Teachers’ continuing professional development: contested concepts, understandings and models

The Impact of COVID-19 on Continuing Professional Development: Go Green and Go Home?

Technical and Vocational Education and Training (TVET) is central to equipping learners with practical and employable skills in Uganda. The quality of this training hinges on the competence of TVET master trainers, which is sustained through Continuous Professional Development (CPD). This study assessed the current CPD practices available for TVET master trainers in instructor training institutions in Uganda and examined their relationship with the professional competences of TVET master trainers. This study was grounded in the Experiential Learning Theory (ELT). A convergent parallel mixed-methods research design within a descriptive framework was employed, collecting data via questionnaires, interviews, and document analysis from 166 master trainers, administrators, trainees, and policymakers, achieving an 87.5% response rate. The findings reveal that CPD programs are regularly organized and perceived as relevant, yet their implementation is fragmented, inaccessible to many, and heavily reliant on donor support and individual initiative. A significant positive correlation was found between CPD practices and trainer competences (r = 0.459). Critically, regression analysis established that current CPD practices explain 21% of the variance in the professional competences of TVET master trainers (R² = 0.211). This underscores the substantial, yet under-optimized, role of CPD. The study concludes that, despite a positive relationship, CPD delivery in Uganda remains inconsistent. It recommends the establishment of a robust national CPD framework, formalized industry partnerships, improved accessibility through blended learning, and the integration of CPD participation into career progression and reward systems to enhance its effectiveness and impact.

IntroductionMany persons are unaware of HIV infection until they present in an advanced stage of the disease. Diagnosing HIV infection in its earliest stages reduces morbidity and mortality and contributes to improved public health. Increased testing for HIV is critical for prevention, and primary care providers play an essential role in early HIV screening. However, lack of knowledge and confidence are barriers to the adoption of screening practices. Continuing professional development (CPD) may enhance greater HIV testing uptake amongst primary care providers by improving awareness and comfort. This paper aims to report on the impact of a multimodal CPD initiative to increase HIV screening and test ordering across primary care settings in British Columbia, Canada.MethodsThe ‘HIV Testing Initiative in Family Practice’ was designed as a multimodal education strategy to encourage family physicians to adopt routine HIV testing in their practices. The initiative encompassed a variety of core and supplementary educational activities, including interactive in-person CPD workshops, practice resources, and patient education materials. An interrupted time series study was undertaken to evaluate the effect on HIV test ordering before and after workshop participation. Participants also completed post-workshop surveys to assess satisfaction.ResultsIn total, 316 individuals participated in the core educational activities of the initiative. The number of HIV tests ordered increased significantly amongst participants following workshop participation (p < .001). HIV test ordering increased for both rural and urban providers with no significant difference (p = .075) on the number of tests ordered between these groups. Participants were very satisfied with workshop participation, with an overall mean satisfaction rating of 4.78 (out of 5) and reported high satisfaction with the format (4.64 out of 5) and interactivity (4.76 out of 5) features across the workshops.DiscussionThe findings suggest that the introduction of a multimodal CPD intervention may have effected change in family physicians’ HIV testing practices. The HIV testing rates of physicians who had participated in CPD workshops increased significantly, and participant evaluation data indicated a greater understanding of the rationale for routine HIV testing, as well as an increase in comfort with recommending HIV tests to patients.

Introduction: Continuous Professional Development (CPD) plays a pivotal role in advancing nursing competencies and improving patient outcomes. In Vietnam, efforts to enhance Evidence-Based Practice (EBP) through CPD are increasing, particularly in tertiary care settings. Methods: A cross-sectional survey was conducted among 200 novice nurses working in selected tertiary hospitals in Vietnam. A structured questionnaire assessed perceptions of CPD accessibility, its influence on EBP, and barriers encountered. Descriptive and thematic analyses were applied. Results: Findings revealed that 72% of participants perceived CPD as influential in enhancing their EBP capabilities. However, only 58% reported consistent access to structured CPD programs. Key barriers included time constraints, lack of mentorship, and limited institutional support. CPD initiatives aligned with organizational goals and supported by nursing leadership were more likely to be effective. Conclusion: Strengthening CPD frameworks, ensuring equitable access, and fostering a culture of EBP among novice nurses are essential for sustaining high-quality care. Policymakers and hospital administrators should prioritize strategic CPD development as a pathway to institutionalizing EBP.

This article reports part of an empirical research project investigating the professional development, knowledge and beliefs of a number of teachers working in primary schools throughout England who were identified as effective at teaching literacy. The larger study employed a range of approaches, including a survey, interviews and observation of lessons. The article presents a detailed case study analysis of the literacy‐related professional development experience of a subsample of the effective teachers of literacy. The case studies highlight the interwoven nature of experience gained within a range of professional contexts, including classroom, school, local education authority and national loci. The importance of meso‐level support for professional learning and development, such as that provided by local education authority advisers, is highlighted. The case studies indicate the importance of the affective and personal dimensions within longer‐term professional development, and also the creative interplay between autonomy and collegiality. The non‐linear, and often long‐term, nature of career development is also emphasised: particularly in relation to primary schools, where teachers may change subject or phase orientations over time. It is argued that the long‐term nature of professional development poses particular challenges for policies that focus increasingly on measurable impact and outcomes.

