Relevant bibliographies by topics / Prerequisite for continuing professional development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Prerequisite for continuing professional development'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Prerequisite for continuing professional development"

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Tyagi, Chanchal, and Pradeep Kumar Misra. "Continuing Professional Development of Teacher Educators: Challenges and Initiatives." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 117–26. http://dx.doi.org/10.34293/education.v9i2.3634.

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Continuing Professional Development (CPD) is a prerequisite for teacher educators. The importance of CPD for teacher educators lies in the fact that it helps them to improve their professional and instructional practices. Teacher educators usually begin their CPD after joining the profession and continue it as a lifelong learning process. There are two popular routes of CPD for teacher educators: programs planned and mandated by external agencies and their self-initiatives. Researchers conducted in different parts of the world reveal that, like external initiatives, selfinitiative also play an important role in the professional development of teacher educators. As part of their self-initiatives for CPD, teacher educators themselves act as the developers and creators of their professional learning opportunities and activities. Researches also depict that some factors may negatively affect teacher educators’ attitude and capacity to initiate his/her CPD activities. Extending all these arguments, the present study aimed to study teacher educators’ self-initiatives of CPD and the challenges they face in this journey. Data to conduct the study was collected from a sample of 120 teacher educators’ by using ‘Teachers’ CPD Initiatives Scale’ & ‘Teachers’ CPD Challenges Scale’, and analyzed by using percentage and product-moment r.
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Chesnokova, Irina Vladimirovna. "Structure and basic principles of continuing medical education at the present stage." Development of education, no. 1 (3) (March 18, 2019): 58–60. http://dx.doi.org/10.31483/r-22224.

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Continuing medical education (NMO0 is an additional vocational education, which is carried out through the implementation of advanced training and retraining programs. The current regulatory framework and prerequisite for the development of NMO are federal laws in the health sector. The basic principles of the development of NMO in the Russian Federation: continuity in improvement qualifications; harmonization with international standards; partnership of the state and professional organizations; comprehensive training of medical workers, convenient for I them, the use of innovative technologies, quality control and independence, the motivation of employees to improve their skills.
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Mazilov, Vladimir A., and Yuriy N. Slepko. "Pedagogical Giftedness as a Key Prerequisite for Efficient Modern Educational System." Integration of Education, no. 1 (March 29, 2019): 37–49. http://dx.doi.org/10.15507/1991-9468.094.023.201901.037-049.

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Introduction. The paper represents the analysis of the ability to teach within the context of the study of the phenomenon of giftedness and psychological structure of a teacher’s professional activities. The objective of the paper is to analyze key areas of the development of the concept of teacher giftedness. This approach allows to describe the basic qualities of the efficient pedagogical activity at the stage of training teachers at higher school. Materials and Methods. Description of key areas of the concept of pedagogical giftedness is based on the ability theory, proposed by V. D. Shadrikov. At the same time, modeling processes of goal-oriented development of pedagogical giftedness is based on a set of modern research psychological methods of structuralfunctional analysis allowing for prediction of properties of the pedagogical system of a teacher, which has such characteristics as varying degrees of success. Organizational methods (first of all, comparative) open up possibilities for assessing the effectiveness of giftedness-in-training development at different stages of teacher training – pre-university, undergraduate and post-graduate. The choice of empirical methods is substantiated by the results of theoretically modeling the structure and ways of development of pedagogical giftedness at the stage of professional self-determination at school, under conditions of educational and independent professional activity. Out of interpretative methods, the most significant (in the context of planned results) are genetic, structural and functional methods . Results. Based on the analysis of the theory of abilities, taking into account the progress in the activitybased approach, a new understanding of the object of psychological sciences as the inner personal world, the methodological validity of the concept of goal-oriented development of pedagogical gift under conditions of teacher training is substantiated. The results obtained make it possible to get a fresh look at the problem of the teacher’s professionally valuable qualities and translate its solution from analytical to systemic research methodology. In the concept proposed by the authors first time ever, the phenomenon of giftedness is considered within the context of its formation in teacher college student, while the subject of the bulk of contemporary research is the object of pedagogical influence. Discussion and Conclusion. The practical application of the study results can significantly modernize the process of teacher training in pedagogical colleges and universities. They will be useful for the teaching staff of pedagogical universities, secondary vocational education institutions, and departments of continuing education.
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Ratushinskaya, Anastasia. "CONTINUING SELF-EDUCATION AS A NECESSARY CONDITION FOR PERSONAL AND PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 30–37. http://dx.doi.org/10.28925/1609-8595.2018(1-2)3037.

