Electronic Continuous Professional Development (E-CPD) for Teachers: Bridging the Gap between Knowledge and Application (original) (raw)
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Journal of Advances and Scholarly Researches in Allied Education, 2018
Abstract – The aim of this study was to explore the participation of teachers in CPD and its impact on teaching and learning. Using mixed method approach both quantitative and qualitative data were gathered. Quantitative data were collected from 624 primary schools teachers who were selected randomly. Qualitative data were collected from teachers, school principals, supervisors and education officers. Questionnaire, interview and FGD were used to collect data. To analyse the quantitative data, mean, independent sample t test and one way ANOVA were used. The qualitative data were used were analysed and triangulated with quantitative data. The findings of the study showed that teachers participated in collaborative and school based CPD activities, especially in study group and informal dialogue, to a moderate level. Their participation in action research and off school workshops were found rare. The result also revealed that active learning and continuous assessment method were more emphasised contents in their CPD opportunities. Content knowledge was not given equal emphasis to active learning and continuous assessment methods. Critical to this study is that the impact of CPD was found to be low. Even though, emphasis has been given to school based CPD and teachers could participate in collaborative work or group activity and informal dialogue, significant change was not observed on teachers change and students learning outcomes. The findings of this study imply that well established professional and material support should be established at school as well as at respective education hierarchy so that the focus and the support for CPD will be effective and sustainable.
JASRAE , 2019
The aim of this study was to explore the participation of teachers in CPD and its impact on teaching and learning. Using mixed method approach both quantitative and qualitative data were gathered. Quantitative data were collected from 624 primary schools teachers who were selected randomly. Qualitative data were collected from teachers, school principals, supervisors and education officers. Questionnaire, interview and FGD were used to collect data. To analyse the quantitative data, mean, independent sample t test and one way ANOVA were used. The qualitative data were used were analysed and triangulated with quantitative data. The findings of the study showed that teachers participated in collaborative and school based CPD activities, especially in study group and informal dialogue, to a moderate level. Their participation in action research and off school workshops were found rare. The result also revealed that active learning and continuous assessment method were more emphasised contents in their CPD opportunities. Content knowledge was not given equal emphasis to active learning and continuous assessment methods. Critical to this study is that the impact of CPD was found to be low. Even though, emphasis has been given to school based CPD and teachers could participate in collaborative work or group activity and informal dialogue, significant change was not observed on teachers change and students learning outcomes. The findings of this study imply that well established professional and material support should be established at school as well as at respective education hierarchy so that the focus and the support for CPD will be effective and sustainable. Keywords: Continuous Professional Development, Impact, Participation, Primary School
Factors Influencing Teachers' Engagement in Continuous Professional Development (CPD): A Case Study
Malaysian Journal of Social Sciences and Humanities (MJSSH), 2024
Teachers in modern education face significant work challenges and must commit to continuous learning. Disruptive technological advancements require teachers to be digitally nimble and adaptive to constant changes. Educational institutions and schools must provide teachers with relevant resources for continuing professional development (CPD). Numerous past studies have shown that CPD is related to improved teaching practices and student learning outcomes. However, the success of CPD programs lies in teachers' engagement in the process. This case study explores the types of CPD activities available and investigates the factors influencing a Malaysian teacher's engagement in CPD. Malaysian teachers can access various CPD activities, including workshops, seminars, reading, and informal conversations with colleagues. The study also found that contextual and personal factors contribute to teachers' decision to participate in CPD activities. Contextual factors include available CPD opportunities, administrative and collegial support, and barriers to participation. Personal factors include teachers' preferences in learning approaches and their interest in particular topics. The features of CPD activities will affect teachers' perceptions of CPD and influence their engagement levels. These findings suggest redesigning CPD activities that promote a favourable perception of CPD and encourage engagement.
Designing framework of electronic continued professional development for teachers (e-CPD)
2013
This paper discusses on designing framework of virtual training for teachers namely electronic Continued Professional Development (e-CPD). The discussion contributes to the professional development of teachers in applying virtual training to augment their understanding of their teaching according to specialization. The paper also presents the virtual teaching and learning platform such as Frog Virtual Learning Environment (VLE) initiated by the Malaysia Ministry of Education. E-CPD was thus designed in conjunction for teachers' Continued Professional Development via virtual environment. E-collaboration activities in the virtual training are also highlighted. Predominantly, the paper presented the development of e-CPD design framework which is essentially useful and recommended for future application in designing virtual training for technical skills.
