Relevant bibliographies by topics / CPD (Continuing Professional Development)

Academic literature on the topic 'CPD (Continuing Professional Development)'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "CPD (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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Demirel, E. "Continuing Professional Development for Mariners." Scientific Bulletin of Naval Academy XXIV, no. 2 (December 15, 2021): 177–95. http://dx.doi.org/10.21279/1454-864x-21-i2-018.

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Continuing Professional Development (CPD) is now a part of our life in exponentially changing posture of the world. We are living in disrupted development which requires to adopt new technologies in our profession as well as to support emerging new professions. It is important for professionals to keep up with technologic developments and enable themselves to adopt challenging requirements. All the leading parties of maritime industry should understand and evaluate the future of the maritime business and advice the Maritime Education and Training (MET) and research institutes to prepare CPD programmes for mariners. More important the maritime industry should decide their requirement for CPD and manage themselves to get benefit from the CPD to secure their business ensuring their employers’ career development to adapt to challenging requirements. The purpose of this research is to evaluate what kind of initiatives should be started to achieve a reliable and sustainable CPD system for mariners as well as encouraging them to get benefit from CPD programmes. As a continuation of this investigation, possible CPD providers and suitable delivery methods for mariners will be defined. This paper argues for a more realistic approach for CPD for mariners who have very limited access to regular education opportunities due to nature of their job at sea. A detailed literature has been conducted to understand CPD concept and applications supported with a survey conducted with respective persons in the industry to realize the facts which directly affecting CPD opportunities for people working in the shipping industry. We review related data to evaluate how we can develop an effective and reliable CPD system considering existing limitations. Herein lies the contribution of this paper; it is argued that how we can assist the mariners providing them a practical CPD system and meet the new requirements which sector needs under the pressure of rapidly changing technology and its effects on the professions. This is an initial study and results of this study may be used by other researchers who will make further studies on the facilitation of CPD.
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Ashurst, Adrian. "Continuing professional development: undertaking CPD." Nursing and Residential Care 19, no. 7 (July 2, 2017): 414–15. http://dx.doi.org/10.12968/nrec.2017.19.7.414.

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McLean, Glenda. "Continuing professional development (CPD) test." Sonography 3, no. 3 (September 2016): 117–18. http://dx.doi.org/10.1002/sono.12070.

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Halabi, Abdel Karim, and Mohammad Salahuddin Chowdhury. "Bangladesh accountants and Continuing Professional Development." Journal of Accounting in Emerging Economies 8, no. 4 (November 5, 2018): 514–26. http://dx.doi.org/10.1108/jaee-12-2017-0123.

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Purpose The purpose of this paper is to examine professional accountant’s views on their satisfaction with Continuing Professional Development (CPD) offered by members of the Institute of Chartered Accountants of Bangladesh (ICAB). While there is a great deal of research on CPD and accountants in developed countries, less developing countries are absent from this literature, and there have been calls for this type of research. Design/methodology/approach The present study employed a survey of members of the ICAB. Findings Results show that accountants in Bangladesh are satisfied with the CPD provided by their profession, and when satisfaction is compared with more developed countries, Bangladesh is greater on a number of measures. ICAB members would like to also be provided with opportunities to undertake CPD in more ways than just face to face. Practical implications The study has important implications not only for accountants from emerging economies such as Bangladesh, but also for the International Federation of Accountants and other less developed countries (LDCs). The results advance the understanding of professional accounting bodies from an international perspective. Originality/value This is the first study of CPD and accounting professionals in LDCs. The information obtained can inform the development and practice of other professional accounting bodies in emerging economies.
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Newby, David. "What direction for Continuing Professional Development?" Psychiatric Bulletin 23, no. 8 (August 1999): 490–93. http://dx.doi.org/10.1192/pb.23.8.490.