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The problem of studying the readiness of the elementary school teacher to continuing professional self-education is one of the fundamental in pedagogy. Its significance is due to recognition of the role of pedagogical (professional) self-education in the organization of the teacher’s activities, his professional behavior, communication and raising the level of professional competence. Knowledge of the patterns and mechanisms of professional self-education of the teacher is a prerequisite for the development of both the general theoretical problems of pedagogy and the solution of its main applications. Thus, the effectiveness of self-education is associated with the definition of each teacher specific content of self-study on self-improvement of their personality on the basis of professional introspection, with the creative assimilation of new scientific information and advanced pedagogical experience and the implementation of acquired knowledge and skills in the effects of growth, development, advancement of students. The continuing self-education of the elementary school teacher is more effective if it is related not only to narrow-diademic goals, but also proceeds from the idea of a comprehensive development of a specialist as a person. The more actively the teacher uses information for the development of his own personality, the more information becomes the means of educator’s influence of the teacher. Conversely, the desire to directly transfer information into activities, passing personal rethinking of information, restricts its use in working with students. Consequently, the objective function of continuing self-education of a teacher is the comprehensive development of his personality in order to ensure the high quality of teaching and upbringing of students. The teacher of elementary school, who constantly and systematically engages in self-education, also provides the most effective influence on the formation of the need for students to independently gain knowledge, to develop their respective skills and abilities. As you know, a personal example of a teacher at all times was considered the most important means of education.
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Kolennikova, Ol’ga A., and Mairash S. Toksanbaeva. "Social security of medical specialists in the field of professional development." Health Care of the Russian Federation 64, no. 5 (November 6, 2020): 287–93. http://dx.doi.org/10.46563/0044-197x-2020-64-5-287-293.

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The duration of the cycle of human capital accumulation in the workplace, as well as the need to constantly master new technologies and practices of medical and preventive care for the population, require professional development of healthcare professionals. The implementation of this need requires the provision of appropriate social protection of medical personnel. The purpose of the study. Development of approaches to the analysis of social protection of medical professionals in the world of work concerning working conditions that contribute to the maintenance and development of their professional level. Material and methods. The concept of social work-related security was used as the theoretical basis of the study. The methods of qualitative and quantitative analysis of the data of sociological and economic surveys were used as a methodological basis. The data were obtained based on the materials of sample questionnaires of medical specialists conducted throughout Russia and in Moscow. Results. The ratings for assessing the characteristics of social protection of medical specialists have been determined. The highest rating was given to assessments of the stability of employment and wages, the lowest - assessments of labor safety (in terms of intensity), and wage size. Another group of reasons for the average rating was the identified advantages and disadvantages of the system of additional professional education. Discussion. The main characteristics of the work, which contribute to and complicate professional development, have been identified. They create a basis for finding and justifying ways to improve them. A complex of objective and subjective factors has been formed that affect the participation of medical specialists in additional professional education and its qualitative results. Conclusion. Many scientific prerequisites are presented for expanding the possibilities for a more successful integration of continuing education in health care into the general system of continuing professional education.
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Haxhiu, Kastriot. "Professional Education for Traditional Crafts in Kosovo." European Journal of Multidisciplinary Studies 1, no. 3 (April 30, 2016): 97. http://dx.doi.org/10.26417/ejms.v1i3.p97-104.

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Youth vocational education belongs to the general sphere of an individual education, having in mind that regular education is not a conclusion but an ongoing process. Knowledge is not limited to or has any limits whatsoever, but simply are one of the conditions to materialize lifelong education. Requirements to approach the European community dictate the need for the Kosovar society in general and its youth in particular must continue their education to meet the challenges and obstacles of life are changing rapidly. The use of new technologies is one of the most dramatic changes in professional education. Along with this new reality that is before us young people must inevitably continue to track participation in vocational education as one of the alternatives for easier access to employment and development their career. Qualified professions and crafts are those jobs or activities that produce products made by individuals or providing specialized technological services. Qualifications for these specialized professions and crafts are obtained through professional education based on concrete programs. To motivate young people to attend a vocational training as a prerequisite to reach easily to the labor market, the Kosovar state needs a reforming flexibility in curriculum reorientation of vocational training. Therefore, result oriented efficient training programs must be catalyst for young Kosovar today in continuing education in professional schools.
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SHULGA, S. "Ways to Improve Regulation of Audit Activities in the Context of Global Change." Scientific Bulletin of the National Academy of Statistics, Accounting and Audit, no. 3 (November 1, 2019): 67–75. http://dx.doi.org/10.31767/nasoa.3.2019.06.

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Regulation of audit in Ukraine has long been a subject to debate between various stakeholder groups, which is caused by reforms of auditing procedures in Ukraine. The article’s objective is to assess the sufficiency of this regulation, to highlight the role and significance of professional organizations of Ukrainian auditors in evaluation and continuing training of auditors, in the development of their interactions and collaboration, in order to enhance their professional competencies. Problems of audit regulation in Ukraine are explored in the context of the European integration processes and global change. The authorities of professional organizations of auditors and accountants are analyzed in the context of the Law of Ukraine “On Audit of Financial Statements and Auditing”. The analysis of legally fixed authorities of these professional organizations shows their enhanced role and contribution in the professional training of auditors. Yet, large numbers of professional organizations of auditors and accountants in Ukraine, lack of well-established mechanism for the continuing professional training of auditors, a wide range of professional development programs produced by various professional organizations without proper control of their quality and relevance to the current requirements are factors that may trigger conflict situations related with various approaches to problem solutions. Therefore, government regulation and oversight of professional organizations of auditors and accountants cannot be effectively integrated without a clear algorithm of institutional interactions in the process of harmonization on the auditing market. In focus of the article is the need to develop regulatory support for their interactions aimed at the implementation of existing legislation in the field of auditing. It is proposed to create a coordination council on interactions and cooperation of professional auditor organizations of Ukraine, to avoid monopolism or unfair competition between professional organizations. In order to form the necessary prerequisites for its effective activities, it is proposed to develop the appropriate regulatory framework; an improved model for regulation of auditing in Ukraine is designed.
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Rezer, T. M. "Methodology for the organisation of professional training of senior citizens: general concept." Education and science journal 23, no. 4 (April 18, 2021): 11–42. http://dx.doi.org/10.17853/1994-5639-2021-4-11-42.

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Introduction. The process of population aging in modern civilisation is developing at an increasing pace. Russia has not remained aloof from this trend. Intense aging of the population will lead, in particular, to the fact that older people will become a necessary resource for the labour market as well as for the society activity at both macro- and micro-levels. Continuing active employment of senior citizens is a new challenge facing states.The aim of present conceptual article is to theoretically substantiate and to develop approaches for building a model for organisation of senior citizens' professional training (persons from 50 to 70 years old). This type of training requires to be based on andragogy and geronto-gogy principles and to be targeted at continuing of labour activity by this category of population through acquisition of new professional knowledge and competencies.Methodology and research methods. The current research is based on the methodology of system-based analysis of theoretical sources, foreign and Russian pedagogical experience. Interdisciplinary and complex approaches were used to build the concept of the model to organise professional training of senior citizens.Results and scientific novelty. The obtained results allowed the author to conclude that at present stage of the Russian state and Russian society development, there is a need for scientific interdisciplinary knowledge, which substantiates the principles and didactic support of professional training of senior citizens in order to continue their active labour activity and to propose the concept for building the model for the organisation of such training. The conceptual model for the organisation of professional training of senior citizens is developed from the point of system-based approach and includes the following elements: 1) clarification of conceptual apparatus of senior adult education; 2) determination of anatomical and physiological features of senior citizens; 3) argumentation of the need of senior citizens for professional training; 4) determination of the peculiarities of professional training for senior citizens; 5) development of prerequisites list for successful learning of senior citizens; 6) formulation of learning objectives and tasks for its organisation; 7) choice of approaches for building the model of training and its principles as well as methodology for determining the quality and results of training.Practical significance. The proposed concept of the model for the organisation of professional training of senior citizens can be used as a basic concept for further theoretical and practical developments in this field.
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Haughton, Kenneth E., and Cary Y. Yang. "The early bird catches knowledge." Industry and Higher Education 1, no. 1 (September 1987): 56–58. http://dx.doi.org/10.1177/095042228700100113.

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The principal prerequisite for being a modern professional in any field is the acceptance and conscious execution of a life long process of continual learning. In particular, in a rapidly changing technological society, the working engineer must be abreast of current developments in his or her field. While this awareness can be achieved through occasional seminars and keeping up with trade and technical journals, it is best accomplished by attending courses and/or enrolling in a degree programme offered by a local university. Although the return from such an arrangement is largely a function of the individual's effort, on the whole every participant (engineer, employer and university) benefits from it. The curriculum offered by the university must be dynamic and flexible and must be administered by a faculty with a clear understanding of current industrial needs. The ‘Early Bird’ programme at Santa Clara University is given as an example. With the current critical need to upgrade manufacturing technologies, the role of quality continuing education for our engineers and managers becomes increasingly important.
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Samoilenko, O., and O. Dubasenyuk. "ENSURING QUALITY OF LIFE BY MEANS Of ADULT EDUCATION." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1 (104) (June 1, 2021): 50–58. http://dx.doi.org/10.35433/pedagogy.1(104).2021.50-58.

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The changes taking place in the modern world and in the education system in particular are characterized by continuity and abruptness, but they have a strong impact on people. Modern education is designed to help adults be resilient to change and capable of reactive adaptation based on lifelong learning. The actualization of non-formal and informal education is associated with a change in the social role of education in the information society, the transition from the implementation of the compensatory function to a comprehensive individual personal development. Active life position, participation in social projects, awareness of one's own life and educational goals are important components of ensuring the quality of life of modern man. The modern concept of quality of life emphasizes the need to implement an authentic way of life, creating opportunities for the development of interpersonal relationships, conditions for various types of leisure, providing those needs that can’t be met only by material values, including educational. An adult during life has a steady need for education, due to the need to realize professional inclinations and abilities, personal interests and aptitudes. In this context, adult education is a tool for ensuring the quality of human life. In today's world, improving the quality of life is inextricably linked with the development of education, which is a prerequisite for the country's competitiveness in the global division of labor. Successful are those countries that invest in education, its development and long-term growth. Therefore, education is a significant component of the process of ensuring the quality of life of the individual. Participation in trainings, professional communities, workshops, seminars contribute to the formation of an active life position and life trajectory, personal development of an adult and his goal-setting.
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Dissertations / Theses on the topic "Prerequisite for continuing professional development"

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Tham, Jakob. "Ska vila på vetenskaplig grund... : En studie om lärares förutsättningar för vidareutbildning." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-22817.

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In Based upon disciplinary foundation... – A study on teachers’ prerequisite for continuing pro- fessional development (CPD) I have examined the prerequisites that teachers in Nacka have for CPD, due to the new school law that states that all teaching must be based upon disciplinary foundation and proven experience. According to a recently published governmental report, as well as international research, not only structural aspects like time and financial compensation are crucial to whether teachers continue their development. Encouragement from the principal and colleagues are also a contributing factor; and not to mention those factors combined. There is a world wide shared consensus among educational researchers claiming that one very important piece in creating a successful school is having a well-educated and updated staff. By embracing that idea, in our new school law, there must also exist a platform where that idea can be implemented. The aim of this study is to find out to what extent teachers in Nacka are given prerequisites for continuing professional development, in other words carry out their assignment according to the law. This study is based upon two questionnaires sent to all primary school teachers in Nacka and their principals. What are the structural prerequisites that teachers in Nacka are given for CPD? Does principals encourage their staff to further CPD? Are their any local or regional plans regarding CPD? Do the teachers’ and the principals’ respective views regarding prerequisites for CPD correlate? The study showed that even though teachers and principals had similar views of the different prerequisites, principals did rate their strategies more positive than teachers valued them. It turned out that only one principal had a plan for how to make his or her teachers to continue their development. Maybe the teachers were not aware of their prerequisites; perhaps the principals overrated their offers. But what was clearly shown is that there is a lack of communication between the teachers and principals.
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Davids, Julia M. "Continuing professional development in nursing." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1617.

