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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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Wan, Wai-Yan Sally. "Teachers' perceptions and experiences of continuing professional development (CPD) : opportunities and needs in Hong Kong primary schools." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12250/.
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The aim of this study was to explore teachers’ perceptions of continuing professional development in Hong Kong, focusing on teachers’ perceptions of CPD activities and teacher competencies in the Teacher Competencies Framework (TCF) in the latest government CPD policy, “Towards a Learning Profession: The Teacher Competencies Framework and the Continuing Professional Development of Teachers” (hereafter as “CPD Document 2003), as well as their perceptions about facilitating and inhibiting factors affecting CPD. In order to accomplish these purposes, one central research question was created: What are teachers’ perceptions of CPD activities and their professional development needs and what factors affect their CPD participation? The study was conducted in three primary schools in Hong Kong. This study took a multi-methods approach, i.e. quantitative and qualitative research, in which the data were collected through a self-developed survey questionnaire to teachers, as accompanied by focus group interviews and follow-up individual interviews with teachers. The major findings of the study were: 1. Teachers preferred higher academic study most but they slightly preferred production of publications for their CPD. 2. Teachers participated in higher academic study most but participated in production of publication the least. 3. Teachers perceived higher academic study and peer class observation as the most effective CPD activities but publication is still a lowly recognized CPD activity. 4. Four CPD domains of teachers’ perceived needs were extracted from the Principal Component Analysis (PCA) factor analysis, comprising: School Development, Teaching and Learning, Student Development, and Professional Relationships and Services. Teachers had the highest CPD needs in the ‘Student Development’ domain. 5. Facilitating factors were categorized under eight themes, namely, school factor, personal factor, financial factor, time, CPD provider, family factor, relationship with others and government factor. 6. Inhibiting factors were categorized under six themes, namely, time, heavy workload, financial factor, CPD provider, school factor and personal factor. 7. Finally, school factor was found as a determinant factor affecting CPD. It was found as the most influential factor affecting teachers’ preference, participation and their perceptions of the effectiveness of CPD activities. The implications of school-based professional development, government policies and future research related to CPD are discussed at the end of the thesis.
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Haughey, Sharon Lynnette. "An evaluation of the implementation of a continuing professional development (CPD) system for pharmacists in Northern Ireland." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528012.
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El, Najm Mohamad. "Strategies to enhance Continuing Professional Development (CPD) program for registered nurses in United Arab Emirates (UAE) : a mixed method study." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/73468.
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Introduction: In the rapidly growing and evolving healthcare systems, Continuing Professional Development (CPD) has become essential for nurses to update their knowledge and skills, achieve and maintain their competencies, and elevate their clinical functioning with the aim of providing a high standard quality of healthcare to the public as the ultimate goal. Moreover, CPD has been mandated as a licensure renewal requirement for nurses in the UAE. However, despite its importance, there is a lack of empirical studies about the effectiveness of CPD programmes in the UAE.
Aim: This study explores and investigates the perspective of registered nurses (RNs), regarding the effectiveness of the Continuing Professional Development (CPD) in the UAE in order to develop CPD strategies.
Research design: Advanced Multiphase Mixed Method.
Methods: The study constitutes three phases:
• Phase one is qualitative; data was collected through four exploratory focus group interviews with RNs from all geographical areas in Abu Dhabi. They were selected through expert purposive sampling strategy from the same selected facilities as per the sampling of phase two. Data was analysed by “Thematic Analysis Style” using QSR NVivo software.
• Phase two is quantitative descriptive; a modified questionnaire Q-PDN (Questionnaire-Professional Development for Nurses) was used to collect data from RNs. The sample was selected from a population of 18,910 RNs through probability stratified sampling, utilising the probability proportional to size (PPS) sampling due to the unequal size of the units. The sample size was 400 with a 655 response rate. Data was analysed by using the SPSS software yielding descriptive and inferential statistics.
• Phase three is qualitative Appreciative Inquiry where meeting(s) were conducted with nursing “key players” in the Abu Dhabi, adopting the 5-D Cycle. The nursing ‘key players” represent the role of the nursing leaders in Abu Dhabi. Data was analysed using simultaneous targeted participatory thematic analysis.
Results and conclusion: The CPD strategic recommendations were developed based on the RNs’ needs and perceptions and aligned with the benchmarked international CPD practices. The main consideration was the evidence of an existing relationship between the perceived influencing factors and the RNs’ participation in CPD. The study has numerous implications towards developing CPD strategies and policies, contribution to body of knowledge, and benefiting the nurses.
Keywords: Continuing Professional Development, Strategy Development, NursingThesis (PhD)--University of Pretoria, 2020.
Nursing Science
PhD (Nursing)
Unrestricted
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Sinyangwe, Kabwe Maureen Kanchebele. "Secondary school mathematics teachers' perspectives of Continuing Professional Development (CPD) : the case of a selected district in Central Zambia." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78264/.
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Without acknowledging teachers' perspectives on Continuing Professional Development (CPD) and without accommodating their CPD needs, CPD initiatives can be poorly directed or inadequate for the teachers whom they are intended to serve. This research study questions the extent and quality of the continuous professional development (CPD) available to secondary school mathematics teachers in Zambia. Designed as a case study, the principal focus is on the views of the teachers themselves on whether and how current CPD meets their CPD needs. The teachers' views were ascertained by means of multiple data collection tools: questionnaire, face-to-face interviews, focus group discussions and analysis of documents. Teachers' perceived CPD needs were categorised under six headings: mathematics content knowledge; pedagogical content knowledge and skills; professional practices and relationships; knowledge of and skills to meet learners' needs; affective needs; and school development needs. Of these, teachers' responses show that they had the highest need in the category of knowledge of learners and lowest needs in the school development needs category. Their responses also show that they have wide range of varying needs across all the categories of CPD needs and in various combinations depending on several factors that include their academic background, work experiences and personal circumstances. Teachers' responses show that even though their needs differ from one another, differentiated CPD approaches designed to meet such different needs have not been sufficiently considered. Analysis of background information about Zambia, teachers' responses and relevant literature has led to the conclusion that CPD in Zambia, a low income and developing country, should aim at empowering teachers with the knowledge, skills, competencies values and personal qualities that would enable them not only to improve their teaching practice, but also to continually cope with the demands, pressures, challenges and expectations within a disadvantaged educational , system and broad socio-economic environment such as is obtaining in Zambia. Teachers' consideration of whether CPD was effective in meeting their needs depended on whether they were able to identify their needs or not. A needs analysis model is suggested tr guide teachers in identifying their CPD needs and how these might be met. It is hoped the findings of this research will contribute to informing not only present but also future improvements in CPD provision.
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Davies, Michael J. "An exploration of the impact of continuing professional development (CPD) in information and communication technology (ICT) on primary school practice." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430366.
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Prince, Anita H. "PATTERNS OF CONTINUING PROFESSIONAL DEVELOPMENT (CPD) ACTIVITIES OF SOCIAL WORKERS IN LOCAL DEPARTMENTS OF SOCIAL SERVICES OR WELFARE IN VIRGINIA." VCU Scholars Compass, 1998. https://scholarscompass.vcu.edu/etd/5249.
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Individuals employed as social workers in local public welfare agencies in Virginia are not required to have a social work degree or mandated to participate in continuing professional development activities as a condition of their employment. The study employed survey research to investigate Continuing Professional Development (CPD) activities of Social Workers employed in local Departments of Social Services or Welfare in Virginia. Two social work-related focus groups and an expert panel of adult educators helped identify CPD activities used to construct the survey. The resulting twenty (20) CPD activities, used as the dependent variables for the study, were: formal education, mandatory training, voluntary training, supervision, mentoring, coaching, shadowing, formal peer interaction, informal peer interaction, instructing others, instructional development, computer-based learning, work-related teams, professional meetings, professional memberships, professional licensure/certification, testing/ inventories, professional reading, professional writing and critique, and reflective practice. The independent variables, employee characteristics of job class, program/practice area, total years of employment in a local agency, highest level of education, major, and agency class, were also surveyed. A proportionate, stratified random sample, N=330, of social work staff in Virginia's local public welfare agencies was surveyed. The overall response rate was 62.7% (N = 207). For each of the twenty CPD activities, survey respondents were asked whether they had participated in the activity "ever", "within the last 3 years", and , if so, their assessment of the "impact" of the activity on their practice, Significant difi‘erences were found for impact on practice between those who had participated within the last three years in an activity and those who had not. There was statistically significant evidence that there is some association of certain CPD activities with time in the job and with area of practice. Two activities which had some of the highest levels of participation and were identified as contributing to professional development were professional reading and shadowing. Professional writing had the least participation, but a high level of impact for those who do participate. Further study of the relationship of the length of time employed and program/practice area hold some promise for identifying CPD patterns.
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Rae, Ann Jacqueline. "Exploring women primary teachers' understandings of professional learning : putting together past experiences, present demands and policy influences." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/8024.
