Encouraging Continuing Professional Development and Teacher Professional Development in Global Education

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Author(s): Kijpokin Kasemsap (Suan Sunandha Rajabhat University, Thailand)
Copyright: 2017
Pages: 35
Source title: Accelerated Opportunity Education Models and Practices
Source Author(s)/Editor(s): Rene Cintron (Louisiana Community & Technical College System, USA), Jeanne C. Samuel (Delgado Community College, USA)and Janice M. Hinson (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-5225-0528-0.ch008

Keywords: Adult Learning / Education / Higher Education / Information Science Reference

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Abstract

This chapter aims to encourage the Continuing Professional Development (CPD) and Teacher Professional Development (TPD) in global education, thus explaining the overviews of professional development, CPD and TPD; TPD and teacher education; technologies for TPD; TPD, classroom dialogue and higher-order learning; the significance of CPD in global education, and the significance of TPD in global education. The attainment of CPD and TPD is required in the educational institutions in order to serve school administrators and students, increase educational performance, sustain competitiveness, and fulfill expected accomplishment in global education. Therefore, it is urgent for educational institutions to encourage their CPD and TPD and develop a strategic plan to regularly check their practical advancements in the educational institutions. The chapter argues that encouraging CPD and TPD has the potential to improve educational performance and reach strategic goals in global education.

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Encouraging Continuing Professional Development and Teacher Professional Development in Global Education

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