ABSTRACTThis study examines the extent to which the Malaysia Education Blueprint (MEB) 2013–2025 has fulfilled its promises regarding the continuous professional development (CPD) of English language teachers. Based on mixed‐method research involving quantitative and qualitative data from 172 teachers across all 16 Malaysian states, the alignment between CPD policies and teachers' professional needs are investigated. Findings reveal that while the 16 CPD elements outlined in the MEB were moderately achieved, significant gaps persist in the effective implementation, management, monitoring, and assessment of these programs. Teachers' experiences vary widely, with some finding CPD meaningful and others encountering bureaucratic barriers that hindered their professional growth. The study identifies the existence of top‐down, cascade‐type CPD models and calls for more transformative, teacher‐centered approaches that address the specific needs of the English teachers. It also emphasizes the need for enhanced management, sustained support, and a more thorough evaluation of CPD initiatives as the MEB approaches its 2025 conclusion. Policymakers are urged to rethink strategies to ensure CPD programs are more flexible, relevant, and capable of fostering meaningful pedagogical change, contributing to teacher autonomy and improvement of classroom practices. The findings provide valuable insights for other developing countries facing similar challenges in implementing nation‐wide CPD initiatives and policies and educational reforms.

Changes to health care systems and working hours have fragmented residents' clinical experiences with potentially negative effects on their development as professionals. Investigation of off-site supervision, which has been implemented in isolated rural practice, could reveal important but less overt components of residency education. Insights from sociocultural learning theory and work-based learning provided a theoretical framework. In 2011-2012, 16 family physicians in Australia and Canada were asked in-depth how they remotely supervised residents' work and learning, and for their reflections on this experience. The verbatim interview transcripts and researchers' memos formed the data set. Template analysis produced a description and interpretation of remote supervision. Thirteen Australian family physicians from five states and one territory, and three Canadians from one province, participated. The main themes were how remoteness changed the dynamics of care and supervision; the importance of ongoing, holistic, nonhierarchical, supportive supervisory relationships; and that residents learned "clinical courage" through responsibility for patients' care over time. Distance required supervisors to articulate and pass on their expertise to residents but made monitoring difficult. Supervisory continuity encouraged residents to build on past experiences and confront deficiencies. Remote supervision enabled residents to develop as clinicians and professionals. This questions the supremacy of co-location as an organizing principle for residency education. Future specialists may benefit from programs that give them ongoing and increasing responsibility for a group of patients and supportive continuity of supervision as residents.

This paper discusses using action learning with different professional groups in the UK—nurses and educators. It addresses the question: To what extent is action learning an effective approach in relation to professional development, and, if so, in what way/s? The formulation and developmental processes of action learning sets are examined. The paper provides examples of the professional and personal development of these individuals as a result of experiencing the action learning process, as well as some positive impacts (outcomes) they achieved at an organisational level. It is also argued, however, that current tensions and challenges within professional groupings, cultures and contexts can impede action learning and, hence, have a negative impact on professional development. For example, political agendas and the psychodynamics of organisational life were found to hinder, or discourage, the learning process, i.e. the likelihood of bringing about change, in favour of maintaining the status quo for the individuals themselves and within their organisational structures.

Online teaching and learning for the professional development of workers in service is ever pervasive and continually growing. Yet, studies of teaching and learning with technology are mostly conducted in K-12, pre-service, or higher education contexts resulting in a lack of attention given to the in-service or professional development field. This study aims to alleviate the issue by investigating online courses in a professional development context, particularly in a government institution such as the Financial Education and Training Agency (FETA) under the Indonesian Ministry of Finance. By conducting a study in the institution providing online professional development courses, this study focuses on adult learners. There are also more studies investigating learners compared to instructors, even though the latter are reportedly struggling in conducting online courses. One of the struggles instructor faces includes choosing relevant technologically enhanced andragogy that are in line with the learning contents and intents. This happened amidst the growth of online professional development courses due to increasing demand accelerated by the COVID-19 pandemic. Online learning needs to be improved not only in terms of quantity but also quality. By analysing 148 curriculum documents known as the course syllabi, followed by interviewing three gatekeepers and seven instructors conducting online courses at FETA, and informed by prevailing theories of education and educational technology adoption, the present study aimed to uncover practice-based considerations in crafting online course curricula for professional development. Frameworks used in this study include the adult learning principles of andragogy, the Revised Bloom’s Taxonomy, and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. The study found the distinction between various types of online courses for professional development: distance learning, webinars, and web-based learning courses. Distance learning can be supplemented with prerequisite and/or action learning. Web-based learning can be limited to specific learners or opened to the general population of learners depending on the learning content. The study also found connections between learning objectives and the use of technology in online courses. The considerations in choosing internet-assisted course types and relevant technologies for online courses include learning content. Characteristics of learning content are considered, such as range, specificity, and confidentiality. These characters correspond to the specification of learners which are adult learners. Both content and audience are considered in crafting online course curricula. The findings gathered through this study may not only sharpen the crafting of online course curricula but also assist in providing effective support for online teaching and learning. It provides a better understanding of the connection between learning content and the use of technology for online courses in a professional development context meant for adult learners. Such a better understanding of instructors’ considerations helped explain why online course curricula are crafted with certain approaches. It is hoped that the considerations borne by this study can be useful in guiding the practice of designing the curricula for online courses in professional development contexts for adult learners while assisting in providing relevant support for instructors.

