Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

Sufiana Khatoon Malik; Uzma Nasim; Farkhanda Tabassum

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Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

机译：高等教育水平的教师专业发展计划的感知效果

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The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level. The objectives of the study were: to assess university level teachers’ opinion about effectiveness of professional development training with reference to quality teaching, to measure university level teachers’ opinion about the effectiveness of the content applicability in classroom settings in taught professional development programs, to find out the effectiveness of professional development programs in leading to tackle with students related problems in classroom, to assess the effectiveness of professional development in introducing innovative teaching strategies. Data for the study was collected from teachers of Public Sector University. Major findings of the study were that university teachers were not satisfied with the effectiveness of content of professional development programs. The respondents were not satisfied with the professional development programs with reference to classroom related problems of students; follow-up of training, innovative teaching strategies and reflective practice aspects of professional development programs. On the basis of present study we recommended that the content of the professional development programs may be designed to address daily classroom problems of students, providing practical training in innovative teaching strategies, using innovative teaching strategies that are helpful in effective teaching and proper follow-up of every professional development program may be made mandatory through implementation of rules. In current era reflective practice is an important component of effective teaching. Therefore it is suggested that special programs may be design for training of university teachers in doing reflective practice. The result of the study may lead to redesigning of professional development courses of teachers. Keywords: Professional developments, university teachers, effectiveness, reflective practice, follow up

机译：该研究的主要目的是评估高等教育水平的教师的专业发展计划的感知效果。这项研究的目的是：评估大学教师对质量发展参考专业发展培训的有效性的意见，衡量大学教师对所讲授的专业发展计划中课堂设置内容适用性有效性的看法，找出专业发展计划在引导学生解决课堂中相关问题方面的有效性，评估专业发展在引入创新教学策略方面的有效性。研究数据来自公共部门大学的老师。该研究的主要发现是，大学教师对专业发展计划内容的有效性不满意。受访者对与学生课堂相关问题的专业发展计划不满意;跟进培训，创新的教学策略和专业发展计划的反思实践方面。在本研究的基础上，我们建议可以将专业发展计划的内容设计为解决学生的日常课堂问题，提供创新教学策略的实践培训，使用有助于有效教学和适当跟进的创新教学策略。通过执行规则，可以使每个专业发展计划中的强制性规定成为必须。在当今时代，反思性练习是有效教学的重要组成部分。因此，建议可以设计特殊的程序来培训大学教师进行反思性练习。研究结果可能会导致教师专业发展课程的重新设计。关键字：专业发展，大学教师，效能，反思性实践，跟进

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《Journal of Education and Practice》 |2015年第13期|共13页
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Sufiana Khatoon Malik; Uzma Nasim; Farkhanda Tabassum;
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Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

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