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Aristayudha, A. A. Ngurah Bagus, Kadek Riyan Putra Richadinata, and Vitalia Fina Carla Rettobjaan. "CONTINUOUS PROFESSIONAL DEVELOPMENT IN HEALTHCARE." E-Jurnal Manajemen Universitas Udayana 10, no. 2 (2021): 165. http://dx.doi.org/10.24843/ejmunud.2021.v10.i02.p04.
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Industry 4.0 has shown that digital is everywhere. The Healtcare industry is in the "long fuse, big bang" cluster meaning companies will face their disruption in three to five years and therefore have more time to change (Deloitte 2015). Which shows that in a few years there will be a transformation in the way the health care industry works. This study was conducted to determine the effect of continued professional development (CPD) in the health care industry. The sample in this study were 107 people where the results of data collection were processed using simple linear regression analysis techniques. The research results prove that continued professional development has a positive and significant effect on individuals in the health care industry and that continued professional development has a positive and significant effect on organizations in the health care industry. This shows that organizations / companies in the health care industry are expected to take responsibility for the development of employees' abilities and individuals / employees in the health care industry are expected to understand that CPD is an investment in career development.
 Keywords: continued professional development, motivation, perception, benefits
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Al Balushi, Khadija. "Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman." Advances in Language and Literary Studies 12, no. 1 (2021): 1. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.1.
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Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession
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Ong, Caroline Choo Phaik, Candy Suet Cheng Choo, Nigel Choon Kiat Tan, and Lin Yin Ong. "Unanticipated learning effects in videoconference continuous professional development." Asia Pacific Scholar 6, no. 4 (2021): 135–41. http://dx.doi.org/10.29060/taps.2021-6-4/sc2484.
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Introduction: The COVID-19 pandemic accelerated use of technology like videoconferencing (VC) in healthcare settings to maintain clinical teaching and continuous professional development (CPD) activities. Sociomaterial theory highlights the relationship of humans with sociomaterial forces, including technology. We used sociomaterial framing to review effect on CPD learning outcomes of morbidity and mortality meetings (M&M) when changed from face-to-face (FTF) to VC. Methods: All surgical department staff were invited to participate in a survey about their experience of VC M&M compared to FTF M&M. Survey questions focused on technological impact of the learning environment and CPD outcomes. Respondents used 5-point Likert scale and free text for qualitative responses. De-identified data was analysed using Chi-squared comparative analysis with p<0.05 significance, and qualitative responses categorised. Results: Of 42 invited, 30 (71.4%) responded. There was no significant difference in self-reported perception of CPD learning outcomes between FTF and VC M&M. Participants reported that VC offered more convenient meeting access, improved ease of presentation and viewing but reduced engagement. VC technology allowed alternative communication channels that improved understanding and increased junior participation. Participants requested more technological support, better connectivity and guidance on VC etiquette. Conclusion: VC technology had predictable effects of improved access, learning curve problems and reduced interpersonal connection. Sociomaterial perspective revealed additional unexpected VC behaviours of chat box use that augmented CPD learning. Recognising the sociocultural and emotional impact of technology improves planning and learner support when converting FTF to VC M&M.
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Harwood, Tracy, and Jane Clarke. "Grounding continuous professional development (CPD) in teaching practice." Innovations in Education and Teaching International 43, no. 1 (2006): 29–39. http://dx.doi.org/10.1080/14703290500467400.
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Kaliannan, Maniam, Fadilah Puteh, and Nafis Alam. "Continued professional development practices in Malaysian service-based industry." Social and Management Research Journal 11, no. 2 (2014): 1. http://dx.doi.org/10.24191/smrj.v11i2.5237.
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The concept of Continued Professional Development (CPD) through continuous learning calls upon organisations to encourage, support, and provide favourable environment for employees to engage in continuous learning. This will help to avoid ‘professional obsolete syndrome’; a syndrome faced by a majority if not all employees. This study intends to investigate the current practices of CPD in the Malaysian service-based industry. This article presents the results of an analysis of CPD practices using a qualitative approach based on several interviews with subjectmatter- experts from various sectors in the Malaysian service-based industry. Fifteen HR Directors and HR Managers were interviewed in order to gauge their perspectives on the current practices of CPD as this will depict the actual scenario on how they see; interpret; regulate; implement; and enforce CPD for staffs’ development. The data which was collected via interviews was transcribed and analyzed using thematic analysis. The findings revealed different approaches or practices of CPD among several service sectors in Malaysia.
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Bolderston, Amanda. "Maintaining competence: a holistic view of continuous professional development." Journal of Radiotherapy in Practice 6, no. 03 (2007): 133–41. http://dx.doi.org/10.1017/s1460396907006103.
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AbstractContinuous professional development (CPD) is regarded as an essential component of working life for radiation therapists and is increasingly being used by professional associations to ’prove’ the competence of their members. In the past, CPD activities have primarily been viewed as an individual responsibility, and have focused on maintaining a professional knowledge base and, subsequently, hands-on competency through didactic learning. However, there are drawbacks associated with this model; and concentrating on only one facet of learning ignores other theoretical areas of knowledge acquisition. This article explores several areas of social and organisational theories of learning including social networks, communities of practice, learning organisations, knowledge management, knowledge translation and research utilisation. It is concluded that maintenance of competence after graduation is multilayered and should be viewed in a holistic manner to incorporate some of the relevant elements of the concepts discussed. This article also offers some suggestions for the individual wanting to maximise their educational opportunities beyond traditional models of CPD.
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Safitri, Annisa Vidya, and Sutrisno. "Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD)." Jurnal Pendidikan Bisnis dan Manajemen 3, no. 2 (2017): 131–44. http://dx.doi.org/10.17977/um003v3i22017p0131.
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Muhammadiyeva, Halimahon. "The Continuous Professional Development For EFL Teachers Of Higher Education." American Journal of Social Science and Education Innovations 2, no. 09 (2020): 437–41. http://dx.doi.org/10.37547/tajssei/volume02issue09-67.
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In global outbreak period of Quarantine (covid-19), Continuous Professional Development (CPD) for EFL teachers of higher education is more highlighted in this article. In terms of CPD activities, the teachers always need higher cognition about the importance of self-initiated professional development. They should acknowledge that the self-driven activities and tasks of professionalism act the significant roles in bringing about real change on teachers’ pedagogical effectiveness and efficiency.
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Dexter, Barbara. "Continuous Professional Development for Dual Professionals: Introducing CPD in a University Setting." International Journal of Interdisciplinary Social Sciences: Annual Review 2, no. 4 (2007): 21–32. http://dx.doi.org/10.18848/1833-1882/cgp/v02i04/52363.
