Issues in Continuing Professional Development: Towards a Systematic Framework.

Autor/in	Peeke, Graham
Institution	Further Education Development Agency, London (England).
Titel	Issues in Continuing Professional Development: Towards a Systematic Framework.
Quelle	(2000), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-85338-536-0
Schlagwörter	Academic Standards; Administrators; Adult Educators; Definitions; Delivery Systems; Education Work Relationship; Educational Needs; Employment Qualifications; Foreign Countries; Individual Development; Informal Education; Lifelong Learning; Management Development; Needs Assessment; Organizational Development; Postsecondary Education; Professional Continuing Education; Professional Development; Staff Development; Systems Approach; Teacher Improvement; United Kingdom + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Begriffsbestimmung; Auslieferung; Educational need; Bildungsbedarf; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Ausland; Individuelle Entwicklung; Informelle Bildung; Nichtformale Bildung; Life-long learning; Lebenslanges Lernen; Bedarfsermittlung; Organisationsentwicklung; Post-secondary education; Tertiäre Bildung; Berufsfeldbezogener Unterricht; Weiterbildung; Personnel development; Personalentwicklung; Systemischer Ansatz; Großbritannien
Abstract	In the context of the United Kingdom's further education (FE) system, continuous professional development (CPD) can be considered to include study for further qualifications and formal and informal in-college development programs. The tradition has been for teachers to determine their own development. In situations where resources to support development are scarce, however, it becomes more important to ensure that CPD responds to the needs of the organization. A systematic framework for CPD of FE teachers and managers is needed. It could consist of three stages as follows: (1) required updating in areas covered by initial qualifications where knowledge and practice moves on and required acquisition of skills and knowledge for those who have changed roles or assumed additional roles; (2) development routes for those who wish to continue developing their teaching role (by specializing or becoming "expert" teachers) and for those teachers who wish to develop as managers; and (3) required training or qualification of principals. Established qualifications, such as advanced certificates, diplomas, and CPD awards, can play an important part in CPD. Standards can inform the development of qualifications and set expectations with regard to designing CPD activities, constructing individual development plans, and assisting in informal learning. (MN)
Anmerkungen	Further Education Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, United Kingdom (3 British pounds). Tel: 020 7840 5302/4; Fax: 020 7840 5401; e-mail: publications@feda.ac.uk.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC