher professional development model from Pakistan and region designed around three critical aspects: (a) the impact on classroom teaching and learning, (b) the provision for capacity building, and (c) a mechanism for ongoing support and sustainability. The development and evolution of the innovation is presented in terms of three stages designed to increase the angle of educational reform through total school improvement. The implications of the model as a promising prototype are discussed in relation to the wider professional development needs of teachers in the developing world.

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.

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.

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