The Analysis of Content and Operational Components of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Mukan, Nataliya; Kravets, Svitlana; Khamulyak, Nataliya

doi:10.1515/rpp-2016-0014

Cited by 3 publications

(3 citation statements)

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“…Advanced Education, 12, 105-113. DOI: 10.20535/2410-8286.166606 Fullan & Hargreaves (1992), Huberman (1989;1993), Sowder (2007, Goldschmidt & Phelps (2010), Mukan, Kravets & Khamulyak (2016). A considerable amount of literature has been published on preservice (Baker, Scott & Showers, 1997) and in-service (Mukan, Myskiv & Kravets, 2016a;Borko, Jacobs & Koellner, 2010;Avalos, 2011) teacher education.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Teachers’ Continuous Professional Development: Australian Experience

Mukan¹,

Yaremko²,

Kozlovskiy³

et al. 2019

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Despite an extensive body of research the issues of teachers' continuous professional development are of particular importance for modern pedagogical theory and practice. The article outlines the features of public school teachers' professional development in Australia. The study employed a range of theoretical and applied research methods, namely comparative and historical, induction and deduction, logical, analytical, descriptive and statistical as well as questionnaires and interviews. The article specifies the functions of teacher professional development, its elements and components. It analyses the legislative basis and the genesis of Australian teachers' professional development standards. The article identifies the specificities of teacher professional development implementation in Australia. The results show that teacher professional development is a continuous process of deepening knowledge, improving skills and competencies, forming values and attitudes. The methods helped in revealing the interconnection between continuous professional development and educational reforms, the forms, models and methods of CPD of Australian and Ukrainian teachers. The results of the survey showed the potential for the system of Ukrainian continuous teacher education development and the possibilities of Australian experience adaptation taking into account our rich educational traditions.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Teachers’ Continuous Professional Development: Australian Experience

Mukan¹,

Yaremko²,

Kozlovskiy³

et al. 2019

Self Cite

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“…CPD activities further also consist of demonstrations and peer observation, mentoring, inductions for beginner teachers, job rotation, teamwork and group work, clustering of schools and school visits, as well as designing and executing school improvement projects, communities of practice, lesson studies, reflective supervision and technical assistance [2]. We also see [6] highlighting the method of cooperative or collegial development, cascade or generation method, case study, skills development method, reflection, project method, narrative method, self-development, seminars, workshops, institutes, conferences, courses, observation of excellent practice, teachers' participation in new roles, portfolio, action research, students' performance assessment, supervision, coaching and mentoring are forms of Continuing Professional Teacher Development in Great Britain, Canada and USA.…”

Section: What Is Continuing Professional Development (Cpd)mentioning

confidence: 99%

Challenges Faced by Educators in the Implementation of Continuing Professional Teacher Development (CPTD): Gauteng Province

Bernadine¹

2019

Teacher Education in the 21st Century

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Continuing Professional Teacher Development (CPTD) is a system that encourages educators to grow professionally. CPTD is managed by the South African Council for Educators (SACE). All educators were trained on CPTD system, but implementation at school level is a challenge because most of the teachers are technophobic and Continuing Professional Teacher Development is an electronic system. The purpose of this study is to identify the challenges that educators face in the implementation of Continuing Professional Teacher Development, and suggest improvement measures to the system. This research was a qualitative study based on the diffusion of innovation theory. Data was collected through interviews and document analysis. A total of 2 school principals and 10 educators and 2 union members and 2 district officials were purposely selected. Thematic method of data analysis was conducted. Conclusions and recommendations were drawn based on analyzed data. The study revealed that there is minimal support and monitoring taking place in schools. In addition, educators are demotivated since CPTD has no monitory incentive like Integrated Quality Management System. The study recommended that with relevant monitoring and support, educators can be motivated to participate in CPTD programmes, and professional development can be a reality.

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“…The problems of professional education, its content and nature were studied by Mukan, Kravets, and Khamulyak (2016). The fundamentals of tourism and hospitality management, as well as tourism and hospitality managers' professional training were researched by Orton (2001), Zagonari (2009).…”

Section: Introductionmentioning

confidence: 99%

Multicultural Component in the System of Professional Training of Tourism and Hospitality Managers in Canadian Universities: Experience for Ukraine

Zhorniak¹,

Havran²,

Barabash³

et al. 2018

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The article deals with tourism and hospitality managers' professional training in Canada. The authors analyse the scientific and pedagogical literature which highlights different aspects of the problem of multicultural component in the system of professional training of tourism and hospitality managers. The research methodology comprises theoretical and applied methods (bibliographical method, analysis and systematisation, content analysis, statistical analysis, synthesis and comparative analysis, mathematical method). The development of tourism and hospitality managers' professional training is outlined and the emergence of the need for its multicultural component formation is specified. The analysis of tourism occupational standards made it possible to distinguish the knowledge, skills and professional values of tourism and hospitality managers. The formation of the multicultural component, the content, objectives, and priorities of multicultural training are based on three main principles of multicultural education: accessibility, equal opportunities, diversity. The article describes the theoretical and applied elements of multicultural component formation as well as basic forms of organisation: the development of special courses, including additional content elements in curricula and academic programmes, the use of innovative forms and methods of training. The proposals for possible ways to adapt Canadian tourism and hospitality managers' professional training experience in Ukraine are developed.

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The Analysis of Content and Operational Components of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Cited by 3 publications

References 1 publication

Teachers’ Continuous Professional Development: Australian Experience

Teachers’ Continuous Professional Development: Australian Experience

Challenges Faced by Educators in the Implementation of Continuing Professional Teacher Development (CPTD): Gauteng Province

Multicultural Component in the System of Professional Training of Tourism and Hospitality Managers in Canadian Universities: Experience for Ukraine

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