This paper attempts to explore the issue of enhancing pedagogical skills among the college teachers of Bangladesh through CPD. This is a literature review paper that divided the topic into different themes and sub-themes in order to analyze the issue properly. After analyzing 60 studies including journal articles, conference proceedings, and research reports of different authors and organizations this study found several positive impacts of CPD on the teachers regarding uplifting their professional skills. It has also found some challenges of implementing CPD for college teachers identifying the scarcity of resources at the heart of all the challenges. Finally, the paper ends up with some recommendations to enhance the teachers’ professional skills through CPD in Bangladeshi colleges
Alam, G. M., Mishra, P. K., & Shahjamal, M. M. (2014). Quality assurance strategies for affiliated institutions of HE: A case study of the affiliates under National University of Bangladesh. Higher Education, 68(2), 285–301. https://doi.org/10.1007/s10734-013-9712-y
Armour, K., Quennerstedt, M., Chambers, F., & Makopoulou, K. (2017). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000
Asian Development Bank. (2014). Innovative Strategies in Higher Education for Accelerated Human Resource Development in South Asia.
Auerbach, A. J. J., & Andrews, T. C. (2018). Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0112-9
Bausmith, J. M., & Barry, C. (2011). Revisiting professional learning communities to increase college readiness: The importance of pedagogical content knowledge. Educational Researcher, 40(4), 175–178. https://doi.org/10.3102/0013189X11409927
Bett, H. K. (2016). The cascade model of teachers’ continuing professional development in Kenya: A time for change? Cogent Education, 3(1), 1–9. https://doi.org/10.1080/2331186X.2016.1139439
Buckler, A. (2016). Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis. Journal of Human Development and Capabilities, 17(2), 161–177. https://doi.org/10.1080/19452829.2014.991706
Burke, B. M. (2013). Experiential Professional Development: A Model for Meaningful and Long-Lasting Change in Classrooms. Journal of Experiential Education, 36(3), 247–263. https://doi.org/10.1177/1053825913489103
Chambers, P. (2001). Evaluating the impact of continuing professional development: The professional dissertation in lifelong learning. Journal of In-Service Education, 27(1), 123–142. https://doi.org/10.1080/13674580100200136
Chowdhury, F. (2016). Employment of Active Learning at HEIs in Bangladesh to Improve Education Quality. International Education Studies, 9(10), 47. https://doi.org/10.5539/ies.v9n10p47
Choy, D., Wong, A. F. L., Lim, K. M., & Chong, S. (2013). Beginning teachers’perceptions of their pedagogical knowledge and skills in teaching: A three year study. Australian Journal of Teacher Education, 38(5), 68–79. https://doi.org/10.14221/ajte.2013v38n5.6
Council, S. B. (2002). Continuing professional development. 1–18. Retrieved from http://www.snct.org.uk/library/581/b1=cpd.pdf
Cullen, J., Hadjivassiliou, K., Hamilton, E., Kelleher, J., Sommerlad, E., & Stern, E. (2002). Review of current pedagogic research and practice in the fields of post-compulsory education and lifelong learning. Final Report for ESRC by the Tavistock Institute.
Das, D., & Haque, H. M. J. (2013). Knowledge Horizons - Economics Faculty Services towards Student Satisfaction in Tertiary Education : Bangladesh Perspective. 5(4), 220–230.
Das, H. P. (2013). In-house Teachers Training: Emerging Concept of Capacity Building. Bangladesh Education Journal, 4(1), 57–62.
Davies, R., & Preston, M. (2002). An evaluation of the impact of continuing professional development on personal and professional lives. Journal of In-Service Education, 28(2), 231–254. https://doi.org/10.1080/13674580200200181
Eaton, L. (2010). Need for continuing professional development. Mental Health Today (Brighton, England), 31(2), 5. https://doi.org/10.4324/9781351289689-6
Ellis, R. A., Hughes, J., Weyers, M., & Riding, P. (2009). University teacher approaches to design and teaching and concepts of learning technologies. Teaching and Teacher Education, 25(1), 109–117. https://doi.org/10.1016/j.tate.2008.06.010
Faruki, Jm. J. Al, Haque, M. A., & Islam, M. M. (2019). Student-Centered Learning and Current Practice in Bangladeshi College Education. Journal of Education and Practice, 10(13), 95–107. https://doi.org/10.7176/jep/10-13-11
Fishman, B. J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643–658. https://doi.org/10.1016/S0742-051X(03)00059-3
Goss, D. 1994. Principles of Human Resource Management. London: Routledge.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Harris, A., Day, C., Goodall, J., Lindsay, G., & Muijs, D. (2006). What difference does it make? Evaluationg the impact of continuing professional development in schools. Scottish Educational Review, Volume 37(Special edition), 90–99.