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Khan, A. Whohab. "Continuing Professional Development (CPD); What should we do?" Bangladesh Journal of Medical Education 1, no. 1 (2012): 37–44. http://dx.doi.org/10.3329/bjme.v1i1.12857.
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Patient and the general people expect that doctors remain up-to-date and professionally competent. The formal undergraduate and postgraduate education and training are conducted to bring a behavioral change in a medical practitioner to meet that expectation. The rate and magnitude of change in medical science is such that the contents of text books are not sufficiently up-to-date rather somewhat out of date at the time of publication. CME is continuing education in knowledge and skill of medical practice through which doctors will remain up-to date. Due to rapid changes in health care delivery system; health professionals needs to transform from a continuing education (CME) to a continuous professional development (CPD) model so that they remain up-to-date in their knowledge and competency in total care. CPD is a broader concept for continuing development of multifaceted competencies inherent in medical practice including medical, managerial, social and personal subjects which are needed for high quality professional performance in modern health care delivery system. CPD is complementary to formal undergraduate and postgraduate education; completing the educational trilogy. Undergraduate and postgraduate medical education is regulated by specific rules and regulation but CPD is the process where the responsibility rests on professionals and individual doctor. People expect what is best rather than what is right for a particular situation and for that level; professional competence should be combined with improvisation and general oversight. That is why, all over the world the concept of CPD is emerging and developing as a dynamic educational process to improve and upgrade ones professional performance. As a part of the global resident we should be familiar to cope with and should be trying to contribute in these progress and development. This article will help us to initial understanding and formulating an approach to that. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12857 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.37-44
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Kapanadze, Marika, Claus Bolte, Vincent Schneider, and Ekaterine Slovinsky. "ENHANCING SCIENCE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION." Journal of Baltic Science Education 14, no. 2 (2015): 254–66. http://dx.doi.org/10.33225/jbse/15.14.254.
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Decreasing motivation in science classes is often reported in many countries. Georgia, one of the post Soviet countries, has overcome the highly centralised educational system and nowadays implements a new national educational reform. National reforms demand more student-active and inquiry-based learning. Many Georgian teachers aren’t ready for these changes and need professional development training to enhance their professional skills in Inquiry-Based Science Education (IBSE). Therefore Ilia State University offers special continuous professional development (CPD) programs for science teachers in the frame of PROFILES project. The aim of the research was to determine what profession oriented attitudes and concerns Georgian in-service science teachers have regarding IBSE and what changes are visible after the implementation of PROFILES-based CPD programme. In order to conduct the research, the Stages of Concern model was used. 40 teachers took part in the two terms of the CPD programme. Research shows that the implemented CPD programme fosters the professional attitudes and concerns of Georgian science teachers in a positive manner. Therefore, it can be highly recommended to use the framework of the PROFILES-based CPD programme(s). Key words: IBSE, in-service teachers in Georgia, professional development, stages of concern.
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Williams, Ryan Thomas. "A Systematic Review of the Continuous Professional Development for Technology Enhanced Learning Literature." Engineering International 8, no. 2 (2020): 61–72. http://dx.doi.org/10.18034/ei.v8i2.506.
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There is a large body of international research on raising the quality of education, with particular emphasis on CPD to support professional and pedagogical growth. From an educator’s perspective, there is widespread agreement that effective CPD is an important component of educational success. Therefore, it is unsurprising that research interest in this area has grown, particularly in light of the digital agenda. In a TEL context, educators report one of the main barriers to effective use is the lack of training in this area. This review of literature will examine some of the key ideas that form successful TEL CPD delivery, more specifically with relation to transformative models of CPD. Likewise, the section attempts to understand the context in which educators are operating and make sense of the challenges that relate to continuing professional development (CPD). In order to fully explore this phenomenon, personal development (PD) frameworks are explored, with a specific focus on Aileen Kennedy’s (2005) 9 typologies.
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Addleman, S., M. Yeung, S. Yiu, G. Mastoras, S. Tse, and J. Frank. "P001: Continuing professional development and faculty development: launching continuous practice enhancement for academic emergency physicians." CJEM 21, S1 (2019): S63. http://dx.doi.org/10.1017/cem.2019.192.
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Innovation Concept: Emergency medicine physicians must maintain a broad knowledge base and procedural skillset while fulfilling their academic roles as teachers, researchers and administrators. Most academic departments do not have a regular, affordable, formal continuing professional development (CPD) and faculty development (FD) curriculum for their staff. We set out to design and implement a novel continuous practice enhancement program to address this issue. Methods: Strategic planning by the Ottawa academic Department of EM identified CPD and FD as priorities. A program was created to support high quality, monthly CPD/FD courses provided by physicians. We had 5 goals: (1) enhance clinical and academic skills, (2) disseminate group best practices, (3) sustain skills in high impact/low frequency scenarios, (4) support physician academic careers, and (5) acquire new procedural skills. A CPD/FD Committee composed of local meded experts and experienced clinical teachers was tasked with overseeing the creation and evaluation of these sessions. Curriculum, Tool or Material: The longitudinal curriculum was informed by perceived needs (group survey), ascribed needs (M&amp;M rounds, physician metrics and departmental leadership priorities) and participant feedback. The committee identified local experts to present on their areas of expertise in order to promote group best practice. Topics to-date have included clinical skills updates, teaching and coaching strategies and academic career planning. A comprehensive monthly simulation-based curriculum was rolled out simultaneously to give participants the opportunity to develop crisis resource management and critical care skills. Except for sessions requiring advanced equipment or cadavers, sessions are financed by academic funds and free for participants. Conclusion: Faculty academic learning and engagement is an important goal and participation in this curriculum is reviewed at each physician's annual reappointment. To-date, 18 physicians (21% of our group) have presented topics and 92% of physicians have participated in at least one session with 63% having attended three or more. Evaluations have been overwhelmingly positive, and a recent survey identified the CPD/FD program as a significant contributor to our physicians’ wellness. We introduced an innovative, structured CPD/FD program in response to perceived and ascribed needs of our physicians and departmental leadership. Our successful CPD/FD curriculum represents a model for other departments who are considering similar initiatives.
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Saleem, Qurat Ul Ain, and Murtaza Ashiq. "The facts of continuing professional development for LIS professionals in Pakistan: a literature review." Bottom Line 33, no. 3 (2020): 263–71. http://dx.doi.org/10.1108/bl-02-2020-0013.
