Academic literature on the topic 'Continuous professional development; quality of training'
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Journal articles on the topic "Continuous professional development; quality of training"
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Leong, Hugh, and Souba Rethinasamy. "Continuous professional development: Assessing teachers' experiences with the cascading training model." Journal of English Language Teaching Innovations and Materials (Jeltim) 5, no. 2 (2023): 160. http://dx.doi.org/10.26418/jeltim.v5i2.71219.
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Continuous professional development (CPD) is integral in educational reform; developing and enhancing teachers’ pedagogical skills and knowledge. In Malaysia, the cascade training model is often preferred for CPD programmes in public secondary schools. This may be due to cost effectiveness and reach, where many teachers can be trained in a short timeframe. Critics of the cascade model of training tend however, point to a risk of knowledge being diluted as it is transferred from the trainers to the attendees and then to teachers in schools. This paper focuses on documenting the experiences of Malaysian secondary school English teachers attending school-based assessment (SBA) CPD training courses using the cascade training model. Adopting a qualitative research approach, through the use of in-depth semi-structured interviews, data was collected from 14 English teachers from 14 public secondary schools. The findings indicate that there were mixed experiences of teachers attending cascade training programs and that of subsequent trainings that were conducted by attendees of the programmes. These experiences were affected largely by the quality of the training programme (i.e. design of program curriculum and materials), trainer quality, participants selected, and follow up support afforded to participants. This paper culminates with recommendations for further CPD improvements.
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Shchedrinskaya, O., M. Bebtschuk, and E. Snarskaya. "Professional development: Training in ethics." European Psychiatry 64, S1 (2021): S593—S594. http://dx.doi.org/10.1192/j.eurpsy.2021.1583.
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IntroductionSome of the most vulnerable psychiatry patients are children under 18, as they can’t protect themselves and their rights from unethical behaviour of mental health professionals. There is a gap between theoretical knowledge and application of ethics at the workplace. Continuous education in ethics is necessary to address this gap.ObjectivesThe objective of the study was to compare various forms of education in ethics and develop training for mental health practitioners.MethodsThe study had 2 groups (356 participants, aged 23 to 67, average age – 41.3) – staff of the main and oldest children’s mental health clinic in Moscow, Russia. The control group (124 participants) of mental health professionals received written materials on ethics (such as ethical codes and ethical decision-making protocols). The test group (232 people) participated in a several trainings on ethics. The trainings included 3 parts – discussing the code of ethics, creating examples of potential ethical challenges and role-plays. Participants reported that the topics on the quality of care, common ethical dilemmas and relationships between the practitioners, young patients and legal guardians, were the most helpful for them.ResultsThe survey was conducted to evaluate the results. 70.8% of staff members that participated in training shared that they feel confident about applying the Code and the decision-making protocols in unclear cases. Only 32.6% from the control group reported the same level of confidence.ConclusionsHands-on training in ethics for continuing education has shown to be more beneficial, as compared to theoretical instructions
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Ovdii, N. "Advanced training as a component of continuous education." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 15, no. 2 (2024): 97–101. http://dx.doi.org/10.31548/hspedagog15(2).2024.97-101.
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The article examines the process of professional development as an important component of continuous education, especially in the context of modern Ukrainian research and publications. Analysis of modern research shows that Ukraine pays great attention to professional development. Ukrainian scientists emphasize the need to adapt educational programs to modern challenges, and online learning and distance courses are becoming important tools that ensure the accessibility of education. Examples of successful professional development programs include the activities of the National Academy of Pedagogical Sciences of Ukraine and Taras Shevchenko Kyiv National University. Government support plays an important role by providing financing and building the necessary infrastructure. These efforts contribute to the improvement of the quality of education and professional training of specialists, which improves the competitiveness of the Ukrainian economy at the global level.
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Belenky, I. G., V. A. Manukovsky, and I. M. Barsukova. "Continuous medical education: modern approaches to surgical training." EMERGENCY MEDICAL CARE 23, no. 3 (2022): 10–16. http://dx.doi.org/10.24884/2072-6716-2022-23-3-10-16.
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An important task of the health system is to improve the quality of medical care, the quality of professional training of surgeons. The purpose of the study: based on the analysis of the literature, to determine the main components of the educational process within the framework of continuous education of doctors of surgical specialties, necessary for adequate professional development and improvement of the quality of medical care for specialized patients. Results of the study. An analysis of the system of professional training of surgeons was carried out, its shortcomings were noted. Knowledge, practical skills, experience, medical thinking, logic and intuition are the most important components of a highly professional doctor, surgeon. The world experience of training specialists is presented. Conclusion. Today in Russia, a new modern system of postgraduate education of doctors of surgical specialties is being formed within the framework of the system of continuing medical education. In order to achieve better results, organizational approaches to vocational education should be reviewed.
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Martínez Valdés, Ivón Yudit, Leydelys Castillo Valdés, and Sahely Sixto Fuentes. "Professional development, professionalisation and successful professional performance of the Bachelor of Optometry and Opticianry." AG Salud 2 (March 24, 2024): 57. http://dx.doi.org/10.62486/agsalud202457.
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Introduction: Health Technology has integrated technological advances in health services, requiring professional improvement programmes to improve the performance of technologists. In the field of ophthalmology in Cuba, the quality of services depends on optometrists and opticians, and their continuous training is essential in an increasingly technological environment with a growing demand due to the increase in refractive disorders and the ageing population.Development: Professional development, defined as a continuous pedagogical process, is essential to maintain the quality of health services. It has been widely researched and its importance in improving the quality of services, satisfaction and social recognition of health professionals has been highlighted. In the specific case of Optometry and Optics, professional development is considered a necessary process to ensure successful performance. Several principles and distinctive features of this process are highlighted, including its systemic character, its connection with initial and postgraduate training, and its evaluation through professional performance.Conclusions: The professional development of Optometry and Optics graduates is crucial to their successful performance, as it contributes to their professionalisation and the development of competencies needed in a constantly evolving eye health environment. The importance of integrating initial and continuing education, as well as assessing the impact of further education on professional performance, is highlighted. These findings underline the need for well-structured and contextualised professional development programmes to ensure the quality and effectiveness of eye care services.
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Yachnyuk, M., I. Yachnyuk, Yu Yachnyuk, and E. Ibragimov. "Formation of continuous coaches’ education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(125) (September 27, 2020): 163–67. http://dx.doi.org/10.31392/npu-nc.series15.2020.5(125).33.
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The society developments model requires a modern specialist of a wide range of knowledge, skills and competencies for successful fulfilment of their professional functions, ensuring comprehensive and sustainable development of education and science of Ukraine. A rapidly evolving modern society needs skilled workers who can compete in the labor market, are competent, responsible and free to own a profession, capable of working effectively with a specialty at world-wide standards, ready for continued professional growth, social and occupational mobility.
