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Pharmacists should maintain professional competencies to provide optimal pharmaceutical care services to patients, which can be achieved through continued commitment to lifelong learning. Traditionally continuing education (CE) has been widely used as a way of lifelong learning for many healthcare professionals. It, however, has several limitations. CE is delivered in the form of instructor-led education focused on multiple learners. Learning is passive and reactive for participants, so it sometimes does not lead to bringing behavioral changes in workplace performance. Therefore, recently the concept of lifelong learning tends to move from CE toward continuing professional development (CPD). CPD is an ongoing process that improves knowledge, skills, and competencies throughout a professional’s career. It is a more comprehensive structured approach toward the enhancement of personal competencies. It emphasizes an individual’s learning needs and goals and enables learning to become proactive, conscious, and self-directed. CPD consists of four stages: reflect, plan, learn, and evaluate. CE is one component of CPD. Each stage is recorded in a CPD portfolio. There are many practical difficulties in implementing the complete CPD system for lifelong learning of pharmacists in many countries including Korea. Applying a hybrid form that utilizes CPD and CE together, as in the case of some countries, could be an alternative. Furthermore, in undergraduate pharmacy education, it is necessary to teach students about CPD and train them on how to perform CPD as a pharmacist.

The aim of the research was to explore post-registration training opportunities for NHS hospital pharmacists which contributes to promote structural reform of the professional development and lifelong learning for Korean hospital pharmacists. In UK, all pharmacists are required to complete at least 9 Continuing Professional Development (CPD) entries per each year to maintain their professional registration. Types of accredited postgraduate qualification (part-time) in Pharmacy Practice available for hospital pharmacists are Postgraduate Certificate (PgCert, year 1), Postgraduate Diploma (PgDip, year 2), Master of Science (MSc year 3), and Professional Doctorate in Pharmacy programme (DPharm, 4-5 years or more). Clinical pharmacy diploma is more likely to become a minimum qualification in order to progress whilst working for the NHS. Pharmacy independent prescribers are allowed to prescribe all medications except cocaine, dipipanone, and diamorphine for the purpose of treating addiction within their competencies. NHS pharmacists are also classified by band point system depending on their practical/clinical knowledge and skills which starting from band 5 (Pre-registration pharmacist) up to band 9. Various learning and development options are also offered including teaching sessions, conferences and local forums.

This study explores whether the EFL teachers’ collaborative action research can affect their professional development. Fifty-six in-service teachers participated in this research, and their perceptions and practices towards professional development are examined. Both quantitative and qualitative data are gathered from the survey questionnaires and individual interviews. The data shows that after the teachers attend the collaborative action research, they hold more student-oriented rather than self-oriented beliefs on teachers’ professional development. Besides, the participants prefer the activities related to practical teaching over research. But after they engaged in the tailored learning community, they began to realize the importance of teaching research and they even sought opportunities of cooperative development. The participants also reported that improper school evaluation may hinder their professional development. It is suggested that the support from school authority are also needed in the form of creating some professional development programs.

본 연구에서는 온라인교육과 역량기반 교육을 중심으로 사서직 계속교육의 국내외 동향을 분석하였다. 현재 국내 사서 계속교육 프로그램의 70% 이상이 온라인교육방식으로 수행되고 있었고, 주로 온라인 코스웨어 형태의 표준화된 콘텐츠가 동영상으로 제작되어 반복 활용되고 있는 것으로 파악되었다. 반면, 미국과 호주에서는 주로 웨비나 등 쌍방향 커뮤니케이션이 가능한 이러닝 방식을 사용하여 도서관 안팎의 최신 이슈를 다양한 교육강좌로 구성한 비표준화된 콘텐츠가 활용되고 있었다. 또한 최근 주목할 동향으로 미국, 영국, 호주 등 해외에서 전문직 역량기준에 기반하여 계속교육을 제공하려는 시도들이 파악되었다. 따라서 국내에서도 기 개발된 사서직 역량기준들을 계속교육에 접목시킴으로써 체계적인 교육프로그램을 운영할 것이 요청된다. 본 연구에서 분석한 해외 모범사례들은 향후 국내 온라인 계속교육 프로그램을 현장의 계속교육 수요와 요구에 부응하며 현장사서들의 역량을 강화시키는 방향으로 개선하는데 기초자료로 활용될 수 있을 것이다.