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Purpose Continuous professional development is an essential in-service and on-going learning process that provides an opportunity to young and mid-career professionals to update and align their skills in connection with the contemporary needs of library users. This study aims to identify and synthesize the literature on continuing professional development (CPD) opportunities for Pakistani librarians and information professionals. Design/methodology/approach This study is based on descriptive literature review published by Pakistani researchers with specific reference to Pakistani librarians and information professionals. Findings The findings revealed that albeit many initiatives have been taken by library and information science (LIS) schools and professional associations for developing the capabilities of librarians and information professionals, however, these initiatives remained spasmodic and limited to developing surface-level skills. Some emerging areas need to be addressed including information/digital literacy, research data management, data analysis and visualization and the skills to establish institutional repositories. Research limitations/implications The study was limited to CPD literature contributed by Pakistani researchers and the efforts taken by LIS schools and professional associations. Originality/value There is an immediate need to initiate a cohesive approach involving key stakeholders and to establish a platform purely working for CPD of librarians and information professionals focusing on current and future needs. The finding will be helpful for drawing foundation guidelines by library associations, LIS schools and librarian’s parent’s organizations regarding CPD opportunities.
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Mung’omba, Bernard, and Annali DH Botha. "A Continuous Professional Development Strategy for Expanded Competencies Needed by Radiographers Working in Rural Areas." Global Journal of Health Science 11, no. 13 (2019): 121. http://dx.doi.org/10.5539/gjhs.v11n13p121.
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INTRODUCTION: The emphasis on Primary Health Care (PHC) with a focus on preventative care offers a challenge for rural radiographers to advance solutions that are change focused. Published evidence suggest that allied health professionals such as radiographers employed in rural areas of South Africa were confronted with an assortment of challenges and responsibilities that demand a wide range of skills and competencies. Additional skills could be essential and Continuous Professional Development (CPD) strategy could be used as a vehicle to equip rural radiographers.
 
 OBJECTIVE: To propose a CPD strategy that may support rural radiographers&rsquo; expanded and extended competency development needs.
 
 METHODS: This research used exploratory sequential study design involving Phase I (qualitative) and Phase II (quantitative) with seven participants and 101 respondents respectively. The CPD strategy development was based on the results from data analysis of both strands. Since strategy development is based on a process of trustworthiness, six evaluators from the clinical and academia were consulted. The evaluators were purposely selected. 
 
 RESULTS: A final CPD strategy for rural radiographers was proposed. Results from a mixed method study were used in the process of developing the CPD strategy.
 
 DISCUSSION: Radiographers working in rural areas of KwaZulu Natal (KZN) a province in South Africa are faced with emerging competency need that require both extended and expanded competencies which may be beyond those required for professional registration. This unmet competency needs can be supported by a CPD strategy that is aligned to these competency needs.
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Handoyo, M. Z. Eko. "Konsep Continuing Professional Development (CPD) dalam Pengembangan Profesionalisme Pustakawan Universitas Negeri Semarang." Berkala Ilmu Perpustakaan dan Informasi 12, no. 1 (2016): 31. http://dx.doi.org/10.22146/bip.13051.
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Universitas Negeri Semarang (UNNES) has the vision to become a healthy, excellent, and prosperous international university in healthy, superior, and prosperous. To achieve its vision, the university has to develop human resources, including librarians as professionals in the field of libraries, documentation, and information. The efforts in developing the professionalism of librarians can be made by improving their competence. One of the concepts of developing library profession outlined by International Federation of Library Associations and Institutions (IFLA) is Continuing Professional Development (CPD). However, in general the implementation of CPD concept in library profession has not got much attention. The objective of the study is to find out the implementation of CPD concept in efforts to develop library profession at Semarang State University. Respondents consisted of 40 librarians, comprising those working at the main library (22 librarians) and at the departemental or faculty libraries. The study used quantitative method the result showed that (1) the librarians were not yet familiar with CPD concept; (2) UNNES Library has not implemented CPD concept in developing its professional librarians, (3) UNNES has not had a clear policy commitment in developing its professional librarians, (4) Continuous efforts have to be made in order to develop professional librarians at UNNES with the support of the university leaders.
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Halim, Shanjida, Rizwana Wahid, and Tanzina Halim. "CLASSROOM OBSERVATION- A POWERFUL TOOL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)." International Journal on Language, Research and Education Studies 2, no. 2 (2018): 162–68. http://dx.doi.org/10.30575/2017/ijlres-2018050801.
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Cooke, K. "CPD and portfolios: the process and product." Journal of Radiotherapy in Practice 1, no. 2 (1999): 57–64. http://dx.doi.org/10.1017/s1460396999000114.
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This review article aims to address the paucity of information regarding professional portfolio development for therapeutic radiographers. It will review briefly the current literature regarding continuous professional development (CPD) for therapeutic radiographers and add to the on going debate regarding the monitoring and enforcement of a mandatory CPD scheme. It will recapitulate the applications of professional development portfolios and equip therapeutic radiographers with the basic knowledge and skills to undertake the process of portfolio development, ultimately leading to a product that provides evidence of CPD.
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Valdmann, Ana, Jack Holbrook, and Miia Rannikmae. "DETERMINING THE EFFECTIVENESS OF A DESIGN–BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS." Journal of Baltic Science Education 16, no. 4 (2017): 576–91. http://dx.doi.org/10.33225/jbse/17.16.576.
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This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers’ self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher’s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students’ learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. Keywords: competence-based, continuous professional development, teacher reflection skills.
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Cogan, Aviel, and Konstantina Martzoukou. "The information literacy and continuous professional development practices of teachers at a Jewish Day School." Reference Services Review 46, no. 4 (2018): 600–627. http://dx.doi.org/10.1108/rsr-12-2017-0045.
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Purpose The purpose of this study is to investigate how in-service teachers within the context of an American Jewish day school perceive, practice and develop Information Literacy (IL) as a sociocultural practice and through Continuing Professional Development (CPD). A research gap exists in relation to empirical studies which examine sociocultural IL practices and the CPD learning experiences of in-service teachers within the professional environment of their work. Two emergent and compatible frameworks for investigating teachers’ IL practices and CPD in context are identified and discussed within that context: the sociocultural approach and the interactive CPD model. Design/methodology/approach The research adopted an interpretivist phenomenological perspective. Semi-structured in-depth interviews were conducted with six teachers to explore their IL experiences. Questions addressed the participants’ previous background, the working culture of the school, approaches to learning and developing new knowledge, sources and methods of obtaining work-related information, IL practices and the differences between IL and CPD practices. Findings Although teachers value the role of IL in their professional lives and they have confidence in their performance of it, they remain confounded by the IL terminology. Within the teachers’ everyday working environment, the primacy of social and embodied information and the centrality of information sharing demonstrated the social and experiential nature of learning and the significance of contextualisation to IL development. The study found IL, CPD and learning to be inseparable, as they intersected within a single, organic situated learning practice of becoming an expert in context. Originality/value This study makes valuable contributions to theory by supplying empirical evidence of sociocultural IL practices, linking the currently disparate scholarships on IL, CPD and learning and providing suggestions for future research. In addition, the study demonstrates alternative avenues for developing teachers’ IL and offers recommendations for supporting their CPD.
