Relevant bibliographies by topics / Continuing professional development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Continuing professional development'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Continuing professional development"

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Gathara, Peter Mugo. "Continuing Professional Development." Msingi Journal 1, no. 1 (February 8, 2019): 1–17. http://dx.doi.org/10.33886/mj.v1i1.91.

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The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need for secondary school teachers to be provided with information about CPD. This is significant in that CPD is hoped to provide a basis for teacher professional improvement discussion in Kirinyaga County. CPD will lead to constructive discussions by appropriate education experts in Kenya on vital professional development challenges that involve provision of information. Hopefully, CPD would stimulate educational research geared towards secondary school teacher improvement. The methodology used entailed a mixed method study design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. A vertical case study method was used in sampling of twelve secondary schools in Kirinyaga County. The sampled schools were further subjected to a survey method where questionnaires were administered to teachers while six others were subjected to an in-depth case study involving teachers and principals. In the schools where case study was used, data was collected using in-depth interviews with principals and teachers. Teachers were further subjected to Focus Group Discussions (FGDs). The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. The study found out that there is disparity on information provision from the different groups of people expected to provide critical information to teachers. Teachers need to be provided with information on CPD so that they can improve their professional status geared to classroom practices. The limitation of this study is that the findings could not be generalized to other schools and regions within the country without modification.
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Hinchliff, Sue. "Continuing professional development." Nursing Standard 13, no. 36 (May 26, 1999): 60. http://dx.doi.org/10.7748/ns.13.36.60.s57.

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Carrotte, P. "Continuing professional development." British Dental Journal 179, no. 8 (October 1995): 277. http://dx.doi.org/10.1038/sj.bdj.4808897.

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Scheneman, Steve. "Continuing Professional Development." Adult Learning 4, no. 6 (July 1993): 6. http://dx.doi.org/10.1177/104515959300400603.

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Young, Stephen. "Continuing professional development." Journal of Audiovisual Media in Medicine 24, no. 4 (December 1, 2001): 23–24. http://dx.doi.org/10.1080/0140110120112524.

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"Continuing Professional Development." Journal of Medical Radiation Sciences 68, no. 3 (May 9, 2021): 332. http://dx.doi.org/10.1002/jmrs.471.

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"Continuing professional development." Clinical & Experimental Ophthalmology 49, no. 3 (April 2021): 319–21. http://dx.doi.org/10.1111/ceo.13915.

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"Continuing Professional Development." Clinical & Experimental Ophthalmology 49, no. 1 (January 2021): 91–92. http://dx.doi.org/10.1111/ceo.13895.

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"Continuing Professional Development." Nursing Standard 30, no. 19 (January 6, 2016): 34. http://dx.doi.org/10.7748/ns.30.19.34.s40.

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"Continuing Professional Development." Journal of Medical Radiation Sciences 68, no. 1 (January 18, 2021): 104. http://dx.doi.org/10.1002/jmrs.449.

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Dissertations / Theses on the topic "Continuing professional development"

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Immonen, K. (Kati). "Continuing professional development of medical laboratory professionals." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805221864.

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The aim of the bachelor study was to find out what kind of experiences continuing professional development (CPD) has received in medical laboratories and how it has been implemented through a literature review. The purpose of the study was to find and compile the literature review as up-to-date research data on the importance of continuing education in medical laboratories. The literature review has been carried out by adapting a systematic literature review. The literature review material was obtained utilizing nursing reference databases from CINAHL, PubMed, Ovid Medline, Scopus, Medic and a few international journals. Research material (n = 8) was selected for the material, whose main subject was continuing professional development and medical laboratory. CPD is used to improve knowledge and skills with various categories and tools but there is similarities and differences in CPD implementation. CPD must be continuous throughout the professional career and it should be based on time- cycles of reasonable duration. Medical laboratory professionals with dozens of years of experience feels that they need less CPD activities than recently qualified laboratory professionals. The laboratory professional keeps important to increase their learning and development of their skills with continual encouragement. Research has shown that CPD has been recognized as an important part of professional development and the use of various tools, such as internet-based, makes it effective. The use of a systematic CPD program should be constantly evaluated to identify the most effective ways of developing professional skills. CPD should be time bounded but there is variation in duration and volume. The use of time and experience years will affect the successful implementation of the CPD.
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Davids, Julia M. "Continuing professional development in nursing." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1617.

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Muller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.
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Tantranont, Nuttiya. "Continuing professional development for teachers in Thailand." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.

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Continuing Professional Development (CPD) of teachers has been seen as one of a key element to improve teacher quality and the quality of education in many countries, as well as in Thailand. The current Thai education reforms have recognized the importance of CPD for teachers to maintain and update their knowledge and skills to be able to teach students effectively. They also recognized the need of effective leadership in schools to lead, manage, and support teachers in order to achieve such change. The purpose of this study is to support CPD experiences for teachers to enhance teaching practice and improve student achievement. It was undertaken using a combined methods investigations of both quantitative and qualitative data to understand the current situation of CPD experiences for teachers in Thailand, and extend the knowledge of effective CPD. The study covered respondents from a survey of teachers, and the interviews of headteachers and teachers from selected schools in Chiang Mai, which is located in the North of the country. It was concluded in the study that most respondents were appreciated opportunities for CPD and valued the benefits of CPD to teachers, students, and the schools as a whole. With the increased expectations for highly qualified teachers, all schools need to provide the necessary support for teachers through a range of CPD experiences to enable them to teach to high standards. CPD must be of the highest quality to be effective in order to enhance the teaching practice and student achievement. The study hope that the results and information provided here would be valuable for anyone who are interested in, as well as those who are responsible for an improvement and implementation of CPD.
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Byles, Sharon M. "An investigation into farmers' continuing professional development." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529990.

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Continuing Professional Development (CPD) is an integral part of most careers, particularly where practitioners have to deal with challenges of technological change and advances in knowledge along with economic, institutional and political uncertainties. CPD is undertaken across a wide spectrum of professions, but what it consists of, and how it should be implemented to develop a career, are aspects of CPD that are not completely understood. Public demand for accountability of professional conduct reinforces the role that CPD plays in maintaining and improving professional effectiveness and competencies. CPD is encouraged within professions as the assumption is that it is beneficial and that by undertaking CPD a professional upholds standards. In these respects, farming is no exception. Evidence that this is the case is less obvious and because many of the outcomes of CPD can only be examined subjectively, rigorous evaluation is problematic. CPD is investigated, first generically, to gain a better understanding of its purpose and nature, looking at systems in place across organisations and how its success is assessed. This research has explored patterns of CPD among farmers, focusing on the relationship between CPD and the farmer and farm business. A multi-method approach began with a review of the existing literature which directed the design of the initial Vocational Training Scheme (VTS) survey conducted in the South West of England to obtain baseline information on CPD undertaken by farmers. Statistical investigation of relationships between farmers and farm characteristics and CPD identified influential factors, from which a model was developed predicting which farmers are likely to act after the CPD has been undertaken. Cluster analysis was applied to determine two overarching types of farmers: those undertaking 'Dynamic CPD' and 'Occasional CPD', which sub-divided into four distinct types: Progressive Professionals, Secure Socialisers, Change Followers and Change Resistant. Each type has homogeneous CPD patterns associated with farm and personal characteristics. Subsequently, the Farm Business Survey (FBS) containing large, national data sets was used to test the inferences drawn from the previous part of the research, and answer questions that could not have been addressed by using the VTS survey alone. The influential factors that have been identified include the farmer's level of education, attributes of the farmer's approach to management information, features of the CPD undertaken, and farm characteristics, all as linked to patterns of CPD. It is concluded that farmers have CPD inputs comparable to other professions, although initially farmers underestimate their CPD activity. The farmers who are most active in CPD take action and apply CPD when making changes to their business. Typically, these farmers have a high education level, are from large or intensive farms and their business is involved in discussion groups and benchmarking. This research recognises the distinction between CPD as a management process and a training programme as an event. The reported outcomes and their implications for the farming industry provides a sound basis for discussion and development of the thinking on CPD for farmers and all those involved in farmers' CPD.
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O''''Loan, Laura. "Continuing professional development (CPD) for pharmacists : implications for professional practice." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728387.

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This study considered the Continuing Professional Development (CPD) activities that pharmacists undertook, and the implications this had for their professional practice. CPD is mandatory for pharmacists, who are required to undertake self-directed, unstructured learning. However, some have recommended using a more structured approach for CPD which is over an above this baseline educational approach required by the pharmacy regulators. The purpose of CPD is to improve professional practice, although there is little evidence in the literature to demonstrate this. Engagement in extended patient care activities, as recommended in current healthcare policies in Northern Ireland, was taken to be improved professional practice in this study. A postpositivist methodological approach was used. Quantitative data was collected using an online questionnaire which was emailed to all qualified pharmacists in Northern Ireland (n = 2201). After two follow-ups there were 419 respondents (19%). Two multiple response sets were created; one for CPD activities and one for professional practices. Geometric coding was then used to convert this multiple response data into categorical variables, allowing the relationship between CPD and professional practices to be analysed statistically. The professional activities that pharmacists engaged in were found to be influenced by the CPD activities they had undertaken. Pharmacists who undertook solely unstructured learning had the highest incidence of engagement in semi-professional activities that can be undertaken by any member of the pharmacy team. Almost a third of these pharmacists engaged in some extended patient care practice. Professional practice was not improved by adopting a cognitive approach to structured or semi-structured learning. However, an improvement was seen when a constructivist component was used. It was concluded that active participation in practice activities improved the application of learning in the workplace, whereas separating theory from practice did not.
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Arnold, Amy Joan. "Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99054.

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Professionals called upon to design and deliver online professional development face unique challenges in fulfilling those roles when they may have little or no training experience within the online medium. Using research-based recommendations from the literature via a design and development methodology, this study operationalizes findings into Gilbert's (1978) Behavior Engineering Model to create guidelines for designing and delivering continuing professional development within the online medium. An expert review serves to validate and lead the revision process for the guidelines. This study describes the literature, guideline development, experts' reviews, and the validation of the guidelines.
Doctor of Philosophy
Often, individuals in the workforce are asked to design and teach professional development that is not delivered in a face to face setting. It is a challenging task that could be made easier by following guidance that has been developed by instructional designers and researchers. As such, this study highlights the techniques and best practices located within the publications from the fields of professional development, online learning, and instructional design. These techniques and best practices have been organized into a performance improvement model established by Thomas F. Gilbert entitled The Behavior Engineering Model (1978) and follows the research method known as development research. The findings of this study were reviewed by three experts who research the areas of online learning, performance improvement, and instructional design.
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Favell, Ian K. "Institute of Management Continuing Professional Development (IM-CPD)." Thesis, Middlesex University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.567900.

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This report summarises the key activities of the IM-CPD project, and explores in a reflexive manner the investigative processes used in achieving an innovative output - the publication on the Internet of the "Smart Continuing Professional Development Scheme". The IM-CPD project is a portfolio project, comprising a number of discrete activities linked by this common outcome, and this report builds on this investigation and experience by a further exploration of what it means to be a portfolio worker in the context of management development (the context of this project). The report concludes by detailing the very wide audience and huge impact which this project will have on 1M Membership and the management community at large, and provides examples of the significant internal publications which are inherent features of the major project and its external publication. Finally, the report explores a metaphor which more closely characterises portfolio working than previously published models - portfolio working as a Lava Lamp. Key conclusions and recommendations are drawn together, many of which have already been actioned within the timeframe of this study, leading to further ongoing recommendations which include: A wider range of "recognitions" should be identified as reward for effective participation in the IM-CPD scheme • Greater attention should be paid to the actual Process of 1M meetings. • Greater attention should be paid to contractual issues when the 1M offers parcels of work. • Further exploration of Boundaries and Tensions in portfolio working should be undertaken, to lead to potential conference publication of portfolio working issues. • Personal review of the whole DProfprocess should be undertaken, to identify further personal learning which can enhance my professional work in designing and running management development programmes.
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Trentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.

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The purpose of this study was to determine those resources that selected leadership development experts rated as most effective in discovering and fostering the continuing professional development of leaders. In this descriptive study, three research questions were formulated. A modified version of Hunter's reputational technique was used to collect data through a snowball sampling of the selected population. In phase 1 of the study, a survey was developed, validated, and mailed to 56 LEADership directors in all 50 states, yielding 34 (64%) returns, which were used in creation of the final questionnaire. In phase 2 of the study, the final instrument, including 256 identified resources, was developed, validated, and mailed to 220 experts in leadership development identified in the initial survey. A return of 88 (40%) of the questionnaires identified leadership development resources that selected experts rated as effective. The 19 instruments, 128 books or other printed materials, 32 audio or video tapes, and 77 programs identified through the initial survey were rated either "not effective", "somewhat effective", "effective", or "very effective" on a likert-type scale.
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Taylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.

