ABSTRACT This article is comprised of the results of a developmental evaluation inquiry into continuing professional development (CPD) at a college in Western Canada. Since 2015, despite having one of the most generous CPD budgets among all colleges in the region, the faculty participation rate in CPD has ranged between approximately 48% and 56%. Patton’s ‘What? So What? Now What?’ inquiry framework was used to investigate why more faculty were not accessing CPD funds. This article also includes an examination of the intersection between professional identity and self, and offers some recommendations that could positively impact faculty participation in CPD. Key recommendations include creating a stronger workplace for faculty members, recognizing CPD as a key factor in supporting excellence in teaching and learning, capitalizing on mid-career academics, and exploring self-reflection as a tool for faculty members to identify and pursue meaningful CPD.

中文翻译：

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对持续专业发展的评估性探究：了解教师的看法

摘要本文由对加拿大西部一所大学的持续专业发展（CPD）进行的发展评估询问的结果组成。自2015年以来，尽管CPD预算是该地区所有大学中最慷慨的预算之一，但CPD的教师参与率大约在48％至56％之间。巴顿的“什么？所以呢？怎么办？' 查询框架用于调查为什么更多的教师不使用CPD资金。本文还包括对职业身份和自我之间交集的考察，并提出了一些可能对教师参与CPD产生积极影响的建议。关键建议包括为教职员工创造一个更强大的工作场所，将CPD视为支持卓越教学的关键因素，