Professional Development for Science Teachers

This assignment analyzes the crucial role of professional development in enhancing science teachers' effectiveness. It explores integrated frameworks for professional learning, emphasizing Technological Pedagogical Content Knowledge (TPACK), and investigates the impact of mentorship programs on teacher development. The study draws upon academic research to support its analysis.

PERSONAL
AND PROFESSIONAL
DEVELOPMENT

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Approaches to self managed learning and different learning styles.....................................1
1.2 Ways to encouragement of lifelong learning in personal and professional..........................3
1.3 Benefits of self managed learning to organisation and individuals......................................3
4.1 Work-based problem and solution for it...............................................................................4
4.2 Communicating information at different levels and learning style to overcome problems. .5
4.3 Various time management strategies which can be used by individuals for managing time6
TASK 2............................................................................................................................................7
2.1 Own current skills and competencies against professional standards and organisation
objectives.....................................................................................................................................7
2.2 Own development needs and activities required to meet them.............................................8
2.3 Current and future needs.......................................................................................................9
2.4 Personal and professional development plan based on identified needs...............................9
3.1 Short term and long term objectives and activities required to meet them.........................10
3.2 Undertake and document activities planned.......................................................................10
3.3 Reflecting own learning against original aims and objectives............................................11
3.4 Development plans as per feedback and evaluation...........................................................11
CONCLUSION..............................................................................................................................11
REFERENCES..............................................................................................................................12

INTRODUCTION
A personal and professional development is an continuous activity which supports
individuals in developing their own skills and abilities for their personal and professional life
(McNiff, 2010). This process involves self examination of own strengths and weaknesses which
further helps in developing plans for developments in other to meet identified needs and for
career achievements. It is also a process of learning by which an individuals can acquire
significant knowledge through different ways and this assist in enhancing own skills and ability
to perform in order to achieve desired goals and objectives of personal and professional life. The
following assignment aim on identification and evaluation of personal qualities and development
of plans in order to minimise gap between current and desired skills. Assignment will helps to
understand different approaches to self managed learning and various styles of learning by which
skills can be developed (Avalos, 2011). Along with this, various ways to encourage life long
learning is being descried effectively.
TASK 1
1.1 Approaches to self managed learning and different learning styles
Self managed learning is an effective process by which individual tries to identify various
ways for acquiring knowledge in order to achieve desired goals and objectives. It is directly
linked with determination of own goals and objectives and purpose behind self managed
learning. This effectively assist in formation of development plan by which objectives can be
achieved with a time frame (Blair, 2016). There are different approaches to self managed
learning which are described as follows with various styles of learning.
Approaches to self managed learning:
Seminars and conferences: It is most effective approach of self managed learning, this
significantly supports individuals in acquisition of knowledge through seminars and conferences
organised by experts. It is only an approach which enables individuals to share their views
among large number of audience which assist them in enhancing communication skills and
develops level of confidence to speak among peoples (Elliott, 2011). It is also most best as it
develops presentation skills within large number of peoples.
Research: It is another significant approach towards self managed learning. According to
this, individuals have great opportunity to conduct research on different topics as per relevancy
1

in their personal and professional life. It is an continuous approach which can be done
throughout their life. This supports personnels in developing innovative ideas and enhances own
knowledge. It supports them to face different challenges and assist them in finding solutions for
it and supports them in overcoming from these (Busse, Aboneh and Tefera, 2014).
Internet: It is an widest platform by which individuals can acquire significant
informations on almost all the topics as per user requirement. It includes various websites such as
Wikipedia and Google scholar which helps personnels in finding informations and acquiring
knowledge out of it. This effectively support in self managed learning.
Learning styles:
The various styles of learning stated by David Kolb is being described as follows:
Diverging learning style: Personnels following this style of learning initially tries to
observe the activities instead of performing it instantly in practical. These kind of individuals are
good at artistic and scientific work (Croft and et.al., 2010).
Assimilating learning style: Individual learners following this style towards learning
aims at concepts and logical reasoning behind any activities before performing it. This supports
2
Illustration 1: Kolb Learning Style
(Source: Kolb learning style)

