Search results for: Professional continuing education

This article aims to focus on the motivating and inhibiting factors relating to teachers’ engagement with continuing professional development (CPD) and to analyse the data in relation to Herzberg et al.’s (1959) two-factor theory, as a means of drawing implications for the future provision of CPD in the Republic of Ireland and Northern Ireland. The findings indicate that teachers’ intrinsic motivation to seek out their own CPD continues to apply to actually engaging in CPD. Teachers in this study expressed a preference both to seek out and to pursue CPD areas that they valued for their own personal reasons and in response to their own personal and/or professional needs. The findings demonstrate that intrinsic (personal) factors – namely career advancement, potential growth and achievement – were the chief catalysts in motivating teachers in this study to engage in CPD.

The purpose of the present study is to investigate the growth and development of a novice teacher participating in a Continuing professional development (CPD) project. Based on the findings of the current paper, the CPD project supports the professional development of a novice teacher in three areas. First, it helps develop teaching competencies. Second, it promotes positive socialization in organization and in the profession. Finally, it facilitates the development of one’s professional identity. This study illustrates the important challenges teacher educators face in finding new ways to create learning opportunities in teaching students and novice teachers. Such opportunities would be meaningful for teacher educators in their own professional development and growth.

The current article provides an overview of the background and the processes at play in the current reshaping of teacher education in Scotland. The authors reviewed policy documents and reports regarding the teacher education system in Scotland. The article starts with the developments emanating in the past decade from the McCrone Report and finishes with the recent Donaldson Report. The article concludes that the teacher education system in Scotland has been strongly influenced by needing to connect with the two dominant existing policies relating, respectively, to teachers’ work and conditions and to curriculum reform.

This article describes Lebanese teachers’ views on Continuing Professional Development (CPD). The teachers expressed their views on what constitutes effective CPD, why this is needed and how this influences their practice. Findings showed that CPD in Lebanon focuses on workshops as coordinators conjecture, but there is no follow‐up for application of what is learned. Findings also indicate a need to have more structured and systematic CPD for all teachers with a focus on action research and mentoring.