Дисертації: "Professional development"

1

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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2

Foley, Virginia P. "Professional Development." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5996.

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3

Epps, Susan Bramlett. "Professional Development." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2573.

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4

Kelly, Jennifer Lynn. "Professional learning communities and professional development." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42252.

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This case study examines the concept and practice of participating in a professional learning community as a form of professional development by a group of teachers in an interior British Columbia school district. The reflections and discussions of this group of teachers-as-learning community are examined in order to understand how the subjects construct their realities relative to their involvement in a professional learning community. The transcripts from semi-structured interviews of the subjects, which were reflective in nature, were analyzed to determine patterns or themes. As a result, four main themes emerged: benefits of a professional learning community, isolationism, criteria for self-sustaining professional development, and suggestions for improvement. From the data it became evident there were many perceived benefits to participating in a professional learning community for this group of teachers, each surrounding the main aspect of collaborative learning. Interdependence among the group members was the most significant benefit of this professional development practice. Other beneficial characteristics of this form of professional development included shared leadership, a shared set of ideas and values to strive towards, perturbation-based learning, and continual motivation to develop professionally. This study has potential educational importance because it informs teachers and administrators about the practice of a group of teachers’ professional learning communities and corroborates their value in professional development. The concept of self-sustaining professional development is also discussed in the final chapter as a query regarding professional learning communities and their implicit value in the long-term.

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5

Ward, Callahan K. "Professional Development Needs of Utah State University Extension Professionals." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6927.

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Many Utah State University (USU) Extension personnel are nearing retirement age. The purpose of this study was to identify professional development needs of Extension professionals and assess USU Extension by evaluating competencies essential to be a successful Extension professional. USU Extension can conduct more beneficial professional development training by using identified high priority competencies and improve the on boarding process for new Extension professionals. With improvements as suggested, the effectiveness of professional development could be enhanced and produce Extension professionals who work more efficiently and are committed to the success of USU Extension.

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6

Porter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.

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7

Gubler, Nicholas Burr. "Outcomes for Professionals and Companies Through Student-Professional Reverse Mentoring Sessions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7774.

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This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience similar benefits through student-professional reverse mentoring as they experience through colleague reverse mentoring.

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8

Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.

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This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.
174 leaves ; 29 cm.

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9

Naturkas, Jill, A. Lynn Williams, and Nelson Nichola Wolf. "Professional Development that Makes a Difference: Lessons from Multiple Professions." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2052.

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10

Dierkes, Tina. "Administrative professionals : their educational preparation and need for professional development training /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342745691&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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11

Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.

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12

Arnold, Amy Joan. "Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99054.

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

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13

Musikul, Kusalin. "Professional development for primary science teaching in Thailand knowledge, orientations, and practices of professional developers and professional development participants /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4667.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 23, 2009) Vita. Includes bibliographical references.

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14

Beaulieu, Evelyn H. "An Exploration of the Use of Professional Development Standards in Adult Education Professional Development." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/BeaulieuEH2007.pdf.

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15

Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.

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The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effective their experiences were with Twitter as a PD tool. Results of this study can be used to improve current practice, and provide a low cost, accessible, and available mechanism to foster an on-going, learner-centered, approach to PD, thus allowing teachers to become more involved in their own professional growth. For the 4 participants in this study, Twitter use for PD and its effectiveness varied greatly. The effectiveness of the tool depended on the participant’s fluency with the technology and attitude towards social media. For the most fluent participant, Twitter met most of the requirements for effectiveness; however, Twitter use did not automatically provide a mechanism for reflection or self-assessment; nor did Twitter use provide an evaluation of the experience, both requirements of effective PD. With added evaluation and self-assessment processes, and with a fluent practitioner, Twitter does have the potential to be a very effective PD tool with its low cost, accessibility, and availability.

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16

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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17

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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18

McGarity, Tammy Marie. "Frontline Nurse Leader Professional Development." Thesis, Grand Canyon University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810559.