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With the growth in healthcare research and rapid changes in technology, nurses' participation in lifelong learning is a critical factor in providing excellent patient care. However, many nurses encounter difficulties engaging in continuing professional development (CPD) activities. The purpose of this case study was to understand pediatric nurses' perceptions of CPD opportunities at a tertiary, freestanding, children's hospital in Southern California. Social cognitive theory was the framework for the study. Interviews and focus groups were conducted with a purposeful sample of 39 nurses comprised of day- and night-shift nurses plus nurse managers. The data were coded into categories and themes to explain the findings; the resulting 7 themes illustrated how these nurses perceived CPD. The nurses identified motivators and barriers that influenced their involvement in CPD activities. Most nurses reported that they were able to incorporate new knowledge into their practice and produce excellent patient outcomes but some nurses expressed instances of resistance and practice not supported with evidence-based approaches to care. Although the nurses found the programs adequate, they recommended ideas for improvement, including a need for leadership and management development. A project aimed at providing nurse managers with professional development in leadership was created to improve CPD. The project could improve the nursing profession by helping educators enhance CPD to support nurses in delivering high-quality patient care, thus supporting the healing and well-being of children under their care.
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Books on the topic "Continuing professional development"

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Alsop, Auldeen, ed. Continuing Professional Development. Oxford, UK: Blackwell Science Ltd, 2000. http://dx.doi.org/10.1002/9780470690314.

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Institute, Royal Town Planning. Continuing professional development. London: R.T.P.I., 1997.

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Physiotherapy, Chartered Society of. Continuing professional development strategy. London: the Society, 1994.

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Assurance, Institute of Quality, ed. CPD: Continuing professional development. London: Institute of Quality Assurance, 1995.

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Frankie, Todd, ed. Planning continuing professional development. New York, NY: Croom Helm in association with Methuen, 1987.

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Tools for continuing professional development. 2nd ed. London: Quay Books, 2011.

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Swee, Hong Chia, and Harrison Deborah, eds. Tools for continuing professional development. Dinton: Quay, 2004.

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Stephen, Blundell, ed. Continuing professional development in art. Birmingham: The ARTicle Press, 1995.

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Brine, Alan. Continuing professional development: A guide for information professionals. Oxford: Chandos Pub., 2005.

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Dietz, Mary E. Professional development portfolio: Journal. San Roman, Calif: Frameworks, 1993.

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Book chapters on the topic "Continuing professional development"

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Howard, Diane, and Ruth Hamilton. "Continuing Professional Development." In Foundations of Health and Social Care, 505–14. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-22933-4_55.

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Smith, Joyce, and Rachel Roberts. "Continuing Professional Development." In Vital Signs for Nurses, 214–21. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119139119.ch13.

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Adams, Robert. "Continuing Professional Development." In Foundations of Complementary Therapies and Alternative Medicine, 375–81. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-05902-4_32.

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Passmore, Jonathan, and Tracy Sinclair. "Continuing Professional Development." In Becoming a Coach, 209–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53161-4_28.

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Kitto, Simon, David Price, Dahn Jeong, Craig Campbell, and Scott Reeves. "Continuing Professional Development." In Understanding Medical Education, 263–74. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch19.

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Battye, Alison. "Continuing Professional Development." In Navigating AAC, 231–33. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003296850-58.

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Haydn, Terry, and Alison Stephen. "Continuing professional development." In Learning to Teach History in the Secondary School, 330–50. 5th ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429060885-12.

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Gazzard, James. "Continuing professional development (CPD)." In How to Develop Your Healthcare Career, 54–72. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119103202.ch4.

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Ince, Amanda, and Eleanor Kitto. "Continuing professional development policy." In A Practical Guide to Action Research and Teacher Enquiry, 57–60. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351024587-4.

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Floris, Flora Debora. "Online Continuing Professional Development." In Research Questions in Language Education and Applied Linguistics, 659–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_115.

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Conference papers on the topic "Continuing professional development"

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Smith, K. "Continuing professional development." In IEE Colloquium on Education for Biomedical Science and Engineering. IEE, 1995. http://dx.doi.org/10.1049/ic:19950149.

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Roman, H. T. "Continuing Education And Professional Development." In Electro International, 1991. IEEE, 1991. http://dx.doi.org/10.1109/electr.1991.718236.

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Millahn, K. "EAGE and Continuing Education / Professional Development." In 64th EAGE Conference & Exhibition. European Association of Geoscientists & Engineers, 2002. http://dx.doi.org/10.3997/2214-4609.201405790.

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Henriques, Virgínia. "CONTINUING PROFESSIONAL DEVELOPMENT: THE ROLE OF PARTNERSHIP." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1423.

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Risquez, Angelica, Dara Cassidy, Gearóid Ó Súilleabháin, Roisin Garvey, and Sinead Spain. "Online Continuing Professional Development: An integrative approach." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9423.