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Aims and methodsA questionnaire survey of attitudes to Continuing Professional Development (CPD) was addressed to all 58 non-training grade psychiatrists working in a large teaching community mental health trust. Ninety-three per cent provided responses. Views were sought on the value of various teaching methods, how CPD should be organised, what barriers to participation colleagues encounter and whether CPD should be made mandatory.ResultsThese showed strong support for the personal study element of CPD, indicated the range of other teaching modalities used by practitioners including industry supported symposia and found a significant majority in favour of making CPD mandatory. Pressure of time was the main obstacle to participation for most.Clinical implicationsThe survey provides pointers for the key Issues which are likely to affect the readiness of practitioners to participate in CPD, as well as informing decisions on the type of ongoing educational activity that psychiatrists see as relevant.
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Morgan, Gethin. "Continuing Professional Development." Psychiatric Bulletin 22, no. 5 (May 1998): 330–31. http://dx.doi.org/10.1192/pb.22.5.330.

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Soon after I retired from my clinical academic post I agreed to become Director of Continuing Professional Development (CPD) for a period of two years, in the hope that I might be able to play a part in ensuring that it becomes firmly established and accepted by psychiatrists as a whole. Having now completed one year as Director, it is gratifying to find the scheme accepted by so many. Nevertheless, I need to discuss what is perhaps the most pressing of all problems which I face. It concerns the various difficulties which have impeded full recruitment into the scheme.
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Aprianti, Fitri, Eline Rozaliya Winarto, and Dila Charisma. "EFL Teachers’ Approaches for Continuing Professional Development." ELLITE: Journal of English Language, Literature, and Teaching 6, no. 1 (June 27, 2021): 40–45. http://dx.doi.org/10.32528/ellite.v6i1.5076.

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Continuing professional development (CPD) is imperative for teachers. English language teachers are not exceptions. In continuing their professional development, teachers actually have flexibility to choose either training or self-directed CPD approach. Therefore, it is assumed that depending on the gender and the career developmental stage that they are in, teachers may choose different CPD approach. Thus, this study was aimed to see the relationship between teachers’ career developmental stage, gender and their selection of CPD approaches. In order to achieve that, this study employed descriptive quantitative approach. The participant involved were 54 EFL teachers in Majalengka, West Java. The data were collected by using questionnaires. Chi-square was used in order to test the three hypotheses. The result revealed that the teachers mainly showed positive comments on CPD. Furthermore, it was found that there was a significant relationship between the teachers’ career developmental stages and CPD approaches. On the other hand, the findings signified that there was no relationship between gender of the teachers and their CPD approaches. As the recommendation it is expected that the teachers could maintain and regulate their commitment on continuing professional development. In addition, the government, especially the Indonesian Ministry of Education and Culture is also expected to provide wider variety of professional development approaches so as to bridge the diverse preferences for continuing professional development (CPD) of the teachers in Indonesian setting.
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Khan, A. Whohab. "Continuing Professional Development (CPD); What should we do?" Bangladesh Journal of Medical Education 1, no. 1 (December 6, 2012): 37–44. http://dx.doi.org/10.3329/bjme.v1i1.12857.

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Patient and the general people expect that doctors remain up-to-date and professionally competent. The formal undergraduate and postgraduate education and training are conducted to bring a behavioral change in a medical practitioner to meet that expectation. The rate and magnitude of change in medical science is such that the contents of text books are not sufficiently up-to-date rather somewhat out of date at the time of publication. CME is continuing education in knowledge and skill of medical practice through which doctors will remain up-to date. Due to rapid changes in health care delivery system; health professionals needs to transform from a continuing education (CME) to a continuous professional development (CPD) model so that they remain “up-to-date” in their knowledge and competency in total care. CPD is a broader concept for continuing development of multifaceted competencies inherent in medical practice including medical, managerial, social and personal subjects which are needed for high quality professional performance in modern health care delivery system. CPD is complementary to formal undergraduate and postgraduate education; completing the educational trilogy. Undergraduate and postgraduate medical education is regulated by specific rules and regulation but CPD is the process where the responsibility rests on professionals and individual doctor. People expect what is ‘best’ rather than what is ‘right’ for a particular situation and for that level; professional competence should be combined with improvisation and general oversight. That is why, all over the world the concept of CPD is emerging and developing as a dynamic educational process to improve and upgrade ones professional performance. As a part of the ‘global resident’ we should be familiar to cope with and should be trying to contribute in these progress and development. This article will help us to initial understanding and formulating an approach to that. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12857 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.37-44
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Laugharne, Katie, and Chris Price. "2.1 Continuing Professional Development (CPD) Strategy." Education for Primary Care 20, sup1 (January 2009): 223–27. http://dx.doi.org/10.1080/14739879.2009.11493852.