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Al-Haqan, Asmaa, Shahad Al-Baghli, Al-Bandari Al-Enizi, Hailah Al-Dosari, and Salah Waheedi. "The Development and Evaluation of a Structured Continuing Professional Development Programme for Pharmacists in Kuwait: A Feasibility Study." Pharmacy 8, no. 4 (2020): 207. http://dx.doi.org/10.3390/pharmacy8040207.
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Continuous education and training play a critical role in preparing a competent pharmacy workforce to meet the healthcare needs of the public. This study aimed to evaluate the effectiveness and feasibility of implementing a structured Continuing Professional Development (CPD) training programme for pharmacists in Kuwait. Twenty-one practicing pharmacists participated in the programme. This study evaluated the programme’s effectiveness and feasibility by analysing data from three sources: (1) two focus group interviews, (2) CPD records collected in May and November 2019, and (3) online survey responses collected at the middle and end of the programme. Findings from this study showed that implementing a structured CPD programme is feasible and could positively impact pharmacists’ practice. A guiding competency framework and continuous feedback from programme instructors added valuable support for pharmacists during the programme, and facilitated an impactful translation of education into practice. This study provides the first data on pharmacists’ CPD in Kuwait and serves as a starting point for future education plans, studies, and transformational actions pertaining to pharmacy workforce education and training.
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Marushko, R. V. "Implementation of provider accreditation in Ukraine: the role and responsibilities of providers in continuing medical education/continuing professional development." UKRAINIAN JOURNAL OF PERINATOLOGY AND PEDIATRICS, no. 3(83) (October 2, 2020): 7–15. http://dx.doi.org/10.15574/pp.2020.83.7.
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In order to provide the best possible care for patients, medical professionals must constantly learn. Exactly through continuing education that medical workers improve their professionalism in practice. The key link in the system of continuing medical education (CME), continuous professional development (CPD) is a provider or organizer of educational activities, an organization that plans, organizes and conducts educational events for medical professionals. The main requirements for the activities of providers or organizers of CME-CPD are impartiality, independence in planning, preparing and conducting educational events on a regular basis, at a high professional level with the involvement of highly qualified specialists. Purpose — to describe the role of providers in the CME-CPD system, their responsibility in complying with the requirements and standards of accredited education, the peculiarities of their activities during the reform of medicine in Ukraine and integration into the international community in the field of CME-CPD. The recommendations, provided in the article, can be used by CME-CPD participants or stakeholders who are aimed at actively participating in the implementation of a new accreditation system, namely, provider accreditation with its subsequent support and development. On the way to achieving stable results in the organization of CME-CPD, it is important for Ukraine to join the international community of organizations working in the field of CME-CPD, by introducing a new accreditation system, namely, provider accrediting and achieving it substantial equivalence to international standards. No conflict of interest were declared by the author. Key words: continuing professional development, continuing medical education, accreditation, provider, medical specialists, educational activities.
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Razak, Rafiza Abdul, Farrah Dina Yusop, Aizal Yusrina Idris, and Siti Hajar Halili. "A Proposed Performance-Based System for Teacher Interactive Electronic Continuous Professional Development (TIE-CPD)." International Journal of Web-Based Learning and Teaching Technologies 11, no. 4 (2016): 35–45. http://dx.doi.org/10.4018/ijwltt.2016100103.
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The paper introduces Teacher Interactive Electronic Continuous Professional Development (TIE-CPD), an online interactive training system. The framework and methodology of TIE-CPD are designed with functionalities comparable with existing e-training systems. The system design and development literature offers several methodology and framework examples. In the process of designing an e-training system, other system designs may be referenced to provide an overview of the framework and methodology for TIE-CPD. The proposed system are primarily intended to facilitate acceptance and use of electronic training environments for teachers across a broad range of nations. The main function of such a system is to provide a training system for teacher use in enhancing competency, professionalism, skill, and knowledge. A continuing development program based on this system can be interactively conducted online and accessed from anywhere. Thus, online training programs can be improved consistently and the cost in terms of both money and labor for such programs can be reduced.
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OSEI, SIMON AKWASI, Antwi Fiskvik Boahemaa, Williams Kwasi Peprah, Akua Asantewaa Marfo-Kusi, and Blesslove Nimako Pinamang. "Continuous Professional Development on Job Performance of Registered Nurses in Ghana." Abstract Proceedings International Scholars Conference 7, no. 1 (2019): 116–28. http://dx.doi.org/10.35974/isc.v7i1.920.
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INTRODUCTION: Continuous Professional Development (CPD) offers nurses the opportunity to improve their knowledge, skills, and also improve their performance in the healthcare setting. The purpose of the study was to examine if there is a relationship between CPD and job performance and to find if there is a significant difference of job performance when sex, age, and clinical experience are considered.
 METHOD: Correlational research design was utilized; 164 registered nurses were conveniently sampled from Ghana. The study utilized a self-constructed survey questionnaire for continuous professional development while Six Dimension Scale of Nursing Performance (SDNS) developed by Schwirian (1978) was adopted and modified to measure the job performance of nurses. The statistical treatments used were Pearson Correlation, t-test, and ANOVA to address the research questions.
 RESULTS: The study showed that there was a moderate positive significant relationship between continuous professional development and job performance. There was no significant difference in job performance when age, sex, and clinical experience are considered. 
 DISCUSSION AND RECOMMENDATION: Healthcare administrators should encourage and advocate for the participation of nurses in continuous learning to improve nurses’ knowledge and skills. Institution policies should be properly aligned to help nurses in the participation of professional roles. Further research should explore other variables in relation to continuous professional development to improve the job performance of nurses.
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Kizuka, Masataka. "TEACHERS, TEACHER EDUCATORS AND TEACHER EDUCATION IN THE DIGITAL ERA (FUTURE DIRECTIONS OF CONTINUING PROFESSIONAL DEVELOPMENT AND THE WAY FORWARD)." Journal of Sustainable Development Education and Research 3, no. 1 (2019): 15. http://dx.doi.org/10.17509/jsder.v3i1.17169.
