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Sample records for facilitating professional development

  1. The Facilitator's Role in Elementary Mathematics Professional Development

    Science.gov (United States)

    Linder, Sandra M.

    2011-01-01

    This study identified qualities of influential facilitators of elementary mathematics professional development. Extensive research relating to elementary mathematics professional development has emerged over the past three decades. Embedded in this body of research are recommendations for effective practices in professional development and…

  2. Academic Professional Development Strategies to Facilitate Educational Changes in Universities

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    Gonzalez Alonso, Gloria Amparo

    2009-01-01

    This qualitative within-case study explored how planned educational change in universities can be facilitated through academic professional development strategies. Thus this study attempted to shed some light on the dynamics of educational planned change in universities and their implications for academic professional development of faculty. The…

  3. Developing Critical Reflection in Professional Focused Doctorates: A Facilitator's Perspective

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    Sambrook, Sally; Stewart, Jim

    2008-01-01

    Purpose: This paper aims to explore the challenges and opportunities for expediting critical reflection in management education and development to highlight particularly how critical reflection has been facilitated within the context of a professionally focused doctoral programme. Design/methodology/approach: The paper draws on empirical research…

  4. Facilitators and inhibitors in developing professional values in nursing students.

    Science.gov (United States)

    Shafakhah, Mahnaz; Molazem, Zahra; Khademi, Mojgan; Sharif, Farkhondeh

    2016-09-22

    Values are the basis of nursing practice, especially in making decisions about complicated ethical issues. Despite their key role in nursing, little information exists on the factors affecting their development and manifestation in nursing students. This study identifies and describes the facilitators and inhibitors of the development and manifestation of professional values based on the experiences of nursing students and instructors and nurses. Data were collected through 29 semi-structured interviews and two focus group interviews in 2013-2015 and were analyzed using the conventional content analysis method of Elo and Kyngäs. In total, 18 nursing undergraduates, five nursing instructors, and five nurses from Shiraz University of Medical Sciences and one of the teaching hospitals in Shiraz were selected through purposive sampling. The research was approved by the Ethics Committee of Shiraz University of Medical Sciences and the teaching hospital examined. The findings consisted of two categories: personal and environmental factors. Personal factors consisted of the two subcategories of personal stimuli (work experience and past relationships, inner beliefs and acting on values, belief in God and a divine worldview) and personal inhibitors (the lack of professional motivation and enthusiasm, negative emotions). Environmental factors consisted of the two subcategories of environmental stimuli (cooperation, order and discipline) and environmental inhibitors (unfavorable work environment, society's negative attitude toward nursing, the violation of rights). Given the impact of personal and environmental factors on the development and manifestation of professional values in nursing students, it is upon the education authorities to take account of them in their planning, and nursing managers are also recommended to further address these factors in their development of a proper work environment, provision of standard facilities and removal of barriers. © The Author

  5. Tennis Shoes Required: The Role of the Facilitator in Professional Development

    Science.gov (United States)

    Patton, Kevin; Parker, Melissa; Neutzling, Misti M.

    2012-01-01

    Reform efforts to improve physical education often rely on facilitators to promote positive change. Although it is becoming more common, little is currently understood about the facilitation role. Our purpose was to examine facilitators' collective knowledge and experience with ongoing physical education professional development (PD), specifically…

  6. Union Learning Representatives: Facilitating Professional Development for Scottish Teachers

    Science.gov (United States)

    Alexandrou, Alex; O'Brien, Jim

    2007-01-01

    In the United Kingdom, teachers' professional associations and labor organizations, notably in the form of trade unions have historically been involved in education and training in the workplace. Recently, in the United Kingdom this activity has gained greater credence and importance due to the emergence of trade union learning representatives who…

  7. Teacher Design Teams as a Strategy for Professional Development: The Role of the Facilitator

    Science.gov (United States)

    Becuwe, Heleen; Tondeur, Jo; Pareja Roblin, Natalie; Thys, Jeroen; Castelein, Els

    2016-01-01

    The goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group…

  8. Teacher Design Teams as a Strategy for Professional Development: The Role of the Facilitator

    Science.gov (United States)

    Becuwe, Heleen; Tondeur, Jo; Pareja Roblin, Natalie; Thys, Jeroen; Castelein, Els

    2016-01-01

    The goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group…

  9. The Effect of a Teacher Professional Development in Facilitating Students' Creativity

    Science.gov (United States)

    Hosseini, Afzal S.; Watt, Anthony P.

    2010-01-01

    The Iranian educational system would benefit from major refinement in order to better develop the creativity of children. The extension of teachers' understanding of creativity is one of the main factors in facilitating change. A theory and practice based professional development program was designed, therefore, to assist teachers to acquire…

  10. Tennis shoes required: the role of the facilitator in professional development.

    Science.gov (United States)

    Patton, Kevin; Parker, Melissa; Neutzling, Misti M

    2012-12-01

    Reform efforts to improve physical education often rely on facilitators to promote positive change. Although it is becoming more common, little is currently understood about the facilitation role. Our purpose was to examine facilitators' collective knowledge and experience with ongoing physical education professional development (PD), specifically regarding conceptions of their role in the process. Participants included 12 experienced PD facilitators. Data sources included formal semistructured and informal conversational interviews and participants' curriculum vitae. Results indicated that facilitators held common beliefs about teacher learning and self-identified actions aligned with those beliefs. Adhering to constructivist views of learning, facilitators underscored the role of prior knowledge and the active and social nature of learning. Their remarkably similar views emphasized multiple aspects of teacher capacity building.

  11. Using Video for Professional Development: The Role of the Discussion Facilitator

    Science.gov (United States)

    Coles, Alf

    2013-01-01

    Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion…

  12. Professional support as a facilitator to the development of Iranian nurses' clinical judgment: A content analysis.

    Science.gov (United States)

    Seidi, Jamal; Alhani, Fatemeh; Salsali, Mahvash

    2014-02-01

    Nurses' clinical judgment development is essential for the professional nursing practice. The aim of this study was to explore the facilitators to the development of Iranian nurses' clinical judgment. A qualitative design using conventional content analysis method was employed in the study. A purposive sample of 24 participants was recruited from three hospitals located at Sanandaj, Iran. Study data were collected in 2013 by using semi-structured individual interviews. A content analysis approach was used to analyze the study data and MAXQDA was used for coding and categorizing the data. The main theme of the study was "professional support as a facilitator to the development of nurse's clinical judgment." The sub-themes of this main theme included "provision of direct support to nurses" and "provision of clinical judgment resources." The first sub-theme consisted of different types of managerial, clinical, educational, and social supports. The two categories of the second sub-theme included the provision of necessary clinical evidence and the provision of medical equipments. The study findings highlighted the importance of providing nurses with adequate professional support for facilitating the development of their clinical judgment.

  13. Peer-support writing group in a community family medicine teaching unit: Facilitating professional development.

    Science.gov (United States)

    Al-Imari, Lina; Yang, Jaisy; Pimlott, Nicholas

    2016-12-01

    Aspiring physician writers need an environment that promotes self-reflection and can help them improve their skills and confidence in writing. To create a peer-support writing group for physicians in the Markham-Stouffville community in Ontario to promote professional development by encouraging self-reflection and fostering the concept of physician as writer. The program, designed based on a literature review and a needs assessment, was conducted in 3 sessions over 6 months. Participants included an emergency physician, 4 family physicians, and 3 residents. Four to 8 participants per session shared their projects with guest physician authors. Eight pieces of written work were brought to the sessions, 3 of which were edited. A mixed quantitative and qualitative evaluation model was used with preprogram and postprogram questionnaires and a focus group. This program promoted professional development by increasing participants' frequency of self-reflection and improving their proficiency in writing. Successful elements of this program include creating a supportive group environment and having a physician-writer expert facilitate the peer-feedback sessions. Similar programs can be useful in postgraduate education or continuing professional development. Copyright© the College of Family Physicians of Canada.

  14. Professional Development on a Budget: Facilitating Learning Opportunities for Information Literacy Instructors

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    Lisa Shamchuk

    2015-06-01

    Full Text Available How do you stay on top of evolving trends and changes to information literacy delivery, especially while coping with shrinking professional development allocations? This article details various in-house, professional development opportunities created for MacEwan University’s library staff. Low-cost, practical ideas are given to help jump-start a library's information literacy professional development offerings. Included are details about organizing an Information Literacy Community, internal Library Professional Development Days and an information literacy event open to local library professionals.

  15. Facilitating Grounded Online Interactions in Video-Case-Based Teacher Professional Development

    Science.gov (United States)

    Nemirovsky, Ricardo; Galvis, Alvaro

    2004-01-01

    The use of interactive video cases for teacher professional development is an emergent medium inspired by case study methods used extensively in law, management, and medicine, and by the advent of multimedia technology available to support online discussions. This paper focuses on Web-based "grounded" discussions--in which the participants base…

  16. Continued professional development of teachers to facilitate language used in numeracy and mathematics.

    Science.gov (United States)

    Wium, Anna-Marie; Louw, Brenda

    2012-12-01

    Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups,I reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

  17. Continued professional development of teachers to facilitate language used in numeracy and mathematics

    Directory of Open Access Journals (Sweden)

    Anna-Maria Wium

    2012-12-01

    Full Text Available Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups, reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching  (LoLT. Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

  18. Students' attitudes towards the introduction of a Personal and Professional Development portfolio: potential barriers and facilitators

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    Cleland Jennifer

    2009-12-01

    Full Text Available Abstract Background Portfolios, widely used in undergraduate and postgraduate medicine, have variable purposes, formats and success. A recent systematic review summarised factors necessary for successful portfolio introduction but there are no studies investigating the views of students inexperienced in portfolio use towards portfolio learning. This study's aim was to survey student views about a prospective Professional and Personal Development (PPD portfolio. Methods This was a qualitative, focus group study. All focus groups were taped and transcribed verbatim, and anonymised. The transcripts were analysed inductively, using framework analysis. Results Four focus groups were carried out with 32 undergraduate medical students naïve in portfolio use. Three themes relevant to portfolio introduction emerged. The first theme was the need for clear information and support for portfolio introduction, and anxieties about how this could be supported effectively. The second was that students had negative views about reflective learning and whether this could be taught and assessed, believing formal assessment could foster socially acceptable content. The third was that participants revealed little understanding of reflective learning and its potential benefits. Rather portfolios were seen as useful for concrete purposes (e.g., job applications not intrinsic benefits. Conclusion Undergraduate medical students without experience of portfolios are anxious about portfolio introduction. They require support in developing reflective learning skills. Care must be taken to ensure students do not see portfolios as merely yet another assessment hurdle.

  19. Professional nurses as reflective clinical learning facilitators

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    M. Chabell

    1998-09-01

    Full Text Available With the rapid changes taking place in the country, including the education system in general and nursing education in particular, the role of professional nurses as reflective clinical learning facilitators need to be re-visited in order to meet the changing health needs of the communtiy and to facilitate outcome- based nursing education and evidence-based quality nursing care. The purpose of this paper is to explore and describe the perceptions of professional nurses as reflective clinical learning facilitators in the clinical learning units, within the context of a specific health-care service in Gauteng. A phenomenological method using descriptive naïve sketches was used to collect data from twenty professional nurses complying with certain inclusion criteria. A content analysis was performed and eight categories (main concepts were identified in order of priority as follows: communication/collaboration; role-modelling; continuous assessment and evaluation; up-to-date knowledge; scientific approach; clinical teaching; management and professionalism. After a literature control was conducted, these main concepts were confirmed. It is recommended that a model to facilitate reflective thinking in clinical nursing education be developed, using these concepts as basis for the provisional conceptual framework.

  20. Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science

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    High, Vance D.

    This qualitative study focused on identifying barriers and remedies to those barriers found when teaching elementary school science. The Elementary GLOBE Program (2006) was the curriculum selected when doing the 18 month study. The researcher asked what made Elementary GLOBE (EG) easy and/or difficult to use. The researcher also wished to ascertain what impact did the adoption of EG have on the delivery of science instruction in the K-4 grade classrooms participating in this study. Two professional developments schools (PDS), located in a Mid Atlantic state were the sites for the study. Both schools are in an urban setting and affiliated with a nearby land grant university. The main purpose of this study was to investigate how elementary teachers integrate inquiry-based science in their classrooms. This was accomplished by providing an inservice workshop on an elementary science curriculum (EG) to six teachers. Then teachers were observed instructing with the newly learned curriculum. During the course of the study, teachers kept journals about their experiences teaching science. Later, they gave interviews about their classroom and school environments while teaching science. To ascertain trustworthiness, a member check in the form of a questionnaire was given to the participating teachers to determine the reliability of the findings at the conclusion of the study. Seven out of seven teachers agreed that EG changed the way their students experienced science. Five out of seven participants felt EG increased their confidence to teach science. Time management was identified as the major barrier to teaching science with six out seven teachers agreeing with this finding. Although accommodation was identified as a barrier, four out of seven agreed to this finding even though there was a high prevalence of diversity in the studied schools and EG was not presented in the any language other than English. Five of the seven participants preferred teaching science with EG over

  1. Examining the effects of structured dialogue grounded in socioculturalism as a tool to facilitate professional development in secondary science

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    Linton, Antoinette S.

    The purpose of this study was to investigate the use of professional development characterized by teacher facilitated learning activities as a way to improve teaching practices and learning outcomes. In this study, teachers were provided opportunities to facilitate their own learning by investigating ways to consistently foster the desired learning outcomes for urban students over the course of three semesters. During the first semester, teachers focused on improving test scores and student motivation. By the third semester, teachers opted to extend time for students to complete assignments, and focused on sharing strategies that worked for students. Second, students of teachers who participated in the study group format using the structured dialogue approach demonstrated dramatic gains on the standardized content assessment in chemistry and integrated coordinated science (ICS) over three years. In chemistry, the percent of students scoring at far below basic decreased by 24%, and the percentage of students who scored basic increased 21%. In ICS, the percentage of students that scored far below basic decreased by 14% and the percent of students who scored basic increased 14%. The research findings suggest that using structured dialogue to facilitate teacher discourse in a way that is conducive to establishing positive discourse about student learning and rigorous pedagogy are key factors in improving teachers' ability to foster high academic outcomes from urban students.

  2. Using the Communication in Science Inquiry Project Professional Development Model to Facilitate Learning Middle School Genetics Concepts

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    Baker, Dale R.; Lewis, Elizabeth B.; Uysal, Sibel; Purzer, Senay; Lang, Michael; Baker, Perry

    2011-01-01

    This study describes the effect of embedding content in the Communication in Inquiry Science Project professional development model for science and language arts teachers. The model uses four components of successful professional development (content focus, active learning, extended duration, participation by teams of teachers from the same school…

  3. Professional Development.

    Science.gov (United States)

    Swanson, Gordon I.; Jervis, Robert

    Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education, this booklet is the eighth in a series describing current, successful career education practices. A successful career education program is dependent upon professional development. Based on this premise, the monograph: (1)…

  4. Action Research, Pedagogy, and Activity Theory: Tools Facilitating Two Instructors' Interpretations of the Professional Development of Four Preservice Teachers

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    Clarke, Pier A. Junor; Fournillier, Janice B.

    2012-01-01

    This paper explores the value of action research in the understanding of the professional development of 4 preservice secondary school mathematics (PSSM) teachers and their instructors in a teacher education program. It draws upon data collected from multiple cycles in a research project (2007-2010). The goal of the long term project was to…

  5. Utilizing a Global Environmental Assessment Tool to Facilitate Professional Development: The Voices of Kindergarten Teachers in Italy

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    Cecconi, Luciano; Stegelin, Dolores A.; Pintus, Andrea; Allegri, Rossana

    2014-01-01

    This international research project examined the value of utilizing an early childhood program assessment instrument as a tool for in-service professional development and self-reflection for kindergarten teachers in Parma, Italy. Teacher educators from universities in Italy and the USA conducted the study collaboratively. Goals of the study were…

  6. Living on Both Sides of the Fence: A Phenomenological Study of Human Resource Development Professionals as Downsizing Survivors and Strategic Human Resource Development Facilitators

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    Nackoney, Claire Kostopulos

    2012-01-01

    This phenomenological study explored how HR professionals who identified themselves as facilitators of strategic HRD (SHRD) perceived the experience of being an organizational agent-downsizing survivor. Criterion and snowball sampling were used to recruit 15 participants for this study. A semi-structured interview guide was used to interview…

  7. Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development

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    Van Duzor, Andrea Gay

    2012-08-01

    In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and to support content transfer to the classroom. However, few studies have investigated how pedagogical contexts serve to impact teacher engagement and science content learning. This qualitative case study examined K-8 in-service teachers' interactions with pedagogical contexts in a chemistry PD course. Findings indicate that teachers': (1) contribution of teaching experiences helped create a collegial learning environment, (2) sharing of concerns from classroom teaching directed content discussion and learning objectives, and (3) reflection on teacher and learner roles in the PD classroom led to persistence in chemistry-content learning. Implications for PD instructor use of pedagogical contexts in science content based PD are discussed.

  8. The potential of a self-assessment tool to identify healthcare professionals' strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education

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    Stenov, Vibeke; Wind, Gitte; Skinner, Timothy

    2017-01-01

    BACKGROUND: Healthcare professionals' person-centered communication skills are pivotal for successful group-based diabetes education. However, healthcare professionals are often insufficiently equipped to facilitate person-centeredness and many have never received post-graduate training. Currentl...

  9. Facilitation of Adult Development

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    Boydell, Tom

    2016-01-01

    Taking an autobiographical approach, I tell the story of my experiences facilitating adult development, in a polytechnic and as a management consultant. I relate these to a developmental framework of Modes of Being and Learning that I created and elaborated with colleagues. I connect this picture with a number of related models, theories,…

  10. Statewide Professional Development Conference

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    Paul V. Bredeson

    2000-02-01

    Full Text Available In an environment increasingly skeptical of the effectiveness of large-scale professional development activities, this study examines K-12 educators' reasons for participating and beliefs in the utility in a large-scale professional development conference. Pre- and post-conference surveys revealed that while financial support played a significant role in educators' ability to participate, they were drawn to the conference by the promise to learn substantive issues related to, in this case, performance assessment—what it means, how to implement it, and how to address community concerns. In spite of the conference's utility as a means to increase awareness of critical issues and to facilitate formal and informal learning, well conceived linkages to transfer new knowledge to the school and classroom were lacking.

  11. Teacher Professional Development

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    Nareerat Rakwichitkul

    2017-06-01

    Full Text Available Teacher professional development are the teachers’ learning process throughout their career stages to ensure that teachers have knowledge, skills and needed competencies for teaching among rapid changes in social, economic and technology which have the impact on learning and teaching. This article deals with the topics of the framework for teaching, teacher career stages and teacher professional development. The research findings related to teacher professional development, teacher professional development activities, suggestions for planning the professional development. Those research findings can be applied and implemented by the school principals, educational supervisors and other professional developers.

  12. Facilitating Professional Development in Women Pharmacy Faculty: Role-Models, Mentors and Networks as Resources for Academic Success.

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    Roche, Victoria F.

    1990-01-01

    Mechanisms to foster and develop leadership skills among pharmacy's fastest growing demographic segment, women, must be cultivated now. Role-modeling, mentoring, and networking have worked well for men and lend themselves to women's sharing style of leadership. Formalized systems must be built and women faculty's access to resources assured. (MSE)

  13. The Effects of Online Professional Development on Higher Education Teachers' Beliefs and Intentions towards Learning Facilitation and Technology

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    Rienties, Bart; Brouwer, Natasa; Lygo-Baker, Simon

    2013-01-01

    An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational institutions. Data were gathered using the Technological Pedagogical Content Knowledge (TPACK) model…

  14. The Professional Development of a Facilitator through a Study Group Desarrollo profesional de un facilitador a través de un estudio de grupo

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    Ana María Sierra Piedrahita

    2007-12-01

    Full Text Available This article presents part of the results of a study that was conducted to observe the professional development of a group of foreign language teacher educators and preservice teachers. The study focused on the knowledge, skills and attitudes these teachers developed through their participation in a study group. This article reports specifically on the skills and attitudes the facilitator of the study group developed due to her role in it.Este artículo presenta parte de los resultados de una investigación que se realizó para mirar el desarrollo profesional de un grupo de formadores de profesores y futuros profesores en el área de las lenguas extranjeras. El estudio indagó particularmente qué conocimientos, habilidades y actitudes desarrollaron los profesores a través de su participación en un grupo de estudio. En este artículo se reportan específicamente las habilidades y actitudes que la facilitadora del grupo de estudio desarrolló debido a su papel en éste.

  15. Planning Considerations for Afterschool Professional Development

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    Bradshaw, L. Daniele

    2015-01-01

    Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

  16. Exploring educational interventions to facilitate health professional students' professionally safe online presence.

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    Henning, Marcus A; Hawken, Susan; MacDonald, Joanna; McKimm, Judy; Brown, Menna; Moriarty, Helen; Gasquoine, Sue; Chan, Kwong; Hilder, Jo; Wilkinson, Tim

    2017-09-01

    To establish the most effective approach and type of educational intervention for health professional students, to enable them to maintain a professionally safe online presence. This was a qualitative, multinational, multi-institutional, multiprofessional study. Practical considerations (availability of participants) led us to use a combination of focus groups and individual interviews, strengthening our findings by triangulating our method of data collection. The study gathered data from 57 nursing, medical and paramedical students across four sites in three countries (Aotearoa/New Zealand, Australia and Wales). A content analysis was conducted to clarify how and why students used Facebook and what strategies they thought might be useful to ensure professional usage. A series of emergent codes were examined and a thematic analysis undertaken from which key themes were crystallized. The results illuminated the ways in which students use social networking sites (SNS). The three key themes to emerge from the data analysis were negotiating identities, distancing and risks. Students expressed the wish to have material about professional safety on SNS taught to them by authoritative figures to explain "the rules" as well as by peers to assist with practicalities. Our interactive research method demonstrated the transformative capacity of the students working in groups. Our study supports the need for an educational intervention to assist health professional students to navigate SNS safely and in a manner appropriate to their future roles as health professionals. Because health professional students develop their professional identity throughout their training, we suggest that the most appropriate intervention incorporate small group interactive sessions from those in authority, and from peers, combined with group work that facilitates and enhances the students' development of a professional identity.

  17. Evaluating professional development

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    Guskey, Thomas R

    2000-01-01

    This is a practical guide to evaluating professional development programs at five increasing levels of sophistication: participants' reaction to professional development; how much participants learned; evaluating organizational support and change; how participants use their new knowledge and skills; and improvements in student learning.

  18. Why Professional Development Matters

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    Mizell, Hayes

    2010-01-01

    Professional development refers to many types of educational experiences related to an individual's work. Doctors, lawyers, educators, accountants, engineers, and people in a wide variety of professions and businesses participate in professional development to learn and apply new knowledge and skills that will improve their performance on the job.…

  19. In Search of Practitioner-Based Social Capital: A Social Network Analysis Tool for Understanding and Facilitating Teacher Collaboration in a US-Based STEM Professional Development Program

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    Baker-Doyle, Kira J.; Yoon, Susan A.

    2011-01-01

    This paper presents the first in a series of studies on the informal advice networks of a community of teachers in an in-service professional development program. The aim of the research was to use Social Network Analysis as a methodological tool to reveal the social networks developed by the teachers, and to examine whether these networks…

  20. Career Mapping for Professional Development and Succession Planning.

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    Webb, Tammy; Diamond-Wells, Tammy; Jeffs, Debra

    Career mapping facilitates professional development of nurses by education specialists and nurse managers. On the basis of national Nursing Professional Development Scope and Standards, our education and professional development framework supports the organization's professional practice model and provides a foundation for the professional career map. This article describes development, implementation, and evaluation of the professional career map for nurses at a large children's hospital to support achievement of the nursing strategic goals for succession planning and professional development.