them in attaining significant knowledge and helps in attaining desired goals and objectives
effectively (Croft and et.al., 2010).
Converging learning style: Learners who follow this style of learning generally focuses
on performing activities practically in real life apart from focus on observation and concepts.
These individuals perform practical work effectively. This style helps in self managed learning.
The above stated approaches towards self managed learning and styles of learning supports
individuals in achieving desired goals and objectives significantly. Internet and conferences are
most effective approach in learning and this supports in acquisition of relevant knowledge
(Elliott, 2011).
1.2 Ways to encouragement of lifelong learning in personal and professional
The lifelong learning in personal and professional development of individual can be
encouraged by using different ways. Some of the ways are stated as follows: -
One the best way is that individuals can set their own short term and long term
objectives. This will support in encouraging them towards lifelong learning for enhancing their
skills and capabilities in order to perform activities effectively in personal and professional life.
The setup of long term goal for own development helps in defining path by which they can
acquire lifelong learning in long term (Jimoyiannis, 2010).
In today's world all the organisation are dynamic in nature in which continuous change
take place. These changes within business helps to influence individuals towards lifelong
learning. It is done in order to adapt the change effective and enhances level of performance.
Challenges and pressure in the life of personnels plays significant role in encouraging
them towards lifelong learning. By this they can acquire relevant knowledge and increase their
qualities and skills to face different challenges aroused and supports in overcoming form
pressures. Personnel can set their own targets which they have to achieve, this will motivate
them towards lifelong learning.
The use of above methods will support individual in attaining lifelong learning for
development of personal and professional life (Lamote and Engels, 2010).
1.3 Benefits of self managed learning to organisation and individuals
The self managed learning have great benefits for both organisation and individuals.
Some of the benefits for both of them are described as follows: -
Benefits for organisation:
3

The self managed learning is beneficial for organisation to get highly capable employees
who can handle assigned work effectively which will support in increasing firm competency
level (Maskit, 2011). Apart form this, as business are dynamic in nature where constant changes
take place, it is important for them to have dynamic employees who can adopt change
significantly these is only possible through self managed learning. It also beneficial for firm to
compete with its competitors effectively with the help of dynamic work force and this enhances
firms brand image. Self managed learning supports business to undertake innovation within it
and support in adapting it by all members. All these are some of the benefits for organisation of
self managed learning.
Benefits for individuals:
The most important benefit for an individual is that it supports them in determining their
own short term and long terms objectives for personal and professional development. It benefits
personnels who have positive attitude for self managed learning as these supports them in
enhancement of their skills and level of competency. It benefits individuals in acquiring
significant knowledge which develops their own ability towards effective performance. It is most
beneficial for all personnels in achieving higher performance in organisation in their entire work
life. It effectively supports individuals in increasing their confidence level to speak effectively
within large number of audience. These are some of the important benefits for individuals of self
managed learning (McNiff, 2010).
4.1 Work-based problem and solution for it
In today's business world organisations can face various work-based problems which
affects employees performance level and reduces efficiency. It is important for firm to identify
work-based problems and certain action must be taking in regard in respect of its elimination.
This will help in maintaining performance level and enhances efficiency directly. The work-
based problem and solutions for it is being described as follows: -
Work-based problem: In organisation major issue of rivalry within all employees is being
determined. It directly leads to decline in employees performance and creates mismanagement
within organisation (Moon, 2013). This have also affected firms profitability by reducing in
competency level.
Solution: The above determined work-based problem within organisation i.e. rivalry within
employees is being can be eliminated by using tools as described as follows:
4