The paper introduces Teacher Interactive Electronic Continuous Professional Development (TIE-CPD), an online interactive training system. The framework and methodology of TIE-CPD are designed with functionalities comparable with existing e-training systems. The system design and development literature offers several methodology and framework examples. In the process of designing an e-training system, other system designs may be referenced to provide an overview of the framework and methodology for TIE-CPD. The proposed system are primarily intended to facilitate acceptance and use of electronic training environments for teachers across a broad range of nations. The main function of such a system is to provide a training system for teacher use in enhancing competency, professionalism, skill, and knowledge. A continuing development program based on this system can be interactively conducted online and accessed from anywhere. Thus, online training programs can be improved consistently and the cost in terms of both money and labor for such programs can be reduced.
Maktaba Jamia Ltd., 2020
A teacher's continuing professional development (CPD) is fundamentally important if he/she is to accomplish his/her task of guiding learners in an increasingly complex learning ecosystem. A CPD program is one which provides continuous, ongoing, work-embedded support to teachers throughout their career span. As a systematic and planned program, it helps teachers to continually acquire and document relevant knowledge and skills. The recent draft National Education Policy (NEP) 2019 also stresses the need of CPD of teachers and recommends online teacher development modules. However, the question is: Are teachers ready for such technology-led professional development? In the present study, a survey was conducted on 61 school teachers selected using nonprobability sampling method. A questionnaire comprising five objective-type questions and 10 Likert-type items was used for obtaining the data. The items were designed and categorized to collect information from teachers about awareness of CPD, sensitivity for professional development, and perception toward online CPD (oCPD). The results showed that senior secondary school teachers (78.9%) were better aware of CPD as compared to secondary (53.8%) and primary (62%) teachers participating in the survey. While unavailability of internet and digital devices was perceived as a hindrance to prevent oCPD, the convenience of anytime-anywhere learning was found to be a factor in favor of oCPD. A significant proportion of participants (62.2%) strongly agreed to the need of continuous upgrading of one's knowledge and skills. 44.3% of the participants were found agreeing in favor of an oCPD if it provided easy-to-use interface and relevant learning resources. However, only 11.47% felt that an online CPD program could be as effective as a face-to-face program. The findings of this study can have considerable implications for the organizations endeavoring to develop an effective oCPD program for school teachers. It will help researchers to replicate or further investigate other related dimensions of teacher professional development. The study will add to findings dealing with the role of CPD in enhancing teachers' quality for improved learning outcomes.
Continuous Professional Development Model to Improve Teacher Professional Competence
Zenodo (CERN European Organization for Nuclear Research), 2022
The objective of this study is to describe the continuous professional development model to enhance teacher professional competence. This study was qualitative and employed a phenomenological method. This research was conducted at two public high schools in Balangan Province. Principals, vice principals, and teachers identified through purposive sampling were the key informants. Interviewing, observation, and documenting were approaches for collecting data. Validity of data was determined by triangulating data through engineering triangulation and peer review triangulation. Interactive analysis of the Huberman model comprising of data gathering, data display, data reduction, and verification/inference, was conducted with the use of data analysis. According to the findings of the study, the continuous professional development model for enhancing teacher competency was based on supervision, IHT, and external training, and began with an evaluation of speed, planning, implementation, evaluation, and follow-up.
School Based Continuous Professional Development (CPD): Practices and Challenges
Journal of Education and Practice, 2019
The main purpose of this study was to explore school based continuous professional development (CPD) with reference to its practices and challenges in some selected secondary schools of Bale Zone, Oromia. To achieve the purpose of the study, quantitative research method more specifically a descriptive cross-sectional survey research design was employed. Simple random sampling technique was used to approach individual samples. One hundred thirty six samples, of which (114 teachers, 9 principals, 9 school CPD facilitators, 3 woreda education supervisors and one zonal education experts) were used for the study. Questionnaire was employed as an appropriate data gathering tools. Questionnaires were administered to One forty six samples and one hundred thirty six sample respondents were properly filled and returned the questionnaires and used for analysis. Then, the information gathered through closed-ended questionnaire was analyzed using frequency, percentage, mean and standard deviation while the data gathered through open-ended questions were analyzed qualitatively by means of narration, direct quotation and paraphrasing of the repose of the respondents. The findings of the study indicated that practices of school based professional development activities such as induction, mentoring, coaching, portfolio development, conducting action research, and an overall implementation processes associate with CPD were inadequate. Time constraints, lack of common understanding of partners on CPD, lack of adequate awareness among teachers, absence of clearly defined objectives, turnover of CPD facilitators, the absence of link between CPD and teachers career structure, insufficient budget and absence of giving feedback on CPD activities were identified as major challenges hampering effective implementation of school based Continuous Professional Development in secondary schools under the study. To tackle these problems identified, prior orientation of teachers and all school partners on overall packages of CPD like induction, mentoring coaching, and action research, portfolio activities; allocating sufficient budget and resources used for effective implementation of CPD are recommended.
Continuous Professional Development: Teachers' Voices
J-ELLiT (Journal of English Language, Literature, and Teaching)
Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses...