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Journal articles on the topic 'Professional and faculty development'

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Published: 4 May 2024

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1

Grahame Moore, Michael. "Editorial: Faculty Professional Development." American Journal of Distance Education 20, no. 2 (June 2006): 61–63. http://dx.doi.org/10.1207/s15389286ajde2002_1.

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Davis, David A., William F. Rayburn, and Gary A. Smith. "Continuing Professional Development for Faculty." Academic Medicine 92, no. 8 (August 2017): 1078–81. http://dx.doi.org/10.1097/acm.0000000000001777.

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3

Willard-Traub, M. K. "Writing Program Administration and Faculty Professional Development: Which Faculty? What Development?" Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 8, no. 3 (October 1, 2008): 433–45. http://dx.doi.org/10.1215/15314200-2008-004.

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Groccia, James E., Andrew R. Gillespie, Jennifer L. Mason, and Kalani A. Long. "International perspectives on faculty professional development." New Directions for Teaching and Learning 2022, no. 169 (March 2022): 9–20. http://dx.doi.org/10.1002/tl.20479.

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Groccia, James E., Andrew R. Gillespie, Jennifer L. Mason, and Kalani A. Long. "International perspectives on faculty professional development." New Directions for Teaching and Learning 2022, no. 169 (March 2022): 9–20. http://dx.doi.org/10.1002/tl.20479.

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Shahid, Amena, and Shahid M. Azhar. "Sketching Effective Faculty Professional Development Framework." Asian Journal of Business Management 6, no. 2 (May 15, 2014): 118–23. http://dx.doi.org/10.19026/ajbm.6.5336.

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7

Garson, Kyra, Emma Bourassa, and Todd Odgers. "Interculturalising the curriculum: faculty professional development." Intercultural Education 27, no. 5 (September 2, 2016): 457–73. http://dx.doi.org/10.1080/14675986.2016.1240506.

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8

Glowacki-Dudka, Michelle, and Michael P. Brown. "Professional Development through Faculty Learning Communities." New Horizons in Adult Education and Human Resource Development 21, no. 1-2 (January 4, 2007): 29–39. http://dx.doi.org/10.1002/nha3.10277.

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Elçi, Alev, Hüseyin Yaratan, and A. Mohammed Abubakar. "Multidimensional Faculty Professional Development in Teaching and Learning." International Journal of Technology-Enabled Student Support Services 10, no. 1 (January 2020): 21–39. http://dx.doi.org/10.4018/ijtesss.2020010102.

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Higher educational institutions exert great effort to improve educational quality and effectiveness to cope with digital challenges in education. The impact of COVID-19 on education highlighted the importance of the achievement of sustainability in higher education. To overcome many of these challenges, faculty members need sustained professional development infrastructure embracing individual and institutional dimensions for enhancing educational qualifications. In this study, a quantitative method was employed to explore goals, individual needs, and institutional expectations of faculty in an international university in a developing country. The obtained survey data were analyzed using descriptive and non-parametric statistics (i.e., Kendall's coefficient of concordance, Kruskal–Wallis test, and Mann–Whitney U test). The findings demonstrate that the preferred goals of the faculty are found as developing skills in disciplinary knowledge, teaching and learning, and research. To achieve these goals, they favor certain capacity building activities and support services. Findings reflect the faculty's positive attitude towards multidimensional development, thus opening up to the global knowledge-based community. This study contributes to the existing literature as a pilot study to identify that faculty professional development needs are in line with student academic support.
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Gratch Hoyle, Amy. "Faculty Development: Fostering the Professional Growth of Teacher Education Faculty." Journal of Modern Education Review 6, no. 3 (March 15, 2016): 147–60. http://dx.doi.org/10.15341/jmer(2155-7993)/03.06.2016/001.

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11

Fink, Dee. "Junior Faculty: Their Needs and Professional Development." HortScience 30, no. 4 (July 1995): 751E—751. http://dx.doi.org/10.21273/hortsci.30.4.751e.