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Internationally the contribution that teachers’ learning can make in bringing about change in education, by improving outcomes for young people, is a topic of ongoing interest. Influenced by discourses of professionalism, in Scotland education policy has developed over time to support and structure teacher learning throughout the teaching career. However, the lived experience of being a teacher is a socially constructed act located in multiple realities. Policy in action may, or may not, reflect the intentions of policy makers. Within the context of Primary Education, in which 92% of teachers are women, this qualitative study explores women Primary Teachers’ experiences and understandings of professional learning. Semi-structured interviews were conducted with 18 women Primary Teachers and 12 opinion shapers. Critical analysis of relevant educational policy also took place in order to explore dominant policy discourses. A Grounded Theory approach was adapted for data analysis and theory construction. Sensitised by thinking tools provided by feminist theory and Bourdieu, the findings suggest early schooling plays an important part in shaping experiences and understandings of learning. Moreover, gender matters in understanding women Primary Teachers’ experiences and understandings of learning. Early gendered learning identities seemed to notably influence how learning was negotiated and enacted later as a woman, as a teacher and thus as a professional. The woman teacher participants in this study were theorised as Caring Teachers. However, Caring Teachers is not a homogenous construct as the women performed as Nice women, as Confident women, as Kind women and as Authoritative women. Influenced by early schooling and a desire to be ‘good teachers’, the Nice and the Kind women produced themselves within traditional discourses of femininity, of compliance and subordination. This performance of a teacher was vulnerable to policy demands as, despite the rhetoric of professionalism, education policy constructs Class Teachers as technicians. In contrast, the Confident and Authoritative women, more likely to be Chartered Teachers, produced themselves somewhat differently. Their habitus predisposed them to perform as a learner with some confidence. However, although the Confident women and Authoritative women understood and enacted teacher learning differently, their learning too was constrained by the limitations of policy-sanctioned discourses. Informed by the findings of this small-scale study, I argue that teacher learning is subject to complex, interwoven understandings of woman, of learner and of teacher as professional. Attention, therefore, should be given to the interrelated nature of the aforementioned constructs as Women Primary teachers’ learning and professionalism has played, and will continue to play, an important role in shaping the outcomes available to children.
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Adagiri, Stella O. "A comparative study of teachers' continuing professional development (CPD) in Nigeria and England : a study of primary schools in Abuja and Portsmouth." Thesis, University of Portsmouth, 2014. https://researchportal.port.ac.uk/portal/en/theses/a-comparative-study-of-teachers-continuing-professional-development-cpd-in-nigeria-and-england(92d3e1df-fcce-40bd-a774-b9cfbb25da26).html.
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This thesis provides a comparative theoretical analysis and empirical description of teachers' Continuing Professional Development (CPD) in Abuja and Portsmouth. The theoretical sections comprise a comprehensive review of literature that examines teaching as a profession and key developments and the contribution of CPD towards teacher professionalization in both countries. The empirical aspect investigates and discusses the findings relating to teacher professional development, providing a comparative analysis of teacher profile and CPD in both countries. The aim of this research is to identify, compare and evaluate teachers' CPD in English and Nigerian primary schools, in order to explore any transferable best practices that can enhance the quality of teachers in an urban district of Abuja. It draws upon literature on comparative education research as an underpinning concept, and examines the peculiarities between the public and private primary schools foregrounding the unique context of urban Abuja. The study uses qualitative research design and a combination of mixed methods including interviews, questionnaires and a comprehensive review of literature and documents over the last two decades. Field work was carried out between September 2009 and June 2010, and the survey sample consisted of 205 teachers in Abuja, 48 in Portsmouth, and interviews with headteachers and CPD coordinators. Data analysis involved descriptive statistics and cross tabulations using PASW 18 which are presented in tables, figures and charts. Findings suggest that teaching conditions and opportunities for CPD in both countries may differ based on contextual factors; however, there is a common drive towards professionalism and teacher quality. Better opportunity for teacher professional development exists in private schools in Abuja, which is attributable to more autonomy, competitive market and high demand for quality education. The study highlights some transferable practices which include a planning and implementation model, and a SPARC framework for teachers' CPD which constitutes skills, professional training, attitude, and research and collaborative activities. It suggests implications for further research and recommendations for school leaders, researchers and policy makers.
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Smith, Karen Mary. "In momentum : the navigation, narration, and negotiation of continuing professional development by mid-career artists in south west England." Thesis, University of Plymouth, 2010. http://hdl.handle.net/10026.1/305.
