The importance of enhancing pedagogical skills through continuing professional development
Md. Sajedur Rahman · Fatimah Tambi · Nusrat Zerin Anny
International Journal of Research in Business and Social Science · 2020 · Vol. 9 / Issue 4 · 121-129
Publication metrics
External links open provider records or DOI searches. Provider counts are not combined. Mendeley readership measures saves, not citations.
Dimensions
Live provider badge. If unavailable, use the Dimensions link above.
Observed 21 Oct 2026, 07:22 UTC
Observed 22 Oct 2026 04:07 UTC
Observed 22 Oct 2026 04:07 UTC
OpenAlex and Mendeley observations refresh on article visits, at most once per 24 hours. Unavailable data is not zero. Google Scholar opens a DOI search.
Citations received by this article, grouped by the year of the citing work. Crossref and OpenAlex lifetime totals remain separate in Publication metrics.
2017–2026 Annual history last updated:
Citations received
OpenAlex · year of the citing work
Hover over a year or focus the chart and use arrow keys to inspect values.
2017–2026 annual-history window. 2026 is year to date. Unknown years have gaps.
View data & coverage
2026 is incomplete. Within a successfully fetched ten-year window, omitted years mean zero. Years beyond a saved observation’s window remain unknown (—). Older citations are excluded, so this chart’s sum may differ from the OpenAlex lifetime total. The date above belongs to this annual history; an unsuccessful refresh keeps the previous observation.
Abstract
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
Keywords: {'name': 'Pedagogical Skills; Continuing Professional Development; Higher Education; College Teachers; Bangladeshi Colleges.'}
Authors & affiliations
Md. Sajedur Rahman
Affiliation not supplied
Fatimah Tambi
Affiliation not supplied
Nusrat Zerin Anny
Affiliation not supplied
Deposited references
Supplied references, not a list of publications citing this article.
DOI: 10.1007/s10734-013-9712-y
DOI: 10.1080/13573322.2015.1083000
Asian Development Bank. (2014). Innovative Strategies in Higher Education for Accelerated Human Resource Development in South Asia.
DOI: 10.1186/s40594-018-0112-9
DOI: 10.3102/0013189X11409927
DOI: 10.1080/2331186X.2016.1139439
DOI: 10.1080/19452829.2014.991706
DOI: 10.1177/1053825913489103
DOI: 10.1080/13674580100200136
DOI: 10.5539/ies.v9n10p47
DOI: 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.
DOI: 10.1080/13674580200200181
DOI: 10.4324/9781351289689-6
DOI: 10.1016/j.tate.2008.06.010
DOI: 10.7176/JEP/10-13-11
DOI: 10.1016/S0742-051X(03)00059-3
Goss, D. 1994. Principles of Human Resource Management. London: Routledge.
DOI: 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.
DOI: 10.1046/j.0266-4909.2002.00256.x
Haynie, G., & Stephani, M. (2008). EFFECTIVE TEACHING PRACTICES IN U . S . HISTORY. Research Watch, 1–30.
DOI: 10.1016/j.tate.2008.07.006
DOI: 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).
DOI: 10.20429/ijsotl.2011.050205
DOI: 10.3329/bjme.v1i1.12857
DOI: 10.3329/dujl.v1i2.3723
DOI: 10.3102/0034654315627864
DOI: 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
DOI: 10.1049/PBMT019E_ch1
DOI: 10.15694/mep.2017.000018
DOI: 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=
DOI: 10.1080/1743727X.2018.1427057
DOI: 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.
DOI: 10.1016/j.tate.2016.03.011
DOI: 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).
DOI: 10.1016/j.sbspro.2010.03.894
DOI: 10.1080/2331186X.2016.1227021
DOI: 10.1016/j.tate.2008.08.007
DOI: 10.1080/18146627.2010.490009
Steyn, T. (2011). Implementing continuing professional teacher development: Policy and practice. Acta Academica, 43(1), 211–233.
DOI: 10.1080/14767724.2015.1105737
DOI: 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.
DOI: 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.
DOI: 10.1080/19415257.2013.766232
DOI: 10.3102/0034654308330970
DOI: 10.1016/S0742-051X(03)00056-8