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Focusing on the central role of Continuous ProfessionalDevelopment (CPD) in the digital era, this article addressesthree most essential components of the CPD. First, thenecessity of CPD for school teachers is discussed. Then followsthe discussion on issues and problems of CPD in remote areas.Illustrations on matters related to CPD practices in schooleducation on remote areas in Japan and United Kingdom arethen presented to conclude the article.
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Rahmat, Adi, Amprasto M.Si., Dr Riandi, Dr Saefudin, and Nono Sutarno. "PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI (Profile of Continuous Professional Development Program of Biology Teachers in West Java in an Effort to Enhance Their Ow." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 16, no. 1 (2011): 155. http://dx.doi.org/10.18269/jpmipa.v16i1.276.
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A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11 cities in West Java. Information about perceptions of the teacher on teacher improvement programs, the forms of the professional activities of the teacher and the sources supporting the teacher to follow those activities were collected using questionaire. The result shown that biology teachers in West Java had good perception on improving the quality of the teacher and there are eight forms of professional activity which were followed by biology teachers in West Java in an effort to enhance their own professional quality. The seven forms of professional activities were Education and Training (Diklat), Workshop, Seminar, writing teaching material, visiting scientific institutions, doing research, writing and publishing article and/or a textbook. Three out of those seven forms of professional activity had high teacher involvement scale, which indicated that they were preferred by biology teacher. The three forms professional activities were Education and Training, Seminar, and Workshop. However, the number of each professional activity followed by teacher in the last three years was very low (less than one activity each year) due to several reasons. The four main reasons were no permission from school principal interconnecting with teacher task in the school, distance to the place of professional activities, financial, and teacher family.Key words: biology teacher, teacher quality, professional activity of the teacher, continuous professional development (CPD) program
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Wondimu, Bezabih. "An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges." International Journal of Secondary Education 8, no. 1 (2020): 6. http://dx.doi.org/10.11648/j.ijsedu.20200801.12.
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Mtetwa, David, Bernadette Chabongora, Zakaria Ndemo, and Evelyn Maturure. "Features of Continuous Professional Development (CPD) of School Mathematics Teachers in Zimbabwe." International Journal of Educational Sciences 8, no. 1 (2015): 135–47. http://dx.doi.org/10.1080/09751122.2015.11917599.
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Muhadi, Muhadi, and Titin Wahyuni. "Participation Level of Continuing Professional Development (CPD) Program Nurses RSI Surabaya." Jurnal Keperawatan 12, no. 1 (2021): 68–75. http://dx.doi.org/10.22219/jk.v12i1.13935.
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Introduction : Nurses are an integral part of patient care and play an important role in improving the quality of care in the hospital. Nurses have a responsibility to ensure patient safety with reliable and guaranteed competence. Nurse competence must be maintained through continuous professional development. Objective : The purpose of this study was to map the level of participation, driving and inhibiting factors for the implementation of the Continuing Professional Development (CPD) program. Method : This study used a cross-sectional study design with a quantitative descriptive approach. The study population was all RSI nurses with a total sample of 104 survey participants with purposive sampling technique. Data were collected using an online questionnaire through the google form application from June to September 2020. Results : The results of the study were the level of participation of nurses at the Surabaya Islamic Hospital in carrying out CPD activities which were divided into 3 categories, namely high, medium and low participation. A total of (17.3%) belonged to the low level of participation, (69.2%) the level of participation was medium and (13.5%) was classified as high. Conclusion : Short-term development plans are a priority for nurses' thinking in improving (CPD), namely the continuous fulfillment of complete nursing care practices and increasing the clinical career level. The long-term development plan for nurses is that some want to continue educational programs at a higher level such as specialized education and master's degree in nursing <w:LsdExcept
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Melesse, Solomon, and Kassa Gulie. "THE IMPLEMENTATION OF TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT AND ITS IMPACT ON EDUCATIONAL QUALITY: PRIMARY SCHOOLS IN FAGITA LEKOMA WOREDA, AWI ZONE, AMHARA REGION, ETHIOPIA IN FOCUS." Research in Pedagogy 9, no. 1 (2019): 81–94. http://dx.doi.org/10.17810/2015.93.
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This study examined the extent to which Primary Schools of Fagita Lekoma Woreda implement teachers’ CPD and its impact to quality in education. Data were collected from teachers, school principals, and woreda education office supervisors. Questionnaire and interview were used as the data gathering tools of the study. The quantitative data was analyzed using percentage and one sample t-test. The qualitative data was analyzed via thematic description. The findings confirmed that the respondents’ level of agreement regarding the implementation of teachers’ CPD was found significantly greater than the expected mean (3) in some parameters of the implementation of CPD (e.g., teachers' access to new ideas (3.48), teachers' state of sharing experiences (3.44), and teachers' professional interaction (3.48)). But, there was no significant difference between the expected mean (3) and the calculated means of the other parameters (e.g., attention given for teachers true learning (3.15), focus on staff professional development (3.10), pursuit for improved teaching and learning (3.06), teachers' engagement into continuous professional development (3.31), the match between professional development provision and professional needs (3.08), conceptualization of professional development (2.92), being insensitive of matching of staff development opportunities to individual concerns (2.75), effort made to relate learning experiences to work place conditions (2.88), and teachers’ engagement into professional development that promotes inquiry, creativity, and innovation (3.04)). The aggregate calculated mean value of extent of CPD implementation (3.14) also showed insignificant difference from the expected mean (3). Moreover, it was confirmed that there was no significant difference between the expected mean and the calculated means of all the parameters of the impact of CPD implementation on quality in education of primary schools of the woreda. Having considered the above major findings, relevant recommendations were forwarded in the recommendation section of this article.
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Entwisle, John. "The CONTACT Continuing Professional Development Award scheme." Industry and Higher Education 3, no. 1 (1989): 48–49. http://dx.doi.org/10.1177/095042228900300113.
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The greater Manchester Consortium for Advanced Continuing Education and Training (CONTACT) – a partnership of Manchester and Salford Universities, Manchester Polytechnic, UMIST and Manchester Business School – has recently introduced a novel Continuing Professional Development (CPD) Award scheme which aims to help in meeting the national need for the continuous updating of the knowledge and skills of individuals in industry, commerce and the public sector. The scheme is based on the wide range of post-experience short courses offered by these five institutions. The Award is obtained by accumulating credit from a series of courses attended at any of the five. The Award certificate is given when 120 contact hours have been successfully completed and lists the courses accredited.
