Continuing professional development: developing by participating in formal and informal professional activities

The research is focused on studying continuing professional development (CPD) of academic staff in Ukraine. The starting point is to analyze various definitions to describe the concept and defining skills crucial for CPD activities. To study various aspects of CPD, the questionnaire was created and made available from September to November, 2020. It was used to gather both quantitative and qualitative data to address the research questions, particularly the attitude, advantages, obstacles, etc. The findings of the study suggest that for most respondents CPD is a necessary component of professional activities indicating that the most motivating factors are self-development, self-improvement and professional interest. The respondents consider courses, internships, online seminars and webinars to be the most effective listing courses and conferences as the most often chosen ways of CPD. The majority of the surveyed noted that they had up to 10 hours of CPD during the quarantine in spring 2020 with focus on technical characteristics, forms and methods of online teaching.

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Exploratory Practice in Continuing Professional Development

Facilitating In-Service Teacher Training for Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1747-4.ch004 ◽

2017 ◽

pp. 61-85 ◽

Cited By ~ 4

Author(s):

Ines K. Miller ◽

Maria Isabel A. Cunha

Keyword(s):

Professional Development ◽

Teacher Education ◽

Action Research ◽

Teacher Development ◽

Continuing Professional Development ◽

Educational Practice ◽

Language Teacher ◽

Public And Private ◽

Professional Activities ◽

Recent Trends

This chapter is constructed as a reflective professional narrative coming from the context of public and private continuing professional development in Rio de Janeiro, Brazil. The authors start the text by making explicit their involvement and alignment with the rationale of Exploratory Practice, within the broader horizon of language Teacher Development (Allwright, 2001). The text establishes a theoretical dialogue with Reflective Practice, Action Research and Exploratory Action Research, considering them as recent trends in teacher education and other possible modes of Practitioner Research (Allwright & Hanks, 2009). The authors expand on Exploratory Practice as a paradigm that foregrounds inclusivity, ethics and criticality. Examples of Potentially Exploitable Pedagogic/Professional Activities (PEPAs) and Potentially Exploitable Reflexive Activities (PERAs) will be shared by showing that they result from integrating the ‘work for understanding' with regular pedagogic activities or broader educational practice.

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Continuing professional development and special librarians in Jamaica

Library Management ◽

10.1108/lm-12-2018-0093 ◽

2019 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Marsha-Gay Robinson

Keyword(s):

Professional Development ◽

Continuing Professional Development ◽

Information Network ◽

Online Questionnaire ◽

Content Type ◽

Professional Activities ◽

The Government ◽

Areas Of Interest ◽

E Mail ◽

Practical Implications

Purpose The purpose of this paper is to examine the continuing professional development (CPD) activities undertaken by special librarians in Jamaica, their motivation, the challenges faced and the areas of interest for professional development. Design/methodology/approach Special librarians working in Jamaica were surveyed using an online questionnaire which was disseminated via e-mail. Findings The study indicates that special librarians in Jamaica were engaged in both formal and informal CPD activities. They were motivated by factors such as keeping up to date with changes in librarianship and personal satisfaction. Challenges to participating in CPD include, lack of funding, time constraints and lack of worthwhile options. Areas of interest for CPD were mainly information technology-based. Research limitations/implications The study was limited to the contact lists of the special libraries section of the Library and Information Association of Jamaica (LIAJA) and the Government Library and Information Network of the Jamaica Library and Information Network (JAMLIN). Practical implications The results have implications for the planning and implementation of continuing professional activities for Jamaica’s special librarians. It also fills a gap in library literature regarding the continuing professional activities of special librarians. Originality/value The paper is one of few studies focusing on the CPD activities of special librarians undertaken in a developing country.

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Personal Educational Medium of A Creative Teacher In The Continuing Education System

Revista Amazonia Investiga ◽

10.34069/ai/2020.26.02.58 ◽

2020 ◽

Vol 9 (26) ◽

pp. 511-519

Author(s):

Marina Georgiyevna Sergeeva ◽

Natalia Leonidovna Sokolova ◽

Elena Yurevna Pryazhnikova ◽

Iana Viktorovna Poliakova ◽

Boris Anatoliyevich Shvyrev ◽

...

Keyword(s):

Professional Development ◽

Education System ◽

Social Role ◽

Continuing Professional Development ◽

Educational Process ◽

Information Environment ◽

Industrial Society ◽

Technological Support ◽

New School ◽

Professional Activities

Along with the sociocultural, natural and technogenic life environments in the post-industrial society, the information environment, embodied by the media and the global Internet, is becoming the leading one. In the information environment, individual activity is transferred to the Internet. It includes professional activities mediated by distance technologies, social networking, Internet communities, personal sites, blogs, twitters, collections of scientific, educational, literary and artistic publications, news, movies, concerts, meetings, etc. In this context, the dual social role of the teacher as a provider and, at the same time, consumer of educational services is highlighted. The development of general and professional competencies (especially socio-communicative) affects the success of a teacher in the field of socialization, education and upbringing of young people in the society based on innovations and high technologies. The education system demands a teacher who is able to implement innovative changes in the educational process, requires fundamentally new technological support for innovations and involves the development of the relevant norms of innovative behavior and description of the models, types and methods of disseminating innovative pedagogical experience. Such a teacher meets the requirements of the Russian national project “Our New School” and should be one of the most important resources for modernizing the education system as a whole and, in particular, in terms of continuing professional development. High-quality performance of professional labor functions (training, educating, upbringing) implies the possession of competencies in the analysis, exchange and dissemination of innovative pedagogical technologies. Professional development of a teacher is impossible without the need to transmit the positive experience to wide pedagogical communities.

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