Continuing professional development (CPD) is essential for maintaining high nursing care standards, yet critical care nurses in Jordan face significant barriers, including financial constraints, lack of institutional support, and time limitations that impact the quality of patient care and nursing competency. A cross-sectional descriptive design was used for this study that surveyed 190 critical care nurses from five public hospitals in Jordan. Nurses prioritize CPD for knowledge enhancement, improvement in the quality of care, and professional growth. Hands-on training and online courses were the most valued CPD activities, and research engagement had low scores because of systemic barriers. Employer-funded CPD and supportive policies emerged as critical enablers, emphasizing the need for structured support mechanisms. Overcoming challenges to CPD through financial reimbursement, flexible scheduling, and institutional support can enhance participation and improve nursing competency. Targeted CPD initiatives are necessary to strengthen patient outcomes and professional development for critical care nurses in Jordan. [J Contin Educ Nurs. 2025;56(6):231-236.].

Improving the quality of higher education (HE) is a global priority as universities strive to equip graduates with skills necessary for today’s dynamic world. Well-trained educators are key to fostering these skills and can best develop them by adopting active learning approaches that deepen student understanding. Educator training is thus vital. In 2022 Széchenyi István University (Hungary), launched a four-year Continuing Professional Development (CPD) programme to upskill its academic staff. Given the traditional teaching culture in Hungarian HE, the CPD helps teachers adopt active learning practices to better prepare students for today’s world. This study explores the impact CPD has had on teaching practices thus far. Using a mixed-methods design, data were collected through questionnaires completed by 97 teachers (13% of staff) in 2022–2023 and follow-up group interviews with 13 teachers in 2025. Findings indicate that the CPD initiative has fostered professional growth to a certain extent, with teachers selectively experimenting with new methods, enhanced teacher motivation and increased student engagement. However thus far, systemic pedagogical change is limited, constrained by cultural and institutional barriers. The study highlights the importance of institutional support to achieve widespread pedagogical change in Hungarian higher education.

Continuing Professional Development – Reflections from nursing and education

The field of Continuing Professional Development (CPD) has a role to play in supporting health care professionals as they respond to the COVID-19 pandemic. However, the evolving science of COVID-19, the need for quick action, and the disruption of conventional knowledge networks pose challenges to existing CPD practices. To meet these emergent and rapidly evolving needs, what is required is an approach to CPD that draws insights from the domain of knowledge mobilization (KMb). This short report describes a research protocol for exploring rapid KMb responses to COVID-19 at one Canadian academic teaching hospital. The proposed research will proceed as a case study using a mixed methods design collecting quantitative (surveys and Web site use metrics) and qualitative data (interviews) from individuals involved in developing, using, and supporting the KMb resources. Analysis will proceed in two phases: descriptive analysis of data to share insights and integrative analysis of data to build theory. Results from this study will inform the immediate KMb and CPD contribution to the COVID-19 response. Findings from this study will also make a broader contribution to the field of CPD, theoretically informing intersections between KMb and CPD and therefore contributing to an integrated science of CPD.

Background/Context Although there is a growing body of literature on the characteristics of effective professional development, there is little direct evidence on the extent to which these characteristics influence teacher learning and practice. In particular, few studies exist to date that demonstrate the impact of technology-focused professional development on teacher learning and practice. Even fewer studies have examined teacher learning for more than a year to understand the sustainability and growth of professional development gains. Purpose The purpose of this study is to examine the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Follow-up data are compared with data collected by the author during the teachers’ participation in professional development to (1) investigate the sustainability and growth of teachers’ learning, (2) identify the conditions that facilitated or hindered teachers’ capacity to further develop their thinking, knowledge, and practice with regard to technology, and (3) map the trajectory of teachers’ learning over a 3-year period. Research Design The study employed a qualitative multiple case study design. Data were collected from multiple sources that included teacher interviews, surveys, classroom observations, and collection of artifacts. Two outcomes were defined as critical measures of long-term learning: sustainability and growth. Findings/Results Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology. In two cases, these changes became the basis for continual learning and led to ongoing professional growth. Further, findings revealed three factors that influenced teacher learning over time: (1) student characteristics, (2) access to resources, and (3) social support and opportunities for collaboration with peers. Conclusions/Recommendations Findings of the study suggest that participation in professional development that is grounded in the currently accepted best practices can impact teacher learning and practice. They also offer insights into the process by which teachers modify their knowledge, practices, and beliefs and the conditions that influence learning over time. Further, they provide new lenses for analyzing teacher learning that suggest looking more closely into the interactive relationship between practices and beliefs, as well as the ways in which classroom experience influences continual learning and change.

Preparation for ethical decision-making: An analysis of research in professional education