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Dissertations / Theses on the topic "CPD (Continuing Professional Development)"

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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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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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Omar, Bassam. "Developing continuing professional development (CPD) leadership in further education (FE)." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6181/.

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This study develops understandings of CPD leadership development in an FE college in Cambridgeshire through an exploration of the practices and perspectives of CPD and senior leaders. The research methodology used semi-structured interviews to capture accounts of the experiences and perspectives of ten CPD leaders and seven Senior Management Team members (SMT) as they described their perceptions and interpretations of the term CPD, their individual roles and responsibilities, how CPD leaders were supported in their professional development and finally the challenges and barriers they encountered while carrying out their CPD leadership roles. The findings show that CPD tended to be implemented at the college on an ad hoc basis, and seems to assume a distributed leadership style. Despite the distributed modes of leadership that appeared to underpin implementation of CPD across the college, decisions about the content of CPD provision tended to be shaped by institutional priorities identified by members of the senior management team. CPD leaders and teachers appeared to be excluded from the process of CPD planning and policy development.
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Jones, Dawn Anita. "Teachers' professionalism, self-identity and the impact of continuing professional development (CPD)." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/615916/.

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This research explores the impact of changes in government policy on teachers’ professionalism, self-identity and practice in the context of Continuing Professional Development (CPD). Initial data was gathered through the use of evaluations, impact data and interviews from conferences and courses undertaken as part of professional development programmes. This data provided a range of background information which then informed a second stage of research where in-depth case studies of three secondary school science teachers was conducted. Thus the first stage data helped identify, and focus the later research themes and questions. The case-study research consists of semi-structured interviews which explores the contexts, experiences and viewpoints of the three teachers involved. This research draws attention to the potential damage being done to teachers’ professionalism and self-identity as a result of central government policy, and the impact that this has on their ability to carry out their roles effectively. It also considers the extent to which teachers’ professionalism is influenced by the process of engaging with CPD. This research adds knowledge to the field through the provision of a fresh perspective, from the teachers’ viewpoint, in the field of research of teacher professionalism and that of teachers CPD. The research gives teachers a forum within which to voice their thoughts and share their concerns about the struggles they face, and the conflicts they experience between their personal values and pressures to conform. At the heart of the problem, encountered by teachers, is the fact that professional standards and CPD activities predominately focus on the behavioural component of professionalism. The failure to consider the teachers’ intellectual or attitudinal development is what threatened their identities, ideologies and aspirations to meet their goals. It also affects the way they felt about themselves and education as a whole. An alternative model to illustrate effective professional development is proposed as a consequence of this research which highlights the complexities of the processes and practices affecting teachers’ engagement with CPD and the potential for external policies to impact adversely on classroom practices.
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Scannell, Michael Francis. "The modelling of career options and Continuing Professional Development." Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/333009.