The purpose of this study was to examine the current development of continuing professional education for librarians with particular foci on online learning and professional competencies. It analyzed the current online training programs at the National Library of Korea along with on-site programs in order to identify their strengths and weaknesses. It also examined best practices of online continuing education abroad where more diverse and interactive delivery methods, such as webinars and webcasts, are used to inform latest and practical topics in the field. It found online training programs are not complementing but playing major roles in continuing professional education. The study also examined the current trends that library continuing educational institutions are applying core competencies schemes to continuing education programs in order to systemize their programs and to strengthen individual librarians' professional competencies.

본 연구는 활동보조인의 보수교육을 ‘계속전문교육’으로 이해하고 활동보조인의 직업적 유입과 유지를 위하여 올바른 보수교육의 필요성을 논증함과 아울러 활동보조서비스 현장의 주요 이해당사자인 이용자, 보조인, 전담인력의 참여 속에 보수교육 교과내용에 대한 개념도 연구를 시도하였으며 그 결과, 7개(활동보조의 이해, 활동보조인의 자기관리, 애로사항과 대처기술, 행정처리 기술, 이용자의 권리와 자기결정, 관계형성과 의사사통 기술, 장애특성과 돌봄기술) 집락의 욕구에 근거해 2개 범주(활동보조의 원리, 활동보조의 기술) 4개 영역(활동보조의 이해, 이용자의 권리와 자기결정, 장애특성과 돌봄기술, 애로사항과 대처기술) 10개 과목의 보수교육 교과목을 제안하였다.

This study argues the needs of proper continuing professional education in activities assistants for persons with disabilities to address the shortage of social care workforce in Korea. Moreover, in this study analyzes the needs of CPE course through the concept mapping with the 15 key stakeholders in personal assistant services. As a result of the analysis, 10 subjects are recommended. These subjects are principles and values in PAS, Independent living and PAS, personal assistant ethics, the dignity and rights of individuals, case review on the dignity reduction in personal assistance, skills for disability diversity for emergency, and coping skills for conflicts.

The central focus of this article concerns the longer-term impact of an in-service teacher training (INSET) course in Korea on teachers’ classroom practice. A small-scale qualitative research study involving classroom observation and interviews was carried out during a period of six months before and after an INSET course. Analysis showed that the teachers faced some challenges in implementing the new ideas, which hampered longer-term impact on their actual classroom practice. However, as a result of the INSET course the teachers’ confidence and motivation increased and this led to better career prospects and affected their professional identity. Some important implications for language teacher training from the study are discussed to highlight how the longer-term impact of INSET could be increased: (i) INSET should provide ongoing support, such as a mentoring system, to promote the continuing development of skills after the course; (ii) INSET should consider teaching contexts sensitively, especially large and mixed-ability classes; and (iii) trainees continue their professional development under their own initiative, even after the INSET course.

Purpose: Using simulation in continuing professional development (CPD) courses for local practitioners is uncommon in Korea. The aim of our study was to evaluate the responses of the local practitioners for a simulation-based short CPD course.Methods: Following the targeted needs assessment of local practitioners, we developed and implemented a 3-hour simulation-based CPD course for the first 5 minutes of cardiac arrest in the resource-limited local clinics. We evaluated the participant’s responses to the course using a questionnaire.Results: During the 3-year implementation period, 115 practitioners participated in 10 courses, and 113 (98%) responded to the questionnaire. The overall course satisfaction (10-point scale) was very positive (10 in 93 [82.3%], 9 in 19 [16.8%], and 8 in 1 [0.8%]). The level (5-point scale) of recommendation to the others was also high (5 in 103 [91.2%] and 4 in 10 [8.8%]). Many participants positively commented on the authentic practical experience of the uncommon crisis in their contexts.Conclusion: A simulation-based short CPD course for in-hospital cardiac arrest could provide an authentic practical experience for local practitioners working in resource-limited clinics.

This article provides theoretical perspectives on continuing professional development (CPD, henceforth) and in-service teacher education and training (INSET, henceforth). Regarding good practice in INSET and CPD for English language teachers, implications are drawn from the review of international practice in different situations. The first is to recognize the unique context each school has; there cannot be a ‘one size fits all’ policy for every school in a given system. Not imposed by outsiders on teachers, successful professional development and change should start with the English teacher and the acknowledgement of his or her agency. At the heart of professional development is English teachers’ willingness to open up their practice to public scrutiny. The review of the literature suggests that information technology has enabled online professional communities to be established amongst diverse school contexts across geographical boundaries. A collaborative professional learning environment for English language teachers is recognized as a critical component in the success of CPD and INSET. It is suggested that educational systems should provide the conditions fostering such professional learning environments for the benefit of both English teachers and their pupils.

This article aims to propose new directions in continuing professional development (CPD) for English language teachers in the 21st century. It draws on the existing literature and research in teacher professional development and learning, both in language teacher education and in the field of education in general. A critical review of the relevant literature of in-service teacher education and training (INSET) suggests implications for new directions in English teacher professional development in the rapidly changing post-COVID era. The review deals with CPD models that are most commonly used internationally: the large-scale cascade model, action research, and professional learning communities. The implications from the critical review emphasize the need to move away from top-down, one-size-fits-all approaches to CPD and instead promote teacher-initiated and collaborative models, which offer valuable opportunities for teachers to engage in meaningful professional dialogue, inquiry, and reflection. It is further suggested that by aligning professional development initiatives with teachers’ needs, promoting collaboration, valuing reflection, and recognizing teachers’ expertise, a culture of continuous learning can be created. Some suggestions are made for future research to explore the potential of technology-mediated CPD, the influence of cultural and social contexts, and the impact on student outcomes.

본 연구는 전문직 계속교육의 이론적 기반이 되는 경험학습 인증의 타당성을 검토하고, 의무교육으로 되어 있는 기술사의 전문계속교육의 운영 실태를 분석한 후 이의 개선 방안을 제시하였다. 선진국에서는 전문직의 새로운 지식과 기술을 습득할 수 있도록 계속전문교육(CPD)을 실시하고 있으며, 이를 의무적으로 부과하고 있다. 이러한 경향에 따라 우리나라에서도 국제적 표준에 적합하게 자격의 전문성을 유지하고 국제적 통용성을 확보하기 위하여 기술사 CPD를 실시하고 있다. 그러나 CPD를 이수해야 하는 기술사들이 계속교육에 대한 자발적인 요구가 부족하고 이를 이수하는 비율도 대상자의 절반에 지나지 않는 실정이다. 이러한 원인은 외국과 달리 경험학습을 포괄적으로 인정하는 시스템을 갖추지 못하고 이를 처리할 수 있는 인적 자원을 충분히 확보하지 못한 것에서 기인한 것으로 분석된다. 연구 결과는 다음과 같다. 계속전문교육이 성공적으로 정착되려면 현장에서 이루어지는 다양한 경험학습을 평가할 수 있는 도구가 필수 요건으로 확인되었다. 기술사들이 현장에서 바쁜 업무에 놓여 있기 때문에 경험학습의 인증과 아울러 학습의 용이성을 확보하는 일도 필요하다. 이를 위하여 평생학습이 원리에 부합되는 학습 시간과 장소의 개방으로 기술사의 계속교육 시스템을 정착시킬 필요가 있다. 아울러 기술사의 계속교육 운영 경험을 토대로 다른 전문직의 CPD제도가 구비되어야 할 것으로 판단된다.