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O''''Loan, Laura. "Continuing professional development (CPD) for pharmacists : implications for professional practice." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728387.

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This study considered the Continuing Professional Development (CPD) activities that pharmacists undertook, and the implications this had for their professional practice. CPD is mandatory for pharmacists, who are required to undertake self-directed, unstructured learning. However, some have recommended using a more structured approach for CPD which is over an above this baseline educational approach required by the pharmacy regulators. The purpose of CPD is to improve professional practice, although there is little evidence in the literature to demonstrate this. Engagement in extended patient care activities, as recommended in current healthcare policies in Northern Ireland, was taken to be improved professional practice in this study. A postpositivist methodological approach was used. Quantitative data was collected using an online questionnaire which was emailed to all qualified pharmacists in Northern Ireland (n = 2201). After two follow-ups there were 419 respondents (19%). Two multiple response sets were created; one for CPD activities and one for professional practices. Geometric coding was then used to convert this multiple response data into categorical variables, allowing the relationship between CPD and professional practices to be analysed statistically. The professional activities that pharmacists engaged in were found to be influenced by the CPD activities they had undertaken. Pharmacists who undertook solely unstructured learning had the highest incidence of engagement in semi-professional activities that can be undertaken by any member of the pharmacy team. Almost a third of these pharmacists engaged in some extended patient care practice. Professional practice was not improved by adopting a cognitive approach to structured or semi-structured learning. However, an improvement was seen when a constructivist component was used. It was concluded that active participation in practice activities improved the application of learning in the workplace, whereas separating theory from practice did not.
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Tantranont, Nuttiya. "Continuing professional development for teachers in Thailand." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.

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Continuing Professional Development (CPD) of teachers has been seen as one of a key element to improve teacher quality and the quality of education in many countries, as well as in Thailand. The current Thai education reforms have recognized the importance of CPD for teachers to maintain and update their knowledge and skills to be able to teach students effectively. They also recognized the need of effective leadership in schools to lead, manage, and support teachers in order to achieve such change. The purpose of this study is to support CPD experiences for teachers to enhance teaching practice and improve student achievement. It was undertaken using a combined methods investigations of both quantitative and qualitative data to understand the current situation of CPD experiences for teachers in Thailand, and extend the knowledge of effective CPD. The study covered respondents from a survey of teachers, and the interviews of headteachers and teachers from selected schools in Chiang Mai, which is located in the North of the country. It was concluded in the study that most respondents were appreciated opportunities for CPD and valued the benefits of CPD to teachers, students, and the schools as a whole. With the increased expectations for highly qualified teachers, all schools need to provide the necessary support for teachers through a range of CPD experiences to enable them to teach to high standards. CPD must be of the highest quality to be effective in order to enhance the teaching practice and student achievement. The study hope that the results and information provided here would be valuable for anyone who are interested in, as well as those who are responsible for an improvement and implementation of CPD.
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Byles, Sharon M. "An investigation into farmers' continuing professional development." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529990.