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The aim of the research was to generate a model of the interactions between career options and the concept of continuing professional development. Professional development has, in many professions and organisations, become synonymous with managerial development, but the developmental needs of individuals who wish to remain in a professional role may differ from the developmental needs of individuals in a management role. Teachers were chosen as the professional group to be tested. Fifty-four teachers, all volunteers, from six secondary schools were separately interviewed under a structured format, and were also invited to complete a number of questionnaires. From analysis of the interviews and questionnaires a model of teachers' career options was produced which identified three main categories of teachers: senior managers (headteachers or deputy headteachers); aspirants to a senior manager's role; and classroom teachers. The analysis also identified a number of main factors, and sub-factors, that affected the obtaining of one of the three categories and each of the factors was developed through a targeted literature search and through analysis of the structured interviews. An additional number of factors that related only to classroom teachers were also analysed in a similar manner. Also investigated are how teachers plan their career, and the value of continuing professional development. The model of career options was then tested on members of two similar professions -midwives and nurses. Completion of the research resulted in a proposed model of career options and recommendations for continuing professional development for each option. Together the model and recommendations represent an original contribution to knowledge.
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Gaunt, Diane Elizabeth. "Customers from practice : provision for part-time continuing professional development students in a new university." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314244.

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Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but there are also significant differences. One the one hand, German teachers can be described as more active in their CPD than their Swedish colleagues in relation to particular aspects of their profession such as assessment, and more suspicious of knowledge from elsewhere, on the other. In order to understand the differences, I argue for an extended focus on the impact of the national context, in terms of socially and historically significant structures and traditions of the teaching profession. The thesis focuses on a crucial aspect with a particular explanatory value for differing CPD tendencies in various national contexts: Autonomy from a governance perspective. This phenomenon, which does indeed change across time and space, is investigated from a socio-historical perspective in both contexts, building on Margaret Archer’s analytic dualism of structure and agency, and a dual pronged model of teacher autonomy. The latter distinguishes institutional autonomy, regarding legal or status issues, from service autonomy related to the practical issues in schools and classrooms. Since these dimensions can be either extended or restricted, different categories evolve which enable us to understand the differences between the two cases. Finally, by using the findings on the German and Swedish teaching profession, a theoretical framework is presented that relates the certain forms of teacher autonomy in particular national contexts to likely CPD cultures that teachers share.
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Taylor, Christine. "A study of primary headteachers' perceptions of their continuing professional development needs in one LEA." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/f70796c9-735e-434d-9b47-7b44efb94a85.

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Kumwenda-Phiri, Grace Chawanangwa. "The establishment of a continuing professional development (CPD) training model for science teachers in Malawi." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 2001. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.341135.

