VOLUME 9 ISSUE 4 OCTOBER 2020 EXCELLENCE INTERNATIONAL JOURNAL OF EDUCATION AND RESEARCH 2349-8838

Exploring Areas and Opportunities of Professional Development

for Teacher Educators
Intakhab Alam Khan
Associate Professor (Education), Faculty of Applied Studies,
King Abdulaziz University, Jeddah-Saudi Arabia

ABSTRACT

New educational policy draft-2019 emphasizes urgent need of professional development of teachers
for quality in education. Though professional development (PD) in any profession is continuous and
ongoing in nature yet the draft makers are somewhat aware that teacher preparation has not been up
to the mark. However, it may not be interpreted that the teacher education in general has been
inappropriate or ineffective. The ‘teacher factor’ itself is perhaps the most responsible variable for
the decline of the quality. The areas of professional development for teachers can’t be explored unless
teacher educators are appropriately trained in the crucial fields in order to cater for the need of
future teachers. It requires an in-depth need analysis for accomplishment of the concerns of the draft
policy which focuses on 4 major areas: Indian-ness, globalization, teacher quality and professional
development. All these areas are important, but difficult to implement.
In order to sort out the issues/ areas, there is a need of studying the existing opportunities in the
area(s) continuous professional development (CPD). Quality and excellence in CPD can never be
attained without quality research. This will also help the academicians to explore opportunities in
open and e- learning which is a new focused area envisaged by the draft policy-2019.

Key words: Teacher education, future teachers, draft policy-2019, quality, CPD.

1. Introduction

1.1. Professional development

Professional development is an integral part of any organization. It is a continuous process.

As learning continues throughout a human life, in-service training or professional
development must also continue for the enhancement of a professional/teacher. Professional
development can be conceived as existing and future opportunities that could be available for
employees.

1.1.1. What is CPD

Continuous professional development (CPD) can be operationally defined as ‘ongoing

developmental process that basically aims at assessing the existing level, maintaining it and
simultaneously expanding the canvas of knowledge, skills and attributes to become an
effective professional. CPD can’t be viewed only as a means of further changes rather it
includes a combination of approaches, ideas and techniques that will help one manage one’s
own learning and growth. It can be viewed as self-development as well.

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1.1.2. Why is CPD important?

CPD can be important for multiple reasons. One of the reasons could be the individual
differences (IDs) which can be determined by many sub factors such as intelligence,
environment, attitude, aptitude etc. As stated above, CPD is highly relevant in the given
context for quality education, proper teacher development, Indian context of education,
teacher education and lastly technology integration. These points have been mentioned in the
draft education policy-2019.

1.2. Individual differences and changing paradigms

Khan (2011a, 1583) states, ‘professional development is nothing but a component of

employee’s job, profile and growth. In other words, it is a kind of in-service training that is
required from time to time in every sector. In educational sector in particular, it might be case
that a newly recruited teacher lacks exposure or insight, so ‘on the job training’ can refresh
him/her and bring to the level of requirement and expectations’. As the ‘teacher’ himself is
basically accountable for his growth and development, it is the teacher who should think of
updating his knowledge, refreshing his innate potential and equipping himself with the
technological and societal advancement. (Khan, 2011b, 885-88). Training or professional
development is always essential in this fast changing society because education system
should also change in line with other changes that are happening in a particular system. In
other words, education system can’t stand in isolation.

Khan (2011c, 69-78) once again contended, ‘the role of teachers as well as management is
highly crucial therefore they can’t run away from their responsibilities of advancement and
enhancement. Khan (2017,135-42) worked on the need of professional development and e-
training for academic staff of Biology department and supported the idea of continuous
professional development, and confirmed the need and importance of professional
development for a modern teacher or educator.

1.2.1. How can we go about CPD?

As referred above that each individual has specific needs therefore he/she requires specific
training. It is believed that there is not a one size fits all approach to CPD, therefore
differentiated CPD is required. In order to be sure and systematic, need analysis is a must.

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1.3. Need of Need analysis

‘Need analysis’ can be conceived as a formal, systematic process of identifying and

evaluating training that should be carried out, or specific needs of an individual or group of
employees, etc. Needs are often referred to as 'gaps', or the difference between what is
available and what should be done. A survey or brainstorming/focus group session can be
conducted to ascertain needs of development and concerned areas.