 Postgraduate education involves the development of it through open technologies of adult‟s education, opens contingent and classes, transparency of the system, coherence of all components, as well as the conditions for free entry of subjects in the educational space, obtaining quality education without restrictions on gender, national, gender, and territorial differences. Professional self-development it is a process of forming a personality oriented to high professional achievements. In the system of postgraduate education creates the conditions for lifelong learning, accessibility in acquiring knowledge, meeting the needs and needs of the individual and society.
 Advanced training uses the modern theory and practice of sports training; application of methods of functional recovery of an organism is studied; out-of-training and out-of-competition factors in training athletes, psychological training are analysed. The timing of further courses depends on the formation of the group.
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Seyoum, Yilfashewa. "Staff Development as an Imperative Avenue in Ensuring Quality: The Experience of Adama University." Education Research International 2012 (2012): 1–17. http://dx.doi.org/10.1155/2012/624241.
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All endeavors were devoted to investigate the views and feelings of stakeholders on the implementation of teachers’ professional development and its contribution to sustain academic programs quality at Adama University. A case study that constitutes qualitative and quantitative method was employed. In an attempt to achieve the objectives of the study, evidences were collected from students, staff members, professional development program coordinators, and management bodies. The data-collecting instruments for obtaining relevant information were questionnaires, interview, observation, and document analysis. The finding in relation to this study uncovers the fact that though continuous professional development has been perceived as the most useful avenue of teachers continuous and lifelong learning, for the most part, it is relegated to adhoc committees or interested group or institutional units in the system of university education/training. Moreover, the absence of PDP in the university organizational structure, clear mission and vision, defined and well-articulated policy, strategic plan, representatives in university senate meetings, adequate resources, well-identified and -preserved training facilities, and unit library were circumstances that in one way or another negatively affected the provision of effective professional development programs/trainings that may have adverse effect in the deliberation of quality education/training in Adama University.
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Polka, N. S., O. I. Turos, and A. V. Koblianska. "Graduate education as an element of continuous professional development." Hygiene of Populated Places 2024, no. 74 (2024): 180–85. http://dx.doi.org/10.32402/hygiene2024.74.180.
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The purpose of the work is to analyze the results of the implementation of the training of doctors at the third educational level in the SI «O.M. Marzіeiev Institute for Public Health of the NAMS of Ukraine» as an element of continuous professional development. Material and methods. Bibliosemantic method, system analysis, analysis of own experience. The results. The issue of continuous professional development exists throughout the world. It requires, above all, finding ways to recognize better high-quality and innovative teaching, which is one of the areas of promoting high-quality education. Professional training and competence of health care personnel, effective assessment of productivity, and quality of continuous medical education are especially important in the health care system of Ukraine to achieve the goals of sustainable development defined by the World Health Organization in order to better respond to people's needs in the field health care, taking into account the special needs of the country. Conclusion. An analysis of the possibility of third-level higher education students at the SI «O.M. Marzіeiev Institute for Public Health of the NAMS of Ukraine» to be involved in the process of continuous professional development was carried out, and the effectiveness and prospects of such activities were evaluated. Features and possibilities of attracting graduate students to participate in scientific forums at both the state and international level, the possibility of publications, internships, etc. are determined. The conducted analysis shows the quality and wide range of opportunities for third-level graduates, which allows us to consider postgraduate studies as an important element of continuous professional development, and this, in turn, enables postgraduate students to be competitive and necessary in the labor market of Ukraine. Keywords. Continuous professional development, postgraduate studies, knowledge base, medicine, hygiene and occupational pathology.
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Romanenko, G. H., and A. A. Stremoukhov. "Ensuring the Effectiveness and Quality of Modern Professional Development Programs for Medical Workers: the Experience of Russian Medical Academy of Continuous Professional Education." Doctor.Ru 21, no. 2 (2022): 10–14. http://dx.doi.org/10.31550/1727-2378-2022-21-2-10-14.
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Objective of the Review: to determine the criteria for the effectiveness and quality of modern educational programs, the choice of advanced training programs by medical professionals within the framework of personal and professional growth in the formation of an individual educational trajectory. Key Points. Additional professional training programs ensure the updating of professional standards in the context of changing goals, content, technologies, regulatory support of professional activity in a particular field, and also take into account the qualification requirements specified in the qualification reference books for the relevant positions and specialties. Educational programs must meet strict requirements: be relevant, modern, practice-oriented, methodically and scientifically sound. Conclusion. The formation of the educational trajectory of a medical specialist and the choice of advanced training programs should be based on the quality criteria of both individual educational programs and the educational process as a whole: compliance with the federal state educational standard in the specialty, professional standard in the specialty/position, clinical recommendations and their evidence base. The quality of training of a medical specialist increases many times when the content of the educational program is supported by a specialized interdisciplinary educational event. Training and advanced training of medical workers should be carried out in medical educational organizations with qualified teaching staff, full-fledged logistical and methodological support, as well as their own bases of practical (clinical) training. Keywords: doctor, additional professional education, continuous professional development, professional development program, educational event, Russian Medical Academy of Continuing Professional Education.
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Inozemtseva, S. V. "Continuous professional development — innovative training methods of average health workers." Medsestra (Nurse), no. 9 (September 20, 2023): 25–30. http://dx.doi.org/10.33920/med-05-2309-04.
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The article presents the experience of optimizing the work of an educational and methodological office in a medical organization. A study to determine the level of nursing staff satisfaction with the learning process was conducted. Aim. Improving (optimizing) the activities of the educational and methodological office and enhancing the qualit y of work of medical personnel. Results. Obtaining high quality indicators in the work of the nursing staff of a medical organization is directly related to the optimization of the work of the educational and methodological office. Conducting additional theoretical and practical classes on identified violations, credits and testing of nursing staff, regular training of junior and middle medical personnel on nosocomial infection, as well as targeted internal audits aim nurses at a more serious and competent attitude to the prevention of nosocomial infection and occupational infections. Conclusion. The strategy for the development of continuous education in the workplace is one of the most successful tools to meet the challenges of compliance of the capabilities of nursing staff with the high demands of modern healthcare.
Dissertations / Theses on the topic "Continuous professional development; quality of training"
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Smit, Nicolaas Andrias Johannes. "School-Initiated Type-2 Activities in Continuous Professional Teacher Development." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78496.
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Professional development is more than marking an attendance register at a workshop.
Professional development is a reflective process of continuous self-development that
should inform the very essence of any learning context. This dissertation builds on
how teachers experience school-initiated type-2 teacher professional development in
secondary public schools and how their experiences may contribute to the work in the
field of teacher professional development and assessment. Although a number of
studies have examined teachers’ comprehension of the Continuous Professional
Development framework in South Africa and the quality management policies, there
is a considerable lack of literature on the relationship between the professional
development of teachers and school improvement.