Harris, S. (2002). Innovative pedagogical practices using ICT in schools in England. Journal of Computer Assisted Learning, 18(4), 449–458. https://doi.org/10.1046/j.0266-4909.2002.00256.x
Haynie, G., & Stephani, M. (2008). EFFECTIVE TEACHING PRACTICES IN U . S . HISTORY. Research Watch, 1–30.
Hou, H. T., Sung, Y. T., & Chang, K. E. (2009). Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy. Teaching and Teacher Education, 25(1), 101–108. https://doi.org/10.1016/j.tate.2008.07.006
Hussain, M. A. (2014). Teaching of Sociology in Colleges : Constraints and Challenges. NU Journal of Humannities, Social Sciences & Business Studies, 1(1), 7–18. https://doi.org/10.4324/9781315853178
Islam, F. (2008). Some Issues of Higher Education in Bangladesh: Analysis of Demand, Problems and Trends. Prime University Journal, 2(2).
Islam, M. R. (2019). Classroom Management for Teaching English at Tertiary Colleges in Bangladesh: Challenges and Solutions. Global Journal of Human Social Science: Linguistic & Education, 19(4).
Islam, Y. (2011). Tertiary Education in Bangladesh - Brief History, Problems and Prospects. International Journal for the Scholarship of Teaching and Learning, 5(2). https://doi.org/10.20429/ijsotl.2011.050205
Khan, A. W. (2012). Continuing Professional Development (CPD); What should we do? Bangladesh Journal of Medical Education, 1(1), 37–44. https://doi.org/10.3329/bjme.v1i1.12857
Khan, R. (2008). Developing Professionally. Dhaka University Journal of Linguistics, 1(2), 169–180. https://doi.org/10.3329/dujl.v1i2.3723
Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes. Review of Educational Research, 86(4), 1111–1150. https://doi.org/10.3102/0034654315627864
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614. https://doi.org/10.3102/0034654307309921
Lim, K. M. (2014). Teacher Education & Teaching Profession in Singapore. Paper Presented at the International Conference on the Teaching Profession in ASEAN, (October). https://doi.org/10.13140/2.1.3315.0726
Lorriman, J. (2011). What is continuing professional development? Continuing Professional Development: A Practical Approach, pp. 1–7. https://doi.org/10.1049/pbmt019e_ch1
Mack, H. G., Golnik, K. C., Murray, N., & Filipe, H. P. (2017). Models for implementing continuing professional development programs in low-resource countries. MedEdPublish, 6(1), 1–10. https://doi.org/10.15694/mep.2017.000018
Mahmud, M. (2019). Quality and Relevance of Higher Education in Bangladesh. BIDS Critical Conversations 2019, 65–114. https://doi.org/10.1787/9789264268531-6-en
Ming, T. S., Hall, C., Azman, H., & Joyes, G. (2010). Supporting Smart School Teachers’ Continuing Professional Development in and through ICT: A Model for Change. International Journal of Education and Development Using Information and Communication Technology, 6(2), 5–20.
Monem, M., & Baniamin, H. M. (2010). Higher Education in Bangladesh: Status, Issues and Prospects. Pakistan Journal of Social Sciences, 30(2), 293–305.
Nagashima, Y., Rahman, M., Josh, A. Z., Rashed, S., Dhar, S. S., Nomura, S., & ... & Mukherjee, H. (2014). A Study on National University and Affiliated Colleges in Bangladesh (Discussion Paper Series). (65). Retrieved from https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+Study+on+National+University+and+Affiliated+Colleges+in+Bangladesh+%28Discussion+Paper+Series%29&btnG=
Nind, M., & Lewthwaite, S. (2018). Methods that teach: developing pedagogic research methods, developing pedagogy. International Journal of Research and Method in Education, 41(4), 398–410. https://doi.org/10.1080/1743727X.2018.1427057
Peng, W. J., McNess, E., Thomas, S., Wu, X. R., Zhang, C., Li, J. Z., & Tian, H. S. (2014). Emerging perceptions of teacher quality and teacher development in China. International Journal of Educational Development, 34(1), 77–89. https://doi.org/10.1016/j.ijedudev.2013.04.005
Pouezevara, S. L. (2016). Learning Communities Enabled by Mobile Technology : A Case Study of School-Based , In-Service Secondary Teacher Training in Rural Bangladesh Technical Assistance Consultant ’ s Report Bangladesh : Innovative Information and Communication Technology in Edu. International Education Studies, 9(10), 47–57.
