Encouraging Continuing Professional Development and Teacher Professional Development in Global Education

Encouraging Continuing Professional Development and Teacher Professional Development in Global Education

Kijpokin Kasemsap (Suan Sunandha Rajabhat University, Thailand)
Copyright: © 2017 |Pages: 35
DOI: 10.4018/978-1-5225-0528-0.ch008
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Abstract

This chapter aims to encourage the Continuing Professional Development (CPD) and Teacher Professional Development (TPD) in global education, thus explaining the overviews of professional development, CPD and TPD; TPD and teacher education; technologies for TPD; TPD, classroom dialogue and higher-order learning; the significance of CPD in global education, and the significance of TPD in global education. The attainment of CPD and TPD is required in the educational institutions in order to serve school administrators and students, increase educational performance, sustain competitiveness, and fulfill expected accomplishment in global education. Therefore, it is urgent for educational institutions to encourage their CPD and TPD and develop a strategic plan to regularly check their practical advancements in the educational institutions. The chapter argues that encouraging CPD and TPD has the potential to improve educational performance and reach strategic goals in global education.
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Background

Professional development is integral in the workplace in order to prosper within the complexity of modern society (Fletcher & Zuber-Skerritt, 2008). Professional development is critical in supporting the teachers’ use of technological tools in classrooms (Higgins & Spitulnik, 2008). Armistead et al. (2013) indicated that CPD topics are a response to the intervention, academic interventions, academic screening and progress monitoring. As the most valuable resources in schools (Hattie, 2009), teachers can play an important role in helping students engage in discussion and solve authentic scientific problems (Belland, Burdo, & Gu, 2015).

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