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Teachers’ views are compared by gender and discipline using a self-developed questionnaire administered to 700 faculty members from four faculties. Data are analyzed with descriptive statistics and independent-samples t-tests. 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Descriptive statistics and independent-samples t-tests were used to compare views by gender and discipline.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers were identified as affecting continuous professional development?",{"text":121,"@type":113},"Time, funding, and the unavailability of study leaves were identified as major barriers that affect continuous professional development for teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596038,1792167120,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Continuous Professional Development of Teachers: A Case of Public Universities in Pakistan  \nMuhammad Dilshad *, Bashir Hussain** and Humera Batool***  \nAbstract  \nThis research aimed at investigating university teachers’ engagement in CPD activities, perceived importance of different CPD activities, skills to be focused in future training and barriers in professional development of teachers. Comparison of teachers’ opinions was also made by gender and discipline. A self-developed questionnaire was administered to 700 conveniently selected teachers that belonged to four faculties. The data were analyzed by applying descriptive statistics including frequency of responses, mean scores and standard deviation, and t-test of independent samples for comparing views of respondents from different groups. The results showed that teachers were moderately engaged in all the fifteen professional development activities included in the questionnaire. Producing research papers, reviewing articles for journals, and developing teaching and learning materials were activities rated highly important by teachers. There was no significant difference in male and female teachers’ opinions about their involvement in CPD activities. However as compared to teachers of social sciences, teachers of science disciplines were more involved in CPD activities. The respondents considered communication skills, management skills and research skills important for inclusion in their future training. Time, funding and unavailability of study leaves were major barriers that affected continuous professional development of teachers. It was suggested that professional development of university teachers may be taken as ongoing process. For helping teachers improve their academic and research skills, workshops and seminars must be frequently planned and organized by the universities.  \nKeywords: Professional development, professional development activities, academic skills, communication skills, research skills  \n*Associate Professor, Department of Education, Bahauddin Zakariya University Multan.  \nEmail: [dilshadiub@hotmail.com](dilshadiub@hotmail.com)  \n** Assistant Professor, Department of Education, BahauddinZakariya University Multan.  \n*** M.Phil. Scholar, Department of Education, The Islamia University of Bahawalpur. Pakistan  \nIntroduction  \nThe importance of higher education cannot be denied for shaping the civilized nations. Higher education plays central role in the training and provision of leaders for different spheres of life including government and other professions. The economic growth of any country is closely linked with the system of higher education which provides educated and skilled manpower for the national economy. Teacher is backbone of any institution including institutions of higher education if they have to materialize their visions and missions. The effectiveness of higher education institutions is largely dependent on the performance of teachers. For this reason, teachers must be trained and developed so that they may perform their duties efficiently and effectively.  \nThroughout the world, teacher education programs are designed for providing educators with the certification and competencies required in their professional careers (Rao, 2004). In-service training opportunities deliberately created by the management of institutions ensure quality instruction and retention of high-quality faculty (Ali, 2008).Underlining the significance of professional development, Guskey (2002, p. 381) observes: “high-quality professional development is a central component in nearly every modern proposal for improving education”. Similarly Seyoum (2011) holds that the goal of educational reforms can only be achieved by ensuring that “teachers are equipped with subject matter knowledge and an evidence-and-standards-based repertoire of pedagogical skills\" (p.381). Given the key importance of professional development programs for the successful realization of an","cbCaikPe0Ayo2cBA","https://ap.wps.com/l/cbCaikPe0Ayo2cBA","pdf",133245,12,"English","# Abstract\n# Introduction\n## Importance of Higher Education\n## Role of Teacher Training and Professional Development\n## Definitions and Purpose of CPD","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"The study investigated university teachers’ engagement in CPD activities, their perceived importance of different CPD activities, the skills to focus on in future training, and the barriers affecting professional development.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"A self-developed questionnaire was administered to 700 conveniently selected teachers from four faculties. Descriptive statistics and independent-samples t-tests were used to compare views by gender and discipline.\"},{\"question\":\"What barriers were identified as affecting continuous professional development?\",\"answer\":\"Time, funding, and the unavailability of study leaves were identified as major barriers that affect continuous professional development for teachers.\"}]","Continuous Professional Development of Teachers: A Case of Public Universities in Pakistan | PDF",1792082324]