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This presentation will summarize research on the characteristics and needs of junior faculty in North America. Following this will be a description of practices that various institutions, department chairs, and new faculty themselves are using to assist new faculty. The general perspective is that this is a critical time in the careers of faculty members, one that will have a major influence on their research and teaching activities for a long period of time.
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Yadav, Binod Kumar. "Professional Development Programmes: Practices and Impacts." KMC Journal 6, no. 1 (January 31, 2024): 210–25. http://dx.doi.org/10.3126/kmcj.v6i1.62342.

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Professional programmes like trainings, workshops, symposiums, conclaves, conferences, and similar development opportunities play a significant role in enhancing faculty professional skills and ultimately nurturing quality ecology within an institution. This study attempted to analyze the practice of such programmes during the last five years at J S Campus Lahan, Siraha, how they have been practically prioritized by the faculty members and this institution, and what impacts are being observed so far. It applied the mixed research design and the sample of study included faculty members, RMC coordinator, and Heads of the institution. The data from them were collected through interview and questionnaire, and also from the RMC/administrative records about the programme practice and the graduate products. The analysis was developed discussing the nature of the programmes, their occurrences, participation of the faculty, and the impacts on the faculty performance and the institution as well. The results showed that such programme practice was good but its products revealed the worst, an action to be considered soon. Finally, some initiatives are recommended for healing such a bizarre research scenario with this leading institution of Madhesh Province.
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13

Shiddike, Mohammad Omar, and Asif Ali Rahman. "Engaging Faculty in Professional Development: Lessons From Bangladesh." Journal of Educational and Developmental Psychology 9, no. 2 (September 23, 2019): 124. http://dx.doi.org/10.5539/jedp.v9n2p124.

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Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.
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14

Fink, L. Dee. "Junior Faculty: Their Needs and Professional Development." HortScience 32, no. 1 (February 1997): 39–43. http://dx.doi.org/10.21273/hortsci.32.1.39.

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15

Macdonald, R. Heather, Diondra DeMolle, Lynsey E. LeMay, Alyssa M. MacDonald, Shannon M. Othus‐Gault, and Sean Tvelia. "Leadership journeys: Impacts of faculty professional development." New Directions for Community Colleges 2022, no. 199 (June 30, 2022): 119–32. http://dx.doi.org/10.1002/cc.20528.

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16

Place, Nick T., and Steve Jacob. "Stress: Professional Development Needs Of Extension Faculty." Journal of Agricultural Education 42, no. 1 (March 2001): 96–104. http://dx.doi.org/10.5032/jae.2001.01096.

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17

Steinert, Yvonne, Patricia S. O’Sullivan, and David M. Irby. "Strengthening Teachers’ Professional Identities Through Faculty Development." Academic Medicine 94, no. 7 (July 2019): 963–68. http://dx.doi.org/10.1097/acm.0000000000002695.

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18

Ziedonis, Douglas, and Mary S. Ahn. "Professional Development for Clinical Faculty in Academia." Psychiatric Clinics of North America 42, no. 3 (September 2019): 389–99. http://dx.doi.org/10.1016/j.psc.2019.05.009.

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19

Beth Mathews, Mary. "Professional and Faculty Development: Options and Opportunities." Journal of Continuing Education in Nursing 35, no. 1 (January 1, 2004): 17. http://dx.doi.org/10.3928/0022-0124-20040101-07.

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Kaza, Stephanie, Lisa Watts Natkin, and Tarah Rowse. "Developing sustainability leadership through faculty professional development." Journal of Environmental Studies and Sciences 6, no. 2 (October 6, 2015): 437–44. http://dx.doi.org/10.1007/s13412-015-0330-0.

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21

Huston, Therese, and Carol L. Weaver. "Peer Coaching: Professional Development for Experienced Faculty." Innovative Higher Education 33, no. 1 (October 26, 2007): 5–20. http://dx.doi.org/10.1007/s10755-007-9061-9.

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22

Donnelli-Sallee, Emily, Amber Dailey-Hebert, and B. Jean Mandernach. "1: PROFESSIONAL DEVELOPMENT FOR GEOGRAPHICALLY DISPERSED FACULTY." To Improve the Academy 31, no. 1 (June 2012): 3–19. http://dx.doi.org/10.1002/j.2334-4822.2012.tb00670.x.

