Reflecting or Acting? Reflective Practice and Continuing Professional Development in Higher Education

2002 ◽  
Vol 3 (1) ◽  
pp. 131-146 ◽  
Author(s):  
Sue Clegg ◽  
Jon Tan ◽  
Saeideh Saeidi
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Reflective Practice ◽  
Continuing Professional Development

Nearly qualified student paramedics' perceptions of reflection and use in practice

2019 ◽  
Vol 11 (6) ◽  
pp. 258-263 ◽  
Author(s):  
Gemma Howlett
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Qualitative Study ◽  
Reflective Practice ◽  
Positive Attitude ◽  
Continuing Professional Development ◽  
Evidence Base ◽  
Routine Practice ◽  
Learning Needs ◽  
Workforce Analysis

Reflection is embedded in a variety of higher education healthcare programmes, and is a continuing professional development requirement for paramedics ( Health and Care Professions Council, 2012 ; 2014 ). The listed benefits of reflection include incorporation and exploration of an evidence base into a clinician's practice; avoidance of routine practice; identification of shortfalls in knowledge; and identification of learning needs by the reflector ( Jasper et al, 2013 ). Nine nearly qualified student paramedics took part in this qualitative study. The findings showed a positive attitude towards reflection among the students. Various barriers to reflection were identified. There appeared to be a lack of reflection and reflective practice in some sections of the paramedic workforce. Analysis of the findings have implications for both paramedic practice and paramedic education. This article is a summarised version of a research piece; therefore not all findings will be discussed.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

scholarly journals Culture Club: Experiences of running a journal club for continuing professional development in higher education

2020 ◽  
Vol 8 (2) ◽  
pp. 81-89
Author(s):  
Jim Christopher Turner ◽  
Amanda Mason ◽  
Roger Harrison ◽  
Tunde Varga-Atkins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Complex Terrain ◽  
Journal Club ◽  
Continuing Professional Development ◽  
Technology Journal ◽  
Journal Clubs ◽  
Subject Areas ◽  
Potential Area ◽  
Complex Subject

This article discusses the experiences of a journal club established to enable staff from different higher education (HE) institutions and roles to develop their knowledge and understanding around a shared interest in the areas of internationalisation and educational technology.  Journal clubs have been used, mainly within the field of medicine and healthcare, to facilitate group learning. The club enabled the group to navigate a complex terrain of literature, develop a focus for reading and identifying a potential area for research and collaboration. Members of the journal club experienced several benefits from participation which are discussed together with the challenges of sustaining engagement over time. The article concludes with highlighting ways in which journal clubs can provide a fruitful form of continuing professional development in higher education, particularly in complex subject areas that traverse numerous roles and domains and makes recommendations for those considering establishing a journal club for similar purposes.    

scholarly journals Continuing professional development of registered social workers in New Zealand

2016 ◽  
Vol 25 (3) ◽  
pp. 35-49 ◽  
Author(s):  
Liz Beddoe ◽  
Jan Duke
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Reflective Practice ◽  
Social Workers ◽  
Continuing Professional Development ◽  
Scholarly Activity ◽  
Significant Feature ◽  
Weak Evidence ◽  
The Social ◽  
Contemporary Practice

Continuing professional development (CPD) is a significant feature of contemporary practice in most professions. In New Zealand, the Social Workers Registration Board (SWRB) is empowered under legislation to set expectations for CPD. Initially NZ-registered social workers were expected to undertake 150 hours of CPD activities across a three-year period. A random audit undertaken in 2010 found that social workers were not planning their CPD activities in a purposeful way (Duke, 2012), and were struggling to meet the target and as a consequence the requirements were reduced. A content analysis of CPD logs was undertaken in order to provide a snapshot of CPD activities of 84 randomly selected registered social workers. Findings demonstrate that, while a broad range of activities were undertaken by social workers, there was only weak evidence for the enhancement of reflective practice. Engagement in scholarly activity and research was low among the randomly selected group.

Knowledge Management in Higher Education and Professional Development in the Construction Industry

2011 ◽  
pp. 2355-2368
Author(s):  
Fung Fai Ng
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Management ◽  
Lifelong Learning ◽  
Construction Industry ◽  
Business Processes ◽  
Knowledge Society ◽  
Continuing Professional Development ◽  
Lessons Learned ◽  
Design And Implementation

Development of a ‘knowledge society’ affects not only enterprises and organisations, but also individuals. Lifelong learning and continuing professional development are essential for graduates and workers to remain competent and competitive. Hence, knowledge management is not only important in business processes, but also in education. As the importance of knowledge management in the construction industry is growing, competence in knowledge management is essential for graduates of curricula related to the construction industry. Design and implementation of such curricula should take into account methods for enriching the knowledge management competences of students in higher education. This chapter reports on lessons learned from the design and implementation of a particular module where principles of knowledge management are integrated into the learning activities.

Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

2014 ◽  
pp. 1301-1318
Author(s):  
Alan Hurst
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
High Quality ◽  
Disabled Students ◽  
Personal Experiences ◽  
The Uk ◽  
Made In

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.

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