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This paper reports on the design, development, delivery and evaluation of an online continuing professional development (CPD) course in the area of online teaching by three Irish Higher Education Institutes (HEIs). The course was developed in the context of a nationally coordinated effort to promote CPD of those that teach in Higher Education through digital badges. Survey results suggest a very high overall satisfaction rate with the course as a whole, increased levels of knowledge and confidence in relation to teaching online, and also intended transference to practice. While the external motivator of demonstrating engagement through the digital badge arose in the surveys and focus groups, it did not feature particularly strongly. Implications for CPD are discussed in relation to internal and external drivers and motivations around CPD for higher education teachers, and the need for opportunities for participants to interact and engage in the manner reminiscent of a community of practice approach.
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Borjesson, Anna, Lars Pareto, Ulrika Lundh Snis, and Miroslaw Staron. "Continuing professional development by practitioner integrated learning." In Companion to the 22nd ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1297846.1297941.

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Rogić, Ana Marija. "QUALITY IN CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2412.

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Strengelll, Merja. "Professional Development- A Grassroots-Level Perspective." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Singapore: Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p208.

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Ong, Andy, Chou S. K., and Leung C. F. "Professional Development for Engineers – The IES Experience." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Singapore: Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p205.

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Miciuliene, Rita. "EVALUATION OF VOCATIONAL TEACHERS� CONTINUING PROFESSIONAL DEVELOPMENT MODELS." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.024.

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Reports on the topic "Continuing professional development"

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Vivar-Zurita,, Hipólito, and Alberto García-García. Adaptation of official education and continuing professional development in the field of Communication. Revista Latina de Comunicación Social, 2012. http://dx.doi.org/10.4185/rlcs-067-959en.

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Reeb, Tyler D., and Stacey Park. Trade and Transportation Talent Pipeline Blueprints: Building UniversityIndustry Talent Pipelines in Colleges of Continuing and Professional Education. Mineta Transportation Institute, February 2023. http://dx.doi.org/10.31979/mti.2023.2144.

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The rapid adoption of transformational technologies along with other economic and cultural shifts, have created a gap between workers and the skills and knowledge necessary for in-demand occupations. Trade and Transportation Talent Pipeline Blueprints: Building University-Industry Talent Pipelines in Colleges of Continuing and Professional Education identifies the steps required to build talent pipelines that target in-demand trade and transportation occupations requiring specific degrees, certificates, and non-credit professional development. This report provides a literature review and labor market data analysis. It also includes documentation of methodology in planning a pilot program for Colleges of Professional and Continuing Education housed within each of the 23 California State University campuses. The recommendations guide the colleges to develop talent pipelines to empower trade and transportation employers to play a more central role in addressing skills gaps and other critical workforce development needs in working partnerships with postsecondary education and training providers. The report concludes with a recommended university-industry Intelligent Transportation Systems (ITS) Talent Pipeline pilot program.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.251.

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The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communication and mental health issues were expressed as areas of particular significance. Learning about services for female prisoners was also brought up. The issues that impede prison officers’ participation in training were the limited time to arrange training and the lack of financial resources. The importance of collaborating and learning together with mental health professionals was expressed, but borrowing learning resources from the neighbouring disciplines was considered to be problematic because of the specific character of prison work. The future of prison work was discussed from different viewpoints. The numbers of aggressive prisoners, old prisoners and those with mental health issues were expected to increase. The need to continue the development of prisons and concerns over the future role of prison officer were also expressed. The report provided five suggestions for future research concerning correctional services.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Gupte, Jaideep, and Saba Aslam. Decentralised Cooperation and Local Government: Addressing Contemporary Global Challenges. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/ids.2022.002.

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At the start of the last decade, United Cities and Local Governments’ (UCLG) policy paper on Decentralised Cooperation and Local Government laid out a clear rationale for decentralised cooperation and set out recommendations to the prevalent tackle weaknesses of international development cooperation and to strengthen development effectiveness. In many ways, the paper was a forerunner in calling for stronger sustained support for South-South development cooperation particularly among countries that have undergone similar socio-economic challenges so that learnings can be shared across partners. It laid emphasis on professional structures and programme-based approaches, with clear monitoring and evaluation tools and indicators on impact and called for a sharing of objectives across local and regional governments, and their associations, committed to continuing improvement, learning and exchange. These recommendations have helped strengthen international decentralised cooperation over the past decade, and their core principles continue to be highly relevant today. In 2021, the Institute of Development Studies, UK, with support of the UCLG Capacity and Institution Building Working Group (CIB), has engaged a wide range of member governments, associations, and networks, alongside a range of external commentators and experts, to assess UCLG principles, priorities, and actions in the context of contemporary global challenges and the resulting landscape of decentralised development cooperation. Following a series of survey-based, individual, case study, and workshop interactions, the study presents key points and recommendations.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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