Exploring Faculty Perceptions of Professional Development Support for Transitioning to Emergency Remote Teaching

The Navy has an impressive record in the application of instructional technology to the design, development, and delivery of training. An information support system is being designed within the Naval Education and Training Command to optimize the application of instructional technology, resulting in increased efficiencies in training, personnel utilization, and professional development for the Navy enlisted force. The Naval Enlisted Professional Development Support System (NEPDISS) will be based upon specific tasks performed by enlisted personnel and will display a complete audit trail from job requirements to subsequent appraisal of task performance on the job. Inherently, it will furnish objectively derived data upon which management and enlisted man alike can base decisions.

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Community College Faculty Perceptions of the Quality Matters™ Rubric

Online Learning ◽

10.24059/olj.v24i2.2052 ◽

2020 ◽

Vol 24 (2) ◽

Author(s):

Rhonda L. Gregory ◽

Amanda J. Rockinson-Szapkiw ◽

Vickie S. Cook

Keyword(s):

Professional Development ◽

Student Learning ◽

Teaching Practice ◽

Course Design ◽

Faculty Perceptions ◽

Teaching Presence ◽

Faculty Professional Development ◽

Quality Matters ◽

Faculty Teaching ◽

Conclusion Section

This paper reviewed the factors that make up quality assurance including course design, content, delivery, and institutional support, as well as infrastructure in relationship to professional development impact on teaching practice. Building on the assumption identified in literature is the concept of course design being the most critical component impacting both student learning and faculty teaching. Course design affects student learning, faculty satisfaction with the course, establishes a teaching presence, and influences the transactional difference that occurs between the students and the instructor. Using the premise of the critical nature of course design, this study reviewed how the use of faculty professional development through a Applying the Quality Matters Rubric (APPQMR) workshop using the Quality Matters (QM) rubric as a framework to impact course design created specific faculty perceptions and affected teaching practice. Six themes identified from the research related to faculty’s perceived value and rigor of the QM rubric and training are discussed in the conclusion section.

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Factors affecting annual compensation and professional development support for infection preventionists: Implications for recruitment and retention

American Journal of Infection Control ◽

10.1016/j.ajic.2018.03.009 ◽

2018 ◽

Vol 46 (8) ◽

pp. 865-869 ◽

Cited By ~ 1

Author(s):

Shanina C. Knighton ◽

Heather M. Gilmartin ◽

Sara M. Reese

Keyword(s):

Professional Development ◽

Factors Affecting ◽

Recruitment And Retention ◽

Development Support ◽

Infection Preventionists

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Teachers’ primary concerns in a case of educational innovation introduction in primary schools in Greece

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol8.iss8.2508 ◽

2020 ◽

Vol 8 (8) ◽

pp. 203-215

Author(s):

Dr. Charalabos Psaras

Keyword(s):

Professional Development ◽

Urban Areas ◽

Primary Schools ◽

Educational Innovation ◽

Educational Programme ◽

Book Reading ◽

Teacher Concerns ◽

Effective Manner ◽

Development Support

By converting all-day primary schools of suburban and urban areas in Greece into schools that implement the Comprehensive Reformed Educational Programme (CREP), a set of innovations were implemented, significantly altering the Greek school. The purpose of this study was to investigate the effect of selected variables over concerns of teachers who work at such schools. Additionally, this research asked the teachers to identify the professional development support and interventions required to enable them to make better use of the Book-reading Advancement (Philanagnosia) Activities innovation. Teachers’ administrative and pedagogical guidance executives, based on the above, will design the necessary interventions to positively address teachers’ concerns and implement the specific innovation in the most effective manner. Overall, the study found that higher teacher concerns were task related, with a significant record of information and self-concerns, which may indicate that the introduction of the innovation was not properly designed to address teachers’ primary concerns.

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