Model Of Continuing Professional Development Research Articles

The Challenge of the Accreditation Council for Pharmacy Education’s Standard Four: Identifying, Teaching, Measuring

The Challenge of the Accreditation Council for Pharmacy Education’s Standard Four: Identifying, Teaching, Measuring

Only qualifications count: exploring perceptions of continuing professional development within the career guidance sector

ABSTRACTThis paper explores the views of a group of career development practitioners undertaking a postgraduate qualification as a form of continuing professional development (CPD). It offers insights into how these practitioners perceive and view different forms of CPD. A case study methodology was adopted to gather examples of the CPD activities practitioners engaged in and the value placed on these in supporting the development of professional practice. Their views were synthesised to create a typology representing a differentiated model of CPD. The model proposes three types of CPD: operational, experiential and formal. Formal CPD is perceived as having the highest value in developing professional practice. The study supports a deeper understanding of how careers practitioners engage with and understand CPD.

The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Abstract In the article the theoretical framework of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation and characteristic of two models: the model of unification and the model of diversification of teachers’ professional development in the systems of continuing pedagogical education of Great Britain, Canada and the USA by the dominant traits. Their major components have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: content of public school teachers’ CPD (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD programs (C. Pratt); public school teachers’ CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, А. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.

Making a Curricular Commitment to Continuing Professional Development in Doctor of Pharmacy Programs

As outlined in the Accreditation Council for Pharmacy Education (ACPE) Standards 2016, colleges and schools of pharmacy must provide an environment and culture that promotes self-directed lifelong learning. Continuing professional development (CPD) serves as a model that can foster and support self-directed, lifelong learning. The benefits of adopting a CPD model include assistance with attaining Center for the Advancement of Pharmaceutical Education (CAPE) 2013 Outcomes, such as self-awareness. This model can also support the individualization of experiential learning and student action on feedback from curricular-level assessments. The major skills involved in CPD, such as reflection and documentation, are frequently addressed in pharmacy curricula. However, these skills may be developed in isolation or exercised for purposes other than learning. The aim of this statement is to aid schools in creating "CPD ready" practitioners by defining the skill sets involved in CPD and making recommendations for advancing CPD in curricula.

English

Researchers of continuing professional development (CPD) in physical education have called for new models that move beyond the traditional CPD model. The outcomes of CPD protocols are hard to predict even when they align with the best practices. Responsibility-based CPD has become the focus of recent attention to assist physical educators in increasing the use of responsibility-based teaching strategies. The purpose of this study was to examine inhibitors to responsibility-based CPD based on Hellison's teaching personal and social responsibility model. A novel CPD protocol was introduced to a group of teachers but was inhibited by philosophical differences between the teachers and university collaborators, perceptions of students' ability to take on responsibility, and strategic compliance with grant-related work.

Developing collaborative approaches to enhance the professional development of primary mathematics teachers

This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing professional development (CPD) programme in their school. University staff helped to facilitate project meetings across the schools and monitored impacts within each school. Professional development meetings, involving all teachers and teaching assistants (TAs) from the schools (n = 55), were designed to encourage a whole-school approach. The project also provided structured opportunities for the lead teacher to work with colleagues in the classroom, for example, through lesson observation and/or collaborative teaching. The outcomes from this project confirmed that collaborative models of CPD, as opposed to transmission, formal training, and ‘top-down’ models, were welcomed by teachers and head teachers – some of whom reported early indications of improvements in student performance. Commenting on what constitutes the most effective forms of CPD, there was a reiteration of the importance of combining peer and external support through a collaborative process.