This research examined the appropriate recognition of experiential learning which is the theoretical background of continuing professional development(CPD) and proposed reforming agendas against objections after analyzing the actual managing conditions of CPD for professional engineers that is a part of compulsory education in order to activate certificate of specialized occupation. In developed countries, the governments run CPD for specialized jobs as they are able to gain new knowledge and technology and count it as compulsory continuing education. On the other hand, it is placed toward some engineers for the purpose of increasing national competitiveness by having international standard of professional engineer's certificate in South Korea. Consequently, professional engineers who supposed to be educated with the voluntary CPD motivation demand on continuing education, the participation rate of CPD is low. This was caused by not having systematic structure on recognition of experiential learning and not fully securing human resources treating it well, differentiated from foreign countries which acknowledge experiential learning comprehensively. The essential requirement for the successful settlement of CPD is a tool that can evaluate diverse experiential learning at the field. As professional engineers are there having busy work at the field, securing the simplicity of the study is needed with the recognition of experiential learning. In order for professional engineer's CPD to be successful, we need to make sure there is openness of learning hours and place corresponding to the principles of lifelong education. Also, other specialized job's CPD system needs to be set up based on the managing experience of engineer's continuing education.

이 연구는 「기술사법」에 의한 기술사 자격 갱신대상자가 2019년 11월 기준 28,623명이지만 40학점 이상 이수자가 15,468명으로 대상자의 54.0%에 불과한 상황으로 기술사 교육훈련의 체계적인 운영을 위한 계속전문개발(CPD) 방안을 제시하기 위해서 수행하였다. 이를 위해 기술사 CPD 관련 현황과 사례를 분석하고 교육과정 개발, 운영, 홍보, 운영조직, 제도 및 규정 등 교육훈련 발전 방안을 제시하였다. 연구목적을 달성하기 위하여 기술사 CPD 이수 D/B분석, 관련 법령 제도, 기본 계획과 기존 교육과정, 운영체계를 검토하였고, 기준개발 전문가를 중심으로 산업현장, 자격검정, 교육훈련 전문가가 참여하는 WG 구성·운영, 기술사 직무능력표준에 따른 관련 전문가와의 협의를 통한 교육과정 개발, 각 연구단계별 현장 전문가 인터뷰, 설문조사 및 전문가 협의회를 통해 관련 단체 및 이해관계자 의견을 수렴하였다. 연구결과 기술사 CPD제도 개선을 위한 개선 방안은 다음과 같다. 기술사 CDP 제도는 기술사 개인의 전문성과 책임감을 토대로 전문분야에서 최신 지식을 소유하고 산업현장의 요구와 수요에 능동적으로 대응할 수 있는 역량을 개발할 필요가 있다. 이를 위하여 교육과정의 지속적인 개발, 다른 교육기관의 콘텐츠 활용, 운영조직의 확대 개편과 교육전문가 확보, 기술사 CDP 제도의 합리적 개선과 법, 규정 개정 등을 제시하였다.

This study was conducted to develop a proposal for a CPD plan for Professional Engineers (PE) through the systematic operation of professional training. The study analyzed the current status and cases of CPD of PE and suggested ways to improve education and training, including curriculum development, operation, organization systems and regulations. CPD of PE has been operating since 2007 for the purpose of maintaining and improving the professional knowledge and technical competence of PEs. The CPD system requires the completion of 90 credits, including 8 credits of ethics and safety during the five years after a job registration. The CDP system for PE needs to develop the capacity to incorporate the latest knowledge in professional field and proactively respond to the demands of the industry in alignment with professional expertise and responsibility. To this end, the study suggests continuous development of the curriculum, the use of contents from other educational institutions, expansion and reorganization of the relevant organization, the acquisition of education specialists, rational improvement of the PE CDP system, and the revision of laws and regulations.

The main purpose of this study was to examine the mediating effect of participation motivation of continuing professional development between the level of organizational learning transfer climate and learning transfer. In the analysis of the relationship among the level of the organizational learning transfer climate, learning transfer and participation motivation of CPD, organizational learning transfer climate had indirect influence on learning transfer through participation motivation of CPD. Based upon the findings of this study, several suggestions were made to improve professional engineers' participation and learning transfer in CPD and implement future research on professional engineer's CPD.