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Purnamika Utami, I. G. A. Lokita, Saukah Ali, Bambang Yudi Cahyono, and Rachmajanti Sri. "Levels of Involvement in the English Teachers’ CPD (Continuous Professional Development) : The Degree of Professional Enthusiasm." Journal of AsiaTEFL 14, no. 2 (2017): 336–45. http://dx.doi.org/10.18823/asiatefl.2017.14.2.10.336.
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Mukan, Nataliya, Iryna Myskiv, and Svitlana Kravets. "The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA." Comparative Professional Pedagogy 6, no. 1 (2016): 7–13. http://dx.doi.org/10.1515/rpp-2016-0001.
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Abstract In the article the theoretical framework of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation and characteristic of two models: the model of unification and the model of diversification of teachers’ professional development in the systems of continuing pedagogical education of Great Britain, Canada and the USA by the dominant traits. Their major components have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: content of public school teachers’ CPD (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD programs (C. Pratt); public school teachers’ CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, А. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.
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Marshall, Gill, Vytenis Punys, and Anne Sykes. "The continuous professional development (CPD) requirements of radiographers in Europe: An initial survey." Radiography 14, no. 4 (2008): 332–42. http://dx.doi.org/10.1016/j.radi.2006.11.003.
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Elhussain, Summaya W., and Aisha Y. Khoja. "Collaborative reflection on shared journal writing to foster EFL teacher CPD." Cypriot Journal of Educational Sciences 15, no. 2 (2020): 271–81. http://dx.doi.org/10.18844/cjes.v15i2.4598.
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Despite the importance of Continuous Professional Development in the EFL context, a limited research has been done on EFL teachers’ collaborative reflection on teaching. This study aims to investigate the effectiveness of teachers’ reflection that is fostered and enhanced by the collaborative written exploration of practice using an online-shared teacher journal in a Saudi tertiary context. To achieve this, the study adopted three theoretical foundations: the characteristics of the online teacher professional development, Vygotsky’s zone of proximal development and the constructivist theory of learning. The level of reflection in the teachers’ journal is analysed by using the discourse semantics approach, namely, systemic functional linguistics. Besides, a semi-structured interview is used to collect the qualitative data. They strongly suggest that maintaining an online-shared teachers’ journal will support and augment teachers’ reflection, enhance knowledge and improve teaching performance.
 Keywords: Continuous professional development, reflective practice.
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M.Nyalla, Alfonce Mang’oka. "WASTAGE OF IMAGING MATERIALS IN MEDICAL CONVENTIONAL, SPECIALISED IMAGING AND THE RELATIONSHIP IN CONTINUOUS PROFESSSIONAL DEVELOPMENT." Volume 2 Issue 2 2, no. 2 (2018): 8–12. http://dx.doi.org/10.31674/mjmr.2018.v02i02.002.
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Imaging materials are the most important consumables in X-ray Departments and are key to the cost-effective running of the departments. While in use, some materials like radiographs are spoiled and discarded due to several reasons. At the same time, the skills that the radiographers have in producing radiographs play a major role in whether the film is accepted or rejected. The aim of this study was to undertake a wastage survey of materials used in conventional, specialized medical imaging and their relationship with Continuous Professional Development (CPD). Data collection was done in Mbangathi District Hospital. Phaseone involved the collection of radiographs and print paper wasted during examinations that were discarded. Phase two of the study was concerned with the filling in of questionnaires by the radiographers working in Mbagathi hospital regarding CPD. The study applied a descriptive design. The findings revealed that at Mbagathi X-Ray Department wastage rate was 5.47%. There were various reasons for radiograph wastage in Mbagathi Hospital which included exposure errors 59%, positioning 11%, processing 11% and film fog at 19%. From the results, exposure errors emerged as a major area where most wasted radiographs came from. The results from the questionnaire completed by the radiographers regarding CPD revealed that lack of finances was the most common obstacle to the attendance of continuous professional development activities (90.9%), followed by poor communication (72.7%), lack of time (54.5%) and the infrequent organization of CPD activities (27.3%).
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Mukan, Nataliya, and Svitlana Kravets. "Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA." Comparative Professional Pedagogy 5, no. 4 (2015): 39–45. http://dx.doi.org/10.1515/rpp-2015-0063.
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Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.
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,, Parul, and Dr Madhulika S. Patel. "Redefining Teacher Education in India." SMART MOVES JOURNAL IJELLH 7, no. 11 (2019): 16. http://dx.doi.org/10.24113/ijellh.v7i11.10116.
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Professional development of a teacher is a continuous process. Quantitative and qualitative debate may hinder our approach to fill the deep crevices between theory and practice regarding teacher development. Reflective teaching practice and improvement of environment for CPD predetermines for unanimity in variations. Upgrading national policy on education teachers’ training institutions and creating centre of excellence are among few expected ways to meet the challenges. Integration of information and communication technology in education and stimulation of quality assurance system may support CPD. Furthermore, uniform policy on recruitment, cadre of teachers, and financial benefits may induce the overall teachers’ professional development across the time and space.
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Mapulanga, Patrick. "Prospects and constraints of staff development in the University of Malawi Libraries." Bottom Line 27, no. 1 (2014): 29–41. http://dx.doi.org/10.1108/bl-08-2013-0023.
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Purpose – The purpose of this paper is to look at staff development and its challenges in the University of Malawi Libraries. Design/methodology/approach – A case study design was used to collect qualitative and quantitative data. University Budget Estimates from 2004/2005 to 2010/2011 financial years were analysed. Data from the University of Malawi Strategic Plan 2005-2009 were examined. Interviews were conducted with college librarians in the University of Malawi Libraries. Documentary evidence was also used. Findings – Study findings indicate that staff development in the University of Malawi Libraries has emphasised on professional qualification in Library and Information Studies. However, due to financial constraints, the majority of the library staff lacks LIS professional qualifications. This study recommends that libraries should consider budgeting for continuing professional development (CPD). Practical implications – Staff development requires continuous funding and time. This study recommends the CPD approach to staff development in academic libraries. The study also recommends the introduction of an education levy to benefit skills and training needs for higher education institutions. Originality/value – There is dearth of literature on staff development in academic libraries in Malawi. This paper seeks to recommend CPD.
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ALfrijat, Yaser Saleh. "Compliance with Continuing Professional Development (IES7) of Internal Auditor and Quality of Internal Audit Function." Accounting and Finance Research 9, no. 1 (2020): 28. http://dx.doi.org/10.5430/afr.v9n1p28.