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Frontline nurse leaders are expected to lead staff while managing the work systems and processes on their units in addition to ensuring high quality and safe patient care is being delivered. It is not known if frontline nurse leaders who have been oriented with only onthe-job-training are competent and if a professional development program will improve their competencies and confidence. This project used a quantitative quasi-experimental design. The basic design elements for this project were the PCC curriculum and completion of the survey pre-and post-attendance. This project was conducted at an acute care, Magnet facility and included 20 frontline patient care coordinators. Data from the surveys were analyzed using SPSS 23. Spearman’s rho was used, a nonparametric test which determines the strength and significance of the correlation between two measures, and ANOVA, a parametric method which determines whether there is a significant mean difference in some measure between two or more groups. The initial average competency ranking of the participants was 2.91, which reflects a just below competent ranking; paired-samples ttests were conducted which resulted with the average self-rated competency level of participants increasing by 27% to 3.69 post intervention. Implications for this research is far reaching, considering the impact frontline nurses have on nurse satisfaction and engagement, in addition to improved quality of care, patient satisfaction, and patient outcomes.

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19

Holtzhausen, Somarie, and Eldalize Kruger. "Networking : a professional development strategy." Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/466.

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Published Article
Networking plays a crucial role in an academic's professional development. The reason for this is locked up in the process of taking advantage of contacts with other people for career and professional purposes. In the past the biggest misconception about networking was that it was unfair to take advantage of your personal and/or professional network to further your career. Although this has been denied by various authors, the perception remains present. The important qualities/traits needed for successful networking are confidence, initiative and comfortable interaction with other people.

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20

Schroeder, James. "Professional development in technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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21

Tai, Chih-Che, Renee Rice Moran, Laura Robertson, and Karin J. Keith. "Professional Development for Chapter Authors." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3620.

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22

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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23

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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24

Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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25

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 - PhD
Comparative 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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26

Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.

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This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance of the topic. The online survey and interviews indicated teachers were interested and willing to participate in online professional development when they could choose the topic and the setting in which the learning takes place. An additional motivator was the benefit of collaboration and support provided by the facilitator, both during and after the training. Teachers shared their ability to make connections and to reflect on their own experiences increased when they had the opportunity to work collaboratively with the facilitator to develop and implement a lesson using the new knowledge or skill. Teachers who identified taking relevant district online professional development with collaborative facilitators also reported specific examples of how they implemented skills in their classrooms. Teachers described how the district online professional development helped to improve their students’ learning.

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27

Stachler, Wendi Marie Mizer. "Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26644.

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The purpose of this study was to determine the sustainability of professional development--teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons--one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.

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28

Ehrich, Lisa Catherine. "Principals' experience of professional development and their response to teachers' professional development : a phenomenological study." Thesis, Queensland University of Technology, 1997.

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That professional development is one of the most challenging and important activities facing principals and their staff, has been highlighted in the policy and professional development literature. The central purpose of this study was to explore the nature of professional development from the unique experiences of principals. It was felt there was a need to understand professional development outside the confines of theoretical constructs and overarching frameworks. A phenomenological methodology, therefore, guided the study and allowed the principals' experiences to speak for themselves. Data were collected by semi-structured interviews with eight primary school principals in Queensland who were asked to describe experiences of two phenomena. Firstly, they were asked to describe experiences of professional development for themselves. Secondly there were asked to describe experiences which demonstrated their responsiveness to teachers' professional development. Following the work of Giorgi (1985a, 1985b), a phenomenological psychological approach was used to analyse the data. The two investigations yielded 17 essential themes, and each of these themes was supported strongly in the professional development literature. In addition, three significant findings were raised for further comment. These related to the mismatch between current policy directions for professional development and the reality of principals' experiences; the principals' conceptualisation of professional development as a planned and unplanned activity; and principals as curriculum leaders. The study concluded by providing recommendations for further research to be conducted in the area of professional development and recommendations for the continual promotion of professional development for principals.

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29

Jay, Jason T. "Faculty Orientations in ESL Professional Development." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.

