With the proliferation of educational reform policies and strategies, the need for high quality professional development (PD) has emerged as one of the most important areas for research in education, particularly in determining the relationship between PD and student learning outcomes (Borko, 2004). Although research has begun to focus on the defining characteristics of quality PD, little has b...

An expectation of introductory interprofessional education (IPE) is improvement in attitudes towards other professions. However, the theory surrounding professional identity formation suggests this expectation may be premature. The objective of this study was to quantify first-year health professional students' attitudes towards their own and other professions and to investigate the relationshi...

In this paper, we present a pervasive assistance system for mobile lifelong learning. It constitutes a solution for mobile professionals motivated to improve their skills through a lifelong learning process. Those have to move from place to another to accomplish their duties which make very difficult the mapping of their schedule to lifelong learning centers ones. The proposed solution, which h...

This paper considers professional learning communities (PLC) and the role that they have in a developing secondary School in New South Wales, Australia. A brief identification and discussion of the importance of professional learning is presented, together with an examination of the effects of professional learning on teachers and subsequent classroom practice. Models and frameworks that have b...

Introducing new methods of teaching and learning requires an institutional approach to professional development in order to cater for the different levels and requirements of staff. The increase in e-learning use has prompted many institutions to adopt a whole organisation approach to professional development for lecturers. This paper proposes to answer three related questions. How do instituti...

The difficulties inherent in trying to pursue face to face professional development opportunities have traditionally made it difficult for teachers to access professional learning. Today, given the proper communication tools, teachers can become involved in meaningful professional learning without the restrictions imposed by time and place. This paper examines findings from the analysis of a gr...