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Continuing Professional Development (CPD) is an integral part of most careers, particularly where practitioners have to deal with challenges of technological change and advances in knowledge along with economic, institutional and political uncertainties. CPD is undertaken across a wide spectrum of professions, but what it consists of, and how it should be implemented to develop a career, are aspects of CPD that are not completely understood. Public demand for accountability of professional conduct reinforces the role that CPD plays in maintaining and improving professional effectiveness and competencies. CPD is encouraged within professions as the assumption is that it is beneficial and that by undertaking CPD a professional upholds standards. In these respects, farming is no exception. Evidence that this is the case is less obvious and because many of the outcomes of CPD can only be examined subjectively, rigorous evaluation is problematic. CPD is investigated, first generically, to gain a better understanding of its purpose and nature, looking at systems in place across organisations and how its success is assessed. This research has explored patterns of CPD among farmers, focusing on the relationship between CPD and the farmer and farm business. A multi-method approach began with a review of the existing literature which directed the design of the initial Vocational Training Scheme (VTS) survey conducted in the South West of England to obtain baseline information on CPD undertaken by farmers. Statistical investigation of relationships between farmers and farm characteristics and CPD identified influential factors, from which a model was developed predicting which farmers are likely to act after the CPD has been undertaken. Cluster analysis was applied to determine two overarching types of farmers: those undertaking 'Dynamic CPD' and 'Occasional CPD', which sub-divided into four distinct types: Progressive Professionals, Secure Socialisers, Change Followers and Change Resistant. Each type has homogeneous CPD patterns associated with farm and personal characteristics. Subsequently, the Farm Business Survey (FBS) containing large, national data sets was used to test the inferences drawn from the previous part of the research, and answer questions that could not have been addressed by using the VTS survey alone. The influential factors that have been identified include the farmer's level of education, attributes of the farmer's approach to management information, features of the CPD undertaken, and farm characteristics, all as linked to patterns of CPD. It is concluded that farmers have CPD inputs comparable to other professions, although initially farmers underestimate their CPD activity. The farmers who are most active in CPD take action and apply CPD when making changes to their business. Typically, these farmers have a high education level, are from large or intensive farms and their business is involved in discussion groups and benchmarking. This research recognises the distinction between CPD as a management process and a training programme as an event. The reported outcomes and their implications for the farming industry provides a sound basis for discussion and development of the thinking on CPD for farmers and all those involved in farmers' CPD.
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Immonen, K. (Kati). "Continuing professional development of medical laboratory professionals." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805221864.

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The aim of the bachelor study was to find out what kind of experiences continuing professional development (CPD) has received in medical laboratories and how it has been implemented through a literature review. The purpose of the study was to find and compile the literature review as up-to-date research data on the importance of continuing education in medical laboratories. The literature review has been carried out by adapting a systematic literature review. The literature review material was obtained utilizing nursing reference databases from CINAHL, PubMed, Ovid Medline, Scopus, Medic and a few international journals. Research material (n = 8) was selected for the material, whose main subject was continuing professional development and medical laboratory. CPD is used to improve knowledge and skills with various categories and tools but there is similarities and differences in CPD implementation. CPD must be continuous throughout the professional career and it should be based on time- cycles of reasonable duration. Medical laboratory professionals with dozens of years of experience feels that they need less CPD activities than recently qualified laboratory professionals. The laboratory professional keeps important to increase their learning and development of their skills with continual encouragement. Research has shown that CPD has been recognized as an important part of professional development and the use of various tools, such as internet-based, makes it effective. The use of a systematic CPD program should be constantly evaluated to identify the most effective ways of developing professional skills. CPD should be time bounded but there is variation in duration and volume. The use of time and experience years will affect the successful implementation of the CPD.
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Trentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.

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The purpose of this study was to determine those resources that selected leadership development experts rated as most effective in discovering and fostering the continuing professional development of leaders. In this descriptive study, three research questions were formulated. A modified version of Hunter's reputational technique was used to collect data through a snowball sampling of the selected population. In phase 1 of the study, a survey was developed, validated, and mailed to 56 LEADership directors in all 50 states, yielding 34 (64%) returns, which were used in creation of the final questionnaire. In phase 2 of the study, the final instrument, including 256 identified resources, was developed, validated, and mailed to 220 experts in leadership development identified in the initial survey. A return of 88 (40%) of the questionnaires identified leadership development resources that selected experts rated as effective. The 19 instruments, 128 books or other printed materials, 32 audio or video tapes, and 77 programs identified through the initial survey were rated either "not effective", "somewhat effective", "effective", or "very effective" on a likert-type scale.
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Taylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.

