scholarly journals Evaluation of an interprofessional continuing professional development course on comprehensive diabetes care: A mixed-methods approach

2018 ◽  
Vol 25 (1) ◽  
pp. 148-154 ◽  
Author(s):  
Darrick Beckman ◽  
Jana Wardian ◽  
Tom J. Sauerwein ◽  
Mark W. True
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Diabetes Care ◽  
Continuing Professional Development ◽  
Mixed Methods Approach ◽  
Development Course

Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career

2021 ◽  
pp. 613-631
Author(s):  
Alcuin Ivor Mwalongo
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Mixed Methods ◽  
Focus Group ◽  
Student Teachers ◽  
Public Universities ◽  
Group Discussions ◽  
Teaching Career ◽  
Mixed Methods Approach ◽  
Teachers Perceptions

The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.

scholarly journals Continuing Professional Development Needs of Community Pharmacists in Qatar: A Mixed-Methods Approach

2020 ◽  
pp. 0272684X2091804
Author(s):  
Fatima Al-Sulaiti ◽  
Hebatala Fares ◽  
Ahmed Awaisu ◽  
Nadir Kheir
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Professional Training ◽  
Pharmacy Practice ◽  
Community Pharmacists ◽  
Continuing Professional Development ◽  
Care Process ◽  
Cross Sectional ◽  
Professional Development Needs ◽  
Core Areas

Objective This study aims to assess the educational needs and professional competencies of community pharmacists in Qatar to inform the development of relevant continuing professional development (CPD) programs. Methods A mixed-methods cross-sectional exploratory study targeting community pharmacists was conducted using a questionnaire and an event diary. Descriptive and inferential analyses were utilized to analyze the data using the Statistical Package for Social Sciences (SPSS®) version 21 software. For the event diary, thematic content analysis was used for data analysis. Results Drug information skills and pharmaceutical care process were the most identified topics for inclusion in CPD programs. None of the pharmacists thought that they were competent in core areas of pharmacy practice. Community pharmacists who filled an event diary highlighted the need for development in areas such as communication skills and medication safety. Conclusion The identified needs shall help in developing a CPD program that addresses what community pharmacists perceive as educational and professional training needs.

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 Teacher Professional Development in Language-Driven CLIL: A Case Study

2020 ◽  
Vol 12 (2) ◽  
pp. 242-264 ◽  
Author(s):  
Dario Luis Banegas
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
Continuing Professional Development ◽  
Language Education ◽  
Salient Feature ◽  
Multiple Sources ◽  
Teacher's Beliefs ◽  
Development Course

The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.

Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career

2019 ◽  
pp. 119-137
Author(s):  
Alcuin Ivor Mwalongo
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Mixed Methods ◽  
Focus Group ◽  
Student Teachers ◽  
Public Universities ◽  
Group Discussions ◽  
Teaching Career ◽  
Mixed Methods Approach ◽  
Teachers Perceptions

The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.

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