New Shoots from Old Roots

1998 ◽  
Vol 12 (3) ◽  
pp. 172-177
Author(s):  
Elaine Hendry ◽  
Mark Waltham
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Continuing Professional Development ◽  
Employee Development ◽  
Holistic Approach ◽  
Research Projects ◽  
10Th Anniversary ◽  
Current Trends ◽  
Formal And Informal Learning ◽  
Development Unit

On the occasion of its 10th anniversary, the authors describe the development of Cambridge University's continuing professional development unit, the Cambridge Programme for Industry (CPI). From its beginnings in the provision of short, technical courses, the CPI has moved towards a more holistic approach to professional development, reflecting current trends in support of lifelong learning. The unit provides a bridge between academic theory on formal and informal learning and learning organizations, and the reality of businesses of all sizes working towards new approaches to employee development. Three case studies of current projects, together with an outline of two newly-funded research projects illustrate the CPI's present focus.

Continuing professional development for physical education teachers in Europe

2020 ◽  
Vol 27 (1) ◽  
pp. 150-167
Author(s):  
Deborah Tannehill ◽  
Giyasettin Demirhan ◽  
Petra Čaplová ◽  
Züleyha Avsar
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
General Education ◽  
Comparative Education ◽  
Continuing Professional Development ◽  
European Countries ◽  
Current Status ◽  
Physical Education Teachers ◽  
Current Trends ◽  
Education Data

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton’s (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

scholarly journals Informal CPD practices by TVET teachers in Kenya

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Moses Njenga
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Informal Learning ◽  
Continuing Professional Development ◽  
Organisational Culture ◽  
Technical Training ◽  
Formal Learning ◽  
Mixed Methods Approach ◽  
Learning Practices ◽  
The Everyday

The literature on Kenya's TVET teachers' paints a depressing picture of teachers infrequently participate in Continuing Professional Development. It is, however, possible that due to the demands of their work, teachers choose to participate in informal CPD because it is more flexible and less expensive. Unfortunately, the literature on informal CPD in Kenya is scant. According to the adult learning literature, this article presents the initial findings of a study investigating the everyday CPD practices of TVET teachers in Kenya. The study adopted a mixed-methods approach involving a questionnaire survey that profiled the learning practices of 40 TVET teachers from three Technical Training Institutes in the Nairobi metropolitan area. Collaborative learning practices were found to be infrequently practised, while individual and self-paced learning is more common. TVET teachers were desirous of learning methods that give them control over their knowledge, with a positive correlation seen between the frequency of using a particular way and how helpful the form is perceived to be. The everyday use of informal learning practices was attributed to the organisational culture within the TVET institutes and the over-emphasis on formal learning by professional and career guidelines. It is recommended that professional and career policies are reviewed to recognise and reward informal learning. 

scholarly journals Building major competencies for enhancing higher education for sustainable development

2021 ◽  
Vol 250 ◽  
pp. 07002
Author(s):  
Alexander Ivanov ◽  
Svetlana Tolstikova ◽  
Larisa Ovcharenko ◽  
Tatiana Morozova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Sustainable Development ◽  
Informal Learning ◽  
Education For Sustainable Development ◽  
Environmental Responsibility ◽  
Teaching Process ◽  
Factors Affecting ◽  
Formal And Informal Learning

This paper focuses on the specifics and preconditions for building major competencies that are envisaged for enhancing higher education for sustainable development (ESD). It looks into the professional development of specialists in higher education, factors affecting individual stages of professional development of these specialists, as well as into the role of the environment in their professional development. Furthermore, it studies the formal and informal learning as the important setting leading to the creation of the major competencies for linking globalization, complexity and environmental responsibility and channelling them to students through the teaching process in higher education.

scholarly journals Engaging Faculty in Professional Development: Lessons From Bangladesh

2019 ◽  
Vol 9 (2) ◽  
pp. 124
Author(s):  
Mohammad Omar Shiddike ◽  
Asif Ali Rahman
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Learning Activities ◽  
Faculty Engagement ◽  
Self Awareness ◽  
Student Interactions ◽  
Formal And Informal Learning ◽  
Academic Publications ◽  
Teaching Curriculum ◽  
Faculty Student Interactions

Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.

Training preparation and the professional development of principals in Henan Province, China: formal and informal learning

2017 ◽  
Vol 19 (1) ◽  
pp. 41-51 ◽  
Author(s):  
Na Jiang ◽  
Bambang Sumintono ◽  
Corinne J. Perera ◽  
Alma Harris ◽  
Michelle S. Jones
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Henan Province ◽  
Formal And Informal Learning

CURRENT TRENDS IN THE LEGAL REGULATION OF THE PHARMACEUTICAL WORKERS ACTIVITIES

2021 ◽  
Vol 4 (3) ◽  
pp. 78-90
Author(s):  
Шолпан Валерьевна Тлепина
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Quality Standards ◽  
Legal Regulation ◽  
Pharmaceutical Services ◽  
Direct Impact ◽  
Current Trends ◽  
Legal Guidelines ◽  
And Training

The article considers modern trends in the development of the legal regulation of the pharmaceutical workers job. The practice of the International Pharmaceutical Federation, including in the context of continuing professional development, is of great importance in the activities and training of pharmacists (as in the case of OECD universities). International legal guidelines and quality standards for pharmaceutical services have been found to have a direct impact on various aspects of pharmaceutical law.

scholarly journals Statewide Professional Development Conference

2000 ◽  
Vol 8 ◽  
pp. 13 ◽  
Author(s):  
Paul V. Bredeson ◽  
Jay Paredes Scribner
Keyword(s):  
Professional Development ◽  
Performance Assessment ◽  
Informal Learning ◽  
Significant Role ◽  
Financial Support ◽  
Large Scale ◽  
Formal And Informal Learning ◽  
New Knowledge ◽  
Critical Issues ◽  
K 12

In an environment increasingly skeptical of the effectiveness of large-scale professional development activities, this study examines K-12 educators' reasons for participating and beliefs in the utility in a large-scale professional development conference. Pre- and post-conference surveys revealed that while financial support played a significant role in educators' ability to participate, they were drawn to the conference by the promise to learn substantive issues related to, in this case, performance assessment—what it means, how to implement it, and how to address community concerns. In spite of the conference's utility as a means to increase awareness of critical issues and to facilitate formal and informal learning, well conceived linkages to transfer new knowledge to the school and classroom were lacking.

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