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23

Ryan, Carol C. "Professional development and training for faculty advisers." New Directions for Teaching and Learning 1995, no. 62 (1995): 35–42. http://dx.doi.org/10.1002/tl.37219956207.

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24

Behar-Horenstein, Linda S., Gail Schneider-Mitchell, and Randy Graff. "Faculty Perceptions of a Professional Development Seminar." Journal of Dental Education 72, no. 4 (April 2008): 472–83. http://dx.doi.org/10.1002/j.0022-0337.2008.72.4.tb04512.x.

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25

Burdick, Dakin, Tim Doherty, and Naomi Schoenfeld. "Encouraging Faculty Attendance at Professional Development Events." To Improve the Academy 34, no. 1-2 (June 2015): 367–405. http://dx.doi.org/10.1002/tia2.20019.

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26

Baird, Becky M., Joy Don Baker, and Elizabeth I. Merwin. "Faculty Professional Development Strategies Supporting Increased Scholarship." Journal of Continuing Education in Nursing 54, no. 3 (March 2023): 121–29. http://dx.doi.org/10.3928/00220124-20230214-07.

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27

Sharma, Payal, and Jagwinder Singh Pandher. "Teachers’ professional development through teachers’ professional activities." Journal of Workplace Learning 30, no. 8 (October 15, 2018): 613–25. http://dx.doi.org/10.1108/jwl-02-2018-0029.

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Purpose This study aims to identify various teachers’ professional activities (TPAs) and classify these TPAs according to their relative importance for the professional development of teachers. Design/methodology/approach The systematic review of the literature had been conducted to identify various TPAs in the institutions. Later, an empirical research had been conducted through confirmatory factor analysis using AMOS 20.0 to classify these TPAs according to their relative importance using the natural gap in standardized beta (β) values. In total, 96 administrators of 35 technical institutions of Punjab (India) offering engineering and management programs and 93 veteran educational experts had responded in a field survey. Findings The results of the study identified eight TPAs and further revealed that “regular self-assessment,” “adopting a creative problem-solving approach” and “developing deep commitment to make the difference” qualify among the “most important” activities for the professional enhancement of the faculty. Originality/value The study highlights different TPAs that they must establish, raise, promote, encourage and organize for their development. The study further classifies different activities according to their relative importance. The institute can evaluate their resources, budgets and efforts according to the relative importance of such activities. The classification of TPAs would help faculty to increase their efficacy.
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28

Minter, Robert L. "The Paradox Of Faculty Development." Contemporary Issues in Education Research (CIER) 2, no. 4 (January 10, 2011): 65. http://dx.doi.org/10.19030/cier.v2i4.1073.

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This paper explores the weaknesses in university faculty development efforts when compared with corporate professional development practices. Suggestions are offered to think of faculty development as a process rather than as isolated development activities.
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29

Hall, Leigh, and Leslie Burns. "Identity Development and Mentoring in Doctoral Education." Harvard Educational Review 79, no. 1 (March 30, 2009): 49–70. http://dx.doi.org/10.17763/haer.79.1.wr25486891279345.

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In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors. For this reason, Hall and Burns argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers, and they believe that formal curriculum designs can be used more intentionally to help students and faculty understand the roles identity plays in professional development and to make doctoral education more equitable.
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30

C. Ampo, Richard. "STRATEGIC DEVELOPMENT PLAN OF SELECTED STATE UNIVERSITIES AND COLLEGES (SUCS) IN CALABARZON: AN EMERGING PROCESS FOR FACULTY DEVELOPMENT PROGRAM." International Journal of Advanced Research 8, no. 11 (November 30, 2020): 315–23. http://dx.doi.org/10.21474/ijar01/12013.