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The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education faculty. This qualitative study explored how faculty responded to a PD focused on developing understandings of second language acquisition with opportunity to consider how it might be taken up in their own teaching of teachers. We interviewed eight teacher education faculty members about their learning and their response to participating in this PD effort. Using data analysis methods specified by Miles, Huberman, and Saldaña (2014), we gained a better understanding of how faculty responded to the PD in general and how it contributed to their positioning as participants within the PD. The importance of this study is that it can help professional development coordinators and facilitators understand the importance of positioning or orientation of participants as they begin a learning experience. Future research could examine ways in which learning opportunities can be designed to take into account the variability in these orientations.

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Gallant, Reinhold Justin. "Foundation phase teachers' continuous professional development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007898.

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This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.

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Shayshon, Bruria. "The professional development of teacher-leaders." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365959.

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Parson, Demita Sidonia. "School Bullying and Teacher Professional Development." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1709.

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Bullying has become a serious concern in many American public middle schools in recent years. Inadequate professional development (PD) in bullying prevention and response strategies has compounded this problem. The overarching purpose of this study was to increase understanding of the growing problem of school bullying. Bronfenbrenner's socioecological theory, which states that environment and relationships influence student behavior, served as the conceptual framework for this qualitative study. Guiding research questions, grounded in socioecological theory, were used to examine middle school teachers' views of PD and their perceived skills in responding to or preventing bullying. Through purposeful sampling, 8 middle school teachers in a community in rural Alabama were interviewed over a 3-week period. Each had at least 1 year of teaching experience in the local rural setting. To authenticate study findings, discipline referrals and state incident reports spanning the 2 previous years were assessed for teacher management of bullying. Data were analyzed using open coding to identify and categorize the patterns and themes that emerged. Results indicated that the teachers perceived that PD would give them the strategies to recognize and manage incidents of school bullying. These results supported and informed the PD project for middle school teachers. This study contributes to social change by providing professional development that will help teachers to either prevent or manage school bullying appropriately, a benefit to children and communities.

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Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.

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Thesis (MEd)--Stellenbosch University, 2012.
Bibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.

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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreiko. "Professional Development of English Language Teachers." Thesis, Севастополь: Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58865.

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Розглядаються такі аспекти професійного розвитку викладача англійської мови як володіння предметом, методикою та знання потреб студентів.
The article deals with such aspects of professional development of English language teachers as knowing about the subjetc matter, theories of learning and teaching , and the students.

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Hacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.

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Kirk, Edith Cordelia. "Undergraduate social workers and professional development /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984316042.

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Bevan, Huw R. "Power development in professional rugby players." Thesis, Swansea University, 2011. https://cronfa.swan.ac.uk/Record/cronfa42313.

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The ability to develop high levels of muscular power is considered an essential component of success in many sporting activities. Currently, a number of training methods exist aimed at developing muscular power such as training at the optimal load for Peak Power Output (PPO) and complex training, however to date there is no real consensus as to the most effective way of implementing these training modalities into elite sport. The aim of the first experiment was to determine the optimal load for PPO during the Jump Squat, Bench Press Throws and Hang Power Clean in a group of professional rugby players. This was achieved by comparing the PPO at various loads of the subject's predetermined estimated 1 RM in a randomised and balanced order for Hang power cleans, (HPC) Bench Press Throws (BBT) and Jump Squats (JS). The results of this study indicate that relative intensity had a significant effect on PPO during the HPC, BBT and the JS and that peak values were obtained in our athletes when working against an external load that was equivalent to 80% IRM in the HPC, 30% 1 RM in the BBT and with BM only in the JS. The second experiment aimed to determine the required recovery time for maximal benefits between the heavy resistance training (HRT) and subsequent upper and lower body explosive performance in a group of professional rugby players. Twenty professional rugby players performed a countermovement jump (CMJ) at baseline and -15 s, 4, 8, 12, 16, 20 and 24 min following a HRT bout (3 sets of 3 repetitions 87% IRM of Squat). Power output (PO), jump height and peak rate of force development (PRFD) were determined for all countermovement jumps. Performance increased significantly following 8 min recovery between the HRT and the CMJ (p < 0.001) (e.g. jump height increased by 4.9 +/- 3.0 %). The results of this experiment demonstrate that muscle performance during a CMJ can be significantly enhanced following bouts of HRT providing adequate recovery (?8 min) is given between the HRT and the explosive activity. The aim of the final experiment was to determine the effect of PAP on sprint performance in professional rugby players. Sixteen professional male rugby players performed five, 10 m sprints (with 5 m split): baseline, 4, 8, 12 and 16 min after the preload stimulus (1 set of 3 repetitions of the back squat at 91% IRM). No significant time effect over the duration of the study with regard to 5 m and 10 m sprint times. However, when individual responses to PAP were taking into account a significant improvement in sprint performance was observed over both 5 and 10 m compared to the baseline sprint. The results of this experiment indicate that sprinting performance is enhanced following a pre-load stimulus providing adequate and individualised recovery is given between the two activities. This may have important implications for training speed.

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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.

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Scoggins, C. "Professional development in elementary school mathematics." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/817.

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This study was an investigation of mathematics instruction and professional development at a rural elementary school. The Department of Education in a southern U.S. state implemented a new curriculum in 2007 that required major changes in mathematics instruction. The problems were that teachers engaged in different levels of training and many students experienced a decline in mathematics scores on the Criterion-Referenced Competency Test (CRCT). The historical learning theories of Piaget and Vygotsky framed the study. The guiding questions focused on how to improve mathematics instruction through professional development for teachers. Nine elementary school educators served as purposefully selected participants. The research design was a case study that included triangulation of data from teacher interviews, a research journal, and documents such as lesson plans. Open coding and selective analysis generated 9 themes and 9 subthemes to answer the guiding questions. Findings showed that participants believed content and pedagogy should be addressed through professional development led by teachers themselves. Additional findings were that teachers valued collaboration, literature and research, observation, vertical alignment, engagement, relevance, and support. Results were used to guide the design of a mathematics professional development program (MPDP), a collection of relevant tasks, literature, and online resources geared toward improving teachers' content and pedagogical knowledge. The MPDP is immediately applicable in an elementary school setting. The implications for positive social change include better mathematics instruction that will prepare U.S. students to compete in the modern economy and world of mathematical and scientific advances.

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Quantz, Mary Ann. "Effective Professional Development: A Study of a Teacher-Initiated, Interdisciplinary Professional Learning Community." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3650.

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This is a narrative inquiry study that describes the experiences of five junior high school teachers who participated in an interdisciplinary, voluntary professional learning community (PLC). Using identity as an analytic lens for the participants' experiences, and content-area literacy as the context for the PLC, the study describes how teachers involved in a PLC focused on inquiry and teacher learning storied their own experiences in the PLC. The participants' experiences highlighted three main themes which were (1) experiences with past ineffective professional development, (2) inadequacy, and (3) changes in thinking. The study highlights how these themes demonstrate the development of the participants' professional and group identities in their school setting. This study also includes a literature review and expanded methods section in the appendices.Keywords:

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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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Bush, Nicole Lea. "The evolution of a professional learning community in a professional development school." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

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Jones, Gail, Grant E. Gardner, Laura Robertson, and Sarah Robert. "Science Professional Learning Communities: Beyond a Singular View of Teacher Professional Development." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/764.

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Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

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Ridley, Natasha Nichole. "Teachers' Perceptions of the English Learner Professional Learning Plan Professional Development Course." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7894.