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With the growth in healthcare research and rapid changes in technology, nurses' participation in lifelong learning is a critical factor in providing excellent patient care. However, many nurses encounter difficulties engaging in continuing professional development (CPD) activities. The purpose of this case study was to understand pediatric nurses' perceptions of CPD opportunities at a tertiary, freestanding, children's hospital in Southern California. Social cognitive theory was the framework for the study. Interviews and focus groups were conducted with a purposeful sample of 39 nurses comprised of day- and night-shift nurses plus nurse managers. The data were coded into categories and themes to explain the findings; the resulting 7 themes illustrated how these nurses perceived CPD. The nurses identified motivators and barriers that influenced their involvement in CPD activities. Most nurses reported that they were able to incorporate new knowledge into their practice and produce excellent patient outcomes but some nurses expressed instances of resistance and practice not supported with evidence-based approaches to care. Although the nurses found the programs adequate, they recommended ideas for improvement, including a need for leadership and management development. A project aimed at providing nurse managers with professional development in leadership was created to improve CPD. The project could improve the nursing profession by helping educators enhance CPD to support nurses in delivering high-quality patient care, thus supporting the healing and well-being of children under their care.
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Favell, Ian K. "Institute of Management Continuing Professional Development (IM-CPD)." Thesis, Middlesex University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.567900.

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This report summarises the key activities of the IM-CPD project, and explores in a reflexive manner the investigative processes used in achieving an innovative output - the publication on the Internet of the "Smart Continuing Professional Development Scheme". The IM-CPD project is a portfolio project, comprising a number of discrete activities linked by this common outcome, and this report builds on this investigation and experience by a further exploration of what it means to be a portfolio worker in the context of management development (the context of this project). The report concludes by detailing the very wide audience and huge impact which this project will have on 1M Membership and the management community at large, and provides examples of the significant internal publications which are inherent features of the major project and its external publication. Finally, the report explores a metaphor which more closely characterises portfolio working than previously published models - portfolio working as a Lava Lamp. Key conclusions and recommendations are drawn together, many of which have already been actioned within the timeframe of this study, leading to further ongoing recommendations which include: A wider range of "recognitions" should be identified as reward for effective participation in the IM-CPD scheme • Greater attention should be paid to the actual Process of 1M meetings. • Greater attention should be paid to contractual issues when the 1M offers parcels of work. • Further exploration of Boundaries and Tensions in portfolio working should be undertaken, to lead to potential conference publication of portfolio working issues. • Personal review of the whole DProfprocess should be undertaken, to identify further personal learning which can enhance my professional work in designing and running management development programmes.
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Crocker, Judith Leslie. "Continuing professional development and curriculum development: enhancing teacher satisfaction andcommitment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35339883.

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Books on the topic "Prerequisite for continuing professional development"

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Institute, Royal Town Planning. Continuing professional development. London: R.T.P.I., 1997.

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Alsop, Auldeen, ed. Continuing Professional Development. Oxford, UK: Blackwell Science Ltd, 2000. http://dx.doi.org/10.1002/9780470690314.

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Physiotherapy, Chartered Society of. Continuing professional development strategy. London: the Society, 1994.

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Tools for continuing professional development. 2nd ed. London: Quay Books, 2011.

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Slimani-Rolls, Assia, and Richard Kiely. Exploratory Practice for Continuing Professional Development. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69763-5.

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Golding, Laura, and Ian Gray, eds. Continuing Professional Development for Clinical Psychologists. Malden, MA, USA: Blackwell Publishing Ltd, 2006. http://dx.doi.org/10.1002/9780470754900.

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Dietz, Mary E. Professional development portfolio: Journal. San Roman, Calif: Frameworks, 1993.

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Dietz, Mary E. Professional development portfolio: Facilitator's guide. San Roman, Calif: Frameworks, 1993.

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Continuing professional development: Lifelong learning of millions. Abingdon, Oxon: Routledge, 2012.

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Welsh, Linda. Continuing professional development: towards a national strategy. [London]: Further Education Unit, 1989.

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Book chapters on the topic "Prerequisite for continuing professional development"

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Smith, Joyce, and Rachel Roberts. "Continuing Professional Development." In Vital Signs for Nurses, 214–21. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119139119.ch13.

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Kitto, Simon, David Price, Dahn Jeong, Craig Campbell, and Scott Reeves. "Continuing Professional Development." In Understanding Medical Education, 263–74. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch19.