The purpose of this dissertation is to understand teachers’ experiences with the
implementation of Type-2 Continuous Professional Teacher Development activities in
public high schools. The data for this qualitative study were collected through semistructured
interviews and policy document analysis. The coded data were analysed
and emerging themes were identified. The participants of this study consisted of
teachers and members of the School Management Team.
However, the study found that teachers perceived that there is a gap in the focus of
professional development programmes. Teachers felt that the type-2 developmental
activities seemed only for the benefit and achievement of the school’s goals, and do
not adequately address the developmental needs of teachers themselves.
The findings of this study argue that a culture of shared responsibility and leadership
in secondary schools do indeed improve the development of teachers and the
successful academic achievement of learners.<br>Dissertation (MEd)--University of Pretoria, 2020.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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Puente-Ervin, Leslie. "How High School Teachers Perceive the Quality of Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3063.
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New Jersey is 1 of 46 states to enroll in President Obama's Race-to-the-Top Initiative. Participating states must adopt national standards, revise teacher evaluation procedures, and administer new state assessments. States are prioritizing quality professional development (PD) to prepare teachers for these rapid shifts. The overall problem studied was how high school teachers perceive the quality of PD in a high school in New Jersey. While substandard PD alone is not enough to lose tenure, it has recently become one of the evaluative measures for teacher performance according to a new tenure law signed in 2012 by Governor Chris Christie. Such added pressures could impact teachers' attitudes toward their professional growth. The study was based on Mezirow and Knowles' theory of adult learning as well as social constructivism. Several questions guided this study, such as how can teachers' perceptions shape the current PD program in the featured high school and if the current shifts in educational reform affect their perception. A case study was used as the research design, and interviews were employed as the main method of gathering qualitative data. Subsequently, 7 educators in various content-specialties were interviewed. Once the interviews were analyzed, transcribed, and coded, 5 significant themes emerged: (a) organized and relevant training, (b) in-class support, (c) continuity and constructive feedback, (d) accountability of transference, and (e) a culture of respectful collaboration and partnership. The implications for social change for this project would be that an effective PD program at the high school might improve the high school teachers' attitudes toward their own professional growth. Improved attitudes might motivate teachers to apply new knowledge, which will increase student performance, faculty morale, and community & family relations.
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Gulston, Karel. "The challenges experienced by educators in primary schools regarding continuous professional development." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/28302.
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The transition from apartheid to democracy in South Africa, which began in 1994 led to a change in a plethora of policies and/or legislation. In recent years there has been much debate on how the standard of education provisioning in schools could be raised in the light of the introduction of the much debated Revised National Curriculum Statement (RNCS) and thereafter the National Curriculum Statement (NCS). These reform initiatives have brought about confusion and a sense of unsettledness amongst educators, including principals as well as their School Management Teams. Furthermore, the abovementioned and other policies required educators to acquaint themselves with either the materials that are used or the content of the curriculum and the planning and presentation of lessons. This entails in some occasions that educators who are more experienced have to assist the less experienced ones since they understand the RNCS and more recently the NCS better than the others. According to me this emphasises the importance of educator development towards raising the standards in schools. Continuous Professional Development (CPD) is a process that fits the role of an educator as a lifelong learner. The aforementioned is captured in the Norms and Standards for Educators (2000). The need for more attention to be accorded to the professional development of practising educators is emphasised in the Report of the Ministerial Committee on Teacher Education (2005). This report led to the development of the National Policy Framework for Teacher Education and Development which has as its aim to attempt to address the need for suitably qualified educators in South Africa. The National Policy Framework for Teacher Education and Development will be used in this study along with the Integrated Quality Management Systems (IQMS) as tools to achieve the continuous development of educators in South African schools. The Personnel Administration Measures (PAM) of 1999 are also used since they stipulate the roles and responsibilities of the educator, including those of the principal, deputy principal(s) as well as the heads of department. In particular it stipulates that the principal (Department of Education, 1999:10) is responsible for the development of staff training programmes, school-based, school-focused and externally directed, and to assist educators, particularly new and inexperienced educators, in developing and achieving educational objectives in accordance with the needs of the school. This research project deals with the challenges experienced by educators regarding their own Continued Professional Development (CPD). It thus aims at coming up with an empirical account of the challenges experienced by the said educators. The study will focus on, among others, the educators’ experiences in the implementation of the IQMS as a developmental tool for educators in schools. It looks at the roles that different staff members in senior positions in terms of the CPD of the educators. These include the developmental opportunities available in the sampled schools. Carefully selected and drafted interview questions assisted me in soliciting answers from the sampled educators.<br>Dissertation (MEd)--University of Pretoria, 2011.<br>Education Management and Policy Studies<br>unrestricted
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Ngcoza, Kenneth Mlungisi. "Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008258.
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This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused on establishing a sustainable science teachers' trans formative and continuous professional development (TTCPD) network with the view to improving their practice. It is premised on the assumption that teachers are capable of taking responsibility for their own professional development. It is a case study carried over a period offour years with a group of eight teachers. Rooted in the socially critical-emancipatory orientation in conjunction with the participatory action research approach, and located in the qualitative and interpretive research paradigms, it focuses on doing research in democratic and egalitarian ways through working with teachers rather than on them. Such a stance supposes a collaborative partnership and a dialogic relationship viewed as being both reciprocal and mutually enriching for the teachers who were seen as co-learners and co-researchers in this study. Two main goals of the study may be identified. For the first goal, the actors in this study established a sustainable and participative approach to professional development. This was explored through the formation of a TTCPD network which was informed by the actor-network theory framework. Our focus was on co-construction of scientific knowledge utilising the development and adaptation of learning and teaching support materials (LTSMs) as a catalyst to drive the process. The second goal was to examine how the TTCPD network enhanced the teachers' subject-content knowledge, pedagogical-content knowledge as well as individual and collaborative reflections. The research process evolved into three mam phases: The initial phase involved adapting and modifying LTSMs which were initially used in conjunction with microscale science kits and pilot tested with a group of Grade 10 students. This led to the second phase of the research project, which was aimed at gaining insights into the science teachers' capabilities in developing teaching and learning units of work. ii \ The second phase focused on the development of a collaborative orientation to the development of LTSMs and culminated in the formation of sub-networks responsible for certain tasks within the broader network. AB common ground, we focused on developing teaching and learning units of work on the following science topics: electrostatics, electricity, and electrochemistry, to illuminate and foster integration within science. The third phase was concerned with gaining insights into the science teachers' practice in their classrooms. This phase focused on putting theory into practice through the collaborative implementation of teaching and learning units of work. Feedback on the lessons was discussed during our workshops as an attempt to further enhance collaborative reflections. Data was generated usmg workshop discussions with reflective notes; active interviews; focus group discussions; co-teaching, participant observation and videotaped lessons with reflective notes; and a research journal. A variety of data generation techniques were employed to enhance validity and quality of the research. Techniques for validation and trustworthiness of data included triangulation; member checks orface validity; prolonged engagement; catalytic validity and peer validation. The study exposed the underlying historical, ideological and epistemological contradictions of the teachers' past educational backgrounds. It emerged that the ways in which they were taught were at times an inhibitor to innovativeness, perpetuating transmissive approaches to teaching and learning. Lack of professional development and support, and the tensions between policy formulation and implementation exacerbated this. Reflections from the teachers' experiences further revealed that, for teachers to be effective agents of change in the reform process, empowerment opportunities are vital. AB a result, exposure to the TTCPD network was useful in capacitating the teachers with the development of LTSMs, which led to the enhancement of their pedagogical, and science content knowledge conceptual development as well as collaborative reflections.The main findings of this study is that, science teachers' transformative and continuous professional development based on participative approaches and mutual collegial support are indispensable, and that teachers' socio-cultural contexts and experiences should be taken into consideration during this process. Teachers should be regarded as central in the process, and mutual respect and dialogical relationships are pivotal. A further recommendation of this study is that capacity-building is critical for quality teaching and learning, and there is a need to move beyond the rhetoric of complacency to pro-activism, supporting ongoing development of teachers in professional transformative networks.<br>KMBT_363<br>Adobe Acrobat 9.54 Paper Capture Plug-in
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Jenkinson, Aoife. "Eliciting the impact of continuous professional development training in speech and language development, on the knowledge, skills and practice of early years practitioners." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020742/.