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This thesis explores the Continuing Professional Development (CPD) of mid-career artists in England and the South West of England in particular during 2000 to 2010. It identifies what their needs are and asks what CPD means to them; how they navigate their careers through their practice; how they articulate their needs; and how they negotiate to fulfil those needs. It examines to what extent the providers’ thinking about, and provision of, CPD in the region is aligned with the needs of the artists themselves. The individual narratives of artists are represented at the centre of this research. The research was developed in collaboration with University of Plymouth and the CPD agency, ArtsMatrix Ltd. Research methods used to collect data included extended dialogues with the artists Alyson Hallett, Mariele Neudecker, Helen Poynor and Phil Smith, via a series of walking interviews, using walking as an ethnographic research tool. By walking I engaged with a literal momentum of movement paralleling the physical and theoretical momentums of the artists’ practices. Policy and literature reviews; group interviews; artist interviews; desk-based research; observation and attendance at artist-led seminars and practice groups were also used. The research contrasts two CPD Schemes: The Contemporary Craft Fellowship Scheme, and The Artist as Cultural Agent: DIY. The thesis includes a policy and provision review of CPD literature in the UK and South West of England over the past ten years; a mapping of South West CPD provision for artists; and the identification and application of relevant theoretical and critical approaches to place, space, language and momentum in order to consider CPD provision in relation to the articulation, situation and concept of a career. This thesis argues that the language of CPD can constrain as much as enable artists’ development; that the terms “mid-career” and “South West” are open to contestation and can affect provider conceptualisations of artists in the region; and that artists need professional development throughout their careers but may not name it as such. I advocate for policy and provision to understand artists’ need to be supported “throughout” their practices rather than at certain points in a career, and advocate walking as both a research method and as one of a number of facilitative practices for those who provide CPD with or for experienced artists. I also advocate for artist-led CPD initiatives and an administrative support agency for artists.
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Mpuntsha, Loyiso F. "Continuing professional development in medicine : the inherent values of the system for quality assurance in health care." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52173.
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Thesis (MPhil)--Stellenbosch University, 2001.ENGLISH ABSTRACT: The practice of medicine has always been a big area of interest as a profession. The focus ranges depending on issues at hand - it may be on the educational, training, humanistic, economic, professional ethics and legal aspects. One area of medicine that is under the spotlight around the world is that of the maintenance of clinical competency, followed very closely and almost linked to professional ethics. This study follows the introduction of a system of Continuing Professional Development (hereinafter also referred to as CPD), in South Africa and an overview of how it has been introduced in a few other countries. The main areas of focus being the extrication of inherent values of CPD, relating this aspect to quality improvement in medical health care. The medical profession as well as most of the interested parties, has different perspectives regarding the fact that the system is regulated through legislation. There is also the doubt whether the CPD system will be effective in achieving the goals that it has been set to achieve. Although a system of Continuing Medical Education has been a tradition in all countries, which implies that the CPD system is not totally new as far as the educational principles are concerned, the values accruable need to be exploited. It is the possible success of this kind of evaluations that may foster more understanding of the inherent values in this CPD system.
AFRIKAANSE OPSOMMING: Beroepsgewys het die praktyk van geneeskunde nog altyd groot belangstelling gelok. Die fokus verskuif na gelang van die onderwerpe ter sprake. Dit wissel van opvoedkunde, opleiding, humanisme, ekonomie, en professionele etiek tot regsaspekte. Dwarsoor die wêreld word daar gefokus op die handhawing van kliniese vaardighede, gevolg deur professionele etiek wat ook daarin verweef is. Hierdie studie bespreek die instelling van 'n stelsel van Voortgesette Professionele Ontwikkeling (hierna verwys na as VPO) in Suid-Afrika asook oorsig oor die wyse waarop dit in 'n paar ander lande ingestel is. Die klem lê op die inherente waardes met betrekking tot die verbetering gehalte in mediese gesondheidsorg. Die mediese beroep, asook meeste van die belangegroepe het verskillende opvattings oor die feit dat die stelsel deur wetgewing gereguleer word. Daar is ook twyfel of die VPO-stelsel in sy vooropgestelde doelwitte sal slaag. Wat die opvoedkundige beginsels betref, is die VPO-stelsel nie totaal en al nuut nie. Alhoewel VPO in ander lande tradisie is, is dit nodig om die totstandkoming van waardes te ontgin. Die moontlike sukses van hierdie tipe van evaluasies mag dalk beter begrip ten opsigte van die inherente waardes in die VPO-stelsel bevorder.
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Smith, David Peter. "An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3020/.
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This thesis describes a practitioner led exploration carried out in two phases: Phase 1. A scoping (Delphi) study that explored the school-based provision in place to meet the needs of pupils experiencing special educational needs, the outcome of which guided the choice of focus of the second phase. The scoping (Delphi) study findings highlighted the importance of continuing professional development (CPD) suggesting that it will have an increasingly significant role to play in preparing schools for a future in which they will become increasingly responsible for identifying, assessing, meeting, monitoring and reviewing the needs of their pupils. Phase 2. An exploration (using a SENCo questionnaire and a senior management semi-structured interview schedule) of the CPD arrangements in place in primary schools in one local authority cluster. The thesis describes, in as much detail as the available resources and goodwill allowed, the CPD practices that existed within one local authority cluster and compares these with best CPD practices as described in the literature In addition to presenting a summary of best CPD practices, conclusions are drawn, and recommendations made, regarding: actions that schools in the sample cluster might wish to take to improve the efficacy of their CPD practices, actions that I can take to improve the efficacy of my own CPD practices, and actions that I can take to inform the CPD practices of those organisations, agencies and professionals with or for whom I work.
