scholarly journals Challenges in organisation of college-based departmentalised continuous professional development in colleges of education for academic staff: A case study in selected colleges of education in the Volta Region

2021 ◽  
Vol 13 (2) ◽  
pp. 109-118
Author(s):  
Awusi Atiku Benedicta
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Continuous Professional Development ◽  
Colleges Of Education ◽  
Volta Region

scholarly journals Pemberdayaan pendidik (studi kasus pengembangan keprofesian berkelanjutan guru di SMK N Seni)

2018 ◽  
Vol 6 (1) ◽  
pp. 90
Author(s):  
Anggita Laras Pratama
Keyword(s):  
Professional Development ◽  
Continuous Professional Development ◽  
Teacher Professionalism ◽  
Research Subjects ◽  
Scientific Publications ◽  
Work Activities ◽  
Vice Principals ◽  
Innovative Work ◽  
Depth Interviews

Penelitian ini bertujuan untuk mendeskripsikan: (1) pemberdayaan pendidik khususnya PKB SMK Negeri Seni di Kabupaten Bantul; (2) hambatan, dan (3) solusi pemberdayaan pendidik khususnya PKB SMK Negeri Seni di Kabupaten Bantul. Penelitian ini merupakan studi kasus dengan pendekatan kualitatif. Subjek penelitian adalah kepala sekolah dan guru SMK Negeri Seni. Data penelitian dikumpulkan melalui pengamatan  langsung (observasi), analisis dokumen, dan wawancara secara mendalam. Hasil penelitian ini adalah sebagai berikut. (1) Kondisi profesionalisme guru di SMK Negeri Seni ditunjukan dengan kualifikasi akademik guru yang sebagian besar sudah sesuai dan memenuhi kriteria guru profesional; (2) program pemberdayaan pendidik dilakukan dengan cara terus mengembangkan guru; (3) pelaksanaan program PKB guru SMK Seni di Kabupaten Bantul meliputi kegiatan perencanaan, pelaksanaan, dan evaluasi; (a) kegiatan PKB yang berkaitan dengan pengembangan diri dilakukan dengan cara mengikuti seminar, workshop, membuat rancangan pembelajaran seperti RPP, dan modul; (b) bebeapa guru sudah menjalankan kegiatan publikasi ilmiah; (c) kegiatan karya inovatif  lebih banyak dilaksanakan; (4) manfaat dari PKB yaitu guru dapat memenuhi standar dan mengembangkan kompetensinya; (5)  hambatan dalam pelaksanaan PKB yaitu masalah waktu, kurangnya rasa percaya diri, beban pekerjaan yang tinggi; (6) guru lebih banyak melakukan kegiatan PKB yang berkaitan dengan karya inovatif; (7) upaya untuk mengatasi hambatan dari segi waktu, guru dituntut untuk mampu memanajemen waktu dengan baik.Kata kunci: pemberdayaan pendidik, profesionalisme dan pengembangan keprofesian berkelanjutan, Guru EMPOWERMENT OF TEACHERS  (A CASE STUDY OF TEACHER CONTINUOUS PROFESSIONAL DEVELOPMENT AT SMK N OF ART)AbstractThis research aims to describe: (1) the empowerment of teachers in vacational CPD of art in Bantul, and (2) the obsacles and (3) the efforts to overcome obsacles for the empowerment of teachers in vacational CPD of art in Bantul District. This research was a case study with the qualitative approach. The research subjects comprised vice principals and teachers of SMK N of art. The data were collected through observations, document analysis, and in-depth interviews. The results of this research are as follows. (1) The teachers professionalism condition in SMK N of art shown the academic suitability qualification of teachers and has been fullfilled by criteria of the teacher professionalism; (2) empowerment of teachers program is done by always developing teachers; (3) the CPD program of art vacational school teachers in Bantul District includes planning, implementation and evaluation activities; (a) the activities are conducted by attending seminars, workshops, drafting of learning such as lesson plans, and module; (b) some teachers have done the program of scientific publications; (c) innovative work activities were by implemented more teachers; (4) the benefits of the CPD are that teachers are able to meet the standard and develop their competencies; (5) the obstacles in the implementation of CPD are related to time, lack of confidence, high load of working; (6) teachers do more innovative work in CPD program; (7) the efforts to overcome the obstacles in terms of time is by requiring teachers to be able to manage the time well.Keywords: teacher empowerment, professionalism and continuous professional development

