Continuous Professional Development: A Source of Appropriate Learning Activities for Students
The purpose of this research study was to analyze the impact of professional development courses on teaching practices of the teachers A quantitative approach was adopted to solve the query, a questionnaire having close-ended questions was developed to collect data. The population of the study was teachers' trainers and heads of the institutions. The purpose of including trainers was to understand what types of courses offered by the teachers training institutes while inclusion heads to know about the changes found in the personalities of the teachers after attending a course. The analysis of collected data reveals that training institutes are offering general courses instead of subject-oriented courses, and resultantly teachers are unable to have appropriate subject related activities during their classroom teaching. Therefore, it is recommended that subject-oriented professional development courses should be designed for the teachers who will ultimately help teachers in using more appropriate activities during their teaching
-
Continuous Professional Development; and Appropriate Learning Activities
-
(1) Muhammad Ali Shaikh
Vice Chancellor, Media Studies and Communication Studies, Sindh Madressatul Islam University, Karachi, Sindh, Pakistan.
(2) Stephen John
Associate Professor, Department of Education, Sindh Madressatul Islam University, Karachi, Sindh, Pakistan.
(3) Kamal Haider
Assistant Professor, Department of Education, Federal Urdu University of Arts, Science and Technology, Karachi, Sindh, Pakistan.
- Button A (2012). Theories on Teacher Perception and Social Change. From
- Cordingley, P., Bell, M., Evans, D. and Firth, A. (2005) The impact of collaborative CPD on classroom teaching and learning. Review: What do teacher impact data tell us about collaborative CPD? In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
- Edmonds, S., and Lee, B. (2002). Teacher feelings about continuing professional development.Education Journal, 61, 28-29.
- Guskey, T.R. (2000) Evaluating Professional Development. Thousand Oaks, CA: Corwin Press.
- Gusthey, T. R. (2000), Attitude and perceptual change in teachers, International Journal of Educational Research, 13(4), pp. 439±453.
- Harland, J. and Kinder, K. (1997). Teachers' continuing professional development: Framing a model of outcomes. British Journal of In-Service Education, 23 (1), 71 - 84
- Huberman, M. (1998). What knowledge is of most worth to teachers? A knowledge-use perspective, Teaching and Teacher Education, 1, pp. 251±262.
- Hustler, D., McNamara, O., Jarvis, J., Londra, M., Campbell, A. and Howson, J. (2003) Teachers' Perspectives of Continuing Professional Development: DfES Research Report No. 429, London: DfES.in: G. A. Griffin (Ed.) Staff Development, Eighty-Second Yearbook of the National Society for the Study of Education (Chicago, IL, University of Chicago Press).
- Jita L.C., Mokhele M.L. (2014). When teacher clusters work: Selected experiences of South African teachers with the cluster approach to professional development. South African Journal of Education, 34(2): 1- 15.
- Knight, P. (2002). A systemic approach to professional development. Learning as practice.
- Muijs, D., Day, C., Harris, A., and Lindsay, G. (2004). Evaluating continuing professional development: An overview. In C. Day and J. Sachs (eds.) International Handbook on the Continuing Professional Development of Teachers. Ballmer, Bucks: Open University Press.
- O'Dell, C. and Grayson, C. J. (1998) If only we knew what we know: Identification and transfer of internal best practices. California Management Review, 40 (3), 154-172.
- Murphy, M. (2002). Let's change staff development in professional learning. Principal, 81: 16-17
- Rivero V (2006). Teaching your staff. American School Board Journal, 193: 54-55.
- Robinson, C. and Sebba, J. (2004) A Review of Research and Evaluation to Inform the Development of the New Postgraduate Professional Development Program. TTA / University of Sussex.
- Smith, C.L. (2002). Using continuous system-level assessment to build school capacity. The American Journal of Evaluation, 23 (3), 307-319.
Cite this article
-
APA : Shaikh, M. A., John, S., & Haider, K. (2019). Continuous Professional Development: A Source of Appropriate Learning Activities for Students. Global Regional Review, IV(III), 466-473. https://doi.org/10.31703/grr.2019(IV-III).51
-
CHICAGO : Shaikh, Muhammad Ali, Stephen John, and Kamal Haider. 2019. "Continuous Professional Development: A Source of Appropriate Learning Activities for Students." Global Regional Review, IV (III): 466-473 doi: 10.31703/grr.2019(IV-III).51
-
HARVARD : SHAIKH, M. A., JOHN, S. & HAIDER, K. 2019. Continuous Professional Development: A Source of Appropriate Learning Activities for Students. Global Regional Review, IV, 466-473.
-
MHRA : Shaikh, Muhammad Ali, Stephen John, and Kamal Haider. 2019. "Continuous Professional Development: A Source of Appropriate Learning Activities for Students." Global Regional Review, IV: 466-473
-
MLA : Shaikh, Muhammad Ali, Stephen John, and Kamal Haider. "Continuous Professional Development: A Source of Appropriate Learning Activities for Students." Global Regional Review, IV.III (2019): 466-473 Print.
-
OXFORD : Shaikh, Muhammad Ali, John, Stephen, and Haider, Kamal (2019), "Continuous Professional Development: A Source of Appropriate Learning Activities for Students", Global Regional Review, IV (III), 466-473
-
TURABIAN : Shaikh, Muhammad Ali, Stephen John, and Kamal Haider. "Continuous Professional Development: A Source of Appropriate Learning Activities for Students." Global Regional Review IV, no. III (2019): 466-473. https://doi.org/10.31703/grr.2019(IV-III).51