 Division of work: - For eliminating the issue evaluated i.e. rivalry among team members
it is important for organisation to divide work among all according to their abilities and
they must be given complete authority as per their roles. This division of work with
proper authority will support in elimination of problem identified as all members will
perform according to allotment (Robertson, 2016).
 Training: - It is another important method for elimination of determined problem. As
per the following tool all employees of organisation must be provided effective training
according to the work assigned. These supports in building team spirit among all the
members and these assist in declining rivalries among all employees and enhances their
performance level. Training is significant factor which increases work specialisation and
supports in developing competency of business.
4.2 Communicating information at different levels and learning style to overcome problems
Effective communication is most important in skill in order to achieve desired goals and
objectives. It is an process by which sender transfers desired information to other i.e. receiver by
using various means such as verbal and non-verbal. In verbal communication speech is used to
deliver desired informations. Written words, presentation, body gestures are used in non-verbal
communication. Both the way in communicating within organisation are best which will support
in eliminating problems faced (Stenfors-Hayes and et. al., 2010). Apart form this, both the type
will supports in communicating at different levels of business in appropriate manner. Non-
verbal is most significant because it provides knowledge effectively to all members by the use of
videos, power point presentation and other with the helps of these work force of firm can
provide effective services to their customers. Providing significant time frame to employees is
necessary in order to achieve goals and objectives efficiently. If they fails in achieving them it is
important to take certain action on them. Communication at various levels of organisation in
appropriate manner is described at follows: -
1. Strategic level is the first level firm at which strategies, plans and policies are prepared
for different activities. These level consist of senior managers and directors who are the
only personnel responsible for formulation of strategies (Sutherland, Howard and
Markauskaite, 2010).
5

2. Tactical level of organisation is next just after the strategic level. At this, information is
transferred among all individuals who are mainly responsible for creation of problems
and it is only a level which has an responsibility to implement learning significantly.
3. The last level is operational, this level concerned with individuals who have significant
need of learning and they must work on it. Following these levels step by step effectively
supports in eliminating problems (Trede, Macklin and Bridges, 2012).
4.3 Various time management strategies which can be used by individuals for managing time
Effective time management is most important in implementation plans and policies in
order to achieve desired goals and objectives efficiently. Time management in real world is not
possible but activities of business can be managed according to time period. It is essential to use
time in most suitable manner as may be possible by carrying out activities according to time.
Individuals can use various time management strategies for achieving objectives within
stipulated time frame. Some of these strategies is being described as follows: -
Determining how to utilise time: The individuals of organisation must record the time
which is needed in performing particular activity it will assist them in determining how time is to
be utilised and further supports in its management. This strategies most useful in assessing which
activities consume much time in performing it (Sutherland, Howard and Markauskaite, 2010).
Setting work priorities: It is essential for personnels to set work priorities. This means
that they must predetermine which activity is to be conducted first and which is to be performed
last. It will effectively assist them in reducing time wastage and increases efficiency.
Getting Organised: The activities of organisation must be well organised in order to
eliminate wastage of time. Work disorganisation consumes more time and leads to ineffective
time management. This is most significant strategy towards time management.
Elimination of multi tasking: Performing two or more activities at a same time is
referred multi tasking by doing so it leads to failure of time management strategy (Lamote and
Engels, 2010). All the employees of organisation have mindset that performing activities
simultaneously helps in time saving but in actual it wont. It also creates distraction in
performance which leads to errors. And further these errors requires more time in resolving
them.
6

TASK 2
2.1 Own current skills and competencies against professional standards and organisation
objectives
Positive Skills (Strengths) Negative skills (Weaknesses)
 I have good communication skills
which supports me in transferring
information among all employees
effectively.
 I have good managerial skills which
supports me in effective management
of organisation.
 I have effective leadership skills which
helps me in commanding each
members of business significantly.
 I have do not have effective time
management quality which leads to
more time consumption while
performing activities.
 I do not posses writing skills which is
an obstacle for me while
communicating in written with clients
and customers.
Curriculum vitae
Name:
Address:
Contact Number:
Email ID:
Carrier objective:- To participate in activities of organisation where I can make use of my skills
and creativity in order to achieve business objectives effectively.
Academic Qualification:
 Graduate Masters in Mass Communication
Experience: Fresher
Personal Skills:
 Management skills
 communication skills
7