The purpose of this study is to provide the comparative study results for the purpose of the developing continuing professional educational systems for Korean pharmacists. The professional continuing educational systems of the UK, USA, Japan and Korea were analyzed. General Pharmaceutical Council in UK controls the pharmacy professions for the protection of the health of the citizens in UK and certifies the schools of pharmacy and the continuing education providers. The USA and Japan have the several accreditation bodies for the pharmacy education and the continuing pharmaceutical education. However, the quality assurance systems in Korea for the continuing education and specialty programs are not implemented, yet. The renewal system of the pharmacist license should be introduced like the health care providers like doctors to improve professionalism. Finally, it is recommended that all of these things should be done by a single administrative authority such as Korean Accreditation Council for Pharmacy Education.

본 연구는 교사의 성찰적 대화가 지속적 전문성 개발에 미치는 영향을 살펴보고 이들 간의 관계 에서 교사의 동기요인으로서 교사몰입과 외부요인으로서 교사자율성이 어떠한 영향을 미치는지 검증하는 것을 목적으로 하였다. 이를 위해 전국 초·중등 교사 총 693명을 대상으로 설문조사를 실시하였다. 연구결과 첫째, 교사의 성찰적 대화와 지속적 전문성 개발은 정적 영향을 보였다. 둘째, 교사의 성찰적 대화와 지속적 전문성 개발 관계에서 교사몰입은 매개효과를 보였다. 셋째 교사몰입과 지속적 전문성 개발 관계에서 교사자율성의 조절효과를 확인하였다. 이상의 연구결과를 통해 교사의 성찰적 대화는 다양한 관점에서 교사 스스로에 대한 성찰의 수단이 되며 지속적인 전문성 개발로 이어지는 역할을 한다는 점을 확인할 수 있었다. 또한 교사의 교사몰입과 교사자율성은 자발 적인 지속적 전문성 개발에 있어 요구되는 내적 및 외적 요소임을 확인하였다. 이상의 연구결과를 통해 향후 학교 맥락에서 교사의 지속적 전문성 개발 활동의 실천적 시사점과 향후 연구 방향을 제시하였다.

This study aimed to examine the effects of teachers' reflective dialogues on continuing professional development and to verify the influence of teacher engagement as a teacher's motivation factor and teacher autonomy as an external factor in the relationship between them. To this purpose, 693 elementary and secondary teachers nationwide were surveyed. As a result of the study:first, reflective dialogue affected teachers’reflective dialogue continuing professional development. Second, teacher engagement showed a mediating effect in the relationship between the teacher's reflective-dialogue and continuing professional development. Third, teachers’ autonomy had amoderating effect onthe relationship between teacher engagement and continuing professional development, was shown. The findings imply that the teacher's reflective dialogues area tool for reflection on the teacher from various perspectives and play a role in leading to continuing professional development. In addition, teacher engagement and autonomy are internal and external factors required for voluntary continuing professional development. Practical implications and future research directions to develop teachers' continuing professional development activities; were suggested.

There has been a general agreement that English teachers and their professional development are at the heart of improving English education in the given context. Efforts have been made at the national level to meet the demand for high-quality in-service teacher training programs. The present research was carried out to provide some suggestions through the close examination of an INSET case in Sri Lanka. Data was gathered from an analysis of its underlying principles and programmes. The findings suggest that INSET should be thought of as part of lifelong learning. Long-term, holistic approaches to in-service teacher development are more likely to be effective than short-term skills-based, training approaches. Effective INSET is school-focused but not necessarily school-based. Best practice in INSET goes beyond training and development for teachers to include training and development for in-service trainers. It is suggested that effective INSET practice is reflexive and it should not always focus on 'new' methods, rather its central concern should be with effective methods in terms of their impact on student learning. INSET programs should incorporate evaluation components that go beyond reactions to the programs themselves to encompass classroom implementation of what has been learnt by teachers on the programs as well as institutional development. Time and opportunities to reflect on one's own teaching and to share practice with colleagues are important means of professional development.