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Frick, Beatrice Liezel. "Integrating scholarship and continuing professional development (CPD) in the natural sciences at a South African university." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1115.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.
The worldwide emphasis on lifelong learning, the continuous and fast pace of change and the competitive nature of practice forces professionals in all sectors to remain abreast of the latest knowledge, skills and/or innovations. This has contributed to the evolution of the term continuing professional development (CPD). The university lecturer in the natural sciences functions within a unique area of professional practice, as the practice requires scholarship – which contains elements of both subject-specific and educational expertise. It remains unclear how CPD within this professional arena is defined in terms of need, purpose and provision. The current quality of learning and evaluation of learning also warrants investigation. This study aimed to investigate how CPD could play a role in scholarly development from the perspective of lecturers in the Faculty of Science at Stellenbosch University (South Africa). A qualitative approach was followed. Semi-structured interviews with a purposive sample, followed by an open-ended questionnaire with a stratified random sample, were used. The results are reported in seven chapters, of which the first provides an orientation to the conducted study. The second chapter focuses on placing CPD in the context of scholarly practice in the natural sciences at Stellenbosch University. The third chapter investigates the provision of CPD in the natural sciences that could enhance integrated scholarship. The fourth chapter investigates the quality of learning within CPD as a measure of scholarly development. The fifth chapter reports on the evaluation of scholars’ learning in CPD in the natural sciences at Stellenbosch University, while the sixth chapter focuses on current issues and future trends in CPD for natural science lecturers at Stellenbosch University that will motivate an integrated and holistic approach to scholarly development – based on their own insights into their professional practice. The final chapter concludes the study with recommendations for the future practice of CPD within this sphere. The main findings indicate a difficulty in defining CPD, as these lecturers see themselves as a diverse group not easily confined to the traditional boundaries of a professional sphere. This difficulty in defining CPD has a direct influence on the lecturers’ need for CPD and the purpose of CPD within this sector of higher education. The provision of CPD for lecturers in the natural sciences does not conform to an integrated and coherent system of provision between the different stakeholders. Many initiatives are informal and are initiated according to individual needs. There is evidence of collaborative efforts within the different disciplines, although they are limited in terms of transdisciplinarity and true integration of scholarly roles. As a result of the complexities of academic practice, the quality of learning within the existing CPD initiatives is not easily determined. The progression from novice to expert is a continuous process, which is mostly self-directed and reflective in nature. Formalised government interventions, Total Quality Management systems, leadership development, mentorship and situated learning are presented as possible means of enhancing the quality of learning in CPD. The present study indicates the lack of appropriate evaluation of learning in CPD as the main shortcoming in the total process of CPD conceptualisation, provision, quality assurance and evaluation within the study population. Accountability for the monetary investment and energy spent on any CPD initiative is therefore limited. Portfolios, peer review, open-ended problems and simulations, auditing and observation of practice are presented as viable options for effective evaluation of learning in CPD that could enhance integrated scholarship. The future trends in CPD are discussed in terms of the future context of practice; the role of and need for experts; how experts will be educated and how they will maintain their competence. This provides a holistic view of scholarly development through CPD within the context of lecturers in the natural sciences in the Stellenbosch University.
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Books on the topic "CPD (Continuing Professional Development)"

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Lorriman, John. Continuing professional development: A practical approach : managing your CPD as a professional engineer. London, U.K: Institution of Electrical Engineers, 1997.

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Kennie, Tom. CPD: Continuing professional development and its future promotion within FIG. London: International Federation of Surveyors, 1996.

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The good CPD guide: A practical guide to managed continuing professional development in medicine. 2nd ed. London: Radcliffe Pub., 2012.

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Mathieson, Alex. Making continuing professional development work: A resource for service and education managers to support CPD for nurses and midwives. Edinburgh: NHS Education for Scotland, 2003.

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Education, Standing Committee on Postgraduate Medical and Dental. Continuing professional development for doctors and dentists: Recommendations for hospital consultant CPD and draft principles for all doctors and dentists. London: SCOPME, 1998.

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Education, Standing Committee on Postgraduate Medical and Dental. A working paper for consultation on continuing professional development for doctors and dentists: With three examples of CPD in action. London: SCOPME, 1994.

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

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

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

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Book chapters on the topic "CPD (Continuing Professional Development)"

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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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Koh, Wendy. "Continuing Professional Development (CPD)." In CPD for Teaching and Learning in Physical Education, 289–306. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003171973-19.

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Berdondini, Lucia, and Thomas Elton. "Continuing Professional Development (CPD)." In The Handbook of Professional, Ethical and Research Practice for Psychologists, Counsellors, Psychotherapists and Psychiatrists, 261–72. 3rd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429428838-21.

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Watts, Greg, and Norman Watts. "What is continuing professional development?" In CPD in the Built Environment, 1–11. Abingdon, Oxon ; New York : Routledge/ Taylor & Francis Group, 2021.: Routledge, 2021. http://dx.doi.org/10.1201/9780429353062-1.

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Li, Yongjian, and Fred Dervin. "Teachers’ Views on CPD." In Continuing Professional Development of Teachers in Finland, 115–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95795-1_6.

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Al-Worafi, Yaser. "Continuing Professional Development (CPD) and Lifelong Learning." In A Guide to Online Pharmacy Education, 133–41. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003230458-23.