 Honest.
Declaration:
I hereby declare that the details stated above is genuine and accurate to the best of my
information.
Skills required to meet organisation objectives
For attaining the objectives of organisation there is certain needs to have skills. In order
to meet objectives I need effective time management and writing skills which will support me in
elimination of time and in communication respectively (Trede, Macklin and Bridges, 2012).
2.2 Own development needs and activities required to meet them
Strengths Weakness Opportunities Threats
I posses good
leadership skills which
fosters my
performance.
I have effective
communication skills
which supports me
transferring
information effectively
also I have significant
managerial skills
which assist in
effective management.
My main weaknesses
is that I do not have
time management
skills which hinders
my performance
efficiency. Apart from
this I do not possess
effective writing skills
which act as an
obstacle in
communication
(Elliott, 2011).
I have significant
opportunities in near
future for my own
development. I can
attain significant
knowledge from my
friends and family.
The unavailability of
funds is biggest threat
for me.
Activity required to meet development needs:
Training: I have to go through various training sessions which will assist me in attaining
significant knowledge and help to overcome from identified weakness i.e. lack of time
management and writing skills (Zepeda, 2012).
8

2.3 Current and future needs
Current needs Future needs
Currently I have need to develop my time
management skills which will help me in
increasing my efficiency in performance.
Apart from this in present situation there is
significant need of developing my writing skill.
I have determined my future needs of
development i.e. I have significant need to
develop my personality which will support me
in achieving higher position in firm also I will
develop my decision making skills in order to
take right decisions at right time.
2.4 Personal and professional development plan based on identified needs
SR. No LEARNIN
G
OBJECTIV
ES
CURRENT
PROFICEN
CY
TARGET
PROFICEN
CY
DEVELOP
MENT
OPPORTU
NITIES
CRIRERIA
FOR
JUDGING
SUCESS
TIME
SCALE
1 To develop
time
management
skills.
I do not
posses good
time
management
skill which
declines my
efficiency in
performance
.
To enhance
time
management
skill in order
to attain
objectives
within time
frame.
With the
help of
family
members
and friends.
By taking
feedbacks.
10 weeks
2 To improve
writing
skills.
In current
situation I
lack behind
in writing
skills which
declines
effectivenes
s while
To develop
writing skill
for effective
written
communicat
ion with
clients and
By
attending
training
sessions and
source of
internet.
By
evaluating
satisfaction
level of
customers
and clients.
8 weeks
9

communicat
ing with
clients and
customers.
customers.
3.1 Short term and long term objectives and activities required to meet them
Short term objectives: On the base of my weakness I have determined my short term objectives
which are to be attained instantly. I have evaluated two objectives which are developing time
management skills and writing skills for achieving these I will attend training sessions and
seminars conducted by experts (Blair, 2016).
Long term objectives: I have long term objective to emerge new skills such as decision making
and change management ability. This will assist in success of my personal and professional life.
Activities to implement plans:
Focus on main objective of plan: Before implementation of prepared development plan it
important for personnels of organisation to focus on its main objectives.
Relationship between plan and its link with other activities: It is important to asses the link of
plans with business objectives before its implementation (Busse, Aboneh and Tefera, 2014).
Implementation: After carrying out above mentioned two stages the plans is to be implemented
by taking effective training.
Impact: It is the final step where impact of plan implemented is to be evaluated. If this lacks
behind certain action must be taken in the regard (Croft and et. al., 2010).
3.2 Undertake and document activities planned
According to the above evaluated goals and objectives for own personal and professional
development. It is essential to take necessary steps for achieving them and developing my
qualities. The below stated are some activities which is to be followed by me in order to develop
skills.
1. Initially for attaining my long term objectives I will go through various seminars and
training session. Apart from this I will carry out research on different topics. I will
implement knowledge achieved from these session in my personal and professional life in
order to get benefits out of it.
10

