Professional development

About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.

Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools

Abstract: Integration of Information, Communication, and Technology (ICT) will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Malaysia, ICT is considered as one of the main elements in transforming the country to the future development. The Ministry of Education, through the latest Education Blue print (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study aims to analyze teachers’ perceptions on effectiveness of ICT integration to support teaching and learning process in classroom. A survey questionnaire was distributed randomly to the total of 101 teachers from 10 public secondary schools in Kuala Lumpur, Malaysia. The data for this quantitative research were analyzed for both descriptive and inferential statistic using SPSS (version 21) software. The results indicate that ICT integration has a great effectiveness for both teachers and the students. Findings indicate that teachers’ well-equipped preparation with ICT tools and facilities is one the main factors in success of technology-based teaching and learning. . It was also found that professional development training programs for teachers also played a key role in enhancing students’ quality learning. For the future studies, there is a need for consideration of other aspects of ICT integration especially from management point of view in regard to strategic planning and policy making.

Interprofessional education: a review of context, learning and the research agenda.

Abstract: Medical Education 2012: 46: 58–70 Context Interprofessional education (IPE) is not a recent phenomenon and has been the subject of several World Health Organization reports. Its focus is on health professionals and students learning with, from and about one another to improve collaboration and the quality of patient care. The drivers for IPE include new models of health care delivery in the context of an ageing population and the increasing prevalence of long-term chronic disease, in addition to the patient safety agenda. The delivery of complex health care requires a team-based and collaborative approach, although teamwork and collaborative practice are not necessarily synonymous. The rationale for IPE is that learning together enhances future working together. Discussion Systematic reviews of IPE have shown some evidence that IPE fosters positive interaction among different professions and variable evidence that it improves attitudes towards other professionals. Generalisation across published papers is difficult because IPE initiatives are diverse and good evaluation methodology and data are lacking. In terms of constructive alignment from an education viewpoint, there is a need for educators to define learning outcomes and match these with learning activities to ensure that IPE demonstrates added value over uniprofessional learning. Assessment is difficult as pre-qualification professional education focuses on the individual and professional accreditation organisations mandate only for their own professions. Conclusions Interprofessional education draws from a number of education, sociology and psychology theories, and these are briefly discussed. The most pressing research questions for the IPE community are defined and the challenges for IPE explored.

Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

Abstract: This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators

Abstract: This article provides a conceptual framework for training in professional psychology focused on the construct of competency. The authors present a 3-dimensional competency model delineating the domains of knowledge, skills, attitudes, and values that serve as the foundation required of all psychologists, the domains of functional competencies that broadly define what psychologists do, and the stages of professional development from doctoral education to lifelong learning through continuing education. The goal in presenting this model is to provide a conceptual frame of reference for those responsible for psychology education, credentialing, and regulation.

Appropriating Tools for Teaching English: A Theoretical Framework for Research on Learning to Teach

Abstract: In this article, we propose that activity theory provides a useful framework for studying teachers' professional development. Activity theory emphasizes the importance of settings in learning to teach, focusing on the social and cultural factors that mediate development in particular contexts. We outline the central tenets of activity theory, illustrating key concepts with examples from a longitudinal study of beginning teachers. We conclude by exploring the potential of this theoretical framework to illuminate the process of learning to teach.