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Adams, Robert. "Continuing Professional Development." In Foundations of Complementary Therapies and Alternative Medicine, 375–81. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-05902-4_32.

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Passmore, Jonathan, and Tracy Sinclair. "Continuing Professional Development." In Becoming a Coach, 209–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53161-4_28.

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Howard, Diane, and Ruth Hamilton. "Continuing Professional Development." In Foundations of Health and Social Care, 505–14. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-22933-4_55.

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Gazzard, James. "Continuing professional development (CPD)." In How to Develop Your Healthcare Career, 54–72. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119103202.ch4.

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Ince, Amanda, and Eleanor Kitto. "Continuing professional development policy." In A Practical Guide to Action Research and Teacher Enquiry, 57–60. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351024587-4.

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Berdondini, Lucia, and Thomas Elton. "Continuing Professional Development (CPD)." In The Handbook of Professional, Ethical and Research Practice for Psychologists, Counsellors, Psychotherapists and Psychiatrists, 261–72. 3rd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429428838-21.

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Becher, Tony. "Continuing Professional Development." In Professional Practices, 139–72. Routledge, 2018. http://dx.doi.org/10.4324/9781351289689-6.

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Faerber, Christine, and Anngienetta Johnson. "Continuing Professional Development." In Success Strategies for Women in Science, 19–35. Elsevier, 2006. http://dx.doi.org/10.1016/b978-012088411-7/50043-9.

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Conference papers on the topic "Prerequisite for continuing professional development"

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Smith, K. "Continuing professional development." In IEE Colloquium on Education for Biomedical Science and Engineering. IEE, 1995. http://dx.doi.org/10.1049/ic:19950149.

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Roman, H. T. "Continuing Education And Professional Development." In Electro International, 1991. IEEE, 1991. http://dx.doi.org/10.1109/electr.1991.718236.

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Millahn, K. "EAGE and Continuing Education / Professional Development." In 64th EAGE Conference & Exhibition. European Association of Geoscientists & Engineers, 2002. http://dx.doi.org/10.3997/2214-4609.201405790.

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Borjesson, Anna, Lars Pareto, Ulrika Lundh Snis, and Miroslaw Staron. "Continuing professional development by practitioner integrated learning." In Companion to the 22nd ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1297846.1297941.

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Risquez, Angelica, Dara Cassidy, Gearóid Ó Súilleabháin, Roisin Garvey, and Sinead Spain. "Online Continuing Professional Development: An integrative approach." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9423.

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This paper reports on the design, development, delivery and evaluation of an online continuing professional development (CPD) course in the area of online teaching by three Irish Higher Education Institutes (HEIs). The course was developed in the context of a nationally coordinated effort to promote CPD of those that teach in Higher Education through digital badges. Survey results suggest a very high overall satisfaction rate with the course as a whole, increased levels of knowledge and confidence in relation to teaching online, and also intended transference to practice. While the external motivator of demonstrating engagement through the digital badge arose in the surveys and focus groups, it did not feature particularly strongly. Implications for CPD are discussed in relation to internal and external drivers and motivations around CPD for higher education teachers, and the need for opportunities for participants to interact and engage in the manner reminiscent of a community of practice approach.
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Henriques, Virgínia. "CONTINUING PROFESSIONAL DEVELOPMENT: THE ROLE OF PARTNERSHIP." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1423.

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Rogić, Ana Marija. "QUALITY IN CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2412.

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Miciuliene, Rita. "EVALUATION OF VOCATIONAL TEACHERS� CONTINUING PROFESSIONAL DEVELOPMENT MODELS." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.024.

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Fink, F. K. "Modelling continuing professional development in an innovative context." In Proceedings 23rd International Conference Information Technology Interfaces. ITI 2001. IEEE, 2001. http://dx.doi.org/10.1109/iti.2001.937991.

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Strengelll, Merja. "Professional Development- A Grassroots-Level Perspective." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Singapore: Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p208.

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Reports on the topic "Prerequisite for continuing professional development"

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Vivar-Zurita,, Hipólito, and Alberto García-García. Adaptation of official education and continuing professional development in the field of Communication. Revista Latina de Comunicación Social, 2012. http://dx.doi.org/10.4185/rlcs-067-959en.

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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