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Kamsani, Fathul Rahman, and Melanie Martens. "Continuing Professional Development in Physical Education." In CPD for Teaching and Learning in Physical Education, 1–6. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003171973-1.

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Slimani-Rolls, Assia, and Richard Kiely. "Exploratory Practice as a Principled Framework for CPD." In Exploratory Practice for Continuing Professional Development, 29–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69763-5_2.

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Li, Yongjian, and Fred Dervin. "Finnish Initial Teacher Education and CPD." In Continuing Professional Development of Teachers in Finland, 43–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95795-1_3.

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Alsop, Auldeen. "CPD and Career Development for Academics." In Continuing Professional Development in Health and Social Care, 125–35. Hoboken, NJ USA: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118782859.ch11.

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Conference papers on the topic "CPD (Continuing Professional Development)"

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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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Ayivi-Vinz, Gloria, Lucas Gomes Souza, and France Legare. "Use of The CPD-Reaction Questionnaire to Evaluate Continuing Professional Development Activities for Health Professionals." In NAPCRG 50th Annual Meeting — Abstracts of Completed Research 2022. American Academy of Family Physicians, 2023. http://dx.doi.org/10.1370/afm.21.s1.4398.

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Alghamdi, Yahya. "What Influences High School Teachers’ Motivation to Engage in Continuing Professional Development (CPD)." In The European Conference on Education 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-1162.2020.40.

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Lelliott, Tony, Neil Butcher, and Jenny Glennie. "A Contribution Towards Innovating Continuing Professional Development in African Higher Education Institutions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2999.

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Traditional approaches to Continuing Professional Development (CPD) prevalent at many African universities are dominated by face-to-face workshops that take academic staff away from their normal duties. Staff often find it difficult to implement what they learn in such events once they are back in their normal teaching environment. This is exacerbated by several obstacles to staff participation identified in literature on CPD. These include lack of time, resistance to moving away from traditional teaching practices, and that innovative teaching practices are often not a requirement for appointment or for career progression in Higher Education Institutions (Inamorato dos Santos et al. 2019). One possible strategy to alleviate some of these challenges is to provide short, online tutorials that engage participants in authentic learning tasks that can be done individually or collaboratively in their own time, while they are in the workplace. // From 2019 to 2021, OER Africa delivered a series of CPD pilot activities at African universities to introduce more innovative approaches to, through the design and delivery of modular and flexible ‘learning pathways’ (LPs) available at https://bit.ly/2NVj3P5. The LPs discussed in the paper focus on finding and adapting Open Educational Resources, and Open Access Publishing; each consists of several learning activities designed to be accessible on a variety of digital devices. Pilots were implemented via introductory video conferencing, and participants then worked through an online learning pathway over two weeks. Thereafter, an online feedback session was held and data was collected via pre- and post-activity surveys. Findings indicate that the LPs were well-received, showing statistically significant change between baseline and endline tests, suggesting that learning did indeed occur. There was also self-reported evidence for participants using the content of the LPs with their own colleagues and designing better courses for their students. This paper summarizes the development of the LPs and the findings from the pilot evaluation, and discusses implications for CPD policies and processes at HEIs in Africa.
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Syariifah, Azkiyyatus, Yudi Juniardi, and Syafrizal. "Continuing Professional Development (CPD) Program for English Teachers’ Professional Competence in Secondary Subject' Forum of Serang Regency." In Proceedings of the International Conference of Democratisation in Southeast Asia (ICDeSA 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icdesa-19.2019.41.

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Al-Ismail, Muna Said, Zachariah Jamal Nazar, Derek Charles Stewart, Lina Mohammad Naseralallah, Tarteel Ali Hussain, Hadi Mohamad Abu Rasheed, and Aala Hassan Daud. "Needs Assessments approaches to inform Continuous Professional Development for Health Professionals: A Scoping Systematic Review." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0083.

