Continuing professional development – why bother? Perceptions and motivations of teachers in Ireland

McMillan, Dorothy J.; McConnell, Barbara; O’Sullivan, Helen

doi:10.1080/19415257.2014.952044

Cited by 70 publications

(55 citation statements)

References 26 publications

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“…Furthermore, high performing teachers may also be acknowledged through honouring them with titles, certificates and even words of appreciation. If PD is made compulsory for teachers and when there are opportunities for recognition, career advancement, growth and achievement, teachers' motivation towards PD will be enhanced (McMillan, McConnell, & O'Sullivan, 2016). Studies suggest that many issues in education can be reduced by investing more on monitoring and accountability (Muralidharan, Das, Holla, & Mohpal, 2016).…”

Section: Discussionmentioning

confidence: 99%

Monitoring and Accountability in Professional Development of Teachers in Rural Pakistan

Nawab¹

2020

JICE

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Both experience and studies suggest that teachers in rural Pakistan either show reduced interest towards Professional Development (PD) or if they avail limited PD opportunities, they hardly bring any significant changes in their instructional practices. One of the assumptions in this regard, although not proved empirically, is that the system where teachers work lack monitoring and accountability mechanism. In this background, this research aimed to understand the monitoring and accountability system influencing teachers' participation in PD. Using focused interview procedure, data were collected from the key stakeholders namely teachers, school leaders, officials of education department and representatives of PD provider organisations. It was found that officials from education department extend surprisingly limited monitoring support to the teachers in schools. Moreover, the system lacks any recognition or reward for PD. Involvement in PD makes no difference in the career of a teacher. Consequently, teachers show reduced interest towards PD. The research suggests that to enhance teachers' participation in PD, the system should introduce a system of appraisal where teachers are made accountable for PD, and rewarded based on the changes they bring in their practices through availing PD opportunities.

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Section: Discussionmentioning

confidence: 99%

Monitoring and Accountability in Professional Development of Teachers in Rural Pakistan

Nawab¹

2020

JICE

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“…From design to delivery, foreign experts and education bureaucrats play a big role in teachers' PD, assigning teachers a marginalized role. As CPDs are arranged for teachers, their voices must be heard while making decisions on professional learning (McMillan et al, 2014). EL teachers should be encouraged to take bottom-up initiatives for CPD as has been done by teachers in Nellore, Andhra Pradesh, India (Narkar, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…In a study by McMillan, McConnell, and O'Sullivan (2014) in Ireland, teachers opined that teachers themselves are mainly responsible for their PD. They mentioned personal interest, career progress and practice improvement as the main personal motivating factors for attending CPD.…”

Section: Literature Reviewmentioning

confidence: 99%

Secondary EL Teachers’ CPD: Present Practices and Perceived Needs

Rouf¹,

Mohamed²

2018

J NELTA

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The present paper reports a study that aimed to explore secondary school (SS) English language (EL) teachers’ present practices of and perceived needs for continuing professional development (CPD) in Bangladesh. In 21st century worldwide educational settings, ‘change’ is the only constant trend. Consequently, EL teachers need to be continuously updated in their professional knowledge base and skills. They must be engaged in effective CPDs to keep abreast of innovations in language learning and teaching for their own career development and better learning outcomes for learners. Using a semi-structured questionnaire qualitative data was collected from 10 secondary EL teachers. The findings show that overall scenario of SS EL teachers’ CPD is not encouraging. The paper also discusses some implications for teachers’ professional learning.Journal of NELTA, Vol 22 No. 1-2, December 2017, Page: 1-12

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“…This places increased pressure on agricultural educators which subsequently highlights the importance of providing relevant, up-to-date, high-quality C.P.D. to these educators (Harford, 2010;McMillan et al, 2016;Murphy & de Paor, 2017), in an attempt to provide stronger supports and better assistance to agricultural educators in their role. From this study, agricultural educators are satisfied with the technical training they receive which provides them with information on current and new technologies and practices available to the different agricultural enterprises (Beef, Dairy, Sheep, Tillage, etc.).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…Consequently, educators should be supported in their attempt to cope with these emerging demands through the provision of appropriate, up-to-date and relevant, high-quality C.P.D. (Harford, 2010;McMillan et al, 2016;Murphy & de Paor, 2017). C.P.D.…”

Section: Introductionmentioning

confidence: 99%

An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study

Flannery

Keaveney

Murphy³

2020

Int. J. Agr. Ext.

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Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.

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Continuing professional development – why bother? Perceptions and motivations of teachers in Ireland

Cited by 70 publications

References 26 publications

Monitoring and Accountability in Professional Development of Teachers in Rural Pakistan

Monitoring and Accountability in Professional Development of Teachers in Rural Pakistan

Secondary EL Teachers’ CPD: Present Practices and Perceived Needs

An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study

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