Teachers' CPD and sectoral interests: Opportunities for convergence and divergence

Murphy, Timothy; Paor, Cathal de

doi:10.1016/j.tate.2017.04.018

Cited by 9 publications

(7 citation statements)

References 21 publications

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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%

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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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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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“…The Day (1999) in [9] states 'Professional development consists of all natural learning experiences and those conscious and planned activities which are intended to be of direct or indirect benefit to the individual, group or school, which contribute, through these, to the quality of education in the classroom' . Based on this definition, they agree that the purpose of CPD is four-fold.…”

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 theory of andragogy has been explained in the Introduction section of this paper. An example of the adoption of teachers' needs assessment in a teacher professional development programme is a study by Murphy and de Paor (2017) who conducted an online survey on needs analysis among 591 educational professional prior to the development of the National Institute for Studies in Education in the Republic of Ireland. The survey revealed exactly the kinds of similarities and differences in the priorities of primary and secondary school teachers.…”

Section: B Teachers' Needs Assessmentmentioning

confidence: 99%

Issues With Effective Design of an Esl Teacher Professional Development Programme in Sabah, Malaysia

Hiew¹,

Murray²

2018

MANU

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Abstract This study investigates English as Second Language teachersâ€™ perceptions and the impact of the Professional Up-skilling of English Language Teachers programme, which was designed and conducted by the British Council Malaysia. A review of previous studies revealed a paucity of research focusing on large-scale, standardised teacher professional development programmes that involved English language teachers from both heterogeneous teaching levels (i.e. primary and secondary schools) and heterogeneous districts (i.e. urban and rural). The limited published studies available have been critical of this mode of professional development for a number of reasons, and the purpose of this study was to investigate these issues in the Malaysian context. A mixed methods explanatory sequential design was adopted, which utilised a questionnaire survey, interviews and focus group with the teachers and District English Language Officers. However, this article will focus on the qualitative findings. The findings reveal four major limitations of the programme: in the coursebook materials; negative emotional impact on the teachers, which compromised the potential benefits of the programme; selection of participants; and the amount of follow-up support. The findings have implication on programme designers and providers in designing future teacher professional development programmes. Keywords: Teacher professional development, English language teachers, standardised program, developing country, Malaysia.

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Teachers' CPD and sectoral interests: Opportunities for convergence and divergence

Cited by 9 publications

References 21 publications

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

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

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

Issues With Effective Design of an Esl Teacher Professional Development Programme in Sabah, Malaysia

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