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The need for continuing professional development (CPD) within the healthcare profession is well established. A rigorous learning need assessment (LNA) is a crucial initial step in the CPD process. Given the scarcity of the systematic and comprehensive approaches to the process of undertaking a LNA, this scoping review aims to collate the reported methods adopted for conducting a LNA in the context of health professional CPD. The authors searched PubMed, Embase, CINAHL, ERIC, IPA, APA PsycArticles, and Google Scholar for English studies published from database inception until the end of August 2020. A manual search of the reference lists of the included studies was conducted. Two reviewers screened the articles for eligibility using the inclusion criteria. All authors extracted the key data and a narrative approach to synthesize the data was employed. We included 151 studies in the review. The majority of the studies adopted quantitative methods (85 studies; 56.3%). The most commonly used methods to investigate learning needs were surveys alone (81 studies; 53.6%). The majority of studies reported the needs assessment from the perspective of clinicians (144 studies 95.4%) and it was very rare that individual studies investigated the perspectives of more than one stakeholder. Methods of conducting LNA included assessment of various gaps (e.g. knowledge, skill) in the target audience. Self-assessment of knowledge was the most frequently assessed gap (65 studies; 43%). Majority of the studies provided some details describing how the findings of the learning needs assessment were used. The most commonly reported findings were to inform future CPD content and delivery. The findings from this study demonstrate the lack of published evidence of systematic and comprehensive approaches to LNA for the purpose of informing CPD for healthcare professionals. Future studies that aim for developing systemic LAN approaches are recommended.
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Mishchenko, Elena S., Mansur F. Galikhanov, and Vasiliy G. Ivanov. "Model of implementation of joint international continuing professional development (CPD) module for industrial enterprise specialists." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017812.

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Byrne, J. R., L. Fisher, and B. Tangney. "Computer science teacher reactions towards raspberry Pi Continuing Professional Development (CPD) workshops using the Bridge21 model." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250254.

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Harnden, K., and D. Hester. "Abstract P6-16-08: Using continuing professional development (CPD) as an investigative tool to improve clinical practice and interdisciplinary team treatment." In Abstracts: 2018 San Antonio Breast Cancer Symposium; December 4-8, 2018; San Antonio, Texas. American Association for Cancer Research, 2019. http://dx.doi.org/10.1158/1538-7445.sabcs18-p6-16-08.

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Hagan, Martin, and Rose Dolan. "WHY DO A MASTER’S? UNDERSTANDING THE MOTIVATIONS OF MASTER’S STUDENTS IN IRELAND, NORTH AND SOUTH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end024.

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"This research considers the role of Master’s study in the Continuing Professional Development (CPD) of teachers in Ireland, North and South. Countries with the highest pupil assessment outcomes emphasise the importance of teachers having Master’s degrees and effective CPD for teachers has been widely acknowledged as a key characteristic of mature systems of teacher education. There has also been a developing focus on the concept of teachers as researchers which clearly places an onus upon teachers to reframe and reconceptualise their work; in this sense, it can be seen how the Master’s qualification can have increasing relevance. Despite attempts to better understand and standardise the general definition of Master’s qualifications there is still much variation in terms of its value in relation to the professional status, identity and practice of teachers. In addition, whilst there is some evidence to suggest that teacher confidence can benefit from Master’s study, there is limited research on the extent to which Master’s work can influence professional identity and subsequent practice. This research aims to address some of these questions by generating a profile of teachers studying for Master’s degrees in Education across the island of Ireland. The research aims to clarify issues around motivation and the influence that having a Master’s degree might have on the participants’ professional identity and practice. Working within a qualitative, interpretative design and using a mixed methods approach employing survey and focus groups, primary survey data were collected from cohorts of students studying for Master’s in Education in all universities across Ireland in the time period 2017 – 2022. This first round of data collection will be presented here. The research may help inform programme design and also have the potential to influence policy-makers in terms of developing coherency around the professional development of teachers, beyond the initial stage."
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Reports on the topic "CPD (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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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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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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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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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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