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For 4 years, a northern local district in Virginia conducted an intensive staff training on English language learner (ELL) instruction to settle a United States Department of Justice complaint. The local problem was that ongoing professional development to build teachers' instructional skills has not significantly resulted in ELL students' academic improvement. The purpose of this study was to explore and investigate teachers' perceptions of the mandated English learner Professional Learning Plan Professional Development to help address the instructional needs of ELLs. Guskey's characteristics of effective professional development and Bandura's self-efficacy theory provide the conceptual framework for the study. The research questions were designed to examine teachers' perceptions of the needs and influence of professional development for teachers of ELLs. A case study design was used to capture the insights of 5 elementary school teachers through semistructured interviews; a purposeful sampling process was used to select the participants. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that teachers recognize the need for increased preparedness, instruction informed by colleagues and team support, and on-going professional development. A professional development project was created to provide coteaching and co-planning instructional strategies for teachers to increase their knowledge and skills to instruct ELLs. This study has implications for positive social change by offering strategies and approaches for improving ELL classroom instructional practices.

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Crabtree, Peter John. "The optimisation of construction management higher education to promote professional competencies and professional capability." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/332977/.

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Government and higher education see the employability of graduates as a priority. Anecdotal and empirical evidence from the researchers own fully accredited institution suggests there is little structure to the delivery of Personal Development Planning (PDP); it is not related to the world of work and of limited relevance to the learning that takes place. A critical review of published literature has revealed that an understanding of the links between PDP and work-based learning (WBL) could provide routes to improving professional membership. The thesis resolves this gap in knowledge enabling HE practitioners to enhance the development of skills and competencies. The research is mainly set in a positivistic paradigm with mixed methods research following a survey based methodological approach. Data collected through questionnaires, structured interviews and focus groups, are used to analyse the opinions and beliefs of staff and students in HE and experienced professionals working at the cutting edge of the construction industry. The work identifies the skills and competencies needed for academic study and employability, with PDP seen as an essential element of an academic course. Reflective practice is key to learning new knowledge and skills in the workplace and empirical investigation suggests experience plays a significant part in the learning process. All students should have an opportunity to see the application of theory with practice through WBL. The research has contributed to the body of knowledge by challenging the inadequacies in existing practice. The thesis identifies the key components and linkages in a theoretically informed model that proposes the use of a Graduate Skills Framework for Construction Management. This new-found understanding and toolkit promotes the teaching of employability skills alongside PDP in a structured programme of WBL. Research participants agree that this is expected to support the development of professional competencies and enhanced capability for the benefit of students, professionals and the construction industry.

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Hatcher, Julie Adele. "The public role of professionals developing and evaluating the civic-minded professional scale /." Connect to resource online, 2008. http://hdl.handle.net/1805/1703.

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Thesis (Ph.D.)--Indiana University, 2008.
Title from screen (viewed on June 4, 2009). Department of Philanthropic Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Robert G. Bringle. Includes vita. Includes bibliographical references (leaves 120-130).

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Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.

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Sharp, Sara J. "Standardized Professional Development Content Validation for Educators." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1173.

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Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content validation for the 21st century looks like. A sequential exploratory mixed-methods design was used on a purposive sample of 8 teachers, who participated in semistructured, open-ended interviews. A quantitative questionnaire collected perceptions of teachers at the school. Interview data were analyzed via an inductive analysis approach, and survey data were analyzed via descriptive statistics. The findings of this sequential mixed methods research revealed that the content of PD activities often lacked structured validation for teachers to master important skills in their content area, new skills were undiscovered, and their pedagogy was underdeveloped. The outcome was a 3-day workshop designed to provide PD content validation for educators in 1 district in Washington State. Positive social change implications include teachers who can engage students in an informed, confident, professional manner, and increased teacher satisfaction at the research site as well as in other rural schools. Implementing this workshop will provide useful knowledge for policymakers, educators, and other researchers who are looking for a clearer definition of PD content for the 21st century.

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Nel, Coenraad Josephus. "Developing a structured professional development program for engineering professionals within the public sector environment." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85671.