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Oral language skills of children entering nursery aged 3 years, have been identified as delayed in up to 50% of the population in deprived, urban areas. However, a wealth of research evidence indicates that language skills can be augmented by specific practices, activities and environmental resources provided by staff in nursery and childcare settings. With the aim of introducing evidence-based research into Early Years settings, the Every Child a Talker programme was delivered in ten training days over six months to volunteer settings in the United Kingdom. This mixed-methods research study sought to examine the impact of the programme on the language-supporting practices and knowledge of staff in Early Years settings. The sample consisted of two groups: nine Nursery settings where at least one staff member had received Every Child a Talker Training, and nine matched settings where no staff member had completed such lengthy professional development training in supporting language skills. Settings in both groups were matched based on similar characteristics of their pupil populations: socioeconomic needs, percentages of pupils speaking English as an Additional Language, and percentages with Special Educational and Language needs. A mixed-methods approach was used, with the first phase of the research design generating quantitative data. The Communication supporting Classrooms Observation Tool was used to create a "snap shot" of the practices, activities and environmental resources used to support language development in each setting. Concurrently, a questionnaire elicited data regarding staff's self-reported measures of confidence and knowledge in how to support oral language skill development. Observation and questionnaire data were first analysed separately and then together using non-parametric tests, the Kruskal-Wallis and Mann-Whitney U tests. Following completion of this first phase, the second phase of the project aimed to identify facilitating factors and/or barriers to implementing practices known to support children's oral language development. Interviews were carried out with participants from eight settings, and qualitative data collected and analysed using a Thematic Analysis approach.
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Berry, Geoff, of Western Sydney Nepean University, and Faculty of Education. "Quality management in New South Wales primary schools : implications for leadership development : principals' perspectives on quality management as a process of continuous improvement in Western Sydney primary schools." THESIS_FE_XXX_Berry_G.xml, 1997. http://handle.uws.edu.au:8081/1959.7/351.
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This study seeks to develop a better understanding of the nature and potential of quality management in primary schools and to determine possible professional development strategies for principals in relation to the introduction of quality management within their schools. A questionnaire was utilised to seek the insights, understandings and opinions of thirty-four primary school principals within the Western Sydney area in relation to quality management in their schools and the kinds of leadership support required to initiate and sustain this process. The policy orientation of the research is evident through suggested options for leadership development which emerge from the findings of the quesionnaire. Furthermore, the notion of schools as 'learning communities' is a vision for school education which requires the transformation of the cultural elements of schools to enable all school members to be active managers of their own learning. There is a need to develop systems and processes to allow this vision for schools to emerge, and this research accepts this challenge. This thesis, based on the outcomes of the questionnaire, includes a theoretical framework based on an overview of current models relating to quality management in primary schools and concludes with considerations for the further development of the process in primary schools in New South Wales.<br>Doctor of Education (Ed.D.)
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Durr, Mary Sue. "Special Education Teachers' Perceptions of Professional Development Around Assessment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6419.
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The significance of professional development (PD) is acknowledged in research studies as essential to implementing rigorous state standards. Although the literature recognizes that PD is a crucial component in improving teachers' knowledge and skills, some teachers at a midsized urban public elementary school in the southern United States did not see the benefit of attending PD. The purpose of this study was to explore elementary special education teachers' perceptions of PD around assessment. Guided by a framework based on Chen and McCray's whole teacher approach to teacher PD, this basic qualitative study was designed to understand how these elementary special education teachers viewed the PD activities related to assessment at the local site. In-depth interviews were conducted with elementary special education teachers at LMP Elementary School who had attended PD about assessment. Interview data were analyzed using the content analysis method. Overall, findings revealed concerns regarding the quality of PD, lack of training, lack of evidence-based practice, teachers' intrinsic motivation and commitment, and teachers' autonomy. Findings were used to design a 3-day PD workshop that engaged learning techniques for special education teachers to assess and implement instructional methods to augment students with disabilities' academic achievement. Ultimately, this study has implications for creating positive social change by advocating and providing for special education teachers to be maximally engaged in PD aimed at enhancing outcomes for the students with disabilities they serve.
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Braimoh, Durojaiye S. "The nature and quality of pre-service science teacher education and transition to teaching in Lagos State, Nigeria." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/225.
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The poor state of learning in pre-service science teacher education is typical. of the problems in the Nigeria education sector (Afe, 2001; Odubunmi, 2006; Okebukola, 2004). Little research based evidence about Nigerian pre-service science teacher education has been reported in the literature, however, this problem has been documented to be a common phenomenon among other African countries with similar programmes. This thesis reports a case study of the quality of a pre-seivice science teacher education programme in a Nigerian College of Education and the graduate teachers' transition to science teaching in Lagos State, Nigeria. Particular attention was given to issues which influence the quality of learning in the NCE science teacher education programme and transition to science teaching. The data were derived from the views and opinions of third year teacher education students, first-year junior secondary school science teachers, lecturers and other key stakeholders in science teacher education in Lagos State.
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Miller, Pamela Wilder. "What We Do Best: Quality Collections Care Practices in Small Museums in Utah." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/8.