Reeves, T. D., & Lowenhaupt, R. J. (2016). Teachers as leaders: Pre-service teachers’ aspirations and motivations. Teaching and Teacher Education, 57, 176–187. https://doi.org/10.1016/j.tate.2016.03.011
Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116–126. https://doi.org/10.1016/j.tate.2010.07.008
Robiul Islam, M., Rani Karmaker, P., Kumar Paul, A., & Author, C. (2019). Instructional Leadership as Head of the Department at Tertiary Colleges in Bangladesh: Challenges and Solutions. IOSR Journal Of Humanities And Social Science (IOSR-JHSS, 24(2), 0–8. https://doi.org/10.9790/0837-2402040108
Sean, P., Esch, S. R. K., Hayes, M. L., & Plumley, C. L. (2016). Developing and Testing a Method for Collecting and Synthesizing Pedagogical Content Knowledge. (April).
Shohel, M. M. C., & Banks, F. (2010). Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools. Procedia - Social and Behavioral Sciences, 2(2), 5483–5494. https://doi.org/10.1016/j.sbspro.2010.03.894
Smith, K., Gamlem, S. M., Sandal, A. K., & Engelsen, K. S. (2016). Educating for the future: A conceptual framework of responsive pedagogy. Cogent Education, 3(1), 1–12. https://doi.org/10.1080/2331186X.2016.1227021
Starkey, L., Yates, A., Meyer, L. H., Hall, C., Taylor, M., Stevens, S., & Toia, R. (2009). Professional development design: Embedding educational reform in New Zealand. Teaching and Teacher Education, 25(1), 181–189. https://doi.org/10.1016/j.tate.2008.08.007
Steyn, G. M. (2010). Educators’ perceptions of continuing professional development for teachers in South Africa: A qualitative study. Africa Education Review, 7(1), 156–179. https://doi.org/10.1080/18146627.2010.490009
Steyn, T. (2011). Implementing continuing professional teacher development: Policy and practice. Acta Academica, 43(1), 211–233.
Tan, C. (2017). Constructivism and pedagogical reform in China: issues and challenges. Globalisation, Societies and Education, 15(2), 238–247. https://doi.org/10.1080/14767724.2015.1105737
Timperley, H. S., & Phillips, G. (2003). Changing and sustaining teachers’ expectations through professional development in literacy. Teaching and Teacher Education, 19(6), 627–641. https://doi.org/10.1016/S0742-051X(03)00058-1
Tietjen, K., Rahman, A., & Spaulding, S. (2004). Time to learn: teachers’ and students’ use of time in government primary schools in Bangladesh. Basic Education and Policy Support (BEPS) Activity Creative Associates International, Inc.(USAID).
Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology and Society, 19(3), 110–120.
Toom, A., Kynäslahti, H., Krokfors, L., Jyrhämä, R., Byman, R., Stenberg, K., … Kansanen, P. (2010). Experiences of a research-based approach to teacher education: Suggestions for future policies. European Journal of Education, 45(2), 331–344. https://doi.org/10.1111/j.1465-3435.2010.01432.x
Valijarvi, J. (2003). The System and How Does It Work: Some Curricular and Pedagogical Characteristics of the Finnish Comprehensive School. Education Journal, 31(2), 31–55.
Walsh, C. S., Power, T., Khatoon, M., Biswas, S. K., Paul, A. K., Sarkar, B. C., & Griffiths, M. (2013). The “trainer in your pocket”: Mobile phones within a teacher continuing professional development program in Bangladesh. Professional Development in Education, 39(2), 186–200. https://doi.org/10.1080/19415257.2013.766232
Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702–739. https://doi.org/10.3102/0034654308330970
Yamagata-Lynch, L. C. (2003). How a technology professional development program fits into teachers’ work life. Teaching and Teacher Education, 19(6), 591–607. https://doi.org/10.1016/S0742-051X(03)00056-8
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.