Introduction of a Continuing Professional Development Tool for Preceptors

Accreditation Council for Pharmacy Education (ACPE) guidelines state that preceptors should “have a systematic, self-directed approach to their own continuing professional development (CPD).” The objective of this study was to encourage preceptors to take advantage of the ACPE CPD resources and implement the concept of CPD (reflect, plan, act, evaluate, record) as a framework for guiding individual preceptor’s continuing development as educators and to determine their opinion regarding the usefulness, effectiveness, and obstacles to implementation of this approach. A total of 3713 preceptors from the participating schools were encouraged to undergo CPD training and invited to respond to a series of questions. Of the initial respondents, 48% represented health system/hospital preceptors, followed by community/independent pharmacists (64 of 236, 28%). Preceptor respondents often train students from multiple schools/colleges (average = 1.9 schools/colleges per preceptor) and 90% agreed or strongly agreed with the statement, “the CPD model, as learned in the webcasts, is beneficial for ongoing preceptor development.” The general consensus was that the preceptor portfolio provided motivation to reflect, plan, and set more defined and realistic goals for students, residents, and themselves as educators and could be a valuable starting point for promoting preceptors’ reflection, planning, and action related to rotation management, professional teaching, and student learning goals.

Le chemin de croix du développement professionnel continu (DPC)

Continuing professional development (CPD) is a new approach to continuing medical education and is based on: the assessment of the practitioner needs, pedagogy centered on practices and the consideration of the practitioner social accountability. In France, CPD became mandatory for all health professionals in 2009. However, we observe a delay in its implementation, due to several regulatory aspects. The main obstacles are the unique model of CPD for all occupations, the constraint of a single operator and the lack of scale quantifying the professional investment. By correcting these drawbacks, the CPD could really contribute to the continuous improvement of the quality and safety of care.

Models of Continuing Professional Development: a framework for analysis

The area of teachers’ continuing professional development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of international literature, together with some specific examples from the Scottish context, in proposing a framework built around key characteristics of individual models of CPD. The framework identifies nine key models, which are then classified in relation to their capacity for supporting professional autonomy and transformative practice. The article considers the circumstances in which each of the nine models of CPD might be adopted, and explores the form(s) of knowledge that can be developed through any particular model. It also examines the power relationships inherent in the individual models and explores the extent to which CPD is perceived and promoted either as an individual endeavour related to accountability, or as a collaborative endeavour that supports transformative practice. Finally, it is argued that there is a need for greater interrogation of both the purpose and the potential outcomes of CPD structures – the framework outlined in this article is offered as one way of supporting such analysis.

Enhancing ‘ICT Teaching’ in English Schools: Vital Lessons

Despite substantial investments in digital technology in schools the impact has been less than advocates anticipated. This raises issues about the effectiveness of past approaches to the continuing professional development (CPD) of teachers. Vital was a £9.4million programme, funded by English governments between 2009 and 2013, to enhance the use of digital technology and the teaching of computing in schools. Vital, which was provided by the Open University (UK), developed an evolving range of professional development, informed by a review of the literature and extensive experience of supported open learning and developing online communities. Underpinning all of Vital’s provision was a view of teachers as experts, and practitioner research as incorporating all the key elements of effective CPD identified in the literature. The evolving models of CPD developed by Vital during three distinct phases of its operation are described. These include: supported online courses; community websites; TeachMeets and TeachShares; the In-house Professional Development Partnership; and the development and sharing of evidence through EdFutures.net. Based on Vital’s experiences some suggestions are made about what constitutes effective CPD.

CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS

This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of effective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD efforts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fine tune training in order to assure the success of the CPD efforts. Keywords: continuing professional development, providers’ perception, Saudi Arabia, science and mathematics education.

Libyan English as a Foreign Language School Teachers’ (LEFLSTs) Knowledge of Teaching: Action Research as Continuing Professional Development Model for Libyan School Teachers

Teachers are the source of knowledge, ideas, information and practices to their learners. Libyan English as a foreign language school teachers (LEFLSTs) are doing that in a language that is not their language to students to whom it is not their language, at the same time as they are doing it in a hard cultural context. Teachers are constrained, as teaching is an activity in which the extent to which the teacher can decide what they are going to do is limited because of the way that things are decided. English as a foreign language (EFL) Libyan school teachers may have extra issues and constraints in that they cannot use a lot of the techniques or aids that teachers of other subjects use. This is because they have to work in a language that is not native to the learners. Then, if the teacher is not a native speaker either, it will be another constraint. LEFLSTs may have additional constraints than, for example, a Spanish teacher teaching English to Spanish students. These limitations may come from their cultural settings, such as the impact of Libyan community on learning, impacts of teachers’ age and gender, time managements within classrooms, the way learners’ use to learn (their learning styles and background knowledge). Besides the last political situation (Gadhafi’s era) which has influenced the way that LEFLSTs teach and deal with the foreign languages. In other words, LEFLSTs are strongly controlled by the wall of culture, political interference in education, and their subjects and how to deliver it. Thus, if we pursue to offer support, we need to explore in details the influences affecting their teaching approaches in the language classrooms. It may then be possible to suggest a model or an approach of Continuing Professional Development (CPD) to work within these constraints. This paper is the Third conclusion of my research studies on the Libyan EFL school and university contexts which presented (the two previous researchers) ideas and justifications of implementing Action research as model of CPD for EFL university teachers within the University of Benghazi –Libya. The main research questions are:  To what extent are knowledge and cultural constrains faced by the LEFLSTs influence they ways, choices and methodologies of teaching?  To what extent are the possibilities of implementing Action Research as CPD among LEFLSTs?

Transformative professional learning: embedding critical literacies in the classroom

This article reports on part of a wider study in which a group of teachers opted for a new model of continuing professional development (CPD) that was offered by one local authority (LA) in Scotland. In collaboration with the LA, the teachers selected the topic of critical literacy and the critical pedagogies that develop from a critical literacy approach. This CPD, which involved teachers, LA representatives and university lecturers, lasted two years and comprised a combination of sessions with all participants, focused input in participants’ schools on topics of their own choosing and individual support as their critical literacy projects developed. Data were gathered from in-depth interviews with participants and the teaching programmes they produced. Analysis revealed that, despite experiencing some difficulties with declarative knowledge, participants demonstrated secure procedural knowledge in their own teaching projects which revealed clearly their understanding of the transformative nature of critical pedagogical approaches. Participants reported very high levels of satisfaction with the CPD model and its content and delivery, and found it transformative in that it shaped and centrally informed their subsequent pedagogical practices and the learning opportunities they created for their students. These findings are discussed and recommendations are made.

Speaking and listening across the primary curriculum: an entry to improved learning and a focus for CPD

This paper reports on the initial stage of an exploratory project based in six primary schools in Newcastle upon Tyne (UK) – and on plans for its extension. The potential value of the project as a curricular initiative is set out, from both practical and research perspectives. Its framing as a vehicle for the continuous professional development (CPD) of the teachers involved is also outlined. The first phase of the project itself is then described in some detail and its results discussed. Outcomes are also identified in order to provide pointers to the continuation stage. Finally, the value of the CPD model adopted is discussed, with particular regard to the choice of the present specific curricular focus.

On Your Own but Not Alone: One-Person Librarians in Ireland and Their Perceptions of Continuing Professional Development

One-person librarians (OPLs) are the sole information provider in their respective organizations. Continuing professional development (CPD) is vital to satisfy their own information needs and, by proxy, those of the people they serve. No research has so far been carried out to establish what CPD means to these highly specialized library workers. This article reports on some of the findings of a phenomenographic study conducted among thirty OPLs in the Republic of Ireland. The researcher found five different ways of experiencing CPD, ranging from an organizational focus only to a lifelong, life-wide learning orientation. She also discovered four dimensions of variation, namely, “time,” “style,” “networking,” and “role,” each of which influenced succinctly how solo librarians perceived the effectiveness of different means of CPD. The study suggests that a new model of understanding CPD is needed if library associations want to provide successful support to OPLs. A “one-size-fits-all” approach is not appropriate for OPLs.

Developing a model for continuous professional development by action research

This paper presents a case study of the work of two teacher educators with an in-service science teacher. This case study forms one cycle of a larger action research study that will eventually lead to a model of how the third-space concept for teacher professional development can be realized in natural school settings. The case study took place in a Grade Eight integrated science class and was designed to facilitate collaborations at multiple levels – between teacher educators within a university setting, among practitioners within a school setting and between university teacher educators and school practitioners. Among the issues emerging as the research evolved were the various roles we assumed, such as coach, critical observer, decision-maker and advisor. Issues related to developing trust, teacher confidence, teacher tacit knowledge, time for reflection and classroom realities were significant findings. The research facilitated our personal and professional growth as we gained insights into the inside working of the curriculum and our responses to situations that emerged. This first phase of the research provided the experiences and theoretical insights that, with further research, can contribute toward developing a model of continuous professional development within a Caribbean context.

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh

Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action’s (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine years. EIA’s CPD program is delivered face to face and supported through open distance learning (ODL). This innovative model of teacher CPD is supported through peer learning and self-study using a variety of print, audio and video resources. Drawing on the success of EIA’s pilot studies, where internal and external evaluation reported significant improvement in teachers’ and students’ English-language competence after one year, the current phase is using low-cost mobile phones, or the ‘trainer in your pocket’ to deliver CPD to 12,500 teachers through 2015. We believe EIA’s teacher CDP model is best suited to assist the project in achieving one of its primary goals: to increase the English-language proficiency of 12 million students, allowing them to access greater social and economic opportunities in the future. We argue EIA’s use of mobile phones for the provision of teacher CPD – at scale – is timely and replicable in both developed and developing contexts.

The Royal College Experience and Plans for the Maintenance of Certification Program

The Royal College of Physicians and Surgeons of Canada, in 2001, implemented a mandatory maintenance of certification (MOC) program that is required for fellows to maintain membership and fellowship. Participation in the MOC program is one of the recognized pathways approved by provincial medical regulatory authorities in Canada by which specialists can demonstrate their commitment to continued competent performance in practice. This article traces the historical beginnings of the MOC program, highlighting the educational foundation and scientific evidence that influenced its philosophy, goals, and strategic priorities. The MOC program has evolved into a complex system of continuing professional development to facilitate and enable a "cultural shift'' in how we conceptualize and support the continuing professional development (CPD) of specialists. The MOC program is an educational strategy that supports a learning culture where specialists are able to design, implement and document their accomplishments from multiple learning activities to build evidence-informed practices. In the future, the MOC Program must evolve from assisting fellows to use effective educational resources "for credit" to enable fellows, leveraging a competency-based CPD model, to demonstrate their capacity to continuously improve practice. This will require innovative methods to capture learning and practice improvements in real time, integrate learning during the delivery of health care, expand automation of reporting strategies, and facilitate new sociocultural methods of emergent learning and practice change. Collectively, these directions will require a research agenda that will generate evidence for how transformative cultural change in continuing professional education of the profession can be realized.

School-based teacher professional development to transform the teaching of reading comprehension: an Irish case study

Despite recent research indicating that students require explicit teaching in the key reading skill of comprehension in order to become successful readers, a significant gap in the research relates to teacher professional development (PD) in the area. A recent Irish study used gathered survey data to create a year-long PD programme for teachers in reading comprehension strategy instruction (CSI) in one case-study school. This paper will analyse and discuss the PD programme, its impact on the participating teachers’ pedagogy, the teachers’ assessment of the overall in-school continuing professional development (CPD) experience, as well as the overall lessons to be gleaned from the year-long innovative initiative. It is envisioned that the experience of designing, implementing, participating in and reflecting on the CPD initiative on CSI may have some contribution to make to the Irish and international debate on effective models of CPD for teachers, school and education systems.