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ABSTRACT: Small museums occupy a distinctive niche in the world of museums. They hold unique objects in their collections, exhibit them, and educate the public about them. All museums have the challenge to care for collections in a manner that will enhance their preservation for future generations. Large museums have paid staff and budgets for collections care. Small museums, as used in this study, have one full-time staff person or less, who are often inadequately trained in caring for collections. Nevertheless, they still must work to preserve their collections for the future. In this qualitative study, the grounded theory method was used to identify and recommend quality collections care practices in small Utah museums for developing training programs in collections care. There are small museums that practice aspects of quality collections care. These museums were identified using survey forms and Performance Goals records in the Utah Office of Museum Services. Seventeen staff and employees from 15 small museums were interviewed. The data were analyzed using constant comparative analysis to categorize the comments. Themes emerged in response to two research questions: 'What are quality collections care practices in Utah' and 'How are staff and volunteers of small museums in Utah trained in quality collections care practices?' Themes from the collections care aspect centered on knowing what you have and caring for what you have. These included use of the PastPerfect Software Program; timely processing of museum objects; and following the museum's mission, security, housekeeping, and preventative conservation. Themes from the training aspect centered on training efforts within the museum, and training received, learned, or gained through efforts outside the museum. These included the Internet for training, sharing information, workshops and conferences, and mentors and networks. Application of the themes to collections care was discussed, including suggestions for implementation. This was followed by a discussion of the role of small museums, volunteers in small museums, state museum organizations, quality collections care practices, and training for collections care. Finally, an alarm was sounded for some serious issues confronting small museums in Utah, ending with recommendations for further study.
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Soares, Rosana Maria Cavalcanti. "A constituiÃÃo do ser professor: anÃlise do percurso de formaÃÃo e trabalho de docentes da educaÃÃo bÃsica." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9651.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>Este estudo investiga a constituiÃÃo do ser professor com base no percurso de formaÃÃo e trabalho. Desse modo, visa a analisar como as experiÃncias vivenciadas como estudante na escola, na formaÃÃo inicial, na prÃtica pedagÃgica e nas atividades formativas, assim como as mudanÃas no Ãmbito pessoal e profissional que foram acontecendo durante essa trajetÃria, especialmente com relaÃÃo Ãs prÃticas docentes, contribuÃram na constituiÃÃo de si como professores. O estudo parte da compreensÃo de que a formaÃÃo docente à um continuum, majorante, e que acontece em diferentes tempos e espaÃos, especialmente durante a atuaÃÃo no contexto de trabalho. Foram consideradas trÃs categorias de anÃlise â reflexÃo, desenvolvimento profissional/mudanÃas e autonomia â, conceitos intrÃnsecos à perspectiva da formaÃÃo contÃnua, baseando-se principalmente nos estudos de NÃvoa (1995), ImbernÃn (2010), Formosinho (2009), Pimenta (2002), Giroux (1997), Contreras (2002) e Freire (1996). A pesquisa, de abordagem qualitativa com narrativas sobre histÃria de vida, foi realizada com cinco professoras da educaÃÃo bÃsica da rede pÃblica de ensino do Estado do Cearà que fizeram o Curso de EspecializaÃÃo em Metodologias do Ensino das CiÃncias Humanas e Sociais. A iniciativa envolveu coleta de dados primÃrios mediante a realizaÃÃo de entrevistas semiestruturadas, realizadas com essas docentes no perÃodo de outubro de 2011 a fevereiro de 2012 e analisadas juntamente com o memorial produzido por elas como trabalho de conclusÃo de curso. Com suporte nas falas e nas reflexÃes impressas no memorial, foi possÃvel perceber que as vivÃncias como alunas da educaÃÃo bÃsica norteiam parte da prÃtica docente das professoras, buscando reproduzir o que foi considerado bom e evitar o que identificaram como ruim, seja no âeducar/ensinarâ, seja no âcuidarâ. As docentes que tiveram experiÃncias de ensino anteriores ao ingresso em um curso de formaÃÃo inicial revelaram que estas contribuÃram valiosamente para a escolha da profissÃo. Ressaltam a formaÃÃo inicial como um dos mais importantes momentos do percurso formativo, pois entraram em contato com as teorias que fundamentam suas prÃticas. Defendem, todavia, a ideia de que a sala de aula à o principal espaÃo de formaÃÃo do professor. Com relaÃÃo Ãs aÃÃes de formaÃÃo, destacam as que envolvem o compartilhamento de saberes e experiÃncias entre os pares e discutem questÃes inerentes ao cotidiano da escola e da sala de aula. As professoras que participaram desta pesquisa demonstraram conceber a formaÃÃo como um processo. Para elas, as mudanÃas ocorrentes em suas prÃticas foram fruto de suas observaÃÃes e percepÃÃes em momentos de reflexÃo, de suas experiÃncias de vida e das aprendizagens obtidas. Com efeito, com origem em novas reflexÃes e ou novas experiÃncias, podem acontecer outros processos de mudanÃas, em virtude da educaÃÃo que se quer, do aluno que se pretende, da escola que se intenta e do patamar profissional que se tenciona alcanÃar.
Books on the topic "Continuous professional development; quality of training"
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Coaching, Association for, ed. Supervision in coaching: Supervision, ethics, and continuous professional development. Kogan Page, 2011.
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Copple, Carol. Quality matters: Improving the professional development of the early childhood work force. National Institute for Early Childhood Professional Development, 1991.
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National Staff Development Council (U.S.), ed. Learning to lead, leading to learn: Improving school quality through principal professional development. National Staff Development Council, 2000.
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Pletsch-Betancourt, Martina, and Marcela Hidalgo. UniCambio XXI: Institutional development and professional training : the case of quality management projects in Latin American universities. IKO, Verlag für Interkulturelle Kommunikation, 2008.
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Pieters, Gerald R. The ever-changing organization: Creating the capacity for continuous change, learning and improvement. St. Lucie Press, 2000.
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Polevaya, Marina, Igor' Belogrud, Irina Ivanova, et al. Technologies of personnel training and development in the organization. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1003926.
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In the modern economy, high-quality personnel is a key factor for the success of an organization. The success of the organization directly depends on the degree of qualification of the staff. 
 The textbook presents technologies, methods and types of personnel training and development; legal and organizational aspects of professional training; socio-psychological features of personnel training and development; the basics of forming and managing the personnel reserve in the organization, as well as methods for evaluating the effectiveness of personnel training and development in the organization. 
 It is intended for students studying in the direction of training "Personnel Management", students of institutes and advanced training courses, employees of personnel management services, managers of enterprises and organizations.
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Provance, Christine. 1999 Montana ESEA Title II Eisenhower Study: Teacher self-assessment of content knowledge and student performance with regard to Montana's reading and mathematics content standards and survey of professional development quality : executive summary. Montana Office of Public Instruction, 1999.
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Provance, Christine. 1999 Montana ESEA Title II Eisenhower Study: Teacher self-assessment of content knowledge and student performance with regard to Montana's reading and mathematics content standards and survey of professional development quality : executive summary. Edited by Montana. Office of Public Instruction. Montana Office of Public Instruction, 1999.
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Office, General Accounting. State Department: Professional development of Foreign Service employees : report to the Chairman, Committee on Foreign Relations, U.S. Senate. The Office, 1989.
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Zhukova, Galina, and Margarita Rushaylo. Mathematical analysis in examples and tasks. Part 1. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1072156.
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The purpose of the textbook is to help students to master basic concepts and research methods used in mathematical analysis. In part 1 of the proposed cycle of workshops on the following topics: theory of sets, theory of limits, theory of continuous functions; differential calculus of functions of one variable, its application to the study of the properties of functions and graph; integral calculus of functions of one variable: indefinite, definite, improper integrals; hyperbolic functions; applications of integral calculus to the analysis and solution of practical problems. 
 For the development of each topic the necessary theoretical and background material, reviewed a large number of examples with detailed analysis and solutions, the options for independent work. For self-training and quality control of the obtained knowledge provides exercises and problems with answers and guidance.
 For teachers, students and postgraduate students studying advanced mathematics.
Book chapters on the topic "Continuous professional development; quality of training"
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Pavlova, Margarita, and Christy Shimin Chen. "Improving the effectiveness of teacher training for the vocational education and training (VET) sector in China." In Quality in Teacher Education and Professional Development. Routledge, 2021. http://dx.doi.org/10.4324/9781003197973-14.
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Kuhlee, Dina. "Teacher education for the vocational education and training (VET) sector in Germany." In Quality in Teacher Education and Professional Development. Routledge, 2021. http://dx.doi.org/10.4324/9781003197973-15.
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Cheriyan, Anish, Raju Ramakrishna Gondkar, and S. Suresh Babu. "Quality Assurance Practices and Techniques Used by QA Professional in Continuous Delivery." In Information and Communication Technology for Sustainable Development. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7166-0_8.
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Creemers, Bert, Leonidas Kyriakides, and Panayiotis Antoniou. "Going Beyond the Classical Dichotomy Related to the Content of Teacher Training and Professional Development." In Teacher Professional Development for Improving Quality of Teaching. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5207-8_4.
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Creemers, Bert, Leonidas Kyriakides, and Panayiotis Antoniou. "Using the Dynamic Model to Develop an Integrated Approach to Teacher Training and Professional Development." In Teacher Professional Development for Improving Quality of Teaching. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5207-8_8.
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Mampane, Sharon Thabo. "Professional Training and Lifelong Learning for School Heads of Departments: A Gateway for Headship Continuous Improvement." In Teacher Empowerment Toward Professional Development and Practices. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4151-8_8.
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Hughes, David W. "The Inset Conundrum: Training Opportunities or Continuous Professional Development? Project or Process?" In Future-proof Your School. Routledge, 2025. https://doi.org/10.4324/9781041055624-6.
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Lange, Sarah. "Empirical findings: Effects of the cascade training of the professional development programme." In Achieving Teaching Quality in Sub-Saharan Africa. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14683-2_5.
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Lange, Sarah. "Discussion: Success and risk conditions for the implementation of cascade training in professional development." In Achieving Teaching Quality in Sub-Saharan Africa. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14683-2_6.
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Cabrera, Mildred Vanessa López, Christian Pérez-Villalobos, and Mauricio Alberto Cortes Cely. "Focusing on Continuous Professional Development for Health Professionals." In Advancing Health Education With Telemedicine. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8783-6.ch017.
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The context in which health professionals practice is constantly evolving. The entry of new technologies in medicine has put more than one specialist to the test. It is worth noting that these technologies are rapidly updated, generating new solutions every year. While this contributes to offering quality programs for the training of new professionals, how can a professional even aspire to keep up to date with all these developments? This chapter provides some proposals and reflections to develop professional development goals for health professionals based on a continuous professional development mindset.
Conference papers on the topic "Continuous professional development; quality of training"
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Nicoglu, Corina. "MODERN TECHNIQUES OF CONTINUOUS PROFESSIONAL DEVELOPMENT IN PUBLIC LIBRARIES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-271.
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The Informational Society has imposed a set of rules on the professionals from various domains but, for the information based librarians, even a broader set of rules applies. Together, the diversification of public services, the hybrid library and the digital literacy contribute to forming new ways of cultivating professional development. Library professionals now have a vast area of attributes to fulfill, having to combine both the traditional librarian tasks with the use of the latest technologies and equipment regarding IT&C, project management, trainings, sociology or STEM. Continuous professional training is one of the attributes of an efficient management. Even since hiring, it is important to correctly identify an employee's skills, evaluate them regularly and add new ones through professional training. Only highly trained librarians can deliver quality services. In this context, knowledge management has a fundamental role. With its help we can create new collective tools for professional development. On the other hand, knowledge is based on learning, therefore, this articles will present the methods through which those concepts can be applied in the Romanian libraries by the use of modern technologies and high quality management of human resources. In this articles, in order to train good specialists in the Information Science, we propose modern e-learning and e-evaluation models and, based on their intrinsic advantages, we have them recommended to our associations and to the Library and Information Science education forms, but also to the library managers. Starting from the existing realities in a library, a plan will be presented which will be based on the identification of the skills and abilities necessary for the modern librarian profession. Certainly, implementing these methods would lead to a greater efficiency in training with much lower costs for institutions.
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TONU, Valentina. "Teachers′ continuous professional training: quality assurance imperative." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p429-432.
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The contemporary teacher is apt to possess multiple competencies that are correlated with certain commitments in educational policies, as well as anchored in everyday reality. Each of us, the teaching staff, is both an actor and a director of an educational work that seeks its coherence and completeness. The cantonment in an outdated educational paradigm by those who should ensure the continuous training of teachers could reduce their interest in improvement. The educational landscape must be reconsidered, because among other variables and aspects of professional development, attitudes, beliefs and needs, teachers prioritize training needs for the following areas: organization of the teaching process-assessment of children with special needs, teaching using different digital technologies, management of disciplinary and student conduct problems, as well as teaching in multicultural environments. Teachers are aware that it is not the routine approach of the past that will contribute to reducing the problems they face during the instructional-educational process, but a new approach.
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MIHĂILESCU, Natalia. "Impact of continuous professional training of teachers on quality education." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației . Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p92-96.
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We consider that the issue of the quality of the continuous training of the professional development programs for teachers in school education, focused on the students' results, is one of great interest for the educational policies, all the more so because, lately, we have benefited from a great deal of attention from the European institutions, which share their experience with us and offer us strategies and means of alignment with the community systems. However, they must be brought into line with the national specificity and passed through a filter of effectiveness and value.
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Porumb, Ioana, and Simona Gabureanu. "PROFESSIONAL DEVELOPMENT OF TECHNOLOGICAL SCIENCES TEACHERS - FINDINGS OF A RESEARCH EVALUATION REPORT." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-214.
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Teachers play a key role in modernising education. Their competences have a direct effect upon students' achievements. In the context of rapid technological, economic, social and cultural change, teachers are facing new demands as well as changes in their professional roles. The quality of continuous professional development is essential not only for improving educational performance, but also for enhancing teachers' professional identity, responsibility and awareness of their own professional development. The project titled Continuous Professional Development of Technological Sciences Teachers in the Knowledge Society, co-funded by the European Commission through the Sectoral Operational Programme Human Resources Development, provided technological sciences teachers in Romania with relevant opportunities for continuous professional development, consisting in teacher training and experience exchange with teachers in this specific curricular area, using a collaborative online platform. A blended instructional approach was used in the curriculum design and delivery of the course modules - Habilitation on Curriculum, and Continuous Professional Development on Differentiated Instruction. This paper aims to present some findings of the evaluation report on the teacher training program mentioned above, following: the curriculum design and program implementation; the impact of the training program; the program outcomes, according to the perceptions of the direct beneficiaries - technological sciences teachers; the degree of the portal accessibility and usage. The retrospective appreciation of the training program value is subsumed to the objectives of providing education and training professionals with recommendations for improving the training program and activities promoted through the portal, and developing similar programmes at local, regional or national level.
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EMANDEI, Maria. "The role of professional ethics in the development and delivery of quality information products." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p385-390.
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This paper will focus on the role of librarian professional deontology specifically the activity of a librarian, in the development and delivery of quality information products. University libraries create quality informational products to support the educational and research process, using successfully ICT. The institutional repositories contributes to the promotion of the results of scientific research, increasing the prestige of the educational institution in a national and international aspect, and provides access to published scientific production. At the same time, the development process of the repository in terms of technology and content requires librarians to have specific professional skills for archiving and indexing the received documents. In accordance with the Code of Ethics, the librarian implements and ensures compliance with the principle of continuous professional development, participating in training and improvement programs, professional meetings, scientific and cultural activities organized by libraries or other institutions. At the same time, the librarian’s professional deontology presupposes librarians’ self-training and their responsibility for their own training. The success of the university library activity oriented towards the needs of the users involves two conditions: access to quality information services and products, on the one hand, and well-trained and highly qualified librarians, who deepen and constantly update their specialized knowledge and skills, necessary for the exercise the functional attributions it has, on the other hand. Library professionals should earn status and reputation based on their professionalism and ethical behavior.
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Arsenijević, Olja, Marija Lugonjić, and Polona Šprajc. "E-Learning Continuous Medical Education of Health Workers." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.3.
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t Continuing medical education (CME) is the right and obligation of every health worker for continuous professional development and one of the conditions for license renewal. The need for CME arose as a consequence of constant innovations in medicine as a science, as well as the introduction of new technologies in therapy, diagnostics and health care. It is necessary (mandatory) for all health workers, because it provides monitoring and reform of the education and health system according to WHO recommendations. A CME is a set of educational activities that serve to maintain, develop, or increase the knowledge, skills, and professional accomplishments and relationships that a physician and other health care professionals use to provide services to patients, the public, or the profession. The CME system ensures that the latest knowledge and the latest treatment techniques are transferred through additional and continuous form of internal or external training to doctors and medical technicians, and aims to raise the level of expertise and improve the quality of health care in all forms of health care and daily practice. E-learning is a step forward in CME. The aim of this paper is to present the e-learning system of education of medical workers in Serbia, as well as to present the attitudes of health workers about e-learning continuous medical training through empirical research.
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POPA, Violeta. "Continuous training of OLSDÎ specialists – premises for quality assurance at the local leve." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p418-423.
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Ensuring quality in education, including general education, is one of the priority dimensions of the "MOLDOVA 2030" National Development Strategy. In accordance with the educational policies, the Local Body for Specialization in the Field of Education (OLSDÎ) has the major role of quality assurance at the local level, the OLSDÎ specialists being the ones who should monitor quality assurance, supervise the implementation of new concepts. It is not about power, influence or importance, but about impact and support, about feedback provided as an effective development intervention, as a way of giving help, with the effect of quality assurance. We are not talking about specialists in higher education either, but about professional colleagues in continuous evolution and development, capable of providing quality feedback. Accordingly, the self-training and continuous training of OLSDÎ specialists is indispensable, because those who want to support and advise, including with the aim of ensuring quality in education at the local level, must demonstrate that they themselves have the necessary skills. A mechanism for promotion and career advancement of specialists from local specialized bodies in the field of education would eliminate moments of insecurity and provide conditions necessary to ensure the ability of OLSDÎ to meet quality requirements.
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Dinu, Minodora. "ONLINE PROFESSIONAL DEVELOPMENT - A PLATFORM FOR CREATIVITY AND INNOVATION IN TEACHER'S TRAINING." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-074.
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In our informational society, the progress leaded by the new technologies demands quick changes and the schools needs to adjust and reform their politics and educational approaches promptly. The professional development of teachers is the most important tool for adapting and improving the education to the continuous changes. Boosted by the high evaluation criteria of the teachers, a lot of professional developments programs have emerged in training institutions and organizations, adding more pressure on Romanian teachers. As a direct effect, teachers perceive the professional development as another source of stress and frustration in their work, because they feel that such programs are ineffective and time consuming. Some of the programs have received an official or informal recognition. Unfortunately, a lot of these programs lack quality, producing only slight effects and spending lots of resources and time. Our intervention highlights the importance of online professional development, which can be a platform for creativity and innovation, emphasizing good practices. In the past years, the research about the professional development in online learning environment has kept growing. Most of papers only describe the programs, without offering a clear evaluation on the impact of the respective programs on the teachers' current practices. Our proposal shows the need for empirical research that provides program models for online teacher training and objective criteria, in order to estimate which kind of program can offer better support for creativity and changes in teacher's practices. Based on the empirical research, the online training programs can become a way to exploring new patterns of collaboration and creative teaching. Recommendations for future research on the influence of online learning environments in the professional teacher's development are offered.
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Eparu, Dorin. "MODERN STRATEGIES FOR A QUALITY AND SUCCESSFUL ELEARNING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-051.
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The continuous professional formation and development of the military staff is a complex process which must align to the modernization efforts of the Romanian education. The academic component of the superior military education, as well as the military and physical training are transforming as regards the means of their conception and organization, but particularly as regards their mean of development. Modern didactic strategies are a condition to reach the finalities of the educative initiative. Here we refer to the use of an interactive didactic methodology centred on formative aspects and, consequently, to the valuation of opportunities offered by modern didactic means sustained by a performing technical support. Along the didactic competence of the teachers, students' involvement in the use of modern means of learning, training and education determines the possibility to efficiently apply modern didactic strategies. In education, the prospective attitude (sometimes also called projective) is keen to the awareness that the human personality, professional formation and then the continuous professional development must take into consideration the future's perspectives and challenges. Today, it is considered the past - present - future relation is dialectic, the mutual relations between yesterday, today and tomorrow are changed and are permanently changing, today does not appear determined by yesterday, but by tomorrow . In the educational sphere, the immediate practical consequence is the need to adapt the training and education to the rapid rhythm of society's development. Is very well-known Gaston Berger statement in regard to which: "the future must not be awaited, but built, and consequently, firstly invented". Thus, the past configures and explains the future but the future's events present the reason for the present.
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Kaulēns, Oskars, and Reinis Upenieks. "Understanding of Teachers and Healthcare Professionals about their Professional Development." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.64.
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Changes in technology use and globalization are leading to significant changes in the structure of the labor market, emphasizing the need for labor market participants to learn continuously and acquire new knowledge and skills in order to adapt to a rapidly changing work environment. Economists point to the risks posed by technological development, such as the reduction of low-skilled jobs as a result of digitalization and automation processes. Although professionals working with people, such as healthcare professionals and teachers, are less exposed to the risk of automation, they are still increasingly unstable as technology and artificial intelligence compete with human experts. This means that medical and education staff will also need more targeted, regular and labor market-oriented professional development in order to remain competitive and demonstrate demand-driven performance. In line with changes in the quality standards of professional performance for healthcare professionals and teachers, changes are also taking place in how the professional development of these groups is implemented. In addition to formal development activities such as courses and seminars, the need to accept the impact of informal learning is emphasized, not only expanding the aims and content of professional development activities but also offering new learning formats. The aim of the qualitative research conducted by the authors is to study the understanding of teachers and healthcare professionals about their professional development by analyzing their answers regarding their professional development. The focus of the study has been chosen to test the assumption that healthcare professionals and teachers view their continuing education more in the context of formal training, with less emphasis on professional development through informal learning. Within the framework of the research, a survey of random respondents within the said target groups has been conducted and the answers of the respondents have been analyzed, with attention paid to the aspects of formal and informal learning. The article presents the results of the content analysis, highlighting the most important trends of study results and the problematic aspects related to the improvement of the quality of professional development.
Reports on the topic "Continuous professional development; quality of training"
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3677.
Full textAbstract:
An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.
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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Shabelnyk, Tetiana V., Serhii V. Krivenko, Nataliia Yu Rotanova, Oksana F. Diachenko, Iryna B. Tymofieieva, and Arnold E. Kiv. Integration of chatbots into the system of professional training of Masters. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4439.
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The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information system for investment analysis are presented and given: input information, information processing system, output information, which creates a closed cycle (system) of direct and feedback interaction. The information processing system is represented by accounting and analytical data management blocks. The investment analysis chatbot will help masters of the specialty system analysis to manage the investment process efficiently based on making the right decisions, understanding investment analysis in the extensive structure of financial management and optimizing risks in these systems using a working mobile application. Also, the chatbot will allow you to systematically assess the disadvantages and advantages of investment projects or the direction of activity of a system analyst, while increasing interest in performing practical tasks. A set of software for developing a chatbot integrated into training is installed: Kotlin programming, a library for network interaction Retrofit, receiving and transmitting data, linking processes using the HTTP API. Based on the results of the study, it is noted that the impact of integrating a chatbot into the training of Masters ensures the development of their professional activities, which gives them the opportunity to be competent specialists and contributes to the organization of high-quality training.
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Lees-Deutsch, Liz, Rosie Kneafsey, and Laura Wilde. A TOOLKIT: For Professional Nurse Advocates: Undertaking Quality Improvement Work. Coventry University, 2025. https://doi.org/10.18552/chc/2025/0004.
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At the second national Professional Nurse Advocate Conference (PNA) (November, 2024) a co-creation Workshop was organised with delegates with the ambition of creating a set of Principles for PNAs who are leading Quality Improvement (QI) work. We heard that the role of PNAs undertaking QI, typically involves learning about systems and processes, which are unfamiliar to them when they first commence QI work. Sometimes QI work is based inter-departmentally or may have been a legacy of work generated across a wider organization – e.g., beyond their clinical area. We also learnt that in some community settings the QI infrastructure (seen in larger acute NHS organisations), may not exist. Based on this understanding our insights were that some QI work can be difficult to navigate, complex and despite initial PNA Programme training in the methodologies and improvement tools, further support is needed for PNAs to initiate QI. To address variances in the delivery of the PNA Programme, the Royal College of Nursing (2023) was commissioned by NHS England to produce Education Standards. Standard 3 “Enabling nurses to undertake personal action for quality improvement states”: critically appraise the role of the PNA in contributing to continual development and innovation in care so that quality improvement becomes part of everyone’s practice.
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Elmore, Richard F., and Deanna Burney. Continuous Improvement in Community District #2, New York City. Inter-American Development Bank, 2002. http://dx.doi.org/10.18235/0011020.
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Community School District #2, in New York City, has been engaged in a long-term process of system-wide instructional improvement, now in its eleventh year. This process involves, among other things, heavy investments in professional development for teachers and principals that are focused on introducing and supporting specific instructional practices in literacy and mathematics, coupled with system-level and school-level accountability processes designed to assure high quality instruction in all schools and classrooms.
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Sinsay-Villanueva, Leih Maruss, and Aniceto Jr Orbeta. Embracing Challenges, Envisioning Solutions: Advancing Teacher Education and Development in the Philippines. Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.22.
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Written for the Second Congressional Commission on Education and based on existing research, this Policy Note looks at the current state of teacher education and development in the Philippines. It finds serious issues such as underperforming teacher education institutions (TEIs), inadequate and often misguided professional development systems, and an unclear career progression track. It recommends ensuring that pre-service teacher quality is sustained and translated into in-service teaching quality. Specifically, it urges the government to incentivize teacher education, address TEI quality issues, implement professional development plans responsive to teachers’ needs, and develop coherent and integrated pre-service and in-service training systems.
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.
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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.
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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Lvov, Michael S., and Halyna V. Popova. Simulation technologies of virtual reality usage in the training of future ship navigators. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3758.
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Research goal: the research is aimed at the theoretical substantiation of the application of virtual reality technology simulators and their features in higher maritime educational institutions. Research objectives: to determine the role and place of simulation technology in the educational process in the training of future ship navigators in order to form the professional competence of navigation. Object of research: professional training of future ship navigators in higher maritime educational institutions. Subject of research: simulation technologies of virtual reality as a component of the educational process at higher educational maritime establishments. Research methods used: theoretical methods containing the analysis of scientific sources; empirical methods involving study and observation of the educational process. Research results: the analysis of scientific publications allows to define the concept of virtual reality simulators, their application in the training of future navigators, their use for assessing the acquired professional competence of navigation. Main conclusions: introduction of simulation technologies of virtual reality in the educational process in higher maritime educational institutions increases the efficiency of education, promotes the development of professional thinking of students, enhances the quality of professional competence development.