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Tham, Jakob. "Ska vila på vetenskaplig grund... : En studie om lärares förutsättningar för vidareutbildning." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-22817.
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In Based upon disciplinary foundation... – A study on teachers’ prerequisite for continuing pro- fessional development (CPD) I have examined the prerequisites that teachers in Nacka have for CPD, due to the new school law that states that all teaching must be based upon disciplinary foundation and proven experience. According to a recently published governmental report, as well as international research, not only structural aspects like time and financial compensation are crucial to whether teachers continue their development. Encouragement from the principal and colleagues are also a contributing factor; and not to mention those factors combined. There is a world wide shared consensus among educational researchers claiming that one very important piece in creating a successful school is having a well-educated and updated staff. By embracing that idea, in our new school law, there must also exist a platform where that idea can be implemented. The aim of this study is to find out to what extent teachers in Nacka are given prerequisites for continuing professional development, in other words carry out their assignment according to the law. This study is based upon two questionnaires sent to all primary school teachers in Nacka and their principals. What are the structural prerequisites that teachers in Nacka are given for CPD? Does principals encourage their staff to further CPD? Are their any local or regional plans regarding CPD? Do the teachers’ and the principals’ respective views regarding prerequisites for CPD correlate? The study showed that even though teachers and principals had similar views of the different prerequisites, principals did rate their strategies more positive than teachers valued them. It turned out that only one principal had a plan for how to make his or her teachers to continue their development. Maybe the teachers were not aware of their prerequisites; perhaps the principals overrated their offers. But what was clearly shown is that there is a lack of communication between the teachers and principals.
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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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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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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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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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Jones, Paul Mervyn. "School leadership for the 21st century : the professional development of the primary headteacher." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343359.
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Neary, Siobhan. "Constructing professional identity : the role of postgraduate professional development in asserting the identity of the career practitioner." Thesis, University of Derby, 2014. http://hdl.handle.net/10545/326291.
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The professional identity of career practitioners in the UK has become increasingly challenged in recent decades due to the influence of government policy and the dominance of work-based qualifications. Privatisation, multi-professional working and workforce realignment have all contributed to a reshaping of the career guidance professional. This research examines the views of a group of practitioners all undertaking continuing professional development (CPD) in the form of a postgraduate award. The participants were all UK based practitioners working in a career related role; all were either currently on programme, had completed or stepped off with an interim award within a masters programme. The research explored practitioners’ views at a time of significant upheaval, of themselves as professionals, their professional identity and the extent to which postgraduate CPD contributed to this. The research utilised a case study approach employing document analysis, questionnaire, in-depth interviews and narrative biographies. These tools were specifically selected to enable sequential analysis of data allowing findings from each stage to be rigorously tested out by the next research tool. Applications from potential students were initially analysed helping to establish motivation for undertaking a programme of this type, an on-line survey explored practitioners views of themselves as professionals, motivation for postgraduate study and potential outcomes for themselves, their organisation and their profession. In-depth interviews and narrative biographies provided a voice allowing participants to explore their personal journey with their studies and how this engagement contributed to the establishment, maintenance or enhancement of their practitioner professional identity. Continuing professional development was classified as consisting of three types, operational, experiential and formal. Findings suggested participants predominantly valued formal CPD with operational being perceived as only meeting employer contractual compliance. Postgraduate level CPD contributed to professional identity through engagement with reflection, theory, policy and academic study. Ethics and client focus were central to the professional identity of the career practitioner. Postgraduate study was perceived to empower practitioners and to contribute to the professionalisation of the sector and give parity with other public sector professions. The research contributes to both the limited body of knowledge addressing professional identity within the career guidance context and discourse addressing professionalisation of new professions. It offers a shared professional perspective that can inform the evolving policy debate aiming to professionalise the career and allied workforces. The research offers a unique insight into a profession in transition and the voice of practitioners who have experienced successive waves of government policy, which has been often internalised as de-professionalisation.
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Dotan, Gabriella. "Factors affecting participation in CPD activities : the case of public librarians in Israel." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/33076.
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The main purpose of the study was to produce a model that will elucidate the relationships among a number of variables associated with employees' participation in activities of continuing professional development (CPD). The study specifically aimed to explore public librarians' motivation for participation in CPD and to investigate the interest generated by various topics and types of CPD. A subsidiary purpose was to examine work environment factors and management policies and practices impinging on public librarians' CPD. The model hypothesised that perceptions about the applicability of new skills and motivational orientations influenced employees' updating behaviour through the mediation of educational interest. The study used two research methodologies: a survey of public librarians, by means of questionnaires; and semi-structured interviews with 22 library officials and policy-makers. A response rate of 73 percent yielded 303 valid questionnaires. Data were analysed through various statistical and qualitative analyses. In addition, path analysis was used to examine two causal models of participation in CPD activities. The results suggested that the perception of the applicability of new skills was significantly correlated to all motivational factors and with most educational interest factors, particularly to IT skills. Most deterrent factors were negatively correlated with educational factors, indicating that the perception of deterrents stifled the interest in virtually every topic. The study revealed a serious mismatch between librarians' motivations and perceptions of deterrents to participation in CPD activities, on the one hand, and library directors' opinions regarding librarians' motivations and constraints, on the other. Several recommendations are made to advance employees' professional development. Ways were suggested to strengthen the collaboration between state and local initiatives that could encourage librarians to engage in lifelong, planned, professional development.
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Crocker, Judith Leslie. "Continuing professional development and curriculum development: enhancing teacher satisfaction andcommitment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35339883.
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Roberts, Anne Elizabeth. "Occupational therapists' thinking and its development following continuing professional development." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394337.
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Arunachallam, Sathasivan. "The development of a model for continuing professional development for professional nurses in South Africa." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2377.
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Philosophiae Doctor - PhDComparative analysis of the CPD systems internationally and nationally revealed that CPD is mandatory for some whilst for other countries it is compulsory, but not mandatory for licensing purposes. Licensing occurs on a yearly basis, but CPD recognition is accredited over a time period with expiry deadlines and minimum requirements. A portfolio was a common method of recording and proof of evidence for CPD, and a continuous theme was that CPD is needed to ensure competency. The Nursing Act 33 of 2005 makes provision for CPD for nurses but to date the South African Nursing Council has not yet decided on a model of CPD for implementation for SA nurses.
South Africa
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Brown, Julie Miller. "Professional Development| The Teacher's Perspective." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.
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The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district.
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Crocker, Judith Leslie. "Continuing professional development and curriculum development enhancing teacher satisfaction and commitment /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35339883.
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Jimenez, Marleny. "In-service teacher training : policy and practice with particular reference to the United Kingdom." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/548.
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This research explores the course of and teachers' access to In-service Training (INSET), principally in the United Kingdom (England and Wales), and to a minor extent in Colombia. Within the UK context, a first focus concerns the history, developing theories and policies behind the Continuing Professional Development (CPD) of teachers. It concentrates especially on the period after the Educational Reform Act (ERA) 1988 and the introduction of the National Curriculum (NC). A second focus targets cases in various regions, at both, institutional (Local Education Authorities (LEAs), schools, etc) and individual (advisers, etc) levels. It explores how INSET works in practice. A multi-method approach consisting of questionnaires, interviews, observation and documentary analysis help to give a detailed picture of the situation of INSET/CPD for teachers (e. g., Modem Foreign language, and other subject areas. ) during the period covered by this research (1995-1999). The institutions (e. g. LEAs, etc. ) as providers of INSET, and the schools and teachers as clients of the service makes the relationships between providers, clients, and the Central government a principal theme. Some relevant issues arose from this, e. g., some implicit tensions between LEAs and University Departments of Education (UDES) as competitors in the provision of INSET. Some apprehension was also identified among some of the providers of the service (e. g., LEAs and HEI especially)) concerning the Teacher Training Agency's (TTA) administration and INSET, etc. Also, teachers appeared to feel threatened by strict regulations and surveillance as a consequence of the NC and the ERA 1988. The findings show, among other things, an increasing number of opportunities for teachers' access to INSET in the UK. Parallel to this, the profession faces some diminished local flexibility regarding allocation, funding, and actual provision of CPD, given that the indicators and criteria are sometimes established at a distance, e. g., by the TTA, or by the politicians. Teachers' freedom to determine their own preferred INSET has been progressively limited by bureaucratic and financial constraints, which allow for rare secondment and little sponsorship to undertake award bearing courses. On the other hand, a more school-based training has become available. This important development, however, can put teachers, middle and senior management in schools under pressure due to a lack of funding, heavy workloads, lack of professional input from outside speakers, etc. SBI can leave them out of context (e. g., scientific knowledge and advances as schools do not deal with this focus themselves. The thesis concludes with a brief discussion of the situation of INSET in Colombia after the 4 latest reforms occurredi n the last decade. Somep ossiblef uture developmentsfo r INSET are derived by implication from the UK study and will be possibly implemented at two different stages and levels through top-down (T), bottom-up (B), and interactional (I) modes, i. e., a possible Colombian Teacher Training Agency (TTA), and the structural reform of the Office for Enrolment and Promotion (OFEREP) towards a General Teaching Council (GTC) at a first stage; a widespreadi ntroduction of School-basedIN SET (SBI) coupled with an emerging developmental( bottom-up (B)) mode of INSET involving AR, at a second stage. Discussion of these proposals takes account of difficulties of adaptation and cultural transfer.