1.4. Benefits of CPD

CPD is supposed to enrich knowledge of the trainees. It makes one updated and up to the
mark which is quite essential for professional growth and career enhancement. There are
many benefits of CPD. Some crucial ones are as under.
(https://www.theimi.org.uk/cpd#benefits-cpd)

 CPD allows you to fill gaps in your knowledge and skills,

 Builds confidence and credibility to stand out from the crowd

 Records and achieves one’s career goals

 Demonstrates professional status through records and registers

 Helps in one’s career progression, promotion

 Updates one’s skill to achieve flexibility and adaptability.

1.5. Barriers to CPD

Many barriers can be identified that negatively affect professional developmental activities.
Some of them follow: Financial issues, Lack of information/communication, time, Employer
(and team) support etc.

Financial issues are perhaps extremely important to be considered. These can be related to
both the organisations/funding agencies and the perspective attendees. It has also been noted
that sometimes employers could provide financial support, but managers seldom consider
training priorities when it comes to allocation of required resources.

Lack of information and communication is considered as yet another barrier that hinders the
process of professional development. Effectiveness is always affected in the absence of clear
and efficient communication. To some managers, communication is as importance as
leadership or decision making.

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‘Time’ is another potential barrier for activities related to professional/career development.

Usually on job employees lack time as they are engaged with different academic and para
academic activities. Sometimes they are found burdened with coordination or administrative
responsibilities as well. In addition, timing of the professional development programs may
also not be suitable

Many a times, despite employees’ interest and proper attitude, employer/organizational

support is not enough for appropriate activities and in a right manner. It has also been noted
the employees are quite busy in household activities and they don’t find time for any such
activities that can develop them further. Sometimes, low morale in the workplace also
becomes a negative factor. Lack of opportunities can’t also be ignored because sometimes
employees seem to be interested in developmental activities but there may not be
opportunities in an institution for many reasons.

1.6. Exploring areas of professional development for teacher educators

Many areas and dimensions can be identified as important for teacher development. As the
societies are changing, so are educational systems. Keeping the importance of foundations of
education and advancement in those disciplines, teachers and teacher educators need
refresher courses or in-service teacher development from time to time.

Following areas can be included in the training sessions: philosophy of teaching,

psychological perspective, sociology and Education, curriculum development, pedagogy and
technology. Philosophy of teaching may focus on ‘what do you want to do and why’,
teacher’s philosophy of teaching, while psychological perspectives may include variety of
topics and sub topics such as intelligence, individual difference, personality and behavior,
motivation, learning theories, Nature vs nurture etc. Sociology and Education should deal
with topics like school and environment, family, society, culture, traditions, values etc.

Curriculum development is an independent field of study. It is a huge area which covers each
and every activity with in an institution/school/college. Each teacher plays an important role
is curriculum development directly or indirectly. Curriculum includes methods of teaching as
well. Main focus can be put on curriculum analysis, demands, provision, gap, development,
modification, adaptation and so on.

Pedagogy will focus on methods/techniques/styles/strategies of teaching. It includes

technology integration as well. Technology training will revolve around computers, mobiles,

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software, platforms especially Swayam in India, MOOCs (Massive Open Online Courses)
and the ‘Blackboard’.

What is ‘SWAYAM’

SWAYAM is related to online learning. It is a government initiated programme initiated which

is initially designed to achieve the three cardinal principles of Education Policy viz., access,
equity and quality. (https://swayam.gov.in/about)

The prime goal of such an initiative is to provide the best teaching-learning materials to all
who so ever need irrespective of locality or distance etc. The special focus is on the most
disadvantaged who can’t afford regular and costly mode of education. Many national level
organisations have already tied up with the SWAYAM portal including the UGC.
( https://swayam.gov.in/UGC).