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This paper aims to highlight the importance of compliance with continuing professional development (CPD) of internal auditors and its relationship to the quality of internal audit. The study utilised a Partial Least Squares Structural Equation Modelling (PLS-SEM), which emphasise on the analyses of regression and variance by distributing a questionnaire to the study sample of internal auditors in four countries (Jordan, Lebanon, Qatar and Kuwait), and the number of samples valid for statistical analysis reached 104. The paper has reached positive results regarding the importance of CPD in improving the quality of the internal audit, focused on the continuous follow-up to changes related to income and sales tax law, international financial reporting standards (IFRS), International Accounting Standards (IAS), and International Auditing Standards (IAS). Besides, modern Computer and Technological Applications in Internal audit practices and audit ethics. The results also indicated that CPD represents in professional skills is the development of skills to detect and combat theft and fraud, critical thinking skills of analyzed data. Original/Value, the CPD is the impulse by which internal auditors continue to learn new technical knowledge and skills that support them in professional work, to make them more qualified and developed in terms of knowledge and the skills needed within the labour markets.
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Moorley, Calvin, and Theresa Chinn. "Social media participatory CPD for nursing revalidation, professional development and beyond." British Journal of Nursing 28, no. 13 (2019): 870–77. http://dx.doi.org/10.12968/bjon.2019.28.13.870.
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Background: In 2016 the Nursing and Midwifery Council in the UK introduced revalidation, which is the process nurses are required to follow to renew their registration. This provides an opportunity for nurses to shape, develop and evolve social media to meet their professional requirements. Aims: to examine different ways nurses can use social media tools for continuous professional development (CPD) and revalidation. Methods: using a qualitative reflective design, data were gathered from content on the @WeNurses platform and activities organised with other leading health organisations in England. These data were analysed using the social media relationship triangle developed by the authors with a thematic analysis approach. Findings: analysis revealed that social media was used in six categories: publishing, sharing, messaging, discussing, collaborating, and networking. Organised social media events such as: blogs, tweetchats, Twitter storms, webinars, infographics, podcasts, videos and virtual book clubs can support nurses with revalidation and professional development. Conclusion: Through using a participatory CPD approach and embracing professional social media applications nurses have moved social media from the concept of a revolution to an evolution.
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Goa, Endelibu. "The Effects of Needs- Based Continuous Professional Development Practice on Teachers ‟ Perception of CPD: Primary Schools English Language Teachers in Focus." International Journal of Management and Humanities 5, no. 8 (2021): 20–39. http://dx.doi.org/10.35940/ijmh.f1287.045821.
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This study was an attempt to examine the effects of needs- based Continuous Professional Development (CPD) practices on English language teachers’ perceptions. More specifically, the study addressed the following research questions: (1) What CPD activities do ELT teachers need to practice currently? (2)Is there a significant change in EFL teachers’ perceptions following in an intervention design to increase their perceptions about CPD practices? This research work was mainly experimental in design. The purpose of the experiment was to examine the effects of needsbased CPD practices on English language teachers’ perceptions. Pre-test and post-test measures were analyzed using a t-test statistical procedure. In addition, questionnaire, interviews, and FGDs were employed in order to obtain data required for the study. The data gathered through different instruments were subjected to both quantitative and qualitative analysis. The study involved five primary schools in Arba Minch. Fifty-two, randomly selected teachers were filled the pre-test and post-test questionnaire. Moreover, 10 teachers from each primary school were randomly selected for interview. Besides, 12 teachers from each primary school were involved in the FGDs in order to gather the necessary data for this study. Different sources were referred for the preparation of the training materials. The effects of need-based CPD practices on teachers’ perception were examined through the pre-test and the post-test. The results of the pre-test showed that there was no significant difference in the teachers’ perception before and after the experiment. The results of the post-test showed that there was a significant difference before and after the experiment in teachers’ perception (P<0.05). On the basis of the findings of the study, it was concluded that need-based CPD practice could have a great value in improving perception. Based on this, conclusions and recommendations were made.
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Anggraeni, Andista A. F., and Sri Rachmajanti. "The Needs of Continuous Professional Development Perceived by Novice and Experienced Teachers." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 11 (2021): 1664. http://dx.doi.org/10.17977/jptpp.v5i11.14190.
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<p class="contenttable"><strong>Abstract</strong><strong>:</strong> This study was intended to investigate the current needs of continuous professional development viewed from the eyes of novice and experienced teachers in Malang senior high schools. The study was conducted through a descriptive survey study. The results identified some similarities and differences of needs between the novice and experienced teachers. Based on the order of importance, novice teachers agree that they need professional development in (1) knowledge and understanding of learner’s characteristics and (2) pedagogical competencies in teaching the subject field, (3) knowledge about curriculum or syllabus, (4) teacher’s communication skill in the classroom, and (5) teaching and learning approaches. Meanwhile, the experienced teachers need CPD about (1) knowledge and understanding of learner’s characteristics, (2) pedagogical competencies in the subject, (3) Information and Communication Technology, (4) students’ evaluation and assessment, and (5) teaching and learning approaches. Knowing the findings above, policy makers are suggested to arrange CPD programs based on the teachers’ needs and learning styles. The suitability and effectiveness of the program must be put into consideration.</p><strong>Abstrak</strong><strong>:</strong><em> </em>Penelitian ini mengungkap kebutuhan Pengembangan Keprofesian Berkelanjutan guru dilihat dari sudut pandang guru pemula dan berpengalaman di sekolah menengah atas di wilayah Malang. Penelitian menggunakan metode survei deskriptif. dan hasilnya menemukan bahwa terdapat persamaan dan perbedaan kebutuhan diantara guru pemula dan berpengalaman. Berdasarkan tingkat prioritas, PKB yang diperlukan guru pemula saat ini (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) pengetahuan tentang kurikulum atau silabus, (4) keterampilan berkomunikasi di kelas, (5) pendekatan belajar pembelajaran. Di lain pihak, guru berpengalaman memerlukan PKB tentang (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) penggunaan TI di dalam pengajaran, (4) penilaian peserta didik, (5) pendekatan belajar pembelajaran. Dengan mengetahui hal-hal diatas hendaknya pembuat kebijakan merancang program PKB berdasarkan kebutuhan dan gaya belajar masing-masing guru. Aspek kecocokan dan keefektivitasan program Pengembangan Keprofesian Berkelanjutan perlu diperhatikan.
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McArdle, Karen, and Norman Coutts. "Taking teachers' continuous professional development (CPD) beyond reflection: adding shared sense-making and collaborative engagement for professional renewal." Studies in Continuing Education 32, no. 3 (2010): 201–15. http://dx.doi.org/10.1080/0158037x.2010.517994.