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Devlin, Linda. "Higher education partnerships for continuing professional development in education." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.
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Wood, Patricia Lynn. "Continuing professional development of nurse lecturers : a case study." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631245.
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Ashton, Jill. "Continuing education : study of the professional development of therapists." Thesis, University of Essex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306088.
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Crawford, Karin. "Continuing professional development in higher education : voices from below." Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/2146/.
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The purpose of this research is to further understanding of faculty-based academics’ views on what influences their understandings, behaviours and attitudes towards their continuing professional development. Informed by critical realist ontology, it is argued that it is necessary to explore academics’ understandings and accounts of professional development in their practice context in order to gain a better understanding of the complexity and differential practices that underlie professional development in academia. In doing so, the research addresses the current under-representation in the literature of the voices of faculty academics about what influences their approaches to professional development. The data collection was carried out during the academic year 2007-8, using a qualitative multi-case study approach. Methods included semi-structured, narrative interviews with academics, more structured interviews with ‘key informants’ and examination of relevant institutional documents. Findings from this research have enabled new themes and areas for reflection to emerge about the constraints and enablements academics perceive in respect of their professional development. In particular, themes such as issues of interpretation and meaning; concepts of professional status and academic values; misaligned initiatives and priorities; the influence of supportive networks; and emergent personal, individual concerns have surfaced. The conclusion is drawn that the significance of agency raises the importance of opening the debate and responding to the ‘voices from below’.
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Maesaroh, Imas. "Education and continuing professional development for Indonesian academic librarians." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/77.
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Indonesia has a rapidly developing higher education system, but previous evidence suggests that it is inadequately served by academic libraries and librarians. This research sets out to examine this phenomenon in light of Indonesia status as a developing nation with a history of recent improvements in higher education. Despite the injection of additional funding the impact has yet to be felt in terms of the role or status of the academic library services and librarians.The particular focus of the research is on the skills and abilities of academic library staff. This issue examined in terms of the emerging roles required of academic librarians, and the subsequent changes to formal library and information science (LIS) education and continuing professional development (CPD) that are necessary in order to equip academic librarians with the skills and abilities they require.The study addresses the following research question: What changes are needed to the education and continuing professional development of Indonesian academic librarians to optimize the development and delivery of academic library services?To answer this research question, the project addresses the following objectives: a. Assess the current and required level of education qualifications of librarians working in Indonesian academic libraries. b. Assess the current and required level of continuing professional development of librarians working in Indonesian academic libraries. c. Analyze the perception of Indonesian academic librarians regarding their role in developing library services and in supporting academic quality. d. Analyze the perception of university and library managers in Indonesian higher education about the current and future role of academic librarians. e. Assess the role of education and continuing professional development in the delivery of services by Indonesian academic libraries, when compared to other factors in the development of those services. f. Develop recommendations to improve the effectiveness of library and information science education in Indonesia and its support of the country’s academic library services.The methodologies used include an extensive quationnaire survey of librarians and library managers working in Indonesian public universities. Both questionnaires are based on recent similar Australian surveys in order to provide comparable data to a fully developed higher education and academic library system. In addition, interviews were conducted with twenty-two participants, consisting of academic lirarians, academic library managers, university managers, heads of LIS schools and heads of relevant professional associations.The outcome consists of a series of thirteen recommendations aimed at transforming the Indonesian LIS education and CPD for academic librarians. The recommendations include consideration of the minimum formal education requirements for Indonesian academic librarians, the need to extend access to education by the use of distance learning, and the role of the Indonesian Librarians Association (Ikatan Pustakawan Indonesia).
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Hobbs, Lisa Rose. "Australasian paramedic attitudes and perceptions about continuing professional development." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134081/1/Lisa%20Rose%20Hobbs%20Thesis_Redacted.pdf.
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This study utilised constructivist grounded theory to explore the attitudes, engagement and perception of current Australasian paramedics in relation to CPD. The study found paramedics have not significantly modified their engagement in CPD/LLL despite professional registration. There is, however some confusion surrounding what constitutes CPD. Furthermore, education appears to be a new form of hierarchical stigmatisation within the paramedic culture. The study facilitated the creation of a framework of paramedic CPD, which includes CPD models; PDP; reflective practices; and LLL. The framework acknowledges professional, industrial, social, personal, political, organisational and economic factors which influence or change paramedic engagement in CPD.
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Kyeongsoon, Kim. "Science teachers' professional learning in the context of a continuing professional development course." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020763/.
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Teachers' professional development has been one of the crucial aspects of educational change to make a difference to students' learning. Teacher development involves various conditions for learning and a complex interrelationship between the learning conditions. Numerous factors influencing teacher development have been identified and most of them are dependent on an individual teacher's learning conditions. While each teacher's conditions are different from another's, differentiated approaches have been little considered in continuing professional development (CPD) courses. This research examined how science teachers learn in the context of attending a CPD course. The research focused on two science CPD courses that took place in the Science Learning Centre London in 2006. Five types of data were collected including video-recording of the courses, face-to-face interviews, questionnaire surveys, documentation of the course details, and the mid-course tasks. An analytical framework is developed focusing on the interrelationship between the teachers, their schools and the CPD courses. This study confirms that teachers' professional developr ent is an outcome of the interaction between teachers' individual resources a. Id surrounding learning conditions. Teachers' professional backgrounds and contexts determine their needs, and school culture and policy influences the effectiveness of teacher learning. The research reveals that teachers differ in the value they place on a CPD course, and the courses have limited impact on teachers when teachers' needs are not effectively addressed. The lack of time and insufficient support in school are also identified as major obstacles against teachers' professional development while school culture and policy play a critical role in teacher development. This thesis offers implications for CPD programme providers to facilitate effective professional development courses.
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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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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.
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Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.
My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.
The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.
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Knight, Stephen. "An incremental approach to continuing professional development for registered nurses." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/13551/.
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Alam, Mehmood. "Investigating the effectiveness of continuing professional development in project management." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506590.
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Chen, Hsin-Heng. "Physical education teachers career and continuing professional development in Taiwan." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10179.
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This study investigates physical education (PE) teachers careers and professional development in the context of Taiwanese junior high schools (pupils aged 12-14), where a national educational reform the Grade 1-9 Curriculum was launched in 2001. In particular, from teachers perspectives, this study addresses questions about (1) how and why selected Taiwanese PE teachers engage in professional learning over their careers; (2) the impact of the introduction of a new curriculum and policies; (3) ways in which professional learning could be supported more effectively. Eight case study PE teachers, who simultaneously worked as local coordinators, were invited as participants. Life history method was followed by data analysis using constructivist grounded theory to generate findings at three levels: individual life histories, cross-case themes and a theoretical framework. In addition, the process of data analysis, both manually and using a popular software package, is critically compared. The findings suggest that teachers beliefs about professional development were closely connected to their individual career histories, and these were influenced by a set of personal and contextual factors in relation to their professional lives. Moreover, despite a major government curriculum reform, the implementation of the new curriculum resulted in very little change to these teachers practices, because: (1) the curriculum guidelines were very flexible and were difficult for teachers to fully understand; and (2) there was a lack of evaluation of, or accountability for, teachers practices. This study suggests that the Taiwanese government s aspirations for radical changes to teachers practice (both teaching and learning) are more likely to be realised by ensuring that policies and the new curriculum are based on a more realistic understanding of teachers lives and careers.
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Kiemle, Gundi. "Reflective practice and continuing professional development among qualified clinical psychologists." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:6695.
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Reflective Practice (RP) and Continuing Professional Development (CPD) have become key concepts in the post-qualification education and training of healthcare professionals, linked to maintaining and improving competence and fitness to practice in a modernised health service. There is little empirical research about this in relation to clinical psychologists. This qualitative study explored how clinical psychologists experience RP and CPD and apply this to their professional practice. A focus group generated the topics for 16 semi-structured interviews with a diverse range of qualified clinical psychologists practising in a Strategic Health Authority Region in England. Using Interpretative Phenomenological Analysis, four higher-order themes and associated sub-themes emerged: (1) clinical psychologists as reflective practitioners, including the understanding of reflection, influences on development, and reflection and professional identity; (2) the reflective space, including supervision, enablers and obstacles in reflective practice; (3) functions of CPD and reflection, including quality and enhanced service provision, safety and clinical governance, and professional requirements; and (4) linking reflection and CPD, including the link between reflection and action, reflective practice as CPD, and CPD and life-long learning. Seven second interviews were conducted for member-validation, and a final focus group was convened for triangulation and validation of the thematic analysis. The findings are related to the existing literature, and to learning theory and attachment theory. The relevance of this research is discussed in relation to clinical psychology practice and the implications for training and CPD. The importance of the present findings to the issue of the professional identity of clinical psychologists is outlined, and suggestions for future research are proposed.