Blackboard

‘Blackboard’ is an online tool/platform which is integrated by teachers/pedagogues to

facilitate the learners/distance learners to access material, teaching, task and assignment etc.
It has many other facilities like chatting, forum, messaging and interaction with the
instructors. It is equally used as a blended learning mode.
(https://www.blackboard.com/blackboard-learn/index.html)

Image-1 Image-2

1.7. Training Teachers for multiple roles

(https://thecriticalblog.wordpress.com/2013/09/11/understanding-roles-and-responsibilities-
in-education-and-training)

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Teacher training prepares future teachers but CPD includes teacher development as the needs.
CPD enhances teachers as under: (https://slideplayer.com/slide/6987060/)

1.7.1. Resource Provider

Sharing of resources and learning material is quite crucial. Therefore, teachers share
instructional resources for best outcomes. The shared material may be specific web sites,
online instructional materials, or similar resources. Other valuable resources include: articles,
books, modules, lesson or unit plans or tools of assessment and evaluation.

1.7.2. Instruction Specialist

An instructional specialist is the one who basically assists in the process of implementation of
effective teaching strategies. This may include ideas for ‘differentiating instruction’ (DI) or
planning lessons to be taught in a different way depending on the needs. Instructional
specialists might study curriculum related issue in general and strategies in particular derived
from research findings. (Marzano, Pickering, & Pollock, 2001).

1.7.3. Curriculum Specialist

There is always a need to study, assess and decide a standard content in order to connect
curriculum to policies, planning, implementation and finally evaluation. Curriculum
specialists are supposed to lead teachers to agree on standards, follow the curriculum,
teaching methods and assessments.

1.8.4. Facilitator

Teacher is not only a ‘knowledge provider’. In the modern scenario, he rather facilitates
learning opportunities among students, and professional learning among staff members.

1.8.5. Mentor

An educator or a teacher can serve as a ‘mentor’ for novice teachers or inexperienced ones.
Mentors serve as role models who acquaint new teachers with the system at a new school;
and offer suggestions about instruction, curriculum, procedure, practices etc.

1.8.7. Catalyst for Change

Teachers as ‘catalyst for change’ are never satisfied with what is going on in an institution.
Instead they are always found enthusiastic or bringing about changes for betterment” (Larner,
2004, p. 32). Teachers who take on the catalyst role are satisfied with their own work, and
have a strong commitment to continual improvement.

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1.8.8. Learner

A famous saying should be remembered: teaching is the best process of learning. Each class
is a novel experience. Therefore, a teacher is basically a learner. In other words, a teacher
becomes effective when he learns from each class experience and improvise him each day.
Teachers utilise what they learn to ultimately develop the students based on those
experiences.

1.8.9. ICT in classrooms

National Policy draft-2019 emphasised on the teacher development especially in the area ICT
competencies. Therefore, professional development in ICT is inevitable. Technology
integration for blended learning is considered as an interesting experience which arouses
motivation among the students by which they find themselves in a burden and tension free
environment. Gaming can be one example.

2. The study

2.1. Objectives

2.1.1. To ascertain about the understanding of teachers towards professional development,

2.1.2.to elicit importance of CPD for quality teacher education and education/teaching,
2.1.3.to assess attitude towards CPD, and opportunities available,
2.1.4.to explore areas of CPD.

2.2. Sample

64 teacher educators across the globe (especially in India and Middle East) were administered
self- developed questionnaire to elicit their past exposures and need of professional
development.

2.3. Tool, collection of data and analysis

A survey was designed by the researcher (Appendix-A). The ‘content validity’ was ensured
before administration. Data gathered was analysed qualitatively, however, percentage was
calculated for better tabular and graphical presentations.

3. Findings

3.1. Educators’ past experiences

Based on data elicited from the background information of the survey, it was found that
nearly all the teacher educators had received refresher courses/orientation programs

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organized by the UGC’s Human resource development centre (HRDC).On the other hand,
foreign educators especially in the gulf/middle east regions have mostly attended CPDs
especially in the areas of learning styles/ teaching strategies and technology integration.

Image-3: background information

3.2. Educators’ preferences

Educators’ preferences were identified through the survey items: it was found that 35%
respondents chose teaching practice related as their first preference. Theories of learning was
chosen as the second most preferred (25%).

Image-4: educators’ preferences

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Based on the training preferences, 6 most preferred areas were chosen as the learners’ need in
the area of professional development. It was also noted that some very important
areas/themes of continuous professional development programs were missed out by most of
the respondents. The reason might be their ignorance.

Image-5: urgent training needs

….