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The qualifications and the competencies of the faculty is a stronghold in bringing up the quality of education in the tertiary level. Hence, this study looks through in-depth analysis the provisions in the Strategic Development Plan (SDP), focus on Faculty Development. Thus, the result becomes an outlined process for recommendation in the formulation of an action plan in the institutional level vis-Ã -vis faculty development program.Descriptive survey method was employed in this study to determine the perception of the respondents on the existence of the provisions in the Strategic Development Plan of 5 SUCs in CALABARZON, Region IV-A. Results of the study showed that all the indicators of SDP-planning, finance, management intervention, leadership focus, and learning opportunities, were perceived highly observable in connection with faculty professional development and faculty skills improvement. Likewise, findings revealed highly significant relationship among the variables under consideration. Pertinent to the outcomes of the study, teachers in higher education should enhance their professional discipline, which include interpersonal and social skills, professional growth, management and leadership abilities, as well as paralegal knowledge. It is therefore necessary to strengthen SDP comprehensively with a collaborative efforts of higher school officials and faculty to achieve the targeted goals of the SUCs towards better student learnings resulting to global-quality graduates.As to the findings of the study, it was concluded that the provisions contained in the Strategic Development Plan have significant relationship with faculty professional development and faculty skills improvement. With this finding, the null hypothesis stated as there is no significant relationship between the universitys SDP and faculty professional, faculty skills development is partially sustained.
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31

Pierre, Absalon, Marie Christelle Calixte, Kelly Moore, J. C. Bunch, Rosalie Koenig, Lemâne Delva, and T. Grady Roberts. "Haitian Agricultural Faculty Preparation for Their Academic Roles." Journal of International Agricultural and Extension Education, no. 1 (May 15, 2018): 24–38. http://dx.doi.org/10.5191/jiaee.2018.25103.

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Food insecurity is widespread in Haiti. The tertiary agriculture institutions have the great challenge of educating the future professionals who will help in meeting the growth needs of the Haitian agriculture sector. The extent that faculty are prepared for the teaching roles is unknown. This study examined this topic using a basic qualitative study that consisted of interviews with 37 lecturers working at five leading agricultural universities in Haiti. Data were analyzed using a basic thematic analysis. Results revealed the majority of participants generally felt well-prepared for their academic roles. The institutional climate for professional development is variable across the universities represented by the participants of this study. Incentives for participating in professional development were primarily intrinsic. There were 56 specific topics suggested by participants for professional development trainings.
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32

Salk, Kateri R., LeighAnn Tomaswick, and Allison R. Rober. "Peer Mentoring: the Missing Piece in Graduate Professional Development." Fine Focus 5, no. 1 (October 15, 2019): 15–21. http://dx.doi.org/10.33043/ff.5.1.15-21.

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Many academic institutions offer professional development programs to prepare graduate students to meet the changing expectations of science, technology, engineering, and mathematics (STEM) faculty. Peer mentoring is not widely adopted in graduate professional development, yet incorporating this approach can better facilitate the transition from graduate student to faculty member. Using evidence from experience as peer mentors (2011-2017), we examine established characteristics of peer mentoring and evaluate their strengths in the context of a future faculty professional development program. Peer mentors coached mentees by sharing common experiences related to teaching and learning, provided a safe space for mentees to discuss their experiences, and acted as a liaison between mentees and faculty advisors. These benefits translate into increased competency for future faculty to engage in research, teaching, and mentoring.
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Abdulmoslah Al-bidawi, Sultanah. "EFL Faculty Members’ Professional Development: Beliefs and Suggestions." Journal of Modern Education Review 5, no. 10 (October 15, 2015): 970–77. http://dx.doi.org/10.15341/jmer(2155-7993)/10.05.2015/005.

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34

Bailey, Jean M., Kenneth Warren Foster, Katherine Henderson, Lauren E. Powell, and Elizabeth Ripley. "Aligning faculty development with competencies for professional growth." Medical Teacher 43, no. 8 (June 2, 2021): 900–901. http://dx.doi.org/10.1080/0142159x.2021.1929902.

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Kausar, Rukhsana. "Mentoring for Professional Development: Experiences of University Faculty." Pakistan Social Sciences Review 5, no. II (June 30, 2021): 155–69. http://dx.doi.org/10.35484/pssr.2021(5-ii)13.

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36

McDonald, Betty. "Student evaluation of teaching enhances faculty professional development." Revue internationale des technologies en pédagogie universitaire 10, no. 3 (2013): 57. http://dx.doi.org/10.7202/1035579ar.

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37

Turner, Mark A. "Tax Consequences of Faculty Leaves for Professional Development." College Teaching 36, no. 4 (November 1988): 149–52. http://dx.doi.org/10.1080/87567555.1988.10532137.

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38

Whitelaw, Cheryl, Myrna Sears, and Katy Campbell. "Transformative Learning in a faculty Professional development Context." Journal of Transformative Education 2, no. 1 (January 2004): 9–27. http://dx.doi.org/10.1177/1541344603259314.

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Chue, Shien. "Professional learning communities for enhancing faculty development initiatives." Medical Teacher 38, no. 12 (September 7, 2016): 1288. http://dx.doi.org/10.1080/0142159x.2016.1228868.

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40

Hettich, Paul I. "Professional Development in Great Britain without Faculty Exchange." Teaching of Psychology 21, no. 3 (October 1994): 181–83. http://dx.doi.org/10.1177/009862839402100317.

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The literature on faculty exchange with Great Britain demonstrates its value for professional development, but an exchange may not be possible or desirable. This article summarizes a semester-long sabbatical leave that involved part-time teaching, library research, visits to several British universities, and attendance at a British Psychological Society conference. Resources and practical considerations are discussed.
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Hettich, Paul I. "Professional development in Great Britain without faculty exchange." Teaching of Psychology 21, no. 3 (October 1994): 181–83. http://dx.doi.org/10.1207/s15328023top2103_16.

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Hahn, Trudi Bellardo, and June Lester. "What do LIS faculty need for professional development?" Proceedings of the American Society for Information Science and Technology 47, no. 1 (November 2010): 1–2. http://dx.doi.org/10.1002/meet.14504701439.

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43

McKee, C. William, Mitzy Johnson, William F. Ritchie, and W. Mark Tew. "Professional Development of the Faculty: Past and Present." New Directions for Teaching and Learning 2013, no. 133 (March 2013): 15–20. http://dx.doi.org/10.1002/tl.20042.

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Bendickson, Mary, and Karen Griffin. "An approach to a faculty professional development seminar." New Directions for Community Colleges 2010, no. 152 (December 2010): 25–32. http://dx.doi.org/10.1002/cc.424.

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Hope, Joan. "Support faculty at all stages through professional development." Dean and Provost 20, no. 3 (October 27, 2018): 12. http://dx.doi.org/10.1002/dap.30522.

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46

Raqib, A. B. M. Ahasan, Rayhan Ara Zaman, and Md Wahiduzzaman. "Status of Faculty Professional Development Entities in Bangladeshi Universities: Insights from Professional Development Managers." Teacher’s World: Journal of Education and Research 49, no. 1 (April 3, 2024): 187–203. http://dx.doi.org/10.3329/twjer.v49i1.70269.

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Several professional development centres have been established to develop the pedagogical knowledge and research skills of university faculty members in Bangladesh. Most professional development (PD) centres offer a wide range of training and workshop programs, mostly to early career academics. These typically involve group workshops and transmitting knowledge about how to do things. This study reports the status of professional development agencies, highlighting the purpose of the centres, how they work and the challenges professional development centres face in conducting PD activities. A qualitative research approach has been followed to serve the purpose of the study. Two different data collection instruments were developed; a document review guideline and a one-to-one interview protocol were developed. Findings indicate that most PD centres are actively running their activities under dynamic leadership. PD offerings are primarily voluntary, workshop based, and related to pedagogy and research. However, teachers are reluctant towards the sessions. The study recommends foundation training for faculties linked with promotion, increment, incentives, and other facilities; allocating sufficient budget for the centre, full-time dedicated PD managers who establish active networks with foreign universities, university administration, faculties and resource persons. Teacher’s World: Journal of Education and Research, 49 (1), 187-203
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Donaldson, Joseph L., Donna L. Graham, Shannon Arnold, Lisa K. Taylor, and K. S. U. Jayaratne. "Extension Education Trends and Research Needs: Views from Professionals and Faculty." Journal of Agricultural Education 63, no. 3 (September 30, 2022): 73–82. http://dx.doi.org/10.5032/jae.2022.03073.