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Thesis (MScEng)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: South Africa is currently experiencing a time in which existing infrastructure is reaching its design life end. With a growing economy and the increased level of social development, existing infrastructure is under extreme pressure. South Africa is also facing a challenge in which a need exists for engineering capabilities. These capabilities include engineering skills to maintain and manage existing infrastructure, plan for new infrastructure and construct new needed infrastructure. This study looks at a possible solution towards the above mentioned challenges. As a solution, the study proposes a professional development program to prepare engineers to work in the environment of infrastructure development. More specifically the program prepares civil engineers to work in public sector organisations responsible for basic service infrastructure. The research for the proposed professional development program is done by comparing literature with feedback received from various industry professionals. By doing this, the components for the proposed program were researched and identified. The components for the proposed program are professional work experience, professional training and structured mentorship. A further deliverable of the proposed program is to assist candidates taking part in the program to register as professional engineers on completion of the program. The study further showed the proposed program should be structured in such a way that all the components mentioned above work together interactively and should be centrally managed to ensure all the goals for the program are being reached. It is further stated that if the proposed program could successfully be implemented and if all the stakeholders commit towards the goal of the proposed program, the program could have a significant positive impact towards the challenges mentioned above.
AFRIKAANSE OPSOMMING: Suid-Afrika beleef tans 'n tyd waarin bestaande infrastruktuur besig is om hul ontwerp tydperk te bereik. Met 'n groeiende ekonomie en die verhoogde vlak van maatskaplike ontwikkeling is bestaande infrastruktuur onder geweldige druk. Suid- Afrika staar ook tans `n uitdaging in die gesig in verband met onvoldoende getalle professionele ingenieurs, veral in die omgewing van die instandhouding van bestaande infrastruktuur, die konstruksie van nuwe infrastruktuur, en die beplanning van verdere nodige infrastruktuur. Hierdie studie ondersoek dus 'n moontlike oplossing tot bogenoemde uitdagings. As 'n moonlike oplossing stel die studie voor dat `n professionele ontwikkelingsprogram vir ingenieurs saamgestel word. So `n program sal dus ingenieurs oplei en voorberei vir werk binne die openbare sektor wat verantwoordelik is vir die ontwikkeling en bestuur van basiese dienste infrastruktuur. Die navorsing vir die voorgestelde professionele ontwikkeling program is gedoen deur bestaande literatuur te vergelyk met inligting ontvang vanaf verskeie professionele ingenieurs in die praktyk. Deur dit te doen, is die komponente vir die voorgestelde program nagevors en geïdentifiseer. Die geïdentifiseerde komponente vir die voorgestelde program is dus soos volg: professionele werkservaring, opleiding en gestruktureerde mentorskap. 'n Verdere aflewering van die voorgestelde program is om kandidate te registreer as professionele ingenieurs teen voltooiing van die program. Die studie toon ook verder aan dat al die komponente, soos wat hierbo genoem is, geïntegreerd moet plaasvind en dat die program gestruktureerd bestuur moet word vanaf `n sentrale punt of organisasie. Dit word dan verder genoem dat indien die voorgestelde program suksesvol geïmplementeer kan word, en indien die verskeie belanghebbendes tot die program hulle self tot die program kan verbind, die program 'n beduidende positiewe impak op die uitdagings hierbo kan maak.

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Super, Daniel Jacob. "Readers Matter: The Development of an Individualized Professional Development Model." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1041.

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An alarming trend of student non-compliance with reading assignments in secondary and post-secondary environments is causing concern in many areas, including college readiness. Public school teachers and university faculty alike are responsible for the literacy levels of graduating students; however, many educators are not implementing the adequate literacy supports within their content area courses. This project used current research on best practice in literacy instruction, as well as the Characteristics of Highly Effective Teaching and Learning to create the Readers Matter™ evaluative process in which faculty members self-select to be assessed regarding the current levels of student literacy support. After scoring the assessment, evaluators are then able to provide individualized professional development targeting areas of weakness made evident by the Readers Matter™ rubric. The current study evaluated five university instructors at a midsized university in the south-central United States. The results of this preliminary development research identified the data collection procedures that were beneficial and ultimately informative in the evaluation process and enabled developers to make informed decisions regarding individualized professional development.

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