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Furqon, Ahmad. "School Based Teacher Development Study About a School as Professional Learning Community." Educational Administration Research and Review 3, no. 1 (2019): 10–21. http://dx.doi.org/10.17509/earr.v3i1.21712.
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The teacher's understanding of CPD is still very low. The main objective of this research is to obtain a picture of school-based teacher development through PLC in the continuous professional development in schools.The research method used is qualitative method. Pre-field includes literature review and field survey. Phase of field work, researcher entered the field in order to collect data. In the data analysis phase the researcher conducts a series of qualitative data analysis process up to the interpretation of the data. In addition, the process of data triangulation compared with library theory. While the evaluation and reporting stage conducted consultation and guidance and reporting of research results.The research findings indicate that the elements of PLC forming are commitment, responsibility, usefulness, collaboration collegial, as well as school culture and climate. While the role of the principal in this PLC is as an instructional leader, motivator, and facilitator. The conclusion of the research shows that PLC is able to promote CPD which leads to improving the quality of learning service.
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Weerakkody, Vishanth, Mohamad Osmani, Paul Waller, Nitham Hindi, and Rajab Al-Esmail. "Situating Continuing Professional Development in Life Long Learning in Qatar." International Journal of Business and Management 11, no. 11 (2016): 81. http://dx.doi.org/10.5539/ijbm.v11n11p81.
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<p>Continued professional development (CPD) has been at the centre of capacity building in most successful organisations in western countries over the past few decades. Specialised professions in fields such as Accounting, Finance and ICT, to name but a few, are continuously evolving, which is necessitating certain standards to be followed through registration and certification by a designated authority (e.g. ACCA). Whilst most developed countries such as the UK and the US have well established frameworks for CPD for these professions, several developing nations, including Qatar (the chosen context for this article) are only just beginning to adopt these frameworks into their local contexts. However, the unique socio-cultural settings in such countries require these frameworks to be appropriately modified before they are adopted within the respective national context. The purpose of this paper is to examine the role of CPD in Qatar through comparing the UK as a benchmark and drawing corresponding and contrasting observations to formulate a roadmap towards developing a high level framework.</p>
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Nielsen, Birgitte Lund. "Students’ annotated drawings as a mediating artefact in science teachers’ professional development." Nordic Studies in Science Education 10, no. 2 (2014): 162–75. http://dx.doi.org/10.5617/nordina.721.
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This paper presents a case study of a teacher examining her 4th graders’ conceptual understanding of factors causing day and night, seasons, and the phases of the Moon both pre- and post-teaching, as a part of participating in the continuous professional development (CPD) project QUEST. The study is framed in reference to the extant research in the two fields of CPD and students’ alternative conceptions in science. The findings pertain to both the 4th graders’ conceptual understanding and the teacher’s meaning-making when examining the students’ annotated drawings and discussing them with colleagues. The teaching in general seems to be efficient concerning challenging students’ alternative conceptions; however not in relation to the phases of the Moon. The teacher re-designed her teaching and emphasized the insight gained from looking into a structured analysis. Nonetheless, she questioned whether teachers would find time for such analyses. While there are promising indications that this teacher will continue using pre- and post-assessment based on the insights gained, the collaborative analysis seemed rather superficial. The spreading to colleagues is discussed referring to this inquiry as supporting individual but probably not collaborative agency.
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Jan Alam, Syed Muhammad Aamir, and Dr. Saqib Shahzad. "Continuous Professional Development of Secondary School Teachers through Peer Observation: Implications for Policy & Practice." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 1 (2020): 56–75. http://dx.doi.org/10.36902/rjsser-vol1-iss1-2020(56-75).
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This qualitative action research study aimed to examine teachers’ perceptions about peer observation as an instrument for their Continuous Professional Development (CPD). For this purpose, the experiences of 12 purposefully selected secondary school teachers were captured through peer observation tool followed by focus group interviews to answers two research questions i.e. do teachers perceive peer observation as an effective instrument for their continuous professional development; and what are the merits and demerits in seeking sound professional development through peer observations? The conclusion reveals that peer observation was viewed by teachers as a valuable tool for their professional growth. Teachers reported that peer observation allowed them less anxiety, hesitation and pressure during teaching making the process more reliable and authentic. However, participants also reported time factor and less experience in observation on the part of teachers as obstacles to peer observation. The study includes some suggested recommendations for a more improved peer observation program.
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Anif, Sofyan, and Almuntaqo Zain. "Efektivitas Model Peningkatan Kompetensi Profesional Guru Biologi Berbasis Continuous Professional Development (CPD) di Karesidenan Surakarta." Jurnal VARIDIKA 27, no. 2 (2015): 162–73. http://dx.doi.org/10.23917/varidika.v27i2.1877.
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The Indonesian Law No. 14 Year 2005 on teacher and lecturer and Government Regulation No 74 Year 2008 on teacher, have mandated the government to carry out certifi cation for teachers of all subjects who have met the requirements. Based on a survey conducted by the Directorate General of Quality Improvement of Teachers and Education Personnel (PMPTK) in 2009, the certifi cation program has not been able to improve the competence and professionalism of teachers signifi cantly so it has not given positive infl uence on improving the performance of teachers. The purpose of this study is to determine the effectiveness of the model of professional competence improvement of biology teacher based on initial competence test in Surakarta.This research uses R & D approach developed by Borg and Gall (2007), which includes six procedures or stages of development: (1) determine the product; (2) conduct a theoretical and empirical study; (3) development planning; (4) the development of early models; (5) validation of the model; and (6) the discovery of the fi nal product. The fi rst up to the fourth stage has been done in previous studies, and this research is the fi fth stage namely the stage of model validation through limited experiment with one-group pretest-Posttest Design. While the data analysis uses traditional descriptive quantitative approach.The results of the study on the effectiveness of implementation of the model of increasing Biology teacher competence based on CPD on a limited scale test show that the classical absorption of pretest is 27.78%, while the classical absorption of post-test is 72.22%. It means that Biology teacher competence based on CPD has increased in a limited test scale of 44.44%. The results of a statistical analysis of the increase of pre- test and post-test absorption on each competence shows that the greatest increase of percentage in absorption was on the competence: “understanding the concepts, laws, and theories of biology and fl exible implementation” for 38.89%. While the lowest increase of percentage in the absorption occurred on the competence: “conducting action research to increase professionalism” with only 13.27%.
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Shonhe, Liah. "Continuous Professional Development (CPD) of librarians: A bibliometric analysis of research productivity viewed through WoS." Journal of Academic Librarianship 46, no. 2 (2020): 102106. http://dx.doi.org/10.1016/j.acalib.2019.102106.
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