Constructivist E-Learning for Staff Engaged in Coninuous Professional Development

2011 ◽  
pp. 146-159 ◽  
Author(s):  
Roisin Donnelly ◽  
Ciara O’Farrell
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Academic Staff ◽  
Continuous Professional Development ◽  
Advantages And Disadvantages ◽  
Design And Implementation ◽  
E Learning ◽  
The Republic ◽  
Constructivist Practices

Professional development for academic staff in e-learning is currently a priority for higher education institutions in the Republic of Ireland, as lecturers experience increasing demands to incorporate e-learning into their teaching practice. This chapter reports on the design and implementation of a blended module in e-learning for the continuous professional development of such lecturers. In it the co-authors (who designed and developed the module) discuss the effectiveness of exposing lecturers as online students in order to experience first-hand the advantages and disadvantages of e-learning. It argues that a constructivist, collaborative interaction can provide the scaffolding for lecturers’ future journeys into e-learning and into constructivist practices within their own teaching. Although this approach is still in its infancy, important outcomes were achieved in terms of influencing lecturers’ thinking and approaches to both their own and to their students’ learning.

Building Practitioner Skills in Personalised eLearning

2010 ◽  
pp. 167-184 ◽  
Author(s):  
Ruth Pilkington
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Academic Staff ◽  
Professional Standards ◽  
Prior Learning ◽  
Online Delivery ◽  
Personalised Learning ◽  
Funded Project ◽  
Professional Learners

The chapter suggests the implementation of personalised learning within Higher Education raises fundamental issues and challenges when developing academic staff to support this form of learning and explores some of the challenges raised. It discusses the value of personalised learning for professional development in particular within the context of UK Professional Standards for HE staff. The chapter uses a case study to illustrate the issues and solutions offered by personalised eLearning and identifies particular issues of literacy, prior learning and comfort with respect to online delivery that need to be recognised for both developers and professional learners. The case study draws on a Joint Informations Systems Committee (JISC) funded project under the RePRODUCE banner and compares findings with existing traditional means of developing staff, as well as discussing the processes represented and the contributions that can be made when personalising learning more widely within HE.

scholarly journals Continuous professional development and student support in an open and distance e-learning institution: a case study

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Mphoentle Puleng Modise
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Support ◽  
Continuous Professional Development ◽  
Case Study Methodology ◽  
E Learning ◽  
Study Methodology

Faced with emerging technologies and a diversity of students entering higher education in South Africa, lecturers must continuously equip themselves with the necessary skills to teach and support today’s learners effectively. This article reports on the lessons learnt and experiences of academics at an open distance learning (ODL) institution who participated for the first time in the fully online teaching and learning programme at an international institution, through a partnership aimed at developing academic capacity in ODL. The author suggests that academics cannot impart and transfer to learners skills they themselves do not possess, and makes recommendations for striving towards an effective student support system through continuous professional development in distance education and e-learning. The study revealed that the participants appreciated the support they received and valued the skills acquired in the programme. They also indicated that they were planning to use the new skills to enhance their own teaching.  The study followed a case study methodology and made use of a range of data collection methods and tools that are in line with qualitative studies.Keywords: continuous professional development (CPD), distance education, e-learning, student support, open and distance e-learning (ODeL), transactional distance, community of inquiry (CoI)

Sign in / Sign up

Export Citation Format

Share Document