2. Secondly I will attend seminars organised by experts in order to develop my time
management skills (Croft and et. al., 2010).
3.3 Reflecting own learning against original aims and objectives
By assessment of different styles of learning I have determined goals for my personal and
professional development. These must be attained within a stipulated time frame. For this I have
evaluated various ways by which I can acquire significant knowledge. After evaluation I will go
through these sources with determination and hard work to attain knowledge. I will complete all
these within a predetermined time frame (Avalos, 2011).
3.4 Development plans as per feedback and evaluation
SR. No LEARNIN
G
OBJECTIV
ES
CURRENT
PROFICEN
CY
TARGET
PROFICEN
CY
DEVELOPMENT
OPPORTUNITIE
S
TIME SCALE /
REMARK
1 To develop
time
management
skills.
Need more
improvemen
ts.
To achieve
following
objective
within a
time frame.
With the supports
of seminars
conducted by
experts.
Still 2 weeks are
required to develop
it.
2 To improve
writing
skills.
Improved Objective
achieved
Effective
improvement is
seen by the help of
evaluation and
feedbacks.
CONCLUSION
From the above report it is being concluded that self managed learning benefits
individual as well as organisations in various terms. It also concludes that every personnels have
effective need of their personal and professional development. The lifelong learning supports
individuals in developing their skills and supports in success by acquiring relevant knowledge.
11

These approaches helps personnels in identifying their own strengths, weaknesses, opportunities
and threats by which they can prepare development plans.
12

REFERENCES
Books and Journals
Avalos, B., 2011. Teacher professional development in teaching and teacher education over ten
years. Teaching and teacher education. 27(1). pp.10-20.
Blair, D. J., 2016. Experiential learning for teacher professional development at historic sites.
Journal of Experiential Education. 39(2). pp.130-144.
Busse, H., Aboneh, E. A. and Tefera, G., 2014. Learning from developing countries in
strengthening health systems: an evaluation of personal and professional impact among
global health volunteers at Addis Ababa University’s Tikur Anbessa Specialized
Hospital (Ethiopia). Globalization and health. 10(1). p.64.
Croft, A., and et. al., 2010. Job-Embedded Professional Development: What It Is, Who Is
Responsible, and How to Get It Done Well. Issue Brief. National Comprehensive
Center for Teacher Quality.
Croft, A., and et. al., 2010. Job-Embedded Professional Development: What It Is, Who Is
Responsible, and How to Get It Done Well. Issue Brief. National Comprehensive
Center for Teacher Quality.
Elliott, J. ed., 2011. Reconstructing teacher education. (Vol. 221). Routledge.
Jimoyiannis, A., 2010. Designing and implementing an integrated technological pedagogical
science knowledge framework for science teachers professional development.
Computers & Education. 55(3). pp.1259-1269.
Lamote, C. and Engels, N., 2010. The development of student teachers’ professional identity.
European Journal of Teacher Education. 33(1). pp.3-18.
Maskit, D., 2011. Teachers’ attitudes toward pedagogical changes during various stages of
professional development. Teaching and Teacher Education. 27(5). pp.851-860.
McNiff, J., 2010. Action research for professional development: Concise advice for new action
researchers. Dorset: September books.
Moon, J. A., 2013. Reflection in learning and professional development: Theory and practice.
Routledge.
Robertson, J., 2016. Coaching leadership: Building educational leadership capacity through
partnership. New Zealand Council for Educational Research. PO Box 3237, Wellington
6140 New Zealand.
Stenfors-Hayes and et. al., 2010. Being a mentor for undergraduate medical students enhances
personal and professional development. Medical teacher. 32(2). pp.148-153.
Sutherland, L., Howard, S. and Markauskaite, L., 2010. Professional identity creation:
Examining the development of beginning preservice teachers' understanding of their
work as teachers. Teaching and teacher education. 26(3). pp.455-465.
Trede, F., Macklin, R. and Bridges, D., 2012. Professional identity development: a review of the
higher education literature. Studies in Higher Education. 37(3). pp.365-384.
Trede, F., Macklin, R. and Bridges, D., 2012. Professional identity development: a review of the
higher education literature. Studies in Higher Education. 37(3). pp.365-384.
Zepeda, S. J., 2012. Professional development: What works. Eye on education.
Online
13