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This study sought to understand Extension Education's trends and research needs as perceived by members of the American Association for Agricultural Education (AAAE) and Joint Council of Extension Professionals (JCEP) by comparing and contrasting findings from questionnaires using open-ended questions. Both groups identified changing technology and new audiences as key trends requiring Extension to adapt, and JCEP respondents noted makers and entrepreneurs as prominent new audiences. For Extension Education research needs, both groups prioritized research to heighten professional development among Extension professionals. JCEP respondents desire Agricultural and Extension Education (AEE) Departments to lead research in Extension administrative leadership. On the contrary, AAAE respondents prioritized Extension program evaluation research. Regarding Extension professional development, JCEP respondents identified program planning and evaluation, but AAAE respondents named research methods as prioritized needs. JCEP respondents prioritized practical experiences in Extension Education college courses, and AAAE members reported some internships, practicums, and experiential learning in their AEE curriculum. The results have implications for AEE Departments in planning professional development for Extension professionals and college instruction producing Extension-career-ready graduates. Recommendations emphasize the need to coordinate college curriculum and professional development and to prepare students for Extension careers.
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48

Wallin, Desna L. "MOTIVATION AND FACULTY DEVELOPMENT: A THREE-STATE STUDY OF PRESIDENTIALPERCEPTIONS OF FACULTY PROFESSIONAL DEVELOPMENT NEEDS." Community College Journal of Research and Practice 27, no. 4 (April 2003): 317–35. http://dx.doi.org/10.1080/713838142.

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49

Robboy, Stanley J., and Roger McLendon. "Structured Annual Faculty Review Program Accelerates Professional Development and Promotion." Academic Pathology 4 (January 1, 2017): 237428951668947. http://dx.doi.org/10.1177/2374289516689471.

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This retrospective observational study on faculty development analyzes the Duke University Pathology Department’s 18-year experience with a structured mentoring program involving 51 junior faculty members. The majority had MD degrees only (55%). The percentage of young women faculty hires before 1998 was 25%, increasing to 72% after 2005. Diversity also broadened from 9% with varied heritages before 1998 to 37% since then. The mentoring process pivoted on an annual review process. The reviews generally helped candidates focus much earlier, identified impediments they individually felt, and provided new avenues to gain a national reputation for academic excellence. National committee membership effectively helped gain national exposure. Thirty-eight percent of the mentees served on College of American Pathologists (CAP) committees, exponential multiples of any other national society. Some used CAP resources to develop major programs, some becoming nationally and internationally recognized for their academic activities. Several faculty gained national recognition as thought leaders for publishing about work initiated to serve administrative needs in the Department. The review process identified the need for more protected time for research, issues with time constraints, and avoiding exploitation when collaborating with other departments. This review identified a rigorous faculty mentoring and review process that included annual career counseling, goal-oriented academic careers, monitored advancement to promotion, higher salaries, and national recognition. All contributed to high faculty satisfaction and low faculty turnover. We conclude that a rigorous annual faculty review program and its natural sequence, promotion, can greatly foster faculty satisfaction.
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50

Tulo, Ninez B., and Jiyoung Lee. "Continuing Professional Development of the Teacher Education Faculty among Philippine State Universities and Colleges." International Journal of Learning, Teaching and Educational Research 21, no. 6 (June 30, 2022): 324–44. http://dx.doi.org/10.26803/ijlter.21.6.19.

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Continuing professional development (CPD) is widely regarded as extremely important in a university's life, contributing to both professional and personal development and improving teaching and learning. This study looks at the CPD availed by the teacher education faculty, their motives for doing so, and the challenges they have faced in CPD programmes. The researchers designed a questionnaire survey following the New NBC 461 CCE Guidelines for the 222-teacher education faculty. The questionnaire included the following sections: the CPD pursued, their reasons for obtaining the CPD programmes, and the challenges encountered. The modified NBC 461 CCE Guidelines provided the basis for the point system. This study employed a mixed method. The study findings are as follows: engagement among teacher education faculty members is still low; though there may be law mandates for all professionals to avail themselves of CPD units, the faculty remained unresponsive in their CPD engagement; more participation is expected from teacher education faculty members with higher academic ranks; teacher education faculty members believe that CPD will help improve their academic status, knowledge, and financial stability; and finally, personal issues hamper the CPD of a faculty. The study calls for the participation of the faculty in the planning, implementation, and evaluation of the CPD programmes.
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