3.3. Other important areas

Apart from educators’ own preferences, there are many other areas that could be very
interesting and useful for professional development, and it is felt that such programs should
be conducted to at least orient the educators so they train future teachers sooner or later. The
areas are: Differentiated Instruction, Curriculum Integration, Cooperative learning,
Self –learning, Inclusive education and research/publication.

4. Discussion

4.1. CPD: an important continuous process

There is no disagreement on the point that CPD is extremely important. Each professional
goes through a professional developmental prgramme at some point of his/her career. It is
assumed that learning takes place is a society, and society changes from time to time, so the
trends of teaching and learning also change.

CPD is important because:

 It’s very useful for the professional who is on job,

 Its purpose is clear: the development of the professional,

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 It is continuous in nature throughout the career

 It’s a philosophical concept which mainly deals with the teacher enhancement,

 A means of personal development

 A means of keeping up-to-date with developments in their field

 A means of ensuring career progression

4.2. Educators’ past exposure

Some of the educators have less awareness about many modern professional development
programmes. It can’t be attributed only to the institutions where they works but also to
themselves that they did not engage themselves in self-development programmes (face to
face or virtual).

5. Conclusions

It can be concluded that despite variety of subjective definitions and scope of CPD, it remains
crucial for continuous development activities for a professional, teachers/educators and even
trainers. CPD is also important for professionals/educators because it enhances professional’s
skill to the expected level. CPD does not negate someone’s previous knowledge or existing
skills, but it adds up further. It makes the employee up to date. Educators’ previous exposures
need to be assessed before identifying the areas of professional development in the order of
the preferences chosen by the target trainees as well as the experts in the concerned field.

References

Groopman, J. (2007).How Doctors Think. New York: Houghton-Mifflin

Henwood, S.M & Taket A. (2008).A process model in continuing professional development:
Exploring diagnostic radiographers’ views. Radiography,14(3):206-215.
http://dx.doi.org/10.1016/j.radi.2007.03.005

Henwood, S.M.(2003). Continuing professional development in diagnostic radiography: A

grounded theory study. PhD thesis. London: South Bank University.

Henwood, S.M., Yielder J, & Flinton, D. (2004).Radiographers’ attitudes to mandatory CPD:

A comparative study in the United Kingdom and New Zealand.
Radiography,10(4):251-258. http://dx.doi.org/10.1016/j.radi.2004.05.008

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Khan, I. A. (2011a). Professional development of English teachers: The Saudi Arabian

context. Interdisciplinary Journal of Contemporary Research in Business. 3, (2) 1583-
1591.

Khan, I. A. (2011b). Learning Difficulties in English: Diagnosis and Pedagogy in Saudi

Arabia.International Research Journal, 2(7) 1248-1257. Retrieved on April 9th 2017
from http://interesjournals.org/

Khan, I. A. (2011c). Challenges of teaching/learning English and management challenges of

teaching/learning English and management. Global Journal of Human Social Science,
11(8), 79–80.

Khan, I. A. (2017) Need of Professional Development and e-Training for Academic Staff
Teaching at Biology department, European Journal of Open Education and E-learning,
Volume 2(4)Pp135-42

Larner, M. (2004). Pathways: Charting a course for professional learning. Portsmouth, NH:
Heinemann.

Marzano, R., Pickering, D., & Pollock, J. (2001).Classroom instruction that works: Research
based strategies for increasing student achievement. Alexandria, VA: Association for
Supervision and Curriculum Development.

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Appendix-A

Survey
Personal information
Name (optional):
Past training/development programmes: please write those which you attended in
last three years:

S.N. Name/title of the workshop Very useful useful Not useful

1
2
3
4
5

Following are some preferences for professional development activities. You are
supposed to number them in order of preferences (1,2,3, …). Please indicate your
choice by ticking in the appropriate column(s):

S.N. Areas very useful undecided not useful

useful
Teaching practices
Theories of learning
Technology integration
Classroom management
Differentiated Instruction
Leadership Development
Curriculum Integration
Group Dynamics -
Working in Teams
Cooperative learning
Self –learning
MOOCs
SWAYAM
Pedagogy: instructional
models
Active learning model
(present, engage with the
practice in school, bring
back/observe/discuss/reflect
Design an effective
curriculum
Blended models
Inclusive education
Research methods
Publication in good journals

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