  1. Personal professional development

    CSIR Research Space (South Africa)

    Rao, S

    2008-10-01

    Full Text Available Three workshop sessions on personal professional development were held during the Third IUPAP Women in Physics Conference. These were designed to teach participants about planning for career success, "survival skills," negotiation, and ways...

  2. Developing a Professionalism Plan

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    Heather Pautler, PharmD

    2013-01-01

    Full Text Available Professionalism is a way of being which underlies all the responsibilities of a pharmacist and associated general and professional abilities. The Student Affairs Committee was charged with developing a college-wide professionalism plan to meet the Accreditation Council for Pharmacy Education (ACPE Standards 15.1 and 23. This plan was developed concurrently with a new curriculum. The plan was developed systematically with the following goals: 1 create a definition of professionalism, 2 determine outcomes of the plan, 3 identify existing components which should be continued and new components to be added, 4 ensure existing and new components are linked to outcomes and 5 develop a continuous assessment process for the plan. The proposed plan consists of curricular, co-curricular and extra-curricular activities designed to help students gain experience in three professionalism pillars: Competence, Connection and Character, as defined by Brown et al in “Taxonomy of Professionalism”. While knowledge and skills will be enhanced, the focus of development will be on student virtues, values and attitudes—that what they do defines who they are. The goal is to help students develop as people and professionals who value the high ideals expected of a pharmacist.

  3. Supporting Teacher Change Through Online Professional Development

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    Charlotte J. Boling, Ph.D.

    2005-01-01

    Full Text Available This multiple case study examines elementary teachers’ experiences as they participated in the online professional development course, Cognitive Literacy Strategies for the Elementary Classroom. This study explores teacher change and the elements necessary to facilitate the change. Issues concerning content, the change process, the online learning environment, and technology are examined. Findings indicate that online learning is a viable means of providing professional development and facilitating teacher change.

  4. Preservice Teachers' Microblogging: Professional Development via Twitter

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    Carpenter, Jeffrey

    2015-01-01

    Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of teacher education is, however, limited. This paper investigates the use of Twitter by preservice…

  5. Searching for Professional Development

    Science.gov (United States)

    Ashbrook, Peggy

    2010-01-01

    It's an empowering feeling to be in a room full of people who know the lingo of teaching, who understand the demands of teaching young children, and who want to learn more to be able to put best practices in place in their classrooms. Professional development (PD) can put you there and lead to new ways of teaching, deeper understanding of…

  6. Continuing professional development

    NARCIS (Netherlands)

    Collin, K.; Heijden, van der B.I.J.M.; Lewis, P.

    2012-01-01

    Continuing professional development (CPD), when provided formally, is something that is easy to recognize but perhaps rather more difficult to define. Theoretical and empirical controversy surrounds the scope and understanding of the concept. Definition is made more elusive by the different conceptu

  7. Managing Risk in Complex Adult Professional Learning: The Facilitator's Role

    Science.gov (United States)

    Ince, Amanda

    2017-01-01

    This article reports on the recognition and management of risk within the context of an intensive literacy intervention professional development programme, designed to enable expert literacy teachers become teacher-educators. The article suggests a conceptual model for recognising risk within professional learning opportunities and skills for…

  8. The impact of a faculty learning community on professional and personal development: the facilitator training program of the American Academy on Communication in Healthcare.

    Science.gov (United States)

    Chou, Calvin L; Hirschmann, Krista; Fortin, Auguste H; Lichstein, Peter R

    2014-07-01

    Relationship-centered care attends to the entire network of human relationships essential to patient care. Few faculty development programs prepare faculty to teach principles and skills in relationship-centered care. One exception is the Facilitator Training Program (FTP), a 25-year-old training program of the American Academy on Communication in Healthcare. The authors surveyed FTP graduates to determine the efficacy of its curriculum and the most important elements for participants' learning. In 2007, surveys containing quantitative and narrative elements were distributed to 51 FTP graduates. Quantitative data were analyzed using descriptive statistics. The authors analyzed narratives using Burke's dramatistic pentad as a qualitative framework to delineate how interrelated themes interacted in the FTP. Forty-seven respondents (92%) identified two essential acts that happened in the program: an iterative learning process, leading to heightened personal awareness and group facilitation skills; and longevity of learning and effect on career. The structure of the program's learning community provided the scene, and the agents were the participants, who provided support and contributed to mutual success. Methods of developing skills in personal awareness, group facilitation, teaching, and feedback constituted agency. The purpose was to learn skills and to join a community to share common values. The FTP is a learning community that provided faculty with skills in principles of relationship-centered care. Four further features that describe elements of this successful faculty-based learning community are achievement of self-identified goals, distance learning modalities, opportunities to safely discuss workplace issues outside the workplace, and self-renewing membership.

  9. The Art and Science of Leadership in Learning Environments: Facilitating a Professional Learning Community across Districts

    Science.gov (United States)

    Hands, Catherine; Guzar, Katlyn; Rodrigue, Anne

    2015-01-01

    A professional learning community (PLC) is one of the most promising strategies for effecting change in educational practices to improve academic achievement and wellbeing for all students. The PLC facilitator's role in developing and leading blended (online and face-to-face) PLCs with members from Ontario's school districts was examined through a…

  10. Helping Teachers Help Themselves: Professional Development That Makes a Difference

    Science.gov (United States)

    Patton, Kevin; Parker, Melissa; Tannehill, Deborah

    2015-01-01

    For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

  11. Professional Academic Development through Professional Journal Dialogue

    Science.gov (United States)

    Ruth, Damian; Naidoo, Kogi

    2012-01-01

    This paper presents the cooperative analysis by a lecturer and an academic development practitioner of a reflective journal dialogue over the 12 weeks of teaching a postgraduate course. Through a retrospective analysis of the journal the present paper explores the following issues: the framing of an inquiry; the personal-professional nexus; and…

  12. Inquiry identity and science teacher professional development

    Science.gov (United States)

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-06-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

  13. Learning by doing. Training health care professionals to become facilitator of moral case deliberation.

    Science.gov (United States)

    Stolper, Margreet; Molewijk, Bert; Widdershoven, Guy

    2015-03-01

    Moral case deliberation (MCD) is a dialogue among health care professionals about moral issues in practice. A trained facilitator moderates the dialogue, using a conversation method. Often, the facilitator is an ethicist. However, because of the growing interest in MCD and the need to connect MCD to practice, healthcare professionals should also become facilitators themselves. In order to transfer the facilitating expertise to health care professionals, a training program has been developed. This program enables professionals in health care institutions to acquire expertise in dealing with moral questions independent of the expertise of an (external) ethicist. Over the past 10 years, we developed a training program with a specific mix of theory and practice, aiming to foster the right attitude, skills and knowledge of the trainee. The content and the didactics of the training developed in line with the philosophy of MCD: pragmatic hermeneutics, dialogical ethics and Socratic epistemology. Central principles are: 'learning by doing', 'reflection instead of ready made knowledge', and 'dialogue on dialogue'. This paper describes the theoretical background and the didactic content of the current training. Furthermore, we present didactic tools which we developed for stimulating active learning. We also go into lessons we learned in developing the training. Next, we provide some preliminary data from evaluation research of the training program by participants. The discussion highlights crucial aspects of educating professionals to become facilitators of MCD. The paper ends with concluding remarks and a plea for more evaluative evidence of the effectiveness and meaning of this training program for doing MCD in institutions.

  14. Soccer Endurance Development in Professionals

    NARCIS (Netherlands)

    Roescher, C. R.; Elferink-Gemser, M. T.; Huijgen, B. C. H.; Visscher, C.

    2010-01-01

    The development of intermittent endurance capacity, its underlying mechanisms and role in reaching professional level in soccer was investigated. The sample included 130 talented youth soccer players aged 14-18, who became professional (n = 53) or non-professional (n = 77) players in adulthood. In t

  15. Soccer Endurance Development in Professionals

    NARCIS (Netherlands)

    Roescher, C. R.; Elferink-Gemser, M. T.; Huijgen, B. C. H.; Visscher, C.

    The development of intermittent endurance capacity, its underlying mechanisms and role in reaching professional level in soccer was investigated. The sample included 130 talented youth soccer players aged 14-18, who became professional (n = 53) or non-professional (n = 77) players in adulthood. In

  16. Developing professional competence

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2015-01-01

    professional practice. There is too little transfer from the training programs to application in the workplace. Based on Danish research the relation between school and professional work, between scholastic knowledge and practical knowledge, is analyzed. Guideline for a new and more efficient curricula......The purpose of university programs for professionals is to qualify the students to act competently in a subsequent job situation. Practical experiences as well as comprehensive research studies have shown that only a limited part of what is learned during the coursework is applied in the subsequent...

  17. Future focus for professional development.

    Science.gov (United States)

    Roberts, Nicole K; Coplit, Lisa D

    2013-01-01

    Professional development has evolved from individually focused sabbaticals and professional leaves to institutionally focused programs with an interest in developing faculty members' ability to teach in various environments as well as to succeed in the many endeavors they undertake. We address various issues related to professional development in the medical school arena. Professional development in medical school takes place in a context where faculty are stretched to engage in research and service not only for their own sake but also to financially support their institutions. This obligates professional developers to acknowledge and address the environments in which teaching faculty work, and to use approaches to professional development that honor the time and efforts of teaching faculty. These approaches may be brief interventions that make use of principles of education, and may include online offerings. Professional development will be most effective when professional developers acknowledge that most faculty members aspire to excellence in teaching, but they do so in an environment that pushes them to address competing concerns. Offering professional development opportunities that fit within the workplace environment, take little time, and build upon faculty's existing knowledge will assist in enhancing faculty success.

  18. Observation Tools for Professional Development

    Science.gov (United States)

    Malu, Kathleen F.

    2015-01-01

    Professional development of teachers, including English language teachers, empowers them to change in ways that improve teaching and learning (Gall and Acheson 2011; Murray 2010). In their seminal research on staff development--professional development in today's terms--Joyce and Showers (2002) identify key factors that promote teacher change.…

  19. Professional Development: Substance or Fad?

    Science.gov (United States)

    Smith, H. Stuart, Jr.

    1979-01-01

    Discusses three issues that may weaken the professional development movement in higher education: overemphasis on teaching methodology in faculty development, administrative apathy towards the programs, and the lack of a philosophic framework upon which to develop the programs. (AYC)

  20. Designing Professional Development That Works.

    Science.gov (United States)

    Birman, Beatrice F.; Desimone, Laura; Porter, Andrew C.; Garet, Michael S.

    2000-01-01

    By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…

  1. Online Professional Development: A Primer

    Science.gov (United States)

    Bates, Meg S.; Phalen, Lena; Moran, Cheryl

    2016-01-01

    Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and…

  2. The Global Career Development Facilitator Credential: An International Perspective

    Science.gov (United States)

    Furbish, Dale; Neault, Roberta A.; Pickerell, Deirdre

    2009-01-01

    The Global Career Development Facilitator (GCDF) credential was established to provide professional training and standards for individuals working in the career field. GCDF programs are now available in the United States and 10 other countries. The authors highlight the first international GCDF program in New Zealand, new online GCDF training in…

  3. Definition of Professional Development

    Science.gov (United States)

    Learning Forward, 2015

    2015-01-01

    President Obama signed into law the Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act, on December 10, 2015. "Learning Forward's focus in this new law is its improved definition of professional learning," said Stephanie Hirsh, executive director of Learning Forward. "We've long advocated…

  4. Medical students' and facilitators' experiences of an Early Professional Contact course: Active and motivated students, strained facilitators

    Directory of Open Access Journals (Sweden)

    Gunnarsson Ronny

    2008-12-01

    Full Text Available Abstract Background Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences. In 2001, a new "Early Professional Contact" longitudinal strand through term 1–4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators. The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions. Methods Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used. Results Sixty students (70% and 15 facilitators (71% completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining iiration for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students. Conclusion In this project, a new Early

  5. PROFESSIONAL DEVELOPMENT THROUGH TEACHING PORTFOLIO

    Directory of Open Access Journals (Sweden)

    Sri Widayati

    2016-02-01

    Full Text Available This article argues that teachers as professionals should be aware of the importance of profes­sional development since professional development is a key tool that keeps teachers abreast of current issues in education, helps them implement innovation, and refines their practice. Reflective practice, one of which is compiling teaching portfolio, could be the basis for professional development. By as­sembling the teaching portfolio teachers can reflect on their past and plan for their future action. Teach­ing portfolio could be assembled for the purpose of promotion or self assessment.

  6. Towards Constructivist Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    V. J. Pitsoe

    2012-01-01

    Full Text Available Problem statement: In recent years, much has been written about constructivist learning theories and their applications to outcomes-based teaching and learning environments in South Africa. Approach: Little, if any, has been said about the implications of these ideas and practices for teacher professional development and teacher education. The introduction of the National Curriculum Statement (NCS Policy requires teachers to acquire new skills, knowledge, attitudes and values and to employ a wide variety of teaching strategies, in order to enable students to construct their own knowledge. Results: The purpose of this desktop review is to rethink teacher professional development within a constructivist framework. Conclusion: In this article, we argue that teacher professional development can fit the context and, more specifically, in outcomes-based settings, as well as proposed a move away from a mechanistic world-view (modernist and behaviorist approach to a holistic world-view (constructivist and situational or contextual approach of teacher professional development.

  7. Twitter and Physics Professional Development

    Science.gov (United States)

    Nadji, Taoufik

    2016-11-01

    The advent of Twitter® and other social media services of its type ushered in a new era of professional development in education. This article addresses how a group of users have been employing Twitter to conduct professional development sessions that would benefit their participants by advancing their pedagogical approaches to learning and teaching physics. The diversity within this group is something to both note and celebrate because it includes minorities, women, and physics educators the world over.

  8. Continuing Professional Development: Best Practices

    Science.gov (United States)

    Filipe, Helena P.; Silva, Eduardo D.; Stulting, Andries A.; Golnik, Karl C.

    2014-01-01

    Continuing professional development (CPD) involves not only educational activities to enhance medical competence in medical knowledge and skills, but also in management, team building, professionalism, interpersonal communication, technology, teaching, and accountability. This paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as already defined by some professional societies and world organizations, are emphasized as core actions to best enhance an effective lifelong learning after residency. The personal learning plan (PLP) is discussed as the core of a well-structured CPD and we describe how it should be created. Fundamental CPD principles and how they are integrated in the framework of every physician's professional life will be described. The value of systematic and comprehensive CPD documentation and assessment is emphasized. Accreditation requirements and professional relationships with commercial sponsors are discussed. PMID:24791104

  9. How do medical educators design a curriculum that facilitates student learning about professionalism?

    Science.gov (United States)

    Langendyk, Vicki; Mason, Glenn; Wang, Shaoyu

    2016-02-04

    This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine.

  10. A Model of Teacher Professional Development to Support Technology Integration

    Science.gov (United States)

    Ehman, Lee; Bonk, Curt; Yamagata-Lynch, Lisa

    2005-01-01

    The purpose of this paper is to report on the professional development model of Teacher Institute for Curriculum Knowledge about Integration of Technology (TICKIT). This paper will situate the TICKIT model with past findings from professional development research, and provide researchers and practitioners facilitating future programs advice based…

  11. Predictors of Professional Identity Development for Student Affairs Professionals

    Science.gov (United States)

    Pittman, Edward C.; Foubert, John D.

    2016-01-01

    This study examined whether professional involvement, supervision style, and mentoring predicted the professional identity of graduate students and new professionals in student affairs. Results of the study show that all three independent variables predicted the professional identity development of graduate students. Supervision style of a…

  12. Professional Learning in Unlikely Spaces: Social Media and Virtual Communities as Professional Development

    OpenAIRE

    King, Kathleen P.

    2011-01-01

    In this case study, results demonstrate that an individual’s use of social media as professional learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks, social relationships and learning beyond the scope of the individual’s usual experience. Case study method reveals strategies, extent, and impact of learning providing insight into this phe...

  13. Professional mobile application development

    CERN Document Server

    McWherter, Jeff

    2012-01-01

    Create applications for all major smartphone platforms Creating applications for the myriad versions and varieties of mobile phone platforms on the market can be daunting to even the most seasoned developer. This authoritative guide is written in such as way that it takes your existing skills and experience and uses that background as a solid foundation for developing applications that cross over between platforms, thereby freeing you from having to learn a new platform from scratch each time. Concise explanations walk you through the tools and patterns for developing for all the mobile platfo

  14. Professional Sitecore Development

    CERN Document Server

    West, John

    2012-01-01

    The first book on the shelf to cover Sitecore development Sitecore is the leading provider of .NET CMS software and, as such, helps businesses increase revenue and decrease costs. This authoritative guide walks you through the process of creating a Sitecore web site. You'll discover how to handle the initial installation, take a look at the .Net development process, learn how to use the APIs, and finally deploy the site. Using a linear approach, this book guides you through the entire Sitecore process from start to finish. Introduces you to the process of creating a Sitecore web site so you ca

  15. Professional Tizen application development

    CERN Document Server

    Jaygarl, HoJun; Kim, YoonSoo; Choi, Eunyoung; Bradwick, Kevin; Lansdell

    2014-01-01

    Create powerful, marketable applications with Tizen for the smartphone and beyond  Tizen is the only platform designed for multiple device categories that is HTML5-centric and entirely open source. Written by experts in the field, this comprehensive guide includes chapters on both web and native application development, covering subjects such as location and social features, advanced UIs, animations, sensors and multimedia. This book is a comprehensive resource for learning how to develop Tizen web and native applications that are polished, bug-free and ready to sell on a range of smart dev

  16. The Mindful Coach Seven Roles for Facilitating Leader Development

    CERN Document Server

    Silsbee, Doug

    2010-01-01

    Written for executive coaches, teachers, and other development professionals, the book explores the  seven roles or "Voices" that coaches assume while working with a client. The "Voices" are: Master, Partner, Investigator, Reflector, Teacher, Guide and Contractor. Silsbee illuminates the dynamic relationship between these roles, and integrates them in an intelligent roadmap for any coaching conversation. This book offers a helpful resource for internal and external executive coaches as well as leader coaches, consultants, trainers, teachers, and facilitators.

  17. Principal's Perceptions of Effective Professional Development in Schools

    Science.gov (United States)

    Brown, Crystal; Militello, Matthew

    2016-01-01

    Purpose: Principals play a pivotal role in teachers' professional growth, which impacts student outcomes. The purpose of this paper is to understand the perceptions principals have about effective elements of professional development (PD) and the role they play in facilitating the growth of teachers, and how this affects student learning.…

  18. Importance of effective collaboration between health professionals for the facilitation of optimal community diabetes care.

    Science.gov (United States)

    Melville-Smith, Jo; Kendall, Garth E

    2011-01-01

    Diabetes places a significant burden on the individuals concerned, their families and society as a whole. The debilitating sequelae of diabetes can be limited or prevented altogether through strict glycaemic control. Despite the seemingly uncomplicated nature of the disorder, effective management can be elusive, as the impact of having to deal with diabetes on a daily basis can be profound and appropriate professional support is not always readily available. As the roles of general practitioners (GPs) and allied health professionals have evolved, a major issue now facing all is that of developing and maintaining effective collaborative relationships for the facilitation of optimal community diabetes care. Using a simple survey methodology, the present exploratory study investigated the referral patterns of GPs to diabetic educators (DEs) working for a community health service in an Australian town, and reasons for referral and non-referral in order to identify factors that contribute to a sound and sustainable collaborative relationship. The results provide some evidence that GPs and DEs in this town do work collaboratively towards achieving client-centred goals and highlight the need to inform GPs who are new to communities, such as this one, of the available DE services. Most importantly, the study identified that there are many opportunities to strengthen collaboration so as to facilitate optimal community diabetes care. This information is valuable, because there is limited empirical evidence either nationally or internationally about the process of collaboration between health professionals in the management of chronic diseases, such as diabetes.

  19. Synergies between veterinarians and para-professionals in the public and private sectors: organisational and institutional relationships that facilitate the process of privatising animal health services in developing countries.

    Science.gov (United States)

    Woodford, J D

    2004-04-01

    and livestock products. An informal delivery system has gained a foothold in many developing countries in the absence of a well-planned strategy for the privatisation of animal health services. Most governments would now acknowledge that this presents a greater risk than the deployment of well-regulated and effectively supervised para-professionals. This paper explores some of the principal challenges facing policy-makers in their efforts to bridge the transition from full state provision of animal health services to the formation of a partnership with the private sector. Governments and donors need to take active steps to facilitate the process of privatisation of animal health services, especially those targeting the poorer rural subsistence and pastoralist farming systems. This would entail an initial investment in developing the necessary management skills at all levels in the delivery system. Thereafter, further investment would be required to allow the changes to be managed using tools such as the strategic planning cycle. Should sufficient resources be made available to allow the full participation of all stakeholders in the delivery of animal health services, appropriate institutions and effective organisational relationships addressing all the more important issues will have to be identified. The paper then proceeds to describe how different livestock production systems determine the level of demand for animal health services. If these services are to be provided on a financially sustainable basis, they must be tailored to meet actual rather than perceived demand. Identifying an appropriate model for animal health service delivery thus requires careful analysis of the production system to be targeted. Governments and donors can play a useful role in providing resources for this type of study as well as for appropriate market studies, business planning, training and access to soft loans. Finally, as regards regulation, as the law stands today, many activities

  20. Early Childhood Professionals' Experience of Time to Facilitate Children's Thinking

    Science.gov (United States)

    Fumoto, Hiroko; Robson, Sue

    2006-01-01

    This paper reports on the second phase of the Froebel Research Fellowship project "Ownership and Autonomy in Early Childhood" (2003-5). Based on the first phase of the project (Robson and Hargreaves, 2005), a questionnaire survey of 80 professionals working in the Foundation Stage (age 3-5) in England was conducted to obtain an overview…

  1. Effective Professional Development of Teachers: A Guide to Actualizing Inclusive Schooling

    Science.gov (United States)

    Nishimura, Trisha

    2014-01-01

    This article examines how inclusive education activities can be facilitated through coaching as a means of professional development. A review of literature on effective professional development practices is discussed, and a recent study focused on individualized peer coaching is examined.

  2. Impermeable boundaries? Developments in professional and inter-professional practice.

    Science.gov (United States)

    Cameron, Ailsa

    2011-01-01

    The nature of the professional task in welfare services is constantly changing. These changes are not confined to Britain but are widespread across the developed world and include initiatives to develop new professional roles and redesign existing services. Central to these initiatives is an assumption that the professions, and the individual professionals involved, will be willing and able to adapt their professional practice. The challenges inevitably posed by these developments appear to have been played down, particularly in respect of the role played by the boundaries between professions. This article considers the nature of boundaries before exploring these service developments as a means to highlight the issues they raise. The article contends that for these developments to work we need to move beyond the current focus on the role of education, training and regulation which structure professional boundaries to appreciate the 'human and social aspects' of these changes in order to understand how individual professionals perceive and experience the boundaries between professional groups.

  3. Increasing awareness about self and facilitation practice in preparation for transitioning to a new role – the critical reflective process of becoming a certified professional facilitator

    Directory of Open Access Journals (Sweden)

    Pauline Bergin

    2015-11-01

    Full Text Available Background and context: I have been working as a practice developer in the Australian healthcare system for more than 10 years. For the last seven of those I was a lead facilitator for a practice development programme that is being implemented across a large statewide health service. The programme’s purpose is to create person-centred care environments that enable patient and staff empowerment. My role was in a small team that supported facilitators predominantly at local health district and state levels. The intent was to phase out the team over time as capacity increased and local teams gained the required skills and knowledge to continue implementing the programme. During the two-year final transition phase, a strategic plan was implemented to guide the development of systems and capacity that would support the programme once the team had exited. A decision was made to shorten the phasing-out period and during this transition period I found myself facing an unknown and unpredictable future, for the first time in my career promoting something other than my clinical nursing skills. As I transitioned into an independent facilitator role I wanted to consolidate my expertise as a facilitator, to gain further learning in specific areas and to achieve recognition of the facilitation skill set I had honed over time, and which has now become my way of working. Given that my experience was limited to the healthcare context, diverse though it is, I pondered which of my skills would stand me in good stead to enable groups and organisations as an independent professional facilitator and what additional skills I’d need. I was encouraged to become a certified professional facilitator by colleagues who were using process facilitation and person-centredness more broadly. This paper reflects my experience of the preparation, assessment and accreditation process, the feedback I received from my international assessors and how these are influencing my

  4. Professional Android 4 Application Development

    CERN Document Server

    Meier, Reto

    2012-01-01

    Developers, build mobile Android apps using Android 4 The fast-growing popularity of Android smartphones and tablets creates a huge opportunities for developers. If you're an experienced developer, you can start creating robust mobile Android apps right away with this professional guide to Android 4 application development. Written by one of Google's lead Android developer advocates, this practical book walks you through a series of hands-on projects that illustrate the features of the Android SDK. That includes all the new APIs introduced in Android 3 and 4, including building for tablets, u

  5. How Do Pharmacists Construct, Facilitate and Consolidate Their Professional Identity?

    Directory of Open Access Journals (Sweden)

    Patrick Dawodu

    2016-07-01

    Full Text Available The pharmacy profession continues to experience change regarding roles and responsibilities. The supply of medicines still remains a central function, but patient-facing, clinical roles are now becoming more commonplace, where pharmacists use their expert knowledge to maximise patient use of medicines. This transitional state from supplier of medicines to medicines expert raises questions over the contemporary professional identity of pharmacists. This literature-informed commentary highlights the current situation regarding how pharmacists’ identity is formed and reinforced. The authors suggest that the profession needs to be clearer in articulating what pharmacy does, and advocate the need for strong branding that the profession, public and other healthcare practitioners understand.

  6. Unpacking the Roles of the Facilitator in Higher Education Professional Learning Communities

    Science.gov (United States)

    Margalef, Leonor; Pareja Roblin, Natalie

    2016-01-01

    Facilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the…

  7. Unpacking the Roles of the Facilitator in Higher Education Professional Learning Communities

    Science.gov (United States)

    Margalef, Leonor; Pareja Roblin, Natalie

    2016-01-01

    Facilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the…

  8. A Personal, Interpersonal And Professional Leadership (PIPL Model Of Executive Facilitation

    Directory of Open Access Journals (Sweden)

    Derek Verrier

    2005-11-01

    Full Text Available The focus of this article is to present an empirically-based model of Executive Facilitation based on the Personal, Interpersonal and Professional Leadership (PiPL paradigm. PiPL is a holistic, wellness perspective that includes the personal, interpersonal, and professional contexts of one’s life, and considers the anthropological characteristics and certain existential realities that humankind is confronted with. The executive facilitation model is based upon the current PiPL theoretical framework, emerging streams of organisational theory, the work of classic management gurus, typical problems of executives, and various current executive facilitation models.

  9. K-12 Teacher Professional Development

    Science.gov (United States)

    Hemenway, Mary Kay

    2013-06-01

    For many school subjects, teachers enlist in professional development activities to fulfill certification requirements to update themselves on recent developments in their field. For astronomy, in addition to certification, many teachers need to acquire basic knowledge and skills since their background is often deficient. Thus, a main goal of professional development workshops is to enhance the knowledge base of the participants. But their needs go beyond what can be acquired in a book or lecture. In response to guidelines of the National Science Education Standards (1996), the participants should actively investigate phenomena and interpret results, be introduced to resources that expand their knowledge, build on their current understanding, and incorporate reflection on the process and outcomes of understanding science through inquiry. Examples of how these elements are incorporated into workshops that emphasize activities and teacher-to-teacher interaction over lecture are offered in this presentation. Setting realistic goals for workshops of different lengths (from one day to one month) and evaluating the results are also components of teacher professional development.

  10. Neophyte facilitator experiences of interprofessional education: implications for faculty development.

    Science.gov (United States)

    Egan-Lee, Eileen; Baker, Lindsay; Tobin, Stasey; Hollenberg, Elisa; Dematteo, Dale; Reeves, Scott

    2011-09-01

    The facilitation of learners from different professional groups requires a range of interprofessional knowledge and skills (e.g. an understanding of possible sources of tension between professions) in addition to those that are more generic, such as how to manage a small group of learners. The development and delivery of interprofessional education (IPE) programs tends to rely on a small cohort of facilitators who have typically gained expertise through 'hands-on' involvement in facilitating IPE and through mentorship from more experienced colleagues. To avoid burn-out and to meet a growing demand for IPE, a larger number of facilitators are needed. However, empirical evidence regarding effective approaches to prepare for this type of work is limited. This article draws on data from a multiple case study of four IPE programs based in an urban setting in North America with a sample of neophyte facilitators and provides insight into their perceptions and experiences in preparing for and delivering IPE. Forty-one semi-structured interviews were conducted before (n = 20) and after (n = 21) program delivery with 21 facilitators. Findings indicated that despite participating in a three-fold faculty development strategy designed to support them in their IPE facilitation work, many felt unprepared and continued to have a poor conceptual understanding of core IPE and interprofessional collaboration principles, resulting in problematic implications (e.g. 'missed teachable moments') within their IPE programs. Findings from this study are discussed in relation to the IPE, faculty development and wider educational literature before implications are offered for the future delivery of interprofessional faculty development activities.

  11. Measuring Professional Identity Development among Counselor Trainees

    Science.gov (United States)

    Prosek, Elizabeth A.; Hurt, Kara M.

    2014-01-01

    This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No…

  12. Professional Learning in Unlikely Spaces: Social Media and Virtual Communities as Professional Development

    Directory of Open Access Journals (Sweden)

    Kathleen P. King

    2011-12-01

    Full Text Available In this case study, results demonstrate that an individual’s use of social media as professional learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks, social relationships and learning beyond the scope of the individual’s usual experience. Case study method reveals strategies, extent, and impact of learning providing insight into this phenomenon. The significance of the research includes purposefully facilitating professional learning through informal learning contexts, including social media and online communities beyond technology-centric fields. Discussion and recommendations include using social media and virtual communities as instructional strategies for graduate studies and continued learning beyond formal education.

  13. professional development through informal learning' : workshop

    NARCIS (Netherlands)

    Kools, Quinta

    2013-01-01

    professional development through informal learning In planning professional development for teachers or teacher educators, very often a formal course or training is offered. There is a lack of attention for the fact that a lot of professional development takes place at work through so-called workpl

  14. Teacher Professional Development in "Teaching and Teacher Education" over Ten Years

    Science.gov (United States)

    Avalos, Beatrice

    2011-01-01

    A review of publications in "Teaching and Teacher Education" over ten years (2000-2010) on teacher professional development is the subject of the paper. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues…

  15. Teacher's Professional Development from Vygotskian Optique

    Directory of Open Access Journals (Sweden)

    Karim Shabani

    2012-07-01

    Full Text Available Vygotsky's concept of ZPD (Zone of Proximal Development has been recently applied to the context of language teacher education by a number of researchers (e.g. Ohta, 2005; Singh & Richards, 2006; Nassaji & Cumming, 2000. Besides Vygotsky's notion of ZPD, this paper relies on two associated theories from outside the TESOL discipline namely; Valsiner's (1997 Zone theory and Blanton, Westbrook and Carter’s (2008illusionary zone (IZto  provide a broad picture of the most influential variables facilitating or constraining teacher's professional development or, as specifically defined here, his ZPD progression. Several excerpts in the form of teacher comments taken from different qualitative studies in the related literature are given to lay evidence for the effect, if any, of the raised variables. Finally, the paper concludes with some practical tips for the pre/in-service language teachers as to how to keep their evolving ZPD dynamic in their long-life language teaching profession.

  16. Open online spaces of professional learning:Context, personalisation and facilitation

    OpenAIRE

    Evans, Peter

    2015-01-01

    This article explores professional learning through online discussion events as sites of communities of learning. The rise of distributed work places and networked labour coincides with a privileging of individualised professional learning. Alongside this focus on the individual has been a growth in informal online learning communities and networks for professional learning and professional identity development. An example of these learning communities can be seen in the synchronous discussio...

  17. Reality based scenarios facilitate knowledge network development.

    Science.gov (United States)

    Manning, J; Broughton, V; McConnell, E A

    1995-03-01

    The challenge in nursing education is to create a learning environment that enables students to learn new knowledge, access previously acquired information from a variety of disciplines, and apply this newly constructed knowledge to the complex and constantly changing world of practice. Faculty at the University of South Australia, School of Nursing, City Campus describe the use of reality based scenarios to acquire domain-specific knowledge and develop well connected associative knowledge networks, both of which facilitate theory based practice and the student's transition to the role of registered nurse.

  18. Develop a Professional Learning Plan

    Science.gov (United States)

    Journal of Staff Development, 2013

    2013-01-01

    A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…

  19. Facilitating values awareness through the education of health professionals: Can web based decision making technology help?

    Science.gov (United States)

    Godbold, Rosemary; Lees, Amanda

    2016-03-01

    Recent events in the health care landscape have focused nursing's collective mind on the role of values in health care delivery. For example, in England, the government has issued a mandate to health educators that places primacy on developing a workforce who prioritise and implement the core values of the National Health Service. In the current environment in which 'values' have become common currency, this paper begins by asking what values are, arguing for greater understanding and recognition of their intrinsic role in driving decisions. It then reports on research carried out in New Zealand exploring the potential of the Values Exchange web based educational technology to promote and facilitate a values aware health workforce. Qualitative thematic analysis from a cohort of pre-registration health professionals revealed new understandings about values through the facilitation of deeper, multi-layered thinking. The unique online space provided a safe pre-registration environment for deliberating complex cases, with students readily identifying advantages for future practice and patients. For lasting and meaningful change to occur, a fundamental shift is required in our understanding of values and how they ultimately impact on the way we individually and collectively deliver care to our patients. The Values Exchange may offer a contemporary and timely vehicle for achieving these goals.

  20. Professional Development Schools: Riding the Roller Coaster of Change.

    Science.gov (United States)

    Kochan, Frances K.

    1999-01-01

    Presents the Professional Development School (PDS) experiences of a participant who was both a school principal and the director/superintendent of a university laboratory school at the beginning, and who is now an Associate Professor and the director of an institute where she facilitates the creation of PDS relationships. (SM)

  1. CLASS Reliability Training as Professional Development for Preschool Teachers

    Science.gov (United States)

    Casbergue, Renée M.; Bedford, April Whatley; Burstein, Karen

    2014-01-01

    Use of the Classroom Assessment Scoring System (CLASS) is increasing across the United States as an important indicator of the quality of programs for young children. Professional development is required to facilitate teachers' understanding of the instructional behaviors upon which they will be judged. This study investigated the use of the…

  2. Distance Learning for Teacher Professional Development in Statistics Education

    Science.gov (United States)

    Meletiou-Mavrotheris, Maria; Mavrotheris, Efstathios; Paparistodemou, Efi

    2011-01-01

    We provide an overview of "EarlyStatistics," an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of…

  3. OPPORTUNITIES FOR HUMAN RESOURCES DEVELOPMENT BY PROFESSIONAL INTEGRATION / REINTEGRATION

    Directory of Open Access Journals (Sweden)

    LAVINIA ELISABETA POPP

    2012-01-01

    Full Text Available The present paper presents some opportunities for the development of human resources by means of professional insertion / reinsertion. It is about an intervention project, more precisely the establishment of a Centre for Career Counselling and Professional Requalification (CORP within the University “Eftimie Murgu” of Reşita. The objective was the promotion of an inclusive society able to facilitate the access and integration on the labour market of the young unemployed. By its activities, the project forwards an inclusive model of social inclusion of the professionally inactive young people through individualised programmes of qualification - requalification, support and professional counselling. By its results the project contributed to the stimulation of the participation of young unemployed persons to the social, economic and educational life, the consideration of the importance of the role played by education and professional training among the youth.

  4. Applying Intersubjectivity for Professional Development

    Directory of Open Access Journals (Sweden)

    Uvaldina Montoya Janecek

    2016-03-01

    Full Text Available This is an intersubjective review of Loewen, G. V. (2012. Hermeneutic Pedagogy: Teaching and learning as dialogue and interpretation. Alcoa, TN, USA. Old Moon Academic Press. The four authors of the review used a reflective-reflexive, dialogic process to interpret and analyze Loewen’s text. Their review is presented in a dialogue format that resulted after analyzing a much longer set of narrative data.[1][1] Editorial Note: This is a very unusual review! There are four points of interest that make this review an interesting read. The first one concerns the subject of the review: the book on hermeneutics. The second point is the form of the review: it is dialogue between the authors presented in its development. The third point of interest is the personal nature of the contents: the authors masterly show how their work on the review of the book penetrates their lives thus showing the real life with its changes, happiness, sadness, struggles and tribulations. The last point of interest that makes this review worth to be read  is the pioneering character of the work behind this review. Glenda Moss used this review as a tool for professional development for the colleagues in her department. In my humble opinion, this review is the result of the very courageous, pioneering and inspirational work! (Mikhail Gradovski

  5. Navy Medicine Professional Development Center (NMPDC)

    Science.gov (United States)

    2012-07-15

    July 15, 2012 1 Navy Medicine Professional Development Center (NMPDC) Mission: Vision: Global leaders in health education and...COVERED 00-00-2012 to 00-00-2012 4. TITLE AND SUBTITLE Navy Medicine Professional Development Center (NMPDC) 5a. CONTRACT NUMBER 5b. GRANT...education • Scholarly research • Leadership and professional development courses Note: Hyperlinks provided throughout brief to more detailed

  6. Discourse analysis and personal/professional development

    Energy Technology Data Exchange (ETDEWEB)

    Boyes, C. E-mail: c.boyes@yorksj.ac.uk

    2004-05-01

    The article discusses discourse analysis and its relevance to personal and professional development, drawing on elements of social theory. Related terms such as text, discourse and genre are defined and social theoretical implications explored. Practical application of discourse analysis to CPD is illustrated. A case is developed for understanding contemporary practice and the construction of personal and professional identity through discourse. Understanding discourse is presented as an enabling structure for personal and professional development.

  7. Presentatie: Professional development of university teachers

    NARCIS (Netherlands)

    Ebrecht, Diny

    2012-01-01

    Ebrecht, D. (2012, 4 juni). Professional development of university teachers. Presentatie bijeenkomst UOC-vertegenwoordigers in het kader van Erasmusuitwisseling, Heerlen, Nederland: Open Universiteit, L&C.

  8. "Stepping Up": A Focus on Facilitator Development

    Science.gov (United States)

    Kostouros, Patricia; Warthe, D. Gaye; Carter-Snell, Catherine; Burnett, Che

    2016-01-01

    This article examines the impact on peer facilitators in "Stepping Up," a dating violence prevention program at a Canadian university. A focus group held eight months following the delivery of the program determined the personal impact of involvement in the program. Results indicate that peer facilitators experienced personal growth as…

  9. The Professional Development of Teachers in Malta.

    Science.gov (United States)

    Bezzina, Christopher; Camilleri, Antoinette

    2001-01-01

    Presents micro and macro approaches to professional development in Malta, which depend on teacher personal initiatives and the education system, outlining the historical context of faculty development in Malta; examining central issues, challenges, and approaches; emphasizing the need to establish a culture where professional development is…

  10. Contribution of Professional Development to Standards Implementation

    Science.gov (United States)

    Klieger, Aviva; Yakobovitch, Anat

    2012-01-01

    Teachers' professional development is a key to any educational change and is critical when leading and assimilating change, such as introducing standards into classrooms. A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated…

  11. Peer Coaching: Professional Development for Experienced Faculty

    Science.gov (United States)

    Huston, Therese; Weaver, Carol L.

    2008-01-01

    The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced…

  12. Continuous professional development for GPs

    DEFF Research Database (Denmark)

    Kjaer, N K; Steenstrup, A P; Pedersen, L B

    2014-01-01

    randomly chosen Danish GPs. RESULTS: Focus groups: CPD activities are chosen based on personal needs analysis, and in order to be professionally updated, to meet engaged colleagues and to prevent burnout. GPs also attend CPD to assess their own pre-existing level of competence. CPD activities need...... by topics strengthening their professional capacity and preventing burnout. There would seem to be no need for a mandatory system....

  13. Professional development for primary science teaching in Thailand: Knowledge, orientations, and practices of professional developers and professional development participants

    Science.gov (United States)

    Musikul, Kusalin

    The purpose of this study was to examine an entire PD project as a case to understand the dynamic nature of science PD in a holistic manner. I used a pedagogical content knowledge model by Magnusson, Krajcik, and Borko (1999) as my theoretical framework in examining the professional developers' and teacher participants' knowledge, orientation, and practice for professional development and elementary science teaching. The case study is my research tradition; I used grounded theory for data analysis. The primary data sources were interview, card sort activity, and observation field notes collected during the PD and subsequently in teacher participants' classrooms. Secondary data sources were documents and artifacts that I collected from the professional developers and teachers. An analysis of the data led me to interpret the following findings: (a) the professional developers displayed multiple orientations. These orientations included activity-driven, didactic, discovery, and pedagogy-driven orientations. The orientations that were found among the professional developers deviated from the reformed Thai Science Education Standards; (b) the professional developers had limited PCK for PD, which were knowledge of teachers' learning, knowledge of PD strategies, knowledge of PD curriculum, and knowledge of assessment.; (c) the professional developers' knowledge and orientations influenced their decisions in selecting PD activities and teaching approaches; (d) their orientations and PCK as well as the time factor influenced the design and implementation of the professional development; (e) the elementary teachers displayed didactic, activity-driven, and academic rigor orientations. The orientations that the teachers displayed deviated from the reformed Thai Science Education Standards; and (f) the elementary teachers exhibited limited PCK. It is evident that the limitation of one type of knowledge resulted in an ineffective use of other components of PCK. This study

  14. Barriers and facilitators to diabetes self-management: perspectives of older community dwellers and health professionals in China.

    Science.gov (United States)

    Shen, Huixia; Edwards, Helen; Courtney, Mary; McDowell, Jan; Wei, Juan

    2013-12-01

    Little is known about self-management among people with Type 2 diabetes living in mainland China. Understanding the experiences of this target population is needed to provide socioculturally relevant education to effectively promote self-management. The aim of this study was to explore perceived barriers and facilitators to diabetes self-management for both older community dwellers and health professionals in China. Four focus groups, two for older people with diabetes and two for health professionals, were conducted. All participants were purposively sampled from two communities in Shanghai, China. Six barriers were identified: overdependence on but dislike of western medicine, family role expectations, cuisine culture, lack of trustworthy information sources, deficits in communication between clients and health professionals, and restriction of reimbursement regulations. Facilitators included family and peer support, good relationships with health professionals, simple and practical instruction and a favourable community environment. The findings provide valuable information for diabetes self-management intervention development in China, and have implications for programmes tailored to populations in similar sociocultural circumstances.

  15. Virtual Professional Learning Communities: Teachers' Perceptions of Virtual Versus Face-to-Face Professional Development

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.

    2013-06-01

    Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in changing practice. Barriers to the implementation of PLCs include lack of shared meeting time and a shortage of teachers who share the same subject areas or common goals and interests. Convening teachers from multiple districts can alleviate this problem, but teachers are reluctant to travel for meetings due to time and cost restraints. Video-conferencing software offers a solution to these barriers while serving to foster the sense of community needed for PLCs to be effective. The researchers describe the use of Virtual PLCs in which two groups of teachers met monthly for one school year to collaboratively analyze evidence collected as part of their teacher inquiry plans. With help from a facilitator, these groups developed a relationship similar to other groups meeting face-to-face as part of the same professional development program. Analysis of the reflections of teacher-participants and facilitators revealed that teachers prefer face-to-face meetings, but that the virtual and face-to-face meetings provided teachers with similar social interactions in the PLC experience. The findings suggest that teachers perceive videoconferencing as an effective tool for facilitating PLCs when distance and time are practical barriers to face-to-face meetings. Practical considerations for developing and facilitating virtual PLCs are also discussed.

  16. Toward Understanding Business Student Professional Development Engagement

    Science.gov (United States)

    Blau, Gary; Blessley, Misty; Kunkle, Matthew; Schirmer, Michael; Regan, Laureen

    2017-01-01

    Professional development engagement (PDE) is defined as the level of perceived undergraduate engagement in professional development activities. An 11-item measure of PDE exhibited a good reliability. Using a complete data sample of 467 graduating business undergraduates, four variable sets (student background or precollege variables,…

  17. The Makerspace Experience and Teacher Professional Development

    Science.gov (United States)

    Paganelli, Andrea; Cribbs, Jennifer D.; Huang, Xiaoxia; Pereira, Nielsen; Huss, Jeanine; Chandler, Wanda; Paganelli, Anthony

    2017-01-01

    This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience. The data were gathered in the course of a professional development opportunity at a university during a conference held on campus. The researchers wanted to select an innovative…

  18. Effective Professional Development for Technology Teachers.

    Science.gov (United States)

    Bybee, Rodger W.

    2001-01-01

    Effective professional development has the learning of all students at its core, focuses on expert and unique knowledge, recognizes that principles for improving student learning also guide professional learning, acknowledges learners' current understanding, and aligns with system-based changes. (JOW)

  19. The Development of Competent Marketing Professionals

    Science.gov (United States)

    Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan

    2009-01-01

    The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14…

  20. The Career Development Facilitator Project: Then and Now

    Science.gov (United States)

    Hoppin, Judith M.; Splete, Howard H.

    2013-01-01

    The National Career Development Association (NCDA) has consistently been involved in the professional training of individuals who provide career development services for youth and adults. It has provided outstanding leadership in the field of career development. NCDA's impact on the training of professionals and paraprofessionals working in the…

  1. Professional development through attending conferences: reflections of a health librarian.

    Science.gov (United States)

    Jenkins, Ruth

    2015-06-01

    In this article, guest writer Ruth Jenkins from Berkshire Heathcare Foundation Trust reflects on two conferences she attended in 2014, LILAC and SLA. Through the process of reflection, she considers the benefits that attending conferences can have to library and information professionals in the health sector. In particular, she discusses the opportunities and areas for learning and professional development that conferences can offer including evidence-based practice and current awareness, gaining new knowledge and objectivity, and networking and the unexpected benefits of conferences. Ruth also offers some practical hints and tips on ways to facilitate your attendance at conferences, including through awards and funding. H.S.

  2. English Language Teachers’ Professional Development and Identities

    Directory of Open Access Journals (Sweden)

    Alberto Mora

    2014-04-01

    Full Text Available This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use of a series of three interviews and other qualitative data collection methods, the article demonstrates the intimate and intricate connection between teachers’ identities and their professional development. Education implications for policy makers and practitioners are discussed.

  3. Facilitating the initiation of the physician's professional identity: Cornell's urban semester program.

    Science.gov (United States)

    Goldstein, Peter A; Storey-Johnson, Carol; Beck, Sam

    2014-12-01

    Calling for major reform in medical education, the Carnegie Institute report 'Educating Physicians' espoused the importance of assisting student trainees in forming their professional identities. Here, we consider the question: At what educational stage should future physicians begin this process? The literature suggests that the process begins when students matriculate in medical school; we posit, however, that premedical students can begin their proto-professional development as college undergraduates. We describe here the pedagogy of Cornell University's urban semester program (USP), which enables college students to participate in shadowing experiences as part of an integrated structured study programme. USP students report improved communicative competency, changes in their perceptions and attitudes toward medical practice, and powerful influences on their personal and professional development upon completion of the programme. We suggest the solution to the question of 'When and under what conditions should shadowing take place?' is to utilize a structure that combines the exposure of college students to the professional environment with a didactic and self-reflective curriculum, thereby supporting students in their early professional development. We conclude that educational efforts aimed at developing professional identity and behaviour can begin before students enter medical school.

  4. DEVELOPMENT OF PROFESSIONAL STANDARDS AND CERTIFICATION SYSTEM

    Directory of Open Access Journals (Sweden)

    Ilya I. Rodin

    2014-01-01

    Full Text Available In article process of development of professional standards, and also systems ofcertification and an assessment of qualification of shots is described. Requirements of modern business in the Russian Federation to shots are described. Research of developed and introduced professional standards in separate branchesof national economy is conducted. Also interaction business of communities and executive authorities in the course of development and deployment of professionalstandards and system of certifi cation of shots is described.

  5. Mediating Artifact in Teacher Professional Development

    Science.gov (United States)

    Svendsen, Bodil

    2015-07-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers' perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts. The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.

  6. Continuing Professional Development Build on Industry-Academia Partnerships

    DEFF Research Database (Denmark)

    Fink, Flemming K.

    2007-01-01

    A challenge for university - industry partnerships is to combine productive engineering and academic learning, to combine industrial engineering tasks with their tasks in Continuing Professional Development (CPD). The rather new methodology Facilitated Work Based Learning (FWBL) can be defined as...... of engineers as an integrated part of their problem oriented team organised engineering work. This presentation will describe the definition of the FWBL methodology, the FWBL Learning Contract, the FWBL process and discuss some results....

  7. LGBT Trainee and Health Professional Perspectives on Academic Careers--Facilitators and Challenges.

    Science.gov (United States)

    Sánchez, Nelson F; Rankin, Susan; Callahan, Edward; Ng, Henry; Holaday, Louisa; McIntosh, Kadian; Poll-Hunter, Norma; Sánchez, John Paul

    2015-12-01

    Diversity efforts in the academic medicine workforce have often neglected the identification and inclusion of lesbian, gay, bisexual, and transgender (LGBT) health professionals. Many of these professionals have served as educators, researchers, administrators, and leaders at their academic institutions, but their perspectives on the barriers to and facilitators of pursuing academic careers, as well as the perspectives of trainees, have not been explored. We applied a purposeful convenience sampling strategy to collect quantitative and qualitative data among LGBT health care professionals (HCP) and trainees. The authors identified trends in data using bivariate analyses and consensual qualitative research methods. We analyzed data from 252 surveys completed by HCPs and trainees and a subset of 41 individuals participated in 8 focus groups. Among survey participants, 100% identified as lesbian, gay, and bisexual (LGB) or queer; 4.5% identified along the trans-spectrum; 31.2% identified as a racial or ethnic minority; 34.1% identified as faculty; and 27.4% as trainees. Eighty-one percent of trainees were interested in academia and 47% of HCPs held faculty appointments. Overall, 79.4% were involved in LGBT-related educational, research, service, or clinical activities. Facilitators of academic careers included engagement in scholarly activities, mentorship, LGBT-specific networking opportunities, personal desire to be visible, campus opportunities for involvement in LGBT activities, and campus climate inclusive of LGBT people. Barriers included poor recognition of LGBT scholarship, a paucity of concordant mentors or LGBT networking opportunities, and hostile or non-inclusive institutional climates. LGBT trainees and HCPs contribute significantly to services, programs, and scholarship focused on LGBT communities. LGBT individuals report a desire for a workplace environment that encourages and supports diversity across sexual orientation and gender identities

  8. How outpatient palliative care teleconsultation facilitates empathic patient-professional relationships: a qualitative study.

    Directory of Open Access Journals (Sweden)

    Jelle van Gurp

    Full Text Available The problems and needs of advanced cancer patients and proxies normally increase as the disease progresses. Home-based advanced cancer patients and their proxies benefit from collaborations between primary care physicians and hospital-based palliative care specialists when confronted with complex problems in the last phase of life. Telemedicine might facilitate direct, patient-centered communication between patients and proxies, primary care physicians, and specialist palliative care teams (SPCTs. This study focuses on the impact of teleconsultation technologies on the relationships between home-based palliative care patients and hospital-based palliative care specialists.This work consists of a qualitative study among patients, family members, and caregivers that utilizes long-term direct observations, semi-structured interviews, and open interviews following the observations.The analysis of the empirical data resulted in three key concepts that describe the impact of teleconsultation on the patient-professional relationship in palliative homecare: transcending the institutional walls of home and hospital; transparency of teleconsultation technology; and technologized, intimate patient-professional relationships. Teleconsultation offers (1 condensed encounters between home-based palliative care patients and distant professionals, (2 a unique insight into the patients' daily lives for palliative care specialists, and (3 long-term interaction that results in trustful relationships and experiences of intimacy and relief.Teleconsultation fits the practice of home-based palliative care. Teleconsultation can, if well applied, facilitate computer-mediated but empathic patient-palliative care specialist relationships, which enable professional care attuned to the patient's context as well as patient involvement. This article proposes a teleconsultation implementation guide for optimal use of teleconsultation in daily palliative care practice.

  9. Professional Skills Acquisition and Human Capital Development ...

    African Journals Online (AJOL)

    Makerere Journal of Higher Education ... profession were not exposed to comprehensive induction programmes; the strategies used for professional development were limited; and new entrants into teaching were disposed towards mentoring.

  10. Designing open learning environments for professional development

    NARCIS (Netherlands)

    Sloep, Peter

    2011-01-01

    Sloep, P. B. (2011). Designing open learning environments for professional development. Presentation at the FP7 Handover Project Meeting. April, 9, 2011, Amsterdam, The Netherlands: Open University in the Netherlands.

  11. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

    Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation at a NeLLL seminar with Etienne Wenger held at the Open Universiteit Nederland. September, 10, 2009, Heerlen, The Netherlands.

  12. Designing open learning environments for professional development

    NARCIS (Netherlands)

    Sloep, Peter

    2011-01-01

    Sloep, P. B. (2011). Designing open learning environments for professional development. Presentation at the FP7 Handover Project Meeting. April, 9, 2011, Amsterdam, The Netherlands: Open University in the Netherlands.

  13. Learning community and teachers professional development

    OpenAIRE

    Škodnik, Ana Mari

    2017-01-01

    We live in a time of many social, economic and technological changes, there is a variety of new novelties, various introduction of innovations. All this is reflected in the schools which requires changes both in the teaching of teachers and in their own learning and professional development. The learning organization represents a good response to the demands of teacher continuing learning, as it is the basis for promoting professional development and thus quality teaching of teachers. School...

  14. English language teachers’ professional development and identities

    OpenAIRE

    2014-01-01

    This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use of a series of three interviews and other qualitative data collection methods, the article demonstrates the intimate and intricate connection betwee...

  15. Goal conflict, goal facilitation, and health professionals' provision of physical activity advice in primary care: An exploratory prospective study

    OpenAIRE

    Campbell Neil C; Francis Jill J; Presseau Justin; Sniehotta Falko F

    2011-01-01

    Abstract Background The theory of planned behaviour has well-evidenced utility in predicting health professional behaviour, but focuses on a single behaviour isolated from the numerous potentially conflicting and facilitating goal-directed behaviours performed alongside. Goal conflict and goal facilitation may influence whether health professionals engage in guideline-recommended behaviours, and may supplement the predictive power of the theory of planned behaviour. We hypothesised that goal ...

  16. Novice Music Teachers Learning to Improvise in an Improvisation Professional Development Workshop

    Science.gov (United States)

    Filsinger, Mark H.

    2013-01-01

    With the intent of improving music improvisation pedagogy, the purpose of this research was to examine experiences of six novice music teachers and a professional development facilitator in an eight-week Improvisation Professional Development Workshop (IPDW). The research questions were: 1. How do teachers learn to improvise within the context of…

  17. Clinical facilitator learning and development needs: exploring the why, what and how.

    Science.gov (United States)

    Andrews, Christine E; Ford, Karen

    2013-09-01

    This study explores the practice experiences of clinical facilitators providing a voice for nurses undertaking the role, a group who up until now has been silent. Seven clinical facilitators from acute care areas within Tasmania participated in the interpretive and participatory study. Three core aspects of clinical facilitation identified were the why, what and how of facilitation. The study identified why nurses became clinical facilitators, what their experiences involved - both positive and negative; and enabled exploration as to how the role could be better supported in the future, through addressing ongoing professional development learning needs. Results of this study have provided in depth insight into the world of the clinical facilitator. The importance of key strategies to implement ongoing professional development through mentorship, provision of feedback and the development of communities of practice are seen as imperative to ensure the role of clinical facilitator reaches its full potential to bridge the gap between theory and practice experienced by undergraduates during clinical placements. Such strategies will help ensure quality clinical placements for undergraduate nursing students.

  18. Communities of Practice: Professional Development Through Fostering Connections

    Science.gov (United States)

    Ali, N. A.; Raftery, C.; Shackleford, R.; Nelson, A.; Turney, D.

    2015-11-01

    A community of practice is a group of people informally bound together by shared expertise and passion for a joint enterprise. Through facilitated discussion, we will share best practices and research about communities of practice, and explore how they evolve as they grow. The target audience for this Special Interest Group session is Education and Public Outreach professionals who are interested in using communities of practice as a way to support the professional development of their audiences. This session will be of interest to people who want to learn more about communities of practice as well as those who are currently coordinating similar efforts. Participants will have the opportunity to share their challenges and success, as well as gain new ideas for the planning, implementation, and expansion of efforts. This session will be facilitated by the coordinators of NASA's SMD Heliophysics EPO Forum online community of practice for middle and high school science teachers.

  19. Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

    Directory of Open Access Journals (Sweden)

    Akhtarieva R.F.

    2015-11-01

    Full Text Available A teaching position involves professional activities in keeping with professional standards, as well as competences and knowledge necessary for it. Development of a basic professional educational program improves teacher training to make it more practice-oriented, so the ability of the future teacher to act according to the professional standard becomes basic educational result. The article describes the features of our basic professional educational program for teaching training, developed according to professional standards and peculiarities of professional activity. The basic professional program consists of modules developed in the light of idea of “eventness” when Incoming or Outcoming Event means the level of ability to professional performance.

  20. Enabling professionals to change practices aimed at tackling social inequality through professional development

    DEFF Research Database (Denmark)

    Jensen, Bente; Brandi, Ulrik

    2017-01-01

    Research has shown the potential for early childhood education and care (ECEC) in making a difference for all children. However, research also highlights how hard overcoming the ‘gaps’ between children from differing social backgrounds still is. The overall aim of this article is to examine the i...... inequality. The study emphasises that practices are enhanced through professional development that makes sense for participants, is organised in communities of practices (CoP) and communities of innovation (CoI), and is facilitated and integrated in entire ECEC systems......Research has shown the potential for early childhood education and care (ECEC) in making a difference for all children. However, research also highlights how hard overcoming the ‘gaps’ between children from differing social backgrounds still is. The overall aim of this article is to examine...... the impact of a professional development programme on changing practices that can address social inequality in ECEC. The article explores how a professional development programme, VIDA, can contribute to enabling professionals in enhancing the change potentials in ECEC, with a view to enhancing the learning...

  1. Facilitation as a management discipline to support organizational development processes

    DEFF Research Database (Denmark)

    Møller, Laura; Goduscheit, René Chester

    2015-01-01

    Private and public organisations conduct an ever increasing number of Development workshops, and the focus on effective meetings and structured development processes is significant. On the basis of a literature review, this article elucidates the concept of facilitation and demonstrates how...... for facilitation and ensuring backing for the work required. Preparation of the processes is a main focus of the literature in the field, and several studies stress the advantages of using a model to structure the preparation and execution of the process. Facilitation per se and serving as a facilitator both...

  2. Facilitation as a management discipline to support organizational development processes

    DEFF Research Database (Denmark)

    Møller, Laura; Goduscheit, René Chester

    2015-01-01

    Private and public organisations conduct an ever increasing number of Development workshops, and the focus on effective meetings and structured development processes is significant. On the basis of a literature review, this article elucidates the concept of facilitation and demonstrates how...... for facilitation and ensuring backing for the work required. Preparation of the processes is a main focus of the literature in the field, and several studies stress the advantages of using a model to structure the preparation and execution of the process. Facilitation per se and serving as a facilitator both...

  3. New Directions In Professional Development

    Directory of Open Access Journals (Sweden)

    Rebecca Novick

    1996-08-01

    Full Text Available There is increasing recognition that school reform and staff development are integrally related. Yet, despite a rich literature on adult learning and human development which supports teachers' need for a wide array of opportunities to construct their own understandings and theories in a collaborative setting, top down mandates have frequently left teachers out of the reform process. It is argued here that effective staff development should be tied directly to the daily life of classroom and grounded in the questions and concerns of teachers. Both a theory of pedagogy that advocates teaching for understanding and learning as understanding and a model of staff development based on practical knowledge enriched by critical reflection are discussed.

  4. Medical professionalism development of oliver R. Avison.

    Science.gov (United States)

    Ryue, Sook-Hee; Yang, Eun Bae

    2009-06-01

    How does professionalism develop while becoming a great doctor? This study based on the life of Avison, a great doctor, aims to identify the developmental features of an excellence and professionally ethical doctor. We chose Oliver R. Avison, who founded the first modern hospital and medical school in Korea, now known as Severance Hospital and Yonsei University College of Medicine. Sixteen pivotal events in Avison's life were extracted, based on 2 standards: self-memory and strong feeling. Further we analyzed Avison' life using a professional development analysis model. Oliver Avison's medical professionalism development was divided into 4 periods: 'Motivating in Medicine period', 'Medical Training period', 'Medical Doctor period', and 'Medical Educating period'. A hallmark of Oliver Avison's medical professionalism development was the growth of motivation and social responsibility, medical knowledge, medical creativity, intra-personal intelligence, and relationship forming abilities. To excel in medicine, a medical student should be encouraged to understand his unique intellectual potentials and interest as a medical worker, and try to understand problems in the established domain and field of medicine, to develop new medical symbol systems, and climates.

  5. Union Contracts and Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Paul V. Bredeson

    2001-07-01

    Full Text Available In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1 100 written teacher union contract documents; 2 structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3 focus group interview data from educational leaders in schools. The analysis and discussion focus on five areas related to teacher professional development with implications for policy and practice: explicit language covering opportunities for teaching learning in their work; governance and decision making structures, that is, specific provisions covering wages, hours, and conditions of employment; the description of legitimate and sponsored activities for the professional development of teachers; and the resources supporting the on-going professional growth of teachers. The findings indicate that rethinking, restructuring, and organizational re-culturing in schools are initial expressions of a new unionism that has the potential to lead to the development of more powerful professional learning communities in schools.

  6. Professional Flash Lite Mobile Development

    CERN Document Server

    Anderson, J G

    2010-01-01

    Discover how to create Flash Lite mobile apps from the ground up. Adobe Flash is an ideal choice for developing rich interactive content for "Flash-enabled" mobile devices; and with this book, you'll learn how to create unique applications with Flash Lite. Through a series of code samples and extensive example applications, you'll explore the core concepts, key features, and best practices of the Flash Lite player. Coverage reveals various ways to develop Flash mobile content, create applications with a cross-platform programming framework based on the Model, View and Controller conc

  7. Embracing Coaching as Professional Development

    Science.gov (United States)

    Driscoll, Mark J.

    2008-01-01

    Because the author and his colleagues at the Center for Leadership and Learning Communities believe that instructional coaching is one of the most exciting developments in education in a long time, they have examined the questions this new strategy has raised for education leaders: Should coaching replace some traditional forms of teacher…

  8. Sustainable development and professional practice

    NARCIS (Netherlands)

    Laws, D.; Loeber, A.

    2011-01-01

    This paper explores the implications of treating sustainable development as a feature of the design and implementation of concrete technical projects, rather than as an abstract line of thinking about possible futures. In such ventures, human dimensions of sustainability, like managing conflicting i

  9. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

    User

    exposed to both the content and pedagogy of teaching in different school subjects and awarded .... What are the challenges of teachers' continuing professional development on .... varies. Some had articulations for full preparation of basic education in ... affecting their development and function and self appraisal skills of the.

  10. Professional Development Seen as Employment Capital

    Science.gov (United States)

    Mackay, Margaret

    2017-01-01

    Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore…

  11. Fulfilling the Promise of Professional Development

    Institute of Scientific and Technical Information of China (English)

    Gabriel Diaz Maggioli

    2007-01-01

    @@ It is ironical that developments in the field of education call for teachers to differentiate instruction as a pre-requisite for effective learning,while teacher education and continuing professional development adhere to a one-size-fits-all philosophy.

  12. Young Adult Literature and Professional Development

    Science.gov (United States)

    Bach, Jacqueline; Choate, Laura Hensley; Parker, Bruce

    2011-01-01

    As the body of high quality young adult literature (YAL) continues to grow, what role might these texts play in professional development for educators? This article describes ways in which schools can develop book study programs that use this literature to promote meaningful dialogue and understanding of contemporary adolescent issues. Based on…

  13. Professional development activities of teacher educators

    NARCIS (Netherlands)

    Ko Melief; Jurrien Dengerink; Mieke Lunenberg; dr.ir. Quinta Kools

    2011-01-01

    As all professionals, teacher educators are expected to develop themselves continuously during their working life in order to keep their knowledge and skills up to date. Smith (2003, p203) distinguishes three reasons for teacher educators to develop themselves: 1) to improve the profession (teacher

  14. Professional Development Seen as Employment Capital

    Science.gov (United States)

    Mackay, Margaret

    2017-01-01

    Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore…

  15. An Integrated Approach to Develop Professional and Technical Skills for Informatics Engineering Students

    Science.gov (United States)

    Fernandes, Joao M.; Van Hattum-Janssen, Natascha; Ribeiro, Antonio Nestor; Fonte, Victor; Santos, Luis Paulo; Sousa, Pedro

    2012-01-01

    Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as…

  16. A Model of Professional Development: Teachers' Perceptions of Their Professional Development

    Science.gov (United States)

    Avidov-Ungar, Orit

    2016-01-01

    This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…

  17. Improving Professional Development for USAF Electronic Warfare Officers

    Science.gov (United States)

    2012-02-15

    NOTE AIR WAR COLLEGE AIR UNIVERSITY IMPROVING PROFESSIONAL DEVELOPMENT FOR USAF ELECTRONIC WARFARE OFFICERS by Gregory M. Patschke, Col...and planning. Professional development comprises both continuing education and career development. In the US Air Force, the acquisition, space...and cyberspace communities have professional development programs already in place. For the continuing education half of professional development , the

  18. Who Provides Professional Development? A Study of Professional Development in Qatar

    OpenAIRE

    2016-01-01

    This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The Learning4Teaching (L4T) project is a multi-country series of national studies that examine public-sector English language teachers’ experiences of professional develo...

  19. Patient, carer and professional perspectives on barriers and facilitators to quality care in advanced heart failure.

    Directory of Open Access Journals (Sweden)

    Susan Browne

    Full Text Available BACKGROUND: Those with advanced heart failure (HF experience high levels of morbidity and mortality, similar to common cancers. However, there remains evidence of inequity of access to palliative care services compared to people with cancer. This study examines patient, carer, and professional perspectives on current management of advanced HF and barriers and facilitators to improved care. METHODS: Qualitative study involving semi-structured interviews and focus groups with advanced HF patients (n = 30, carers (n = 20, and professionals (n = 65. Data analysed using Normalisation Process Theory (NPT as the underpinning conceptual framework. FINDINGS: Uncertainty is ubiquitous in accounts from advanced HF patients and their caregivers. This uncertainty relates to understanding of the implications of their diagnosis, appropriate treatments, and when and how to seek effective help. Health professionals agree this is a major problem but feel they lack knowledge, opportunities, or adequate support to improve the situation. Fragmented care with lack of coordination and poor communication makes life difficult. Poor understanding of the condition extends to the wider circle of carers and means that requests for help may not be perceived as legitimate, and those with advanced HF are not prioritised for social and financial supports. Patient and caregiver accounts of emergency care are uniformly poor. Managing polypharmacy and enduring concomitant side effects is a major burden, and the potential for rationalisation exists. This study has potential limitations because it was undertaken within a single geographical location within the United Kingdom. CONCLUSIONS: Little progress is being made to improve care experiences for those with advanced HF. Even in the terminal stages, patients and caregivers are heavily and unnecessarily burdened by health care services that are poorly coordinated and offer fragmented care. There is evidence that these poor

  20. The impact of mind-body medicine facilitation on affirming and enhancing professional identity in health care professions faculty.

    Science.gov (United States)

    Talisman, Nicholas; Harazduk, Nancy; Rush, Christina; Graves, Kristi; Haramati, Aviad

    2015-06-01

    Georgetown University School of Medicine (GUSOM) offers medical students a course in mind-body medicine (MBM) that introduces them to tools that reduce stress and foster self-awareness. Previous studies reported decreases in students' perceived stress and increases in mindfulness-changes that were associated with increased empathic concern and other elements of professional identity formation. However, no reports have described the impact of an MBM course on the facilitators themselves. To explore whether MBM facilitation is associated with changes in professional identity, self-awareness, and/or perceived stress, 62 facilitators, trained by the GUSOM MBM program, were invited to complete two validated surveys: the Freiburg Mindfulness Inventory (FMI) and the Perceived Stress Scale (PSS). Forty-two participants also completed a six-item open-ended questionnaire addressing their experience in the context of their professional identity. Facilitators' scores were significantly lower on PSS and higher on FMI compared with normative controls (P < .05), and the two parameters were inversely correlated (-0.46, P < .01). Qualitative analysis revealed three main themes: (1) aspects of professional identity (with subthemes of communication; connections and community; empathy and active listening; and self-confidence); (2) self-care; and (3) mindful awareness. Preliminary findings will be extended with larger studies that examine longitudinal quantitative assessment of communication, connection, and self-confidence outcomes in MBM facilitators, and the impact of MBM facilitation on burnout and resilience.

  1. Literacy-Related Professional Development Preferences of Secondary Teachers

    Science.gov (United States)

    Jones, Shara L.; Lee, Elizabeth A.

    2014-01-01

    A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared…

  2. Software Engineering to Professionalize Software Development

    Directory of Open Access Journals (Sweden)

    Juan Miguel Alonso

    2011-12-01

    Full Text Available The role, increasingly important, that plays the software in the systems with widespread effects presents new challenges for the formation of Software Engineers. Not only because social dependence software is increasing, but also because the character of software development is also changing and with it the demands for software developers certified. In this paper are propose some challenges and aspirations that guide the learning processes Software Engineering and help to identify the need to train professionals in software development.

  3. Moving toward Teamwork through Professional Development Activities

    Science.gov (United States)

    Fitzgerald, Meghan M.; Theilheimer, Rachel

    2013-01-01

    This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and…

  4. Infusing Neuroscience into Teacher Professional Development

    Science.gov (United States)

    Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank

    2013-01-01

    Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

  5. Professional Development in Environmental and Sustainability ...

    African Journals Online (AJOL)

    professional development activities enact the curriculum by innovating in ... technology effectively and critically showing responsibility towards the ... scientific knowledge responsibly by considering its effect on the environment. ..... also used digital information to create their own resources or to use directly in their teaching.

  6. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Brouns, Francis; Sloep, Peter

    2009-01-01

    Brouns, F., & Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation of the Learning Network Programme for a Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and

  7. Moving toward Teamwork through Professional Development Activities

    Science.gov (United States)

    Fitzgerald, Meghan M.; Theilheimer, Rachel

    2013-01-01

    This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and…

  8. A Professional Development Framework for Online Teaching

    Science.gov (United States)

    Baran, Evrim; Correia, Ana-Paula

    2014-01-01

    The quality of online programs in higher education is strongly correlated with how the professional development approaches respond to the needs of online teachers. These approaches are critical in helping online teachers adopt online pedagogical practices and reconstruct their teacher persona in an online environment. This study proposes a nested…

  9. Developing Professional Standards for Accomplished Language Teachers

    Science.gov (United States)

    Liddicoat, Anthony J.

    2006-01-01

    The Australian Federation of Modern Language Teachers Associations (AFMLTA) has recently developed a set of professional standards for accomplished language teachers. Standards of teaching are statements of values about the processes of teaching, learning, and knowing, and of the practices of those who teach languages and cultures. These standards…

  10. Professional Development to Promote Teacher Adaptability

    Science.gov (United States)

    Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee

    2016-01-01

    Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that…

  11. Professional Development in Tough Financial Times

    Science.gov (United States)

    Gandel, Paul B.; Golden, Cynthia

    2004-01-01

    The authors asked a diverse cross-section of their colleagues how they were addressing professional development in tight economic times, when they are all being asked to work more effectively across organizational boundaries. While the survey was informal and not scientific, the authors found that many organizations have maintained strong…

  12. Infusing Neuroscience into Teacher Professional Development

    Science.gov (United States)

    Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank

    2013-01-01

    Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

  13. European projects as Continuous Professional Development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    Recent years have seen an increased awareness of the need for Continuous Professional Development (CPD) of academic staff teaching international programmes to diverse student audiences. At the same time, many academic units are under pressure from the university leadership teams to demonstrate...

  14. Give Your Professional Development a Second Life

    Science.gov (United States)

    Sheehy, Peggy

    2009-01-01

    Pursuing professional development (PD) is contractual for some, and oxygen for others. As technology has increased access to anytime-anywhere learning, many of the hurdles for conquering time and space constraints have been addressed with online learning in web-based classroom environments, webinars, and even some of the newer social networking…

  15. Development Professionals at Religiously Based Nonprofit Organizations

    Directory of Open Access Journals (Sweden)

    Jim Pinder

    2012-09-01

    Full Text Available The study of why a fundraising professional would choose to leave his or her employer is critical to the ongoing success of religiously based nonprofit organizations as they work to achieve their mission. Without continuity in the donor relationship, donors will likely leave the organization or become disenfranchised. This study focuses on development professionals at Seventh-Day Adventist institutions across North America. The results of this study are applicable to other religiously based nonprofit organizations. The present article reveals the reasons affecting employee retention and proposes approaches to mitigate the loss of valuable employees. Data were gathered using a structured online survey and analyzed for its descriptive outcomes.

  16. Developing an Implementing Teacher Directed Professional Development Model.

    Science.gov (United States)

    Baden, Donald J.

    Teacher directed inservice or professional development is one means of increasing teacher self improvement. However, unless the teacher motivation stems from an intrinsic desire to teach more effectively, the degree of professional growth will be minimal. For this reason it is imperative that a teacher directed inservice program depend on…

  17. Who Provides Professional Development? A Study of Professional Development in Qatar

    Science.gov (United States)

    Freeman, Donald; Reynolds, Dudley; Toledo, Will; Abu-Tineh, Abdullah Mohammad Hamdan

    2016-01-01

    This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The "Learning4Teaching" ("L4T") project…

  18. Pathways to URM Retention: IBP's Professional Development and Mentoring Activities

    Science.gov (United States)

    Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

    2013-05-01

    As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one

  19. Continuing Professional Development Build on Industry-Academia Partnerships

    DEFF Research Database (Denmark)

    Fink, Flemming K.

    2007-01-01

    A challenge for university - industry partnerships is to combine productive engineering and academic learning, to combine industrial engineering tasks with their tasks in Continuing Professional Development (CPD). The rather new methodology Facilitated Work Based Learning (FWBL) can be defined...... as a CPD method based on a partnership between the university and the enterprise with the purpose of transferring research based knowledge thus making it an integral part of the daily business. Scientific staff from the university is facilitating a research based learning process and competence development...... of engineers as an integrated part of their problem oriented team organised engineering work. This presentation will describe the definition of the FWBL methodology, the FWBL Learning Contract, the FWBL process and discuss some results....

  20. Goal conflict, goal facilitation, and health professionals' provision of physical activity advice in primary care: An exploratory prospective study

    Directory of Open Access Journals (Sweden)

    Campbell Neil C

    2011-07-01

    Full Text Available Abstract Background The theory of planned behaviour has well-evidenced utility in predicting health professional behaviour, but focuses on a single behaviour isolated from the numerous potentially conflicting and facilitating goal-directed behaviours performed alongside. Goal conflict and goal facilitation may influence whether health professionals engage in guideline-recommended behaviours, and may supplement the predictive power of the theory of planned behaviour. We hypothesised that goal facilitation and goal conflict contribute to predicting primary care health professionals' provision of physical activity advice to patients with hypertension, over and above predictors of behaviour from the theory of planned behaviour. Methods Using a prospective predictive design, at baseline we invited a random sample of 606 primary care health professionals from all primary care practices in NHS Grampian and NHS Tayside (Scotland to complete postal questionnaires. Goal facilitation and goal conflict were measured alongside theory of planned behaviour constructs at baseline. At follow-up six months later, participants self-reported the number of patients, out of those seen in the preceding two weeks, to whom they provided physical activity advice. Results Forty-four primary care physicians and nurses completed measures at both time points (7.3% response rate. Goal facilitation and goal conflict improved the prediction of behaviour, accounting for substantial additional variance (5.8% and 8.4%, respectively in behaviour over and above intention and perceived behavioural control. Conclusions Health professionals' provision of physical activity advice in primary care can be predicted by perceptions about how their conflicting and facilitating goal-directed behaviours help and hinder giving advice, over and above theory of planned behaviour constructs. Incorporating features of multiple goal pursuit into the theory of planned behaviour may help to better

  1. Professional Development for School Library Media Professionals: Elements for Success

    Science.gov (United States)

    Brown, Carol A.; Dotson, Lana Kaye; Yontz, Elaine

    2011-01-01

    The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being…

  2. Mentor teachers' perceptions of their own professional development within a secondary science professional development school

    Science.gov (United States)

    Kreamer, Sherry Maureen

    Mentor teachers' perceptions of their professional development within a secondary science professional development school were studied using grounded theory within a postmodern lens. The driving questions which framed this study were: How do mentor teachers' perceive their own professional development in the context of an emerging secondary science Professional Development School? How is mentor professional development supported or inhibited in this secondary science PDS? How do mentor teachers' perceive teaching science through inquiry in the context of this secondary science Professional Development School? In what ways do mentor teachers view themselves as participants in a community of learners within the PDS context? Seven secondary science mentor teachers were purposefully selected as participants based on their commitment to mentor a pre-service science education intern for one school year. The primary sources of data were two semi-structured interviews, one taken early in the school year, and the other taken near or at the end of the school year. Other sources of data were participant mentor journal entries, focus group notes, written mentor responses to an inquiry prompt and professional development prompt, and the Secondary Science Professional Development Handbook which the participant/focus group generated. These additional data sources were used to help reach consensus as well as add richness to the study. Data were analyzed initially using the grounded theory qualitative software ATLASti (1997), to discover codes and patterns of connectivity. Results of initial analysis were compared with subsequent data analysis, and member check for clarification and consensus. Mentors in this study identified six dimensions which influenced their professional development. Five of these enhanced their practice. These were: benefits, roles, goals, preparation, and support. Participants also identified barriers which inhibited their professional growth. The most

  3. Continuous Professional Development of English Language Teachers: Perception and Practices

    Science.gov (United States)

    Al Asmari, AbdulRahman

    2016-01-01

    Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD)…

  4. Considering Professional Identity to Enhance Agriculture Teacher Development

    Science.gov (United States)

    Shoulders, Catherine W.; Myers, Brian E.

    2011-01-01

    The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…

  5. Final Report National Laboratory Professional Development Workshop for Underrepresented Participants

    Energy Technology Data Exchange (ETDEWEB)

    Taylor, Valerie [Texas Engineering Experiment Station, College Station, TX (United States)

    2016-11-07

    The 2013 CMD-IT National Laboratories Professional Development Workshop for Underrepresented Participants (CMD-IT NLPDev 2013) was held at the Oak Ridge National Laboratory campus in Oak Ridge, TN. from June 13 - 14, 2013. Sponsored by the Department of Energy (DOE) Advanced Scientific Computing Research Program, the primary goal of these workshops is to provide information about career opportunities in computational science at the various national laboratories and to mentor the underrepresented participants through community building and expert presentations focused on career success. This second annual workshop offered sessions to facilitate career advancement and, in particular, the strategies and resources needed to be successful at the national laboratories.

  6. Facilitating dental student reflections: using mentor groups to discuss clinical experiences and personal development

    OpenAIRE

    Koole, Sebastiaan; Christiaens, Véronique; Cosyn, Jan; De Bruyn, Hugo

    2016-01-01

    Despite the consensus on the importance of reflection for dental professionals, a lack of understanding remains about how students and clinicians should develop their ability to reflect. The aim of this study was to investigate dental students’ and mentors’ perceptions of mentor groups as an instructional method to facilitate students’ reflection in terms of the strategy’s learning potential, role of the mentor, group dynamics, and feasibility. At Ghent University in Belgium, third- and fourt...

  7. Professional development of international classroom lecturers

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    With a rapidly growing number of students learning and lecturers teaching through a language other than their own first language, there is equally a growing need to consider how lecturers are trained to teach in the international classroom where students have a range of different linguistic...... to planning and managing multilingual and multicultural learning environments (best practice) and (ii) to suggest possible formats of suitable training sessions for university lecturers. Based on a comprehensive literature review, the study comprises cases of professional development programmes offered...... and weaknesses) and discuss their applicability in a wider context. Key words: Professional development; International classroom; English Medium Instruction, Opportunities and challenges Simon, Eszter & Gabriela Pleschová (eds).2013. Teacher Development in Higher Education. Existing Programs, Program Impact...

  8. Designing Education for Professional Expertise Development

    Science.gov (United States)

    Elvira, Quincy; Imants, Jeroen; Dankbaar, Ben; Segers, Mien

    2017-01-01

    How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for…

  9. Designing Education for Professional Expertise Development

    Science.gov (United States)

    Elvira, Quincy; Imants, Jeroen; Dankbaar, Ben; Segers, Mien

    2017-01-01

    How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for…

  10. Strategies to facilitate professional development of the occupational ...

    African Journals Online (AJOL)

    OHNs will increasingly require the skills and knowledge to base care on best ... critical thinking and demonstrate advanced leadership and decision-making skills to ... their role and function in the workplace were not valued by their managers.

  11. Opportunity for Tourism Professional Development in Indonesia

    Directory of Open Access Journals (Sweden)

    Menara Simanjuntak

    2013-05-01

    Full Text Available This study focused on opportunities related to the professional growth of tourism in Indonesia at this time and in the future. The proportion of workers in the tourism sector, including the fourth largest after agriculture, manufacturing and non-manufacturing, tends to grow very fast, because tourists visiting Indonesia will increase sharply in coming years. The purpose of this study is to provide advice to the government, tourism, and educational institutions in Indonesia's tourism industry together, and to support each other to improve the quality and quantity of human resources in tourism in the present and the future in Indonesia. Data and information gathered from various sources perform literature review and discussion of the need for professional projections based on existing data and information and resume discussions and depth interview with lecturer of tourism and a SWOT analysis as a qualitative analysis. This study gave recommendation that Indonesia needs to improve the quantity and quality of human resources in tourism to become the domain of educational institutions, ranging from tourism vocational high school, Academy, College, and Tourism Courses at the University. Therefore the government should seriously facilitate the tourism educational institutions to achieve quality accreditation as required.

  12. Systems design and engineering : facilitating multidisciplinary development projects

    NARCIS (Netherlands)

    Bonnema, Gerrit Maarten; Veenvliet, Karel; Broenink, Johannes F.

    2016-01-01

    As its name implies, the aim of Systems Design and Engineering: Facilitating Multidisciplinary Development Projects is to help systems engineers develop the skills and thought processes needed to successfully develop and implement engineered systems. Such expertise typically does not come through

  13. An integrated approach to develop professional and technical skills for informatics engineering students

    Science.gov (United States)

    Fernandes, João M.; van Hattum-Janssen, Natascha; Nestor Ribeiro, António; Fonte, Victor; Santos, Luís Paulo; Sousa, Pedro

    2012-05-01

    Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as professionals. This article describes the organisation and impact of a mini-conference and project work - the creation of a software product and its introduction in the market - aimed at the development of professional competencies in general and writing skills in particular. The course was evaluated by assessing the students' perception of the development of a number of professional competencies through a questionnaire completed by 125 students from two consecutive year groups. The results indicate that the project work and the mini-conference had a positive impact on students' perceptions of the development of professional competencies.

  14. Take Charge of Your Personal and Professional Development

    Science.gov (United States)

    Goble, Carla B.; Horm, Diane M.

    2010-01-01

    The need for professional development is universal, whatever a person's profession. Professionals must continually enrich their knowledge and increase their sense of professionalism over the course of their careers so as to implement current research-based practice. Early childhood professional development brings to the forefront the significance…

  15. British pharmacy professionals' beliefs and participation in continuing professional development: a review of the literature.

    Science.gov (United States)

    Donyai, Parastou; Herbert, Rebecca Z; Denicolo, Pam M; Alexander, Angela M

    2011-10-01

    OBJECTIVES  Continuing professional development (CPD) has potential to be useful in pharmacy revalidation but past uptake and attitudes to CPD in Great Britain (GB) need to be mapped. This review examines published literature to chart the participation and beliefs of pharmacy professionals towards CPD in GB in a decade that had seen a formal transition from continuing education to CPD. METHODS  A comprehensive review of the published literature was conducted to identify studies of the uptake of, or attitudes towards, CPD cross different sectors of pharmacy in GB from 2000 to 2010. KEY FINDINGS  Twenty-two studies were included and analysed, including 13 research papers, six conference papers, two news items reporting survey outcomes and one commissioned study. Eight barriers to CPD were identified as: time, financial costs and resource issues, understanding of CPD, facilitation and support for CPD, motivation and interest in CPD, attitudes towards compulsory CPD, system constraints, and technical problems. Pharmacy professionals on the whole agreed with the principle of engaging with CPD but there was little evidence to suggest widespread and wholehearted acceptance and uptake of CPD, essential for revalidation. CONCLUSIONS  If CPD is to succeed, people's beliefs and attitudes must be addressed by recognising and modifying perceived barriers through a combination of regulatory, professional, work-related and personal channels. A number of recommendations are made. Direct experience of effective CPD in the absence of perceived barriers could impact on personal development, career development and patient benefit thus strengthening personal beliefs in the value of CPD in an iterative manner. © 2011 The Authors. IJPP © 2011 Royal Pharmaceutical Society.

  16. Professional development needs of nurse managers.

    Science.gov (United States)

    Miltner, Rebecca S; Jukkala, Angela; Dawson, Martha A; Patrician, Patricia A

    2015-06-01

    Nurse managers have a key role in creating positive work environments where safe, high-quality care is consistently provided. This requires a broad range of skills to be successful within today's complex health care environment; however, managers are frequently selected based on their clinical expertise and are offered little formal preparation for this leadership role. We conducted three focus groups with 20 nurse managers to understand their professional development needs. Transcripts were analyzed using conventional content analysis. Three themes emerged: Managing Versus Leading, Gaining a Voice, and Garnering Support. Managers focused on daily tasks, such as matching staffing to patient needs. However, the data suggested gaps in foundational management skills, such as understanding organizational behavior, use of data to make decisions, and refined problem-solving skills. Professional development activities focusing on higher level leadership competencies could assist managers to be more successful in this challenging, but critical, role. Copyright 2015, SLACK Incorporated.

  17. Advancing Work Practices Through Online Professional Development

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    that the real challenge surfaces. The challenge of transferring learning to initiate change in work behaviors is present in extant research, but research has not yet thoroughly investigated that even when change is initiated, the effectiveness of the course is still being tested. For sustained change......, practitioners must find evidence of the effectiveness of changed behavior in practice. Practitioners may feel insecure and incompetent when doing their jobs differently, and individuals at work may react to changes in behavior in unexpected ways. This leads practitioners to conclude that a course......The natural expectation for professional development courses is that they will improve a participant’s work performance, but do they? This PhD research challenges several assumptions underlying the design of online professional development courses, revealing that it is after such interventions...

  18. Professional Development Programs for Teachers of English

    Directory of Open Access Journals (Sweden)

    Singgih Widodo

    2016-02-01

    Full Text Available Well-planned programs based on the needs for professional development of teachers are strongly needed to enhance the teaching-staff improvement.The impact of teacher improvement will effect the students learning and school achievement. This paper aims at raising awareness of English teachers to upgrade themselves as autonomous learners as well as researchers and broaden their horizon for stepping the ladder-career of their profession. For that purpose, a survey as reported here aimed to identify the needs of individual English teachers and the preferred programs for professional development. The findings indicated that the 36 teachers involved needed teacher training, teacher association, teacher materials, continuing education, and interschool visit and that teacher training was the most well known program among teachers.

  19. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions....

  20. Nursing Professional Development Organizational Value Demonstration Project.

    Science.gov (United States)

    Harper, Mary G; Aucoin, Julia; Warren, Joan I

    2016-01-01

    A common question nursing professional development (NPD) practitioners ask is, "How many NPD practitioners should my organization have?" This study examined correlations among facility size and structure, NPD practitioner characteristics and time in service, and organizational outcomes. Organizations with a higher rate of NPD full-time equivalents per bed had higher patient satisfaction with nurses' communication and provision of discharge instruction on their HCAHPS (Hospital Consumer Assessment of Healthcare Provider and Systems) scores.

  1. Teacher Professional Development that Makes an Impact

    Science.gov (United States)

    Borrego, H.; Ellins, K. K.

    2012-12-01

    Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education

  2. Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers

    Science.gov (United States)

    Delaney, Seamus; Redman, Christine

    2014-01-01

    This paper describes the utilisation of a technology-facilitated professional learning network (PLN) for pre-service teachers, centred on chemical demonstrations. The network provided direct experiences designed to extend their pedagogical content knowledge on demonstrations in Chemistry teaching. It provided scaffolded opportunities to…

  3. Interdisciplinary Professional Development: Astrolabes for Medievalists

    Science.gov (United States)

    Larsen, Kristine

    2014-06-01

    Astronomers and astronomy educators have significantly broadened the intended audience for their outreach activities, from the traditional venues of public schools, libraries and planetariums to national parks, coffee houses, and concert halls. At the same time, significant attention has been paid to improving the quality and relevance of professional development directed toward preservice and inservice science teachers. Many of our outreach and professional development programs have also become increasingly creative in their use of interdisciplinary connections to astronomy, such as cultural astronomy and the history of astronomy. This poster describes a specific example of interdisciplinary professional development directed at a different audience, humanities faculty and researchers, through hands-on workshops on the basic astronomical background and usage of an astrolabe conducted at the International Congress on Medieval Studies at Western Michigan University in 2013 and 2014. The goal was to explain the basic astronomy behind astrolabes (as well as their cultural relevance) to medieval scholars in history, literature, and other disciplines. The intention was to increase their comfort with manipulating and explaining astrolabes to a basic level where they could share their knowledge with their own college classes. In this way the relevance of astronomy to myriad human endeavors could be reinforced by humanities faculty within their own courses.

  4. Who Provides Professional Development? A Study of Professional Development in Qatar

    Directory of Open Access Journals (Sweden)

    Donald Freeman

    2016-10-01

    Full Text Available This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The Learning4Teaching (L4T project is a multi-country series of national studies that examine public-sector English language teachers’ experiences of professional development. The studies document 1 the learning opportunities provided in the national context, 2 how teachers view participating in these opportunities, and 3 what they believe they take from them. Drawing on data from the first phase of the study (#1 above, this paper examines the provision of professional development to ELT teachers in the ‘independent’ (public school sector in Qatar between 2012 and 2015. Of the 150 events offered during this period, 50% concerned teaching methodology. The university/training center sector provided the bulk of professional development (79% of events. The professional development offerings presented teachers with a view of English language teaching as: highly focused on methodological expectations and skills; driven by a set of policy priorities around managing the learning environment, assessment, and standards; in which methodological knowledge and skills are seen as the currency of a teaching identity.

  5. Teacher frustration and professional development: Causes, consequences and practical implications

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    2017-01-01

    The influence of frustration on the effectiveness of teacher professional development has previously been overlooked. This study of in-service teachers who become frustrated during professional development interventions considers the development of two Danish science teachers. Frustration theory...

  6. The Development of Professional Learning Community in Primary Schools

    Science.gov (United States)

    Sompong, Samoot; Erawan, Prawit; Dharm-tad-sa-na-non, Sudharm

    2015-01-01

    The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge,…

  7. Professional development in college science teaching

    Science.gov (United States)

    Thomas, Aimee Kathryn

    Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4

  8. Developing and sustaining teachers' professional learning: a case study of collaborative professional development

    OpenAIRE

    2012-01-01

    Despite economic difficulties, the emphasis on and investment in teacher professional development (PD) across the world continues, as countries strive to improve educational standards to compete in a globalised knowledge economy. However, researchers have little evidence of its impact on teachers’ professional practice. While it is acknowledged that PD needs to be assessed and evaluated, there is little guidance as to how this might be achieved. Much focus is on short-term i...

  9. Professional WordPress design and development

    CERN Document Server

    Williams, Brad; Stern, Hal

    2014-01-01

    The highest rated WordPress development and design book on the market is back with an all new third edition. Professional WordPress is the only WordPress book targeted to developers, with advanced content that exploits the full functionality of the most popular CMS in the world. Fully updated to align with WordPress 4.1, this edition has updated examples with all new screenshots, and full exploration of additional tasks made possible by the latest tools and features. You will gain insight into real projects that currently use WordPress as an application framework, as well as the basic usage a

  10. Professional WordPress Plugin Development

    CERN Document Server

    Williams, Brad; Tadlock, Justin

    2011-01-01

    Taking WordPress to the next level with advanced plugin developmentWordPress is used to create self-hosted blogs and sites, and it's fast becoming the most popular content management system (CMS) on the Web. Now you can extend it for personal, corporate and enterprise use with advanced plugins and this professional development guide. Learn how to create plugins using the WordPress plugin API: utilize hooks, store custom settings, craft translation files, secure your plugins, set custom user roles, integrate widgets, work with JavaScript and AJAX, create custom post types. You'll find a practic

  11. Development of vignettes for learning and professional development.

    Science.gov (United States)

    Leicher, Veronika; Mulder, Regina H

    2016-10-12

    Vignettes are short, descriptive stories of an incident of practice. They contain realistic contents and can therefore be a trigger for learning processes. The overall goal of this study is to develop work task vignettes as a trigger for learning processes and the professional development of geriatric nurses. First, the authors analyzed how vignettes have to be designed to use them as a trigger for learning processes and professional development. Second, based on these requirements, the authors developed four vignettes describing the work tasks of geriatric nursing staff and validated them in an interview study with 12 experts in the domain of geriatric nursing. Results indicate that the design of vignettes based on criteria for their style and content and the validation of the vignettes in an interview study with experts is an appropriate way to generate vignettes that can be used for learning and professional development.

  12. An Examination of Effective Professional Development Characteristics in Professional Learning Communities

    Science.gov (United States)

    Strickland, Crystal Y.

    2013-01-01

    The purpose of this quantitative study was to investigate the extent to which professional development practices in professional learning communities are consistent with research-based principles of effective professional development. Additionally, the study investigated potential differences in the content focus, active learning, coherence, and…

  13. Innovative Professional Development: Expanding Your Professional Learning Network

    Science.gov (United States)

    Perez, Lisa

    2012-01-01

    To assume the role of technology leaders and information literacy specialists in their schools, librarians need access to the most current information. And, they do this by helping each other. There are many definitions, but professional learning networks (PLNs) involve sharing work-related ideas with a network of colleagues via various digital…

  14. Professional development workshops for physics education research

    Science.gov (United States)

    Sayre, Eleanor C.; Franklin, Scott V.; Kustusch, Mary Bridget

    2017-01-01

    Physics education research holds the promise of satisfying expectations of both scholarship, which is increasing at teaching-centric institutions, and teaching effectiveness, a concern at all institutions. Additionally, junior physics education researchers seek more diverse training in research methods and theories. Emerging education researchers need support as they develop their research programs and expand their theoretical and methodological expertise, and they benefit from the guidance of knowledgable peers and near-peers. Our two-part professional development model combines intensive in-person workshops with long-term remote activities. During a two-week in-person workshop, emerging and established education researchers work closely together to develop research questions, learn appropriate analytic techniques, and collect a corpus of data appropriate to their research questions. Afterwards, they meet biweekly in a distributed, mentored research group to share analyses and develop their ideas into publishable papers. In this talk, we discuss this model for professional development and show results from one three-year implementation in the IMPRESS program at the Rochester Institute of Technology. Partially funded by the PERTG of the AAPT.

  15. Developing and Sustaining Professionalism within Gifted Education

    Science.gov (United States)

    Coleman, Mary Ruth; Gallagher, James J.; Job, Jennifer

    2012-01-01

    This article calls for a new paradigm of professionalism in the field of gifted education. The definition of professionalism varies, and yet the need for a common vision of professionalism in the field is necessary to strengthen gifted education in the future. The authors delineate a framework for sustaining professionalism within the field and…

  16. Effective elements of science teacher professional development

    Science.gov (United States)

    Zientek, Amy

    Educational reform efforts to improve students' learning outcomes are often present in teacher professional development opportunities; however, the structure and design of these opportunities vary and often focus on a homogenous student population; that is, White students in suburban schools. Reform efforts in teacher professional development that aim to educate teachers not only about science content and pedagogy, but also about practices that aim to reach a diverse student population is needed. This study examines three, science teacher summer professional development (PD) programs [SUN, SEPA, and CLA], and explores how programs affect teacher learning outcome(s) and any subsequent translation into classroom practice(s). The design and delivery, alignment to Ladson-Billings (1994) tenets of culturally responsive practices, and measurement(s) of teachers' learning outcome(s) are evaluated. Fliers were sent to science teachers who participated in SUN, SEPA, and CLA in an effort to recruit volunteers for this study. Program document analysis and teacher post-survey data from each program, focus groups, evidence of program integration, and a culturally responsive practice survey were collected and analyzed. Results show SEPA to include content knowledge (CK), pedagogical content knowledge (PCK), culturally responsive practices (CRP), and some elements of the conceptual change model (CCM) (Larkin, 2012) in program design, structure, and delivery along with translation into classroom practice. SUN and CLA both show incorporation of CK and PCK, with SUN also showing some evidence of CRP. The findings indicate that when teachers are modeled a practice they are able to translate that practice in their classroom. The potential impact of modeling CRP during science teacher PD may address the achievement gap still present among students of color. Program designers must consider the inclusion of CRP alongside CK and PCK during the development of science teacher PD.

  17. Establishing oral health promoting behaviours in children - parents' views on barriers, facilitators and professional support: a qualitative study.

    Science.gov (United States)

    Duijster, Denise; de Jong-Lenters, Maddelon; Verrips, Erik; van Loveren, Cor

    2015-12-10

    The prevention of childhood dental caries relies on adherence to key behaviours, including twice daily tooth brushing with fluoride toothpaste and reducing the consumption of sugary foods and drinks. The aim of this qualitative study was to explore parents' perceptions of barriers and facilitators that influence these oral health behaviours in children. A further objective was to explore parents' views on limitations and opportunities for professional support to promote children's oral health. Six focus group interviews were conducted, including a total of 39 parents of 7-year old children, who were recruited from paediatric dental centres in The Netherlands. Interviews were held with Dutch parents of low and high socioeconomic status and parents from Turkish and Moroccan origin. Focus group interviews were conducted on the basis of a pre-tested semi-structured interview guide and topic list. Content analysis was employed to analyse the data. Analysis of interview transcripts identified many influences on children's oral health behaviours, operating at child, family and community levels. Perceived influences on children's tooth brushing behaviour were primarily located within the direct family environment, including parental knowledge, perceived importance and parental confidence in tooth brushing, locus of control, role modelling, parental monitoring and supervision, parenting strategies and tooth brushing routines and habituation. The consumption of sugary foods and drinks was influenced by both the direct family environment and factors external to the family, including the school, the social environment, commercials and television, supermarkets and affordability of foods. Parents raised several suggestions for professional oral health support, which included the provision of clear and consistent oral health information using a positive approach, dietary regulations at school and a multidisciplinary approach among dental professionals, child health centres and

  18. Nurses' views on need for professional development in Nepal.

    Science.gov (United States)

    Shrestha, G K; Bhandari, N; Singh, B

    2010-01-01

    This study explores the nurses' views on need for professional development and barriers in Nepal. This is a qualitative content analysis study conducted among nurses from different health institutes. In-depth interviews and focus group discussions were used to obtain their views on need of professional development and major barriers against professional development in Nepal. Eleven nurses for in-depth interviews and three groups of six nurses each for focus group discussions were selected purposefully from Kathmandu University Hospital, Dhulikhel and Tribhuban University Teachng Hospital, Kathmnadu. Five themes emerged from qualitative data. "Continuing professional development", "supportive management", "nursing leadership", "recognition and respect" and "professional networking" were considered as essential factors for professional development. Lack of "commitment by the nurses", "female gender professional" and "lack of autonomy" were felt as barriers for the nursing professioanl development. Continuing professional development and supportive working environment are crucial to make nursing profession more dynamic and appealing in Nepal.

  19. Transcription and the IELTS Speaking Test: Facilitating Development

    Science.gov (United States)

    Stones, Thomas P.

    2013-01-01

    This article describes a transcription task cycle that was designed to facilitate the development of skills for the IELTS (International English Language Testing System) speaking test at a language school in Japan. The cycle involved practice test, transcription, student correction, teacher correction, and retrial of the original test and…

  20. Infusing Neuroscience into Teacher Professional Development

    Science.gov (United States)

    Dubinsky, Janet M; Roehrig, Gillian; Varma, Sashank

    2015-01-01

    Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers – the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers. PMID:26139861

  1. Science teachers’ foreground for continued professional development

    DEFF Research Database (Denmark)

    Daugbjerg, Peer

    2015-01-01

    There is a lack of studies that are dedicated to qualify our understanding of the significance of lived experiences as well as foregrounds for science teachers’ participation in professional development. Seven Danish science teachers were interviewed and observed. Three of these teachers exemplify...... how present experience contributes to aspired career foregrounds. Birger’s focus on the academic basis of the in-service program reflects his aspiration to become a teacher educator. Poul is focused on improving his present teaching and aspires to keep on teaching science. Karl is focused on how...

  2. Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

    Directory of Open Access Journals (Sweden)

    Kostina Ludmyla

    2015-03-01

    Full Text Available Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve secondary school teacher professional expertise in Australia. These are initiatives approved by Australian specific organizations at government and non-government levels. The author describes the goals and directions of secondary school teacher government support and government strong requirements for teacher professional learning. The article also considers the role of Australian professional education organizations in teacher professional growth. The analysis of the goals is carried out by means of government and professional education organizations documents. The author reports that social context of secondary school teacher professional development in Australia is provided through government education institutions. In support of this fact there is a range of government projects, programmes and documents approved at international and national levels and aimed to encourage lifelong quality teacher development. Furthermore, teacher professional development support is also organized by various Australian professional associations that work collaboratively. Moreover, these associations are not only focused on teacher professional development national standards, requirements and forms but global trends in professional learning and performance.

  3. Advancing Technology Education: The Role of Professional Development.

    Science.gov (United States)

    Loucks-Horsley, Susan; Bybee, Rodger W.

    2000-01-01

    The technology literacy standards will necessitate increased professional development for those required to implement them. Four areas to guide professional development plans are as follows:(1) learning about technology; (2) learning to teach technology; (3) self-assessment and continuous improvement; and (4) sustained professional development.…

  4. Learning, Motivation, and Transfer: Successful Teacher Professional Development

    Science.gov (United States)

    McDonald, Lex

    2012-01-01

    In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

  5. Using the Principles of Differentiated Instruction to Improve Professional Development

    Science.gov (United States)

    Lentz, Daniel E.

    2014-01-01

    The purpose of this study was to create a model of Differentiated Professional Development (DPD) that is a more effective method of professional development due to the addition of the principles of differentiated instruction (DI). The DPD model was created by combining previous studies on effective elements of professional development with the…

  6. Synchronization of the Reserve Officer Professional Development and Promotion Systems

    Science.gov (United States)

    2010-03-01

    St ra te gy R es ea rc h Pr oj ec t SYNCHRONIZATION OF THE RESERVE OFFICER PROFESSIONAL DEVELOPMENT AND PROMOTION SYSTEMS BY...PROJECT SYNCHRONIZATION OF THE RESERVE OFFICER PROFESSIONAL DEVELOPMENT AND PROMOTION SYSTEMS by Lieutenant Colonel Roy...Colonel Roy M. Jewell TITLE: Synchronization of the Reserve Officer Professional Development and Promotion Systems FORMAT: Strategy Research

  7. 34 CFR 200.60 - Expenditures for professional development.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph (a)(2... professional development activities to ensure that teachers and paraprofessionals meet the requirements of...

  8. Learning, Motivation, and Transfer: Successful Teacher Professional Development

    Science.gov (United States)

    McDonald, Lex

    2012-01-01

    In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

  9. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    Science.gov (United States)

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  10. The Investigation of Teachers' Metaphoric Perceptions about Professional Development

    Science.gov (United States)

    Yurtseven, Nihal

    2017-01-01

    Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of…

  11. Developing inquiry-based teaching and learning in Family Maths programme facilitators

    Directory of Open Access Journals (Sweden)

    Pam Austin

    2007-10-01

    Full Text Available The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which this programme develops facilitators’ ability to implement inquiry-based learning. The research undertaken uses both qualitative and quantitative methods in an empirical study of 39 facilitators. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. Data generated by the study reveal that both the facilitators’ understanding and practice of inquiry improved as they progressed through the novice, intermediate and veteran categories of the Family Maths professional development programme.

  12. Developing inventory of professional attitude at occupation

    Directory of Open Access Journals (Sweden)

    Aslıhan Bakır

    2009-02-01

    Full Text Available This research was carried out in order to develop a standard measurement instrument special to culture assessing nurses’s of midwives’s professional attitudes at occupation. A methodological research was conducted to evaluate the validity and reability of the inventory developed exclusively for the culture. The population of the research consisted of nurses (74 persons and midwives (86 persons working in State Hospital and Gynecology Birth and Child Diseases Hospital in Ordu province. The data were collected between the dates 1-30 June 2005. The nurses and midwives were informed about the research and their verbal consent was taken. In addition, a written consent was taken from the hospitals. The analysis of data were made via Pearson correlation coefficient analysis, Cronbach Alpha coefficient, Kaise-Mayer-Olkin test, Barlett’s test of sphericity analysis and factor analysis with SPSS 11,5 in computer. A likert-type inventory consisting of 36 items to evaluate the Professional attitude at occupation was developed in the light of literature information. The validity of content-scope was examined to determine the validity of inventory and the number of questions was reduced to 32 items. The validity structure of the inventory was examined and the results of KMO analysis and that of Barlett’s test were found as 0,860 and 807,357 respectively. Both the test results were found significant at the level of importance p=0,000. A factory analysis and total item point correlation was applied to the inventory wasn’t altered 32 item-number. Internal consistency and re-test application were carried out to determine the validity of the inventory. Cronbach Alpha coefficient was of found to be ?=0,89 and re-test correlation coefficient was found to be r =0,97.As a result in the research that the validity and reability of Inventory of Professional Attitude at Occupation were high and that it was an efficient instrument of measurement to determine

  13. Guest speakers in a professional development seminar series.

    Science.gov (United States)

    Zorek, Joseph A; Katz, Norman L; Popovich, Nicholas G

    2011-03-10

    To evaluate the impact guest speakers have on student development in a professional development seminar series. Over a 5-semester period, presentations were given by 18 guest speakers as part of a professional development seminar series. A 28-item survey instrument was constructed and administered to 68 students to assess the impact of the guest speakers on the students' professional development. Forty-six (68%) students completed the survey instrument, and the results demonstrated the value of the guest speakers, most notably in the areas of career development and professional responsibility. Exposing pharmacy students to guest speakers from varied pharmacy career paths positively impacted students' knowledge of career options and professional development.

  14. Challenges and facilitators for health professionals providing primary healthcare for refugees and asylum seekers in high-income countries: a systematic review and thematic synthesis of qualitative research.

    Science.gov (United States)

    Robertshaw, Luke; Dhesi, Surindar; Jones, Laura L

    2017-08-04

    To thematically synthesise primary qualitative studies that explore challenges and facilitators for health professionals providing primary healthcare for refugees and asylum seekers in high-income countries. Systematic review and qualitative thematic synthesis. Searches of MEDLINE, EMBASE, PsycINFO, CINAHL and Web of Science. Search terms were combined for qualitative research, primary healthcare professionals, refugees and asylum seekers, and were supplemented by searches of reference lists and citations. Study selection was conducted by two researchers using prespecified selection criteria. Data extraction and quality assessment using the Critical Appraisal Skills Programme tool was conducted by the first author. A thematic synthesis was undertaken to develop descriptive themes and analytical constructs. Twenty-six articles reporting on 21 studies and involving 357 participants were included. Eleven descriptive themes were interpreted, embedded within three analytical constructs: healthcare encounter (trusting relationship, communication, cultural understanding, health and social conditions, time); healthcare system (training and guidance, professional support, connecting with other services, organisation, resources and capacity); asylum and resettlement. Challenges and facilitators were described within these themes. A range of challenges and facilitators have been identified for health professionals providing primary healthcare for refugees and asylum seekers that are experienced in the dimensions of the healthcare encounter, the healthcare system and wider asylum and resettlement situation. Comprehensive understanding of these challenges and facilitators is important to shape policy, improve the quality of services and provide more equitable health services for this vulnerable group. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly

  15. Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders

    Science.gov (United States)

    Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

    2012-01-01

    This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two…

  16. Cultivating Innovation: How a Charter/District Network Is Turning Professional Development into Professional Practice.

    Science.gov (United States)

    Andrews, Kevin; Rothman, Michael

    2002-01-01

    Describes the pilot year of the Project for School Innovation, a Boston charter-school initiative to bring together charter and district schools to cultivate innovation in public education. A major goal of the project is to overcome the shortcomings in teacher professional development through professional empowerment, professional networks, and…

  17. TA Professional Development: A Graduate Student's Perspective

    Science.gov (United States)

    Alicea-Munoz, Emily

    Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.

  18. In-service Science Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Niclas Åhman

    2015-05-01

    Full Text Available The aim of the present study was to explore teachers’ professional development when using the tool Content Representations (CoRe to plan a learning study in chemistry, which they also implemented and analysed. The work of six experienced science teachers, all teaching at the 6th to 9th year (age 13 to 16 years, was followed at eight group meetings during one year. The teachers’ discussions during the group meetings were audio and/or video recorded. Recordings were transcribed and a thematic analysis was performed. The results show that two main approaches to teaching emerged in the teachers’ discussions, a pragmatic and a reflective approach, respectively. During the investigation period, the focus of the teachers’ discussions changed, from a predominantly pragmatic approach to a predominantly reflective approach. The results indicate that the work with CoRe and learning study stimulated the teachers to express and discuss their knowledge, beliefs and attitudes towards teaching, i.e. promoted their professional development.

  19. MS PHD'S Professional Development Program: A Scientific Renaissance in Cyberspace

    Science.gov (United States)

    Powell, J. M.; Williamson, V. A.; Griess, C. A.; Pyrtle, A. J.

    2004-12-01

    This study is a component of a four-year investigation of MS PHD'S Professional Development Program's virtual community through the lenses of underrepresented minority students in Earth system science and engineering fields. In this presentation, the development, assessment and projected utilization of the ongoing study will be discussed. The overall goal of this study is to examine the effectiveness of virtual team building methods and understand how the development of a communal cyberinfrastructure acts as an integral part of the emergence of a Scientific Renaissance. The exemplar, Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S), provides professional development experiences to facilitate the advancement of students of color achieving outstanding Earth system careers. Undergraduate and graduate students are supported through access to scientific conferences, mentorship and virtual community building. Framed by critical theory, this ethnographic exploration uses a mixed methods research design to record, observe, and analyze both the processes and products of the website, listserv and synchronous web-based dialogue. First, key findings of the formative evaluation and annual reports of the successfully implemented 2003 MS PHD'S Pilot Project are presented. These findings inform future evaluations of the use of technological resources and illustrate how this public space provides peer support and enriched research opportunities. Quantitative methods such as statistical analysis, academic and professional tracking and evaluative tools for scientific content and competency are complimented by qualitative methods that include observations, heuristic case studies and focus group interviews. The findings of this ongoing investigation will provide insight on how national organizations, higher education practitioners, community-based support systems and underrepresented minorities in the sciences promote diversity by developing

  20. The Benefits of Developing a Professional Portfolio

    Science.gov (United States)

    Priest, Cheryl

    2010-01-01

    The author's years of work with preservice early childhood teachers, new professionals, and organizations that recruit beginning professionals have helped her identify key activities and documents to be incorporated into a professional portfolio. A well-organized portfolio can help newer practitioners effectively express their beliefs and…

  1. Potential barriers and facilitators for implementation of an integrated care pathway for hearing-impaired persons: an exploratory survey among patients and professionals

    Directory of Open Access Journals (Sweden)

    Verschuure Hans

    2007-04-01

    Full Text Available Abstract Background Because of the increasing costs and anticipated shortage of Ear Nose and Throat (ENT specialists in the care for hearing-impaired persons, an integrated care pathway that includes direct hearing aid provision was developed. While this direct pathway is still under investigation, in a survey we examined expectations and potential barriers and facilitators towards this direct pathway, of patients and professionals involved in the pathway. Methods Two study populations were assessed: members of the health professions involved in the care pathway for hearing-impaired persons (general practitioners (GPs, hearing aid dispensers, ENT-specialists and clinical audiologists and persons with hearing complaints. We developed a comprehensive semi-structured questionnaire for the professionals, regarding expectations, barriers, facilitators and conditions for implementation. We developed two questionnaires for persons with hearing complaints, both regarding evaluations and preferences, and administered them after they had experienced two key elements of the direct pathway: the triage and the hearing aid fitting. Results On average GPs and hearing aid dispensers had positive expectations towards the direct pathway, while ENT-specialists and clinical audiologists had negative expectations. Professionals stated both barriers and facilitators towards the direct pathway. Most professionals either supported implementation of the direct pathway, provided that a number of conditions were satisfied, or did not support implementation, unless roughly the same conditions were satisfied. Professionals generally agreed on which conditions need to be satisfied. Persons with hearing complaints evaluated the present referral pathway and the new direct pathway equally. Many, especially older, participants stated however that they would still visit the GP and ENT-specialist, even when this would not be necessary for reimbursement of the hearing aid, and

  2. Integrate Web 2.0 Technology to Facilitate Online Professional Community: EMI Special Editing Experiences

    Science.gov (United States)

    Tu, Chih-Hsiung; Blocher, Michael; Ntoruru, Joshua

    2008-01-01

    This article reports on the collaborative journal review of an online professional community that was established to prepare this special edition for publication. The focus is on how Web 2.0 technology can be used to support a professional journal review community and to enhance active social interaction among reviewers. The theme of this special…

  3. Professional development of teachers: Critical success factors

    Directory of Open Access Journals (Sweden)

    G.M. Steyn

    2005-07-01

    Full Text Available Professional development (PD has attracted a great deal of attention in recent years. Despite research findings, the development of many PD programmes often rests on faulty assumptions of such research or even no research at all. The purpose of this article is threefold: to explain why some PD programmes have been unsuccessful; to outline key factors that may influence the effective implementation of PD and to explain the importance of contextual factors like environment, internal conditions and individual considerations as the major sources of momentum for PD in schools. Specific categories that are high-lighted include the following: learning styles of educators, educator commitment, transformational leadership, out-of-school conditions, in-school conditions and requirements of PD programmes. The design of PD requires a new way of thinking and interacting and, most importantly, should be a step towards improved learner performance.

  4. Codification and Validation of Professional Development Questionnaire of Teachers

    Science.gov (United States)

    Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

    2016-01-01

    Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on…

  5. Designing Continuous Professional Development Programmes for Teachers: A Literature Review

    Science.gov (United States)

    Luneta, K.

    2012-01-01

    Continuous professional development is essential for upgrading and updating teachers because the rate of social and educational change makes pre-service training an inadequate basis for long term professional competence. The design of these continuous professional development programmes must be informed by an effective needs analysis that…

  6. considering the professional identity development of first-year ...

    African Journals Online (AJOL)

    in the way they evaluate, learn and make sense of their professional practice ... of social identity theory that charaterise the identity development process. Professional identity ... experience of the making of meaning allows students to construct ...

  7. Developing a Discourse of the Postmodern Community Development Professional

    Science.gov (United States)

    McArdle, Karen; Mansfield, Sue

    2013-01-01

    This article seeks to promote the generation of a discourse of the postmodern community work professional. A shared discourse will lead, we propose to shared capital. We argue that there is a tension between the modern and postmodern for those of us engaged in the profession of community learning and development (CL&D). We need to value…

  8. Developing a Model for Continuous Professional Development by Action Research

    Science.gov (United States)

    Herbert, Susan; Rainford, Marcia

    2014-01-01

    This paper presents a case study of the work of two teacher educators with an in-service science teacher. This case study forms one cycle of a larger action research study that will eventually lead to a model of how the third-space concept for teacher professional development can be realized in natural school settings. The case study took place in…

  9. Continuing Professional Development in Context: Teachers' Continuing Professional Development Culture in Germany and Sweden

    Science.gov (United States)

    Wermke, Wieland

    2011-01-01

    This article investigates the continuing professional development (CPD) culture of teachers, and asks how it is influenced by properties of the school system. It reports the results of a questionnaire study with 418 secondary teachers from Sweden and Germany. The results show highly significant differences between Swedish and German teachers'…

  10. Implementation of pregnancy weight management and obesity guidelines: a meta-synthesis of healthcare professionals' barriers and facilitators using the Theoretical Domains Framework.

    Science.gov (United States)

    Heslehurst, N; Newham, J; Maniatopoulos, G; Fleetwood, C; Robalino, S; Rankin, J

    2014-06-01

    Obesity in pregnancy is rising and is associated with severe health consequences for both the mother and the child. There is an increasing international focus on guidelines to manage the clinical risks of maternal obesity, and for pregnancy weight management. However, passive dissemination of guidelines is not effective and more active strategies are required for effective guideline implementation into practice. Implementation of guidelines is a form of healthcare professional behaviour change, and therefore implementation strategies should be based on appropriate behaviour change theory. This systematic review aimed to identify the determinants of healthcare professionals' behaviours in relation to maternal obesity and weight management. Twenty-five studies were included. Data synthesis of the existing international qualitative and quantitative evidence base used the Theoretical Domains Framework to identify the barriers and facilitators to healthcare professionals' maternal obesity and weight management practice. The domains most frequently identified included 'knowledge', 'beliefs about consequences' and 'environmental context and resources'. Healthcare professionals' weight management practice had the most barriers compared with any other area of maternal obesity practice. The results of this review will be used to inform the development of an intervention to support healthcare professional behaviour change. © 2014 The Authors. obesity reviews © 2014 International Association for the Study of Obesity.

  11. A QUEST for sustainable continuing professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2017-01-01

    on a large-scale, long-term Danish CPD project for which all the activities were created with these consensus criteria in mind. The overall purpose has been to develop a sustainable model for CPD that acknowledges teachers’ situated learning in professional learning communities (PLCs), supports bottom...... organized by the local PLC, and individual enactments in the teachers’ own classrooms. This “rhythm” has now been institutionalized, and even though the project has come to an end, there is still networking across schools and PLC activities continue in all five municipalities. In order to assess...... experiencing changes in collaboration and classroom practice. Furthermore there seems to be a delayed correlation between schools with the most sustained PLC activities and student outcomes. Factors supporting sustainability are discussed, these include scaffolding the teachers’ collaborative inquiries...

  12. The contribution of a particular 'kids in parks' programme to the professional development of teachers

    Directory of Open Access Journals (Sweden)

    J G Ferreira

    2014-06-01

    Full Text Available This article considers the possible contribution of the 'kids in parks' programme offered at Golden Gate Highlands National Park to the professional development of teachers. Focus group interviews were held with teachers who participated in the programme, and an interview with open-ended questions was held with a learning facilitator from the provincial education department. Although the programme has not primarily been developed to focus on professional development, the setting creates an ideal opportunity for the professional development of teachers away from the formal school situation. This research suggests that the programme, and consequently similar programmes offered at other national parks in South Africa, could make a contribution to the professional development of teachers.

  13. What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism.

    Science.gov (United States)

    Armitage-Chan, E; Maddison, J; May, S A

    2016-03-26

    Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed.

  14. Extending Content-Focused Professional Development through Online Communities of Practice

    Science.gov (United States)

    Vavasseur, Cynthia B.; MacGregor, S. Kim

    2008-01-01

    This mixed method case study provides insights about how the professional development of middle school teachers is facilitated through their participation in content-focused online communities of practice. A key finding from this research reveals that the online community provided teachers with enhanced opportunities to share ideas, to discuss…

  15. Becoming Music Teacher Educators: Learning from and with Each Other in a Professional Development Community

    Science.gov (United States)

    Pellegrino, Kristen; Sweet, Bridget; Derges Kastner, Julie; Russell, Heather A.; Reese, Jill

    2014-01-01

    During this heuristic phenomenological inquiry, we examined our lived experiences as five women (three doctoral students, two early career faculty) in the process of becoming music teacher educators participating in a year-long, online, group-facilitated professional development community (PDC). Data included recorded meetings via Skype, journal…

  16. Innovative educational methods and technologies applicable to continuing professional development in periodontology

    NARCIS (Netherlands)

    Mattheos, N.; Schoonheim-Klein, M.; Walmsley, A.D.; Chapple, I.L.C.

    2010-01-01

    Continuous professional development (CPD) in Periodontology refers to the overall framework of opportunities that facilitate a life-long learning practice, driven by the learner-practitioner and supported by a variety of institutions and individuals. CPD must address different needs for a great

  17. Innovative educational methods and technologies applicable to continuing professional development in periodontology

    NARCIS (Netherlands)

    Mattheos, N.; Schoonheim-Klein, M.; Walmsley, A.D.; Chapple, I.L.C.

    2010-01-01

    Continuous professional development (CPD) in Periodontology refers to the overall framework of opportunities that facilitate a life-long learning practice, driven by the learner-practitioner and supported by a variety of institutions and individuals. CPD must address different needs for a great dive

  18. A Model for Professional Development to Promote Engineering Design as an Integrative Pedagogy within STEM Education

    Science.gov (United States)

    Donna, Joel D.

    2012-01-01

    Engineering design activities can help educators to apply concepts and processes from within and across STEM domains. To facilitate these connections, there is a need for sustained, job-embedded, and collegial professional development that brings together teachers from across STEM domains to engage in design-based activities. These activities can…

  19. Becoming Music Teacher Educators: Learning from and with Each Other in a Professional Development Community

    Science.gov (United States)

    Pellegrino, Kristen; Sweet, Bridget; Derges Kastner, Julie; Russell, Heather A.; Reese, Jill

    2014-01-01

    During this heuristic phenomenological inquiry, we examined our lived experiences as five women (three doctoral students, two early career faculty) in the process of becoming music teacher educators participating in a year-long, online, group-facilitated professional development community (PDC). Data included recorded meetings via Skype, journal…

  20. A Discriminant Analysis of Gender and Counselor Professional Identity Development

    Science.gov (United States)

    Healey, Amanda C.; Hays, Danica G.

    2012-01-01

    This quantitative study examined professional identity development and orientation for 489 counseling practitioners, educators, and trainees as predicted by participant-identified sex and engagement in professional activities. Differences between male and female participants regarding aspects of professional identity were evaluated. Discriminant…

  1. Development of Professional Identity through Socialization in Graduate School

    Science.gov (United States)

    Liddell, Debora L.; Wilson, Maureen E.; Pasquesi, Kira; Hirschy, Amy S.; Boyle, Kathleen M.

    2014-01-01

    Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and…

  2. Experiential Learning for Teacher Professional Development at Historic Sites

    Science.gov (United States)

    Blair, Denice J.

    2016-01-01

    Historic sites provide a variety of professional development (PD) programs for classroom teachers. Little is known, however, about the pedagogical approaches used by historic site professionals in educating their teacher audiences. Using data from PD websites and questionnaires completed by historic site professionals, two studies examine the…

  3. The taxonomy of professionalism: reframing the academic pursuit of professional development.

    Science.gov (United States)

    Brown, Daniel; Ferrill, Mary J

    2009-07-10

    Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character.

  4. Continuing professional development and ICT: target practice.

    Science.gov (United States)

    Eaton, K A; Reynolds, P A

    2008-07-26

    Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly.

  5. Factors enabling and inhibiting facilitator development: lessons learned from Essentials of Care in South Eastern Sydney Local Health District

    Directory of Open Access Journals (Sweden)

    Tamera Watling

    2015-11-01

    Full Text Available Background: Building and sustaining facilitation capacity for the creation of person-centred workplace cultures is a strategic priority of the South Eastern Sydney Local Health District Nursing and Midwifery Practice and Workforce Unit. Skilled facilitation is considered critical to the successful implementation and sustainability of practice development-based programmes, including Essentials of Care. Review of facilitator activity across the district revealed that less than half of those who had participated in a facilitation development programme were actively applying their knowledge to the facilitation of Essentials of Care. Aim: To understand the enablers and barriers to the development and application of facilitation skills and the implementation of Essentials of Care from the perspective of the programme’s facilitators. The purpose was to inform ongoing strategies to build and sustain facilitation capacity for its effective implementation. Method: A 21-question qualitative survey was designed using Survey Monkey. Questions were framed to allow free text responses for qualitative content analysis. Ethics approval was applied for and deemed unnecessary by the local health district ethics committee; the committee deemed the project to be a quality improvement activity not requiring independent ethical review. The survey was distributed electronically to 230 health professionals who had participated in the facilitation development programme between 2008 and 2013. Findings: The key enablers for both facilitator development and implementation of Essentials of Care were time, engagement of staff and leadership support. Additional enablers for facilitation development included access to development opportunities and practical application of skills. Facilitation was an enabler of Essentials of Care implementation. Leadership support is pivotal, especially where time and patient acuity impinge on the release of staff for facilitated activities

  6. Nurses’ Views on Need for Professional Development in Nepal

    Directory of Open Access Journals (Sweden)

    Geeta Kamal Shrestha

    2010-09-01

    Full Text Available INTRODUCTION: This study explores the nurses' views on need for professional development and barriers in Nepal. METHODS: This is a qualitative content analysis study conducted among nurses from different health institutes. In-depth interviews and focus group discussions were used to obtain their views on need of professional development and major barriers against professional development in Nepal. Eleven nurses for in-depth interviews and three groups of six nurses each for focus group discussions were selected purposefully from Kathmandu University Hospital, Dhulikhel and Tribhuban University Teachng Hospital, Kathmnadu. RESULTS: Five themes emerged from qualitative data. "Continuing professional development", "supportive management", "nursing leadership", "recognition and respect" and "professional networking" were considered as essential factors for professional development. Lack of "commitment by the nurses", "female gender professional" and "lack of autonomy" were felt as barriers for the nursing professioanl development. CONCLUSIONS: Continuing professional development and supportive working environment are crucial to make nursing profession more dynamic and appealing in Nepal. Keywords: continuing professional development, professional development, supportive managment

  7. The development, facilitation and initial evaluation of a mindfulness group for a clinical psychology training course

    OpenAIRE

    Fisher, Paul; Hemanth, P

    2015-01-01

    This article presents an evaluation of a Mindfulness group facilitate for trainee and qualified psychologists working in a university psychology clinic. the group was shown to have both personal and professional benefits for participants, but further evaluation is required.

  8. Developing Extension Professionals to Develop Extension Programs: A Case Study for the Changing Face of Extension

    Directory of Open Access Journals (Sweden)

    Scott R. Cummings

    2015-06-01

    Full Text Available Development of Cooperative Extension programs depends upon the skills and abilities of competent Extension professionals. The most effective manner of building program development competencies in these Extension professionals is through professional development. A wide variety of competencies are necessary for Extension professionals to develop programs, including strong interpersonal skills. Differences exist between the professional development efforts of Extension institutions and are highlighted herein. Major challenges to delivery of professional development include time and budget, but these can be overcome through planning and innovation and use of online or hybrid methods. Professional development for program development is essential to furthering Extension’s mission, especially during times of rapid change.

  9. Professional Development for Teachers of English Language Learners: Discursive Norms, Learning Processes, and Professional Communities

    Science.gov (United States)

    Molle, Daniella

    2010-01-01

    The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…

  10. Teacher Professional Development--The Elaboration of a Concept.

    Science.gov (United States)

    Kremer-Hayon, Lya

    1991-01-01

    Proposes a systematic way of defining the concept of professional development and revealing its structure through use of a mapping sentence based on analysis of the concepts of development and profession. The mapping sentence may guide teacher developers in planning programs to suit varying concepts of professional development. (SM)

  11. Educator Study Groups: A Professional Development Tool to Enhance Inclusion

    Science.gov (United States)

    Herner-Patnode, Leah

    2009-01-01

    Professional development can take many forms. The most effective development includes individual educators in the formation and planning process. Educator study groups are one form of professional development that allows major stakeholders in the education process the autonomy to develop individual and group goals. This often translates into an…

  12. Incorporating Geospatial Technology into Teacher Professional Development

    Science.gov (United States)

    Sproles, E. A.; Songer, L.

    2009-12-01

    The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geospatial Teaching Across the Curriculum (Geo-STAC) is a collaborative program that provides high school teachers with mentored professional development workshops in geospatial thought and technology. The seminars, led by community college faculty, give high school teachers the ability to incorporate geospatial technology into coursework across the curriculum — in Science, Technology, Engineering, and Math (STEM) and non-STEM disciplines. Students participating in the hands-on lessons gain experience in web-based and desktop Geographic Information Systems (GIS). The goals of the workshop are for teachers to: (1) understand the importance of geospatial thinking; (2) learn how to employ geospatial thinking in each discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and, (5) implement a Web-based GIS lesson. Additionally, Geo-STAC works with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and, (3) visit the community college GIS lab and experience using desktop GIS. Geo-STAC actively disseminates this collaborative model to colleges to community colleges and high schools across the country.

  13. Individual Development of Professionalism in Educational Peer Group Supervision

    DEFF Research Database (Denmark)

    Hølge-Hazelton, Bibi; Tulinius, Charlotte

    2012-01-01

    -dimensional theoretical model, it is shown that all GPs developed their professional behaviour, and many of them strengthened their professional identity in this domain towards a changed professionalism. Most participants emphasized the positive experience of sharing worries with families indicating care and interest......Background. Research has shown that peer-group supervision can strengthen GPs' professionalism, but little is known about the individual learning processes. To establish professionalism beyond professional behaviour, identity and idealism need to be included. The inner attitudinal values...... of professionalism within the individual are, however, difficult to assess. Aim. On the basis of a multiple case study, this paper describes the process of professional learning and challenges for individual GPs, as they take part in supervision groups focusing on children cases. Methods and Results. By using a two...

  14. Factors Driving Learner Success in Online Professional Development

    Directory of Open Access Journals (Sweden)

    Phu Vu

    2014-07-01

    Full Text Available This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners’ activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners’ success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.

  15. 78 FR 47676 - Agency Information Collection Activities; Comment Request; National Professional Development...

    Science.gov (United States)

    2013-08-06

    ... Agency Information Collection Activities; Comment Request; National Professional Development Program... notice will be considered public records. Title of Collection: National Professional Development Program... National Professional Development (NPD) program provides professional development activities intended to...

  16. Social Media for Professional Development and Networking Opportunities in Academia

    Science.gov (United States)

    Donelan, Helen

    2016-01-01

    The research reported on in this article explores the use of social media for work-related or professional purposes. In particular, it focuses on the perceptions and use of social media by academics in the UK. The purpose of the research was to explore the potential social media has to facilitate the changing landscape of higher education and…

  17. Possible Strategies for Facilitating the Exchange of Tacit Knowledge in a Team of Creative Professionals

    DEFF Research Database (Denmark)

    Frimodt-Møller, Søren; Borum, Nanna; Petersson, Eva;

    2015-01-01

    by the authors, a preference for analog tools over digital has been detected among creative professionals. In a new series of interviews done at the same workplace, it is shown that it is possible for a designer to build up tacit knowledge of the field in which he works, for use in a digital environment. Using...

  18. Full Speed Ahead: Using a Senior Capstone Course to Facilitate Students' Professional Transition

    Science.gov (United States)

    Appleby, Karen M.; Foster, Elaine; Kamusoko, Sibongile

    2016-01-01

    In recent years, institutions of higher education have become more focused on preparing students for their professional lives through senior seminars and capstone courses. Specifically in the fields of physical education, recreation and dance (PERD), it is strongly recommended by both the Commission on Sport Management Accreditation and SHAPE…

  19. Journaling: An Effective Approach to Professional Development For Reflective Teachers

    Institute of Scientific and Technical Information of China (English)

    Wang Peng

    2008-01-01

    As a new curriculum reform program was put forward in China,higher standards for teachers were given that teachers must have a potential of reflective development.Continuing and effective professional development is a common concern of most teachers and professional educators.Effective professional development usually means that not only does it have immediate impact on the work of the professional educator,but it has a long lasting impact.Unfortunately,such effective professional development activities are rare and,in turn,costly to the organization.The purpose of this paper is to demonstrate a form of effective professional development which is not only economical but effective.That is the reflective journal.This article analyzes the application of Journal writing from these aspects of the definition,content and the procedures.

  20. An analysis of zoo and aquarium provided teacher professional development

    Science.gov (United States)

    Kubarek-Sandor, Joy

    Informal science institutions are a significant provider of science teacher professional development. As pressure continues to critically analyze the work of teachers and their effectiveness in the classroom, it is important to understand how informal science institutions contribute to effective change in teacher science content knowledge and pedagogy. This research study analyzed zoo and aquarium provided teacher professional development to respond to the research questions: How do zoos and aquaria determine and assess their goals for teacher professional development? How do these goals align with effective teacher change for science content knowledge and pedagogy? Theoretical frameworks for high quality teacher professional development, effective evaluation of teacher professional development, and learning in informal science settings guided the research. The sample for the study was AZA accredited zoos and aquariums providing teacher professional development (N=107). Data collection consisted of an online questionnaire, follow-up interviews, and content analysis of teacher professional development artifacts. Analysis revealed that by and large zoos and aquariums are lacking in their provision of science teacher professional development. Most professional development focuses on content or resources, neglecting pedagogy. Assessments mismatch the goals and rely heavily on self-report and satisfaction measures. The results demonstrate a marked difference between those zoos and aquariums that are larger in capacity versus those that are medium to small in size. This may be an area of research for the future, as well as analyzing the education resources produced by zoos and aquariums as these were emphasized heavily as a way they serve teachers.

  1. The Collaborative Teacher Inquiry Project: A Purposeful Professional Development Initiative

    National Research Council Canada - National Science Library

    Limin Jao; Douglas McDougall

    2015-01-01

    .... The Collaborative Teacher Inquiry Project was a professional development initiative that brought together educators from nine schools across four neighbouring school districts in Ontario seeking...

  2. Relational grounding facilitates development of scientifically useful multiscale models

    Directory of Open Access Journals (Sweden)

    Lam Tai

    2011-09-01

    Full Text Available Abstract We review grounding issues that influence the scientific usefulness of any biomedical multiscale model (MSM. Groundings are the collection of units, dimensions, and/or objects to which a variable or model constituent refers. To date, models that primarily use continuous mathematics rely heavily on absolute grounding, whereas those that primarily use discrete software paradigms (e.g., object-oriented, agent-based, actor typically employ relational grounding. We review grounding issues and identify strategies to address them. We maintain that grounding issues should be addressed at the start of any MSM project and should be reevaluated throughout the model development process. We make the following points. Grounding decisions influence model flexibility, adaptability, and thus reusability. Grounding choices should be influenced by measures, uncertainty, system information, and the nature of available validation data. Absolute grounding complicates the process of combining models to form larger models unless all are grounded absolutely. Relational grounding facilitates referent knowledge embodiment within computational mechanisms but requires separate model-to-referent mappings. Absolute grounding can simplify integration by forcing common units and, hence, a common integration target, but context change may require model reengineering. Relational grounding enables synthesis of large, composite (multi-module models that can be robust to context changes. Because biological components have varying degrees of autonomy, corresponding components in MSMs need to do the same. Relational grounding facilitates achieving such autonomy. Biomimetic analogues designed to facilitate translational research and development must have long lifecycles. Exploring mechanisms of normal-to-disease transition requires model components that are grounded relationally. Multi-paradigm modeling requires both hyperspatial and relational grounding.

  3. Teacher Professional Development: International Perspectives and Approaches

    Directory of Open Access Journals (Sweden)

    Alfredo Bautista

    2015-11-01

    Full Text Available Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers’ needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.

  4. A Teacher Professional Development Model for Teaching Socioscientific Issues

    Science.gov (United States)

    Carson, Katherine; Dawson, Vaille

    2016-01-01

    This paper describes the development and implementation of a three-pillared model for teaching socioscientific issues: teacher professional development; curriculum resources; and classroom support. A professional development program and curriculum resource based on the socioscientific issue of climate change was trialled with 75 Western Australian…

  5. Classroom Effects of an Early Childhood Educator Professional Development Partnership

    Science.gov (United States)

    Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly

    2011-01-01

    We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

  6. Technology Integration for Instructional Improvement: The Impact of Professional Development

    Science.gov (United States)

    Potter, Stephanie L.; Rockinson-Szapkiw, Amanda J.

    2012-01-01

    Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative-supported and mentor-supported approach to professional development as an alternative to…

  7. From Youth Worker Professional Development to Organizational Change

    Science.gov (United States)

    Rana, Sheetal; Baumgardner, Briana; Germanic, Ofir; Graff, Randy; Korum, Kathy; Mueller, Megan; Randall, Steve; Simmons, Tim; Stokes, Gina; Xiong, Will; Peterson, Karen Kolb

    2013-01-01

    An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development. It grew from a moral response of Saint Paul Parks and Recreation staff and two faculty members of Youth Studies, University of…

  8. Classroom Effects of an Early Childhood Educator Professional Development Partnership

    Science.gov (United States)

    Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly

    2011-01-01

    We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

  9. Teacher Professional Development in Laredo, TX

    Science.gov (United States)

    Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.

    2014-01-01

    In the fall of 2012, McDonald Observatory, Texas A&M University, and Texas A&M International University conducted a series of workshops on astronomy content for 5th - 8th grade teachers in Laredo, Texas. Three one-day workshops were held at the Lamar Bruni Vergara Planetarium of Texas A&M International University, using a mix of in-person and distance learning technology. Texas A&M professor Lucas Macri gave public talks in English and Spanish, and a lunch-time presentation to the teachers. A series of evaluation tools were used to assess the success of the workshops. A Nominal Group Technique (NGT) discussion was used, through which groups developed consensus answers about their learning, expectations for classroom use, and satisfaction with the workshop. The Astronomy/Space Science Test (MOSART Grades 5-8) was also issued as a pre- and post-test to assess gains in knowledge. Teacher consensus was that the materials and activities of the workshop had been helpful for learning and that they expected to use many of them in their classrooms. However, the evaluation also showed that teachers would have preferred the Observatory educator be physically present for all workshops. Past video-conferencing workshops, where local facilitators first participated in workshops at the Observatory, showed better feedback and results concerning this point. Comparing those results to the present case, we conclude that more clearly defined roles and better training for the science specialists and local facilitators would improve the video conference experience for the teachers. Comparison of pre- and post-test results showed improved teacher knowledge. An additional benefit of this project was the further development of partnerships between McDonald Observatory and Texas A&M International University, which has resulted in further education projects, including a video-conference presentation series to eight-grade students and their families. This secondary project focused on

  10. The legal duty of local government to facilitate development

    Directory of Open Access Journals (Sweden)

    Theo Scheepers

    1999-03-01

    Full Text Available Local government in South Africa is not only facing challenges normally associated with a process of development or transformation, but needs to adjust its focus according to the new development paradigm unfolding in South Africa. Developmental local government has to accomplish this task according to the mandate issued in the Constitution and within a specific legal-institutional and value framework The legal-institutional framework is based on a set of development law principles contained in new generation legislation. The value framework consists of community values as well as constitutional values reflecting individual and community values, norms and principles. This framework imposes a legal and moral duty as well as corresponding obligations on municipalities to plan and implement future socio-economic development of the areas for which they are responsible according to a new set of development principles and values. These principles make it incumbent upon municipalities to manage development through a people-centred and community-driven process. This article briefly deals with the nature and content of the duties and responsibilities of municipalities emanating from a new development paradigm when facilitating the development process within their areas of jurisdiction.

  11. How Identification Facilitates Effective Learning: The Evaluation of Generic versus Localized Professionalization Training

    Science.gov (United States)

    Bjerregaard, Kirstien; Haslam, S. Alexander; Morton, Thomas

    2016-01-01

    Worldwide, organizations are keen to ensure that they achieve a performance return from the large investment they make in employee training. This study examines the way in which workgroup identification facilitates trainees' motivation to transfer learning into workplace performance. A 2 × 2 longitudinal study evaluated the effects of a new…

  12. How Identification Facilitates Effective Learning: The Evaluation of Generic versus Localized Professionalization Training

    Science.gov (United States)

    Bjerregaard, Kirstien; Haslam, S. Alexander; Morton, Thomas

    2016-01-01

    Worldwide, organizations are keen to ensure that they achieve a performance return from the large investment they make in employee training. This study examines the way in which workgroup identification facilitates trainees' motivation to transfer learning into workplace performance. A 2 × 2 longitudinal study evaluated the effects of a new…

  13. Personal construct psychology: a theory to help understand professional development, a philosophy to support it.

    Science.gov (United States)

    Brocklehurst, Paul R

    2010-10-01

    The aim of this paper is to introduce the reader to personal construct psychology as a theory to help understand the process of change in facilitative and mentoring relationships. Continuing professional development is critical if practitioners are to keep up to date with new ideas, techniques, and materials. However, is it important not only to consider what is learnt, it is also important to understand the how of learning in order to develop an approach that leads to lifelong learning. Mentoring, coaching, and appraisal are all facilitative processes that aim to encourage professionals to engage with their own development. This leads to differing degrees of both behavioural and attitudinal change. As a result, it is useful to have a theory that can help an individual to understand these changes and to identify any difficulties that are associated with them. Personal construct psychology has long been recognised as a potential framework for personal development. It has been used extensively in a broad range of domains, including clinical and educational psychology, management, and psychotherapy. Personal construct psychology is a useful theory for understanding the facilitative process because it enables the facilitator to form a conceptual framework to comprehend behavioural and attitudinal change. Its underlying philosophical approach also supports lifelong learning, given its emphasis on an enquiring mind and reflection, both of which are key to continuing professional development.

  14. Professional Development Strategies for Professional Staff within a Private University in a Middle Atlantic State

    Science.gov (United States)

    Lewis, Karen A.

    2011-01-01

    The purpose of this study was to examine the perceived level of skill development of professional staff (consisting of new professionals, midlevel managers, and senior administrators) at a private university in a Middle Atlantic state. The secondary purpose of this study was to determine the activities and methods respondents prefer to use to…

  15. Forming the Professional Self: Bildung and the Ontological Perspective on Professional Education and Development

    Science.gov (United States)

    Fellenz, Martin R.

    2016-01-01

    Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for…

  16. A Practice-Based Theory of Professional Education: Teach For America's Professional Development Model

    Science.gov (United States)

    Gabriel, Rachael

    2011-01-01

    In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I…

  17. Understanding Mathematics Teachers' Beliefs about Professional Learning Communities and Professional Development

    Science.gov (United States)

    Garner, Arthur L., Jr.

    2011-01-01

    This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…

  18. Understanding Mathematics Teachers' Beliefs about Professional Learning Communities and Professional Development

    Science.gov (United States)

    Garner, Arthur L., Jr.

    2011-01-01

    This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…

  19. Avenues for professional development: faculty perspectives from an Indian medical school.

    Science.gov (United States)

    Abraham, R R; Pallath, V; Am, C; Ramnarayan, K; Kamath, A

    2012-01-01

    Medical school faculty in India are challenged to balance teaching and professional development. Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal University, India offers the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. The institution incorporates certain effective practices based on adult learning principles which are aimed at fostering the professional development of faculty members. The present study was undertaken to explore the perceptions of faculty members regarding the scope for professional development at Melaka Manipal Medical College, Manipal Campus. In September 2009, a questionnaire comprising items (23) focusing on five adult learning principles (active participation, relevant learning, constructive feedback, safe, non-threatening environment and previous experiences) was designed and faculty members (n=23) were asked to respond to it on a 5-point Likert scale. Additionally, a force field analysis was conducted by asking the faculty to identify three factors which facilitated them to consciously get involved in professional development activities. They were also asked to identify three unfavorable factors that hindered their professional development. Among the five characteristics, relevant learning was found to have a high mean score. Frequency analysis of responses revealed that at Melaka Manipal Medical College, there was ample scope for relevant self-learning that fosters professional development (91.3%). Force field response analysis revealed Melaka Manipal Medical College offered considerable flexibility and opportunities for continuing professional development along with faculty members' prevailing role as teachers. Nevertheless, the need for more research facilities and funds was highlighted. Adherence to adult learning principles may provide avenues for professional development in medical schools. An organized attempt to make the medical school faculty aware of the scope of these practices appears to be

  20. Professional Identity Development: A Review of the Higher Education Literature

    Science.gov (United States)

    Trede, Franziska; Macklin, Rob; Bridges, Donna

    2012-01-01

    This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…

  1. Professional Development Needs of English Language Teachers in Malaysia

    Science.gov (United States)

    Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

    2011-01-01

    This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

  2. Professional development of teacher educators through informal learning

    NARCIS (Netherlands)

    drs Marina Bouckaert-den Draak; dr Rita Schildwacht; dr.ir. Quinta Kools; drs Maurice Schols; MEd Marly Gootzen

    2012-01-01

    Introduction and theoretical background Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development

  3. professional development of teacher educators through informal learning

    NARCIS (Netherlands)

    dr Rita Schildwacht; dr.ir. Quinta Kools; drs Maurice Schols; drs Marina Bouckaert-den Draak; MEd Marly Gootzen

    2012-01-01

    Professional development of teacher educators is an important issue. In order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof'. When it comes to professional development, very often people think of 'attending courses'. But

  4. Professional School Counselors' Career Development Practices and Continuing Education Needs

    Science.gov (United States)

    Anctil, Tina M.; Smith, Carol Klose; Schenck, Paulette; Dahir, Carol

    2012-01-01

    This study explored the practices of professional school counselors in their delivery of career counseling. School counselors were found to spend significantly less time on career development than on personal-social and academic development. In addition, new professionals placed more priority on career counseling compared with their more…

  5. Providing Effective Professional Development: Lessons from the Eisenhower Program.

    Science.gov (United States)

    Porter, Andrew C.; Garet, Michael S.; Desimone, Laura M.; Birman, Beatrice F.

    2003-01-01

    Reports on two studies evaluating the effectiveness of the federal government's Eisenhower Professional Development Program. Describes high quality professional development of in-service teachers, changes in teaching practice, six key practices identified in literature, and the relationship between district policies and the quality of professional…

  6. Mathematics Coaching: A New Kind of Professional Development

    Science.gov (United States)

    Obara, Samuel

    2010-01-01

    While millions of dollars are spent on traditional professional development each year in the USA, some school districts are trying other means to increase students' test scores. One strategy is hiring mathematics coaches as on-site professional developers. Whereas mathematics coaching is a newly investigated research area and many issues still…

  7. Issues and Challenges in Financing Professional Development in Education.

    Science.gov (United States)

    Cohen, Carol E.

    In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report reflects and summarizes what the Finance Project learned during the planning year about both traditional systems of professional development and reform efforts and how they are financed, focusing on…

  8. Working with Novice Teachers: Challenges for Professional Development.

    Science.gov (United States)

    Barrett, Jeffrey; Jones, Graham; Mooney, Edward; Thornton, Carol; Cady, JoAnn; Guinee, Patricia; Olson, Jo

    2002-01-01

    Examines the classroom practice and beliefs of two novice elementary teachers during their first year of teaching and the first year of their involvement in a district-wide professional development project. Analyzes the challenges faced by the novice teachers and the professional developer who worked with them. Discusses the effects of teachers'…

  9. Team-Based Professional Development: A Process for School Reform

    Science.gov (United States)

    Witmer, Judith T.; Melnick, Steven A.

    2006-01-01

    In this book, the authors provide an overview of adult learning and its impact on professional development. The chapters provide a theoretical foundation along with practical advice on implementing team-based professional development among educators within school districts which will lead to true systemic reform. The following seven chapters are…

  10. The Evolution from Traditional to Online Professional Development: A Review

    Science.gov (United States)

    Elliott, Joshua C.

    2017-01-01

    Online professional development offers opportunities for growth to teachers who may not be able to participate otherwise due to constraints. These constraints include, but are not limited to, time and travel distance. This document is a narrative review of relevant literature as it relates to the evolution of teacher professional development. This…

  11. Prevalent Approaches to Professional Development in State 4-H Programs

    Science.gov (United States)

    Smith, Martin H.; Worker, Steven M.; Schmitt-McQuitty, Lynn; Meehan, Cheryl L.; Lewis, Kendra M.; Schoenfelder, Emily; Brian, Kelley

    High-quality 4-H programming requires effective professional development of educators. Through a mixed methods study, we explored professional development offered through state 4-H programs. Survey results revealed that both in-person and online delivery modes were used commonly for 4-H staff and adult volunteers; for teen volunteers, in-person…

  12. Putting the PLE into PLD: Virtual Professional Learning and Development

    Science.gov (United States)

    Owen, Hazel

    2014-01-01

    The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in…

  13. Problem Solving in Student Police Officers' Professional Development

    Science.gov (United States)

    Zascerinska, Jelena; Zascerinskis, Mihails

    2011-01-01

    Introduction: The success of human safety requires the ability of police officers in problem solving within continuing professional development to be considered. Aim of the study: To analyze problem based teaching and learning in tertiary education within continuing professional development. Materials and methods: The search for problem based…

  14. Undeniable Insights: The Collaborative Use of Three Professional Development Practices.

    Science.gov (United States)

    Bailey, Kathleen M.; Curtis, Andy; Nunan, David

    1998-01-01

    Describes the experiences of English as a Foreign Language (EFL) university professors who investigated reflective teaching and professional development by practicing what they preached. Over one academic year they taught their EFL classes utilizing three professional development procedures (journal writing, videotaping, and teaching portfolios).…

  15. Undeniable Insights: The Collaborative Use of Three Professional Development Practices.

    Science.gov (United States)

    Bailey, Kathleen M.; Curtis, Andy; Nunan, David

    1998-01-01

    Describes the experiences of English as a Foreign Language (EFL) university professors who investigated reflective teaching and professional development by practicing what they preached. Over one academic year they taught their EFL classes utilizing three professional development procedures (journal writing, videotaping, and teaching portfolios).…

  16. Philosophy of Education Subscales: Predictors of EFL Teachers' Professional Development

    Science.gov (United States)

    Ashraf, Hamid; Kafi, Zahra H.

    2017-01-01

    The present study aimed at investigating the relationship between Iranian EFL, English as a foreign language, male and female instructors' philosophy of education and their professional development to see whether there is any significant relation between the type of philosophy of education that teachers hold and their professional development. It…

  17. Teachers Learning: Professional Development and Education. Cambridge Education Research Series

    Science.gov (United States)

    McLaughlin, Colleen, Ed.

    2012-01-01

    "Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

  18. Understanding Undergraduate Professional Development Engagement and Its Impact

    Science.gov (United States)

    Blau, Gary; Snell, Corinne M.

    2013-01-01

    Professional Development Engagement (PDE) is defined as "the level of undergraduate engagement in professional development." It reflects career-related work preparation for "life after college" and is a distinct externally-focused component of student engagement (SE). The increased college retention and subsequent job placement…

  19. Professional Development and Teacher Change: The Missing Leadership Link

    Science.gov (United States)

    Whitworth, Brooke A.; Chiu, Jennifer L.

    2015-01-01

    Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a…

  20. Factors Driving Learner Success in Online Professional Development

    Science.gov (United States)

    Vu, Phu; Cao, Vien; Vu, Lan; Cepero, Jude

    2014-01-01

    This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners' activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online…

  1. Do less effective teachers choose professional development does it matter?

    Science.gov (United States)

    Barrett, Nathan; Butler, J S; Toma, Eugenia F

    2012-10-01

    In an ongoing effort to improve teacher quality, most states require continuing education or professional development for their in-service teachers. Studies evaluating the effectiveness of various professional development programs have assumed a normal distribution of quality of teachers participating in the programs. Because participation in many professional development programs is either targeted or voluntary, this article suggests past evaluations of the effectiveness of professional development may be subject to selection bias and policy recommendations may be premature. This article presents an empirical framework for evaluating professional development programs where treatment is potentially nonrandom, and explicitly accounts for the teacher's prior effectiveness in the classroom as a factor that may influence participation in professional development. This article controls for the influence of selection bias on professional development outcomes by generating a matched sample based on propensity scores and then estimating the program's effect. In applying this framework to the professional development program examined in this article, less effective teachers are found to be more likely to participate in the program, and correcting for this selection leads to different conclusions regarding the program's effectiveness than when ignoring teacher selection patterns.

  2. Professional Development: The Teacher's Perspective

    Science.gov (United States)

    Brown, Julie Miller

    2013-01-01

    The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured…

  3. The Squadron Commander’s Responsibility for Officer Professional Development

    Science.gov (United States)

    2014-02-13

    Squadron commanders (Sq/CCs), as Air Force leaders, have a duty to help create futureleaders. While officer professional development (OPD) is a duty...the Air Forces existing professional development construct. After describing these responsibilities, this paper concludes with three recommendations

  4. The Virtual Extension Annual Conference: Addressing Contemporary Professional Development Needs

    Science.gov (United States)

    Franz, Nancy K.; Brekke, Robin; Coates, Deb; Kress, Cathann; Hlas, Julie

    2014-01-01

    Extension systems are experimenting with new models for conducting professional development to enhance staff competence and other returns on professional development investments. The ISUEO virtual annual conference provides a successful flipped classroom model of asynchronous and synchronous learning events for conducting an Extension annual…

  5. Delivering Online Professional Development in Mathematics to Rural Educators

    Science.gov (United States)

    Cady, Jo; Rearden, Kristin

    2009-01-01

    Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers'…

  6. The Arctic Climate Modeling Program: Professional Development for Rural Teachers

    Science.gov (United States)

    Bertram, Kathryn Berry

    2010-01-01

    The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

  7. Professional Development within Collaborative Teacher Study Groups: Pitfalls and Promises

    Science.gov (United States)

    Stanley, Ann Marie

    2011-01-01

    Teacher study groups are often thought to be effective professional development structures. Such teacher communities may foster teacher learning through a collaborative culture and the codification of group members' collective knowledge. However, not all study groups are effective professional development. This article is a discussion of factors…

  8. Professional development of teacher educators through informal learning

    NARCIS (Netherlands)

    Kools, Quinta; Gootzen, Marly; Schols, Maurice; Schildwacht, Rita; Bouckaert-den Draak, Marina

    2012-01-01

    Introduction and theoretical background Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development

  9. Professional Development Needs of English Language Teachers in Malaysia

    Science.gov (United States)

    Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

    2011-01-01

    This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

  10. Mathematics Coaching: A New Kind of Professional Development

    Science.gov (United States)

    Obara, Samuel

    2010-01-01

    While millions of dollars are spent on traditional professional development each year in the USA, some school districts are trying other means to increase students' test scores. One strategy is hiring mathematics coaches as on-site professional developers. Whereas mathematics coaching is a newly investigated research area and many issues still…

  11. Teachers Learning: Professional Development and Education. Cambridge Education Research Series

    Science.gov (United States)

    McLaughlin, Colleen, Ed.

    2012-01-01

    "Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

  12. Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. REL 2016-277

    Science.gov (United States)

    Kosanovich, Marcia; Foorman, Barbara

    2016-01-01

    The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their…

  13. An Interagency Collaboration to Facilitate Development of Filovirus Medical Countermeasures

    Directory of Open Access Journals (Sweden)

    Edwin O. Nuzum

    2012-10-01

    Full Text Available The Filovirus Animal Non-Clinical Group (FANG is a US interdepartmental and interagency group established to support and facilitate the advanced development of filovirus Medical Countermeasures (MCM, both vaccines and therapeutics. It is co-led by one representative from the Department of Defense (DoD, the first author, and one from the Department of Health and Human Services (HHS, the second author. The FANG membership includes operational level program staff and Subject Matter Experts (SME from performing organizations as well as scientific staff and program managers from DoD and HHS funding and regulatory agencies. Focus areas include animal models, assays, reagents, product manufacture and characterization, and other interagency product development issues that will support Food and Drug Administration (FDA licensure of safe and effective filovirus MCMs. The FANG continues to develop strategies to address broadly applicable and interagency product development challenges relevant to filovirus MCM development. This paper summarizes FANG structure and accomplishments and is meant to heighten community awareness of this government-led collaborative effort.

  14. Epistemology, development, and integrity in a science education professional development program

    Science.gov (United States)

    Hancock, Elizabeth St. Petery

    This research involved interpretive inquiry to understand changes in the notion of "self" as expressed by teachers recently enrolled as graduate students in an advanced degree program in science education at Florida State University. Teachers work in a context that integrates behavior, social structure, culture, and intention. Within this context, this study focused on the intentional realm that involves interior understandings, including self-epistemology, professional self-identity, and integrity. Scholarship in adult and teacher development, especially ways of knowing theory, guided my efforts to understand change in these notions of self. The five participants in this study were interviewed in depth to explore their "self"-related understandings in detail. The other primary data sources were portfolios and work the participants submitted as part of the program. Guided by a constructivist methodology, I used narrative inquiry and grounded theory to conduct data analysis. As learners and teachers, these individuals drew upon epistemological orientations emphasizing a procedural orientation to knowledge. They experienced varying degrees of interior and exterior development in self and epistemology. They created integrity in their efforts to align their intentions with their actions with a dynamic relationship to context. This study suggests that professional development experiences in science education include consideration of the personal and the professional, recognize and honor differing perspectives, facilitate development, and assist individuals to recognize and articulate their integrity.

  15. Culture change in care homes: development and facilitation.

    Science.gov (United States)

    Wild, Deidre; Kydd, Angela

    2016-09-29

    This article is the second of a two-part series that explores a programme of culture change in care homes. In this article, the authors describe their independent development and facilitation of a flexible learning programme for care homes, designed to meet a quality improvement request made by a care home company. The two selected care homes' staff conducted a review of their care culture, as a precursor to their creation of a new care philosophy. These activities provided a firm foundation from which the homes could, in theory, become a Remedial Enterprise Active Learning care home. Although the learning programme was not completed due to unavoidable circumstances, the staff's experiences highlight some of the challenges and successes that may be experienced when seeking to improve care homes' learning culture and practice.

  16. Continuing professional development for general practioners

    DEFF Research Database (Denmark)

    Tulinius, Charlotte; Hølge-Hazelton, Bibi

    2010-01-01

    OBJECTIVES: The profession of medicine has long been characterised by virtues such as authorisation, specialisation, autonomy, self-regulation and adherence to an ethical code of practice, and its complexity has granted it the privilege of self-regulation. Studies have shown continuing professional...

  17. The Development of Student Teachers' Professional Identity

    Science.gov (United States)

    Lamote, Carl; Engels, Nadine

    2010-01-01

    This study focuses on student teachers' perceptions of their professional identity. The respondents are students enrolled in a three-year course in secondary education teaching at bachelor level. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment…

  18. The Changing Roles Professional Development Program

    Science.gov (United States)

    A. Hermansen-Baez; N. Wulff

    2010-01-01

    As populations and urbanization expand in the Southern United States, human influences on forests and other natural areas are increasing. As a result, natural resource professionals are faced with complex challenges, such as managing smaller forest parcels for multiple benefits, and wildfire prevention and management in the wildland-urban interface (areas where urban...

  19. The views of mental health nurses on continuing professional development.

    Science.gov (United States)

    Cleary, Michelle; Horsfall, Jan; O'Hara-Aarons, Maureen; Jackson, Debra; Hunt, Glenn E

    2011-12-01

    To determine clinical mental health nurses' views and preferences about continuing professional development. Participation in continuing professional development is now expected for nurse and midwifery registration. However, it is unclear how clinically based mental health nurses view continuing professional development and its relevance to career intentions. Qualitative. Semi-structured face-to-face interviews with mental health nurses (n=50) drawn from inpatient mental health units. The most prominent factor identified through this research is that the majority of the fifty participants valued continuing professional development and sought more opportunities to participate. They particularly favoured in-house locally based sessions targeting patient-related clinical skills enhancement. Importantly, this interest in continuing professional development was not confined to new graduates needing to consolidate their skills. Work-based flexibility, the types of courses available and opportunities for study leave were also identified as important factors. Of the 50 nurses interviewed, 40% expressed a desire for continuing professional development vis-à-vis remaining in the service; 30% of nurses responded to the same question with an emphasis on the importance of collegial support amongst peers and management; and 30% of the nurses indicated their primary focus for continuing professional development was to further their tertiary studies. These results are not only timely given the requirements around continuing professional development, but are also important to drive improvements in quality continuing professional development where needs are prioritised, discussed and agreed on. Findings from this study highlight the value clinical nurses place on having access to work-based and clinically focussed education and development. Relevant on-the-job professional education has the potential to improve job satisfaction and retention of clinical nurses, thus ultimately

  20. Chapter 2: effective professional development???what we now know

    OpenAIRE

    Bechtel, Pamela A; O'Sullivan, Mary

    2006-01-01

    peer-reviewed There have been increased calls from around the world for greater commitments to designing professional development (PD) opportunities for practicing teachers. Three major forces are propelling this increased attention on PD: the education standards movement, professional organizations, and a call for research on teaching. First, the standards movement in education has highlighted the professional needs of teachers. Higher standards for both teachers and studen...

  1. Professional Sports Facilities, Franchises and Urban Economic Development

    OpenAIRE

    Dennis Coates; Brad R. Humphreys

    2003-01-01

    Local political and community leaders and the owners of professional sports teams frequently claim that professional sports facilities and franchises are important engines of economic development in urban areas. These structures and teams allegedly contribute millions of dollars of net new spending annually and create hundreds of new jobs, and provide justification for hundreds of millions of dollars of public subsidies for the construction of many new professional sports facilities in the Un...

  2. Cultural Core Competencies: Perceptions of 4-H Youth Development Professionals

    Directory of Open Access Journals (Sweden)

    Janet E. Fox

    2015-10-01

    Full Text Available As society grows increasingly diverse, it is critical that youth development professionals are equipped with cultural core competencies. This descriptive study gauged the perceived level of cultural competence among 4-H Youth Development professionals from a Southern state in the United States. Based on the 4-H Professional Research, Knowledge, and Competency (PRKC Model (Stone & Rennekamp, 2004, youth development professionals rated their cultural competence (equity, access, and opportunity in eight core competency areas. Based on a five-point Likert scale ranging from 0 = No knowledge to 4 = Expert, youth development professionals evaluated their cultural competence ranging from 0.66 to 4.00. According to an interpretive scale, most youth development professionals rated their competence as intermediate. Participants reported the skills of active listening and an open attitude as areas in which they felt most competent. Areas of least competence were community outreach policies and procedures. No significant relationships existed between the demographic variables of gender, degree earned, and field of study when compared to perceived cultural competence. The findings will be used to detect deficiencies and create opportunities for professional training and development experiences in supporting the cultural competence and growth of youth professionals.

  3. A Mixed-Method Analysis of the Alignment of Title I Achieving Schools' Professional Development to NCLB Professional Development Provisions

    Science.gov (United States)

    Quinn, Kerry

    2013-01-01

    The improvement of schools has been a central discussion among educators, legislators, and stakeholders, with professional development being acknowledged as a fundamental topic for the success of the education system. Studying the alignment of professional development programs provided at Title I Achieving schools to NCLB research based…

  4. Multilevel Boundary Crossing in a Professional Development School Partnership

    NARCIS (Netherlands)

    Akkerman, Sanne; Bruining, Ton

    2016-01-01

    This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schoo

  5. Developing a facilitation model to promote organisational development in primary care practices.

    Science.gov (United States)

    Rhydderch, Melody; Edwards, Adrian; Marshall, Martin; Elwyn, Glyn; Grol, Richard

    2006-06-19

    The relationship between effective organisation of general practices and health improvement is widely accepted. The Maturity Matrix is an instrument designed to assess organisational development in general practice settings and to stimulate quality improvement. It is undertaken by a practice team with the aid of a facilitator. There is a tradition in the primary care systems in many countries of using practice visitors to educate practice teams about how to improve. However the role of practice visitors as facilitators who enable teams to plan practice-led organisational development using quality improvement instruments is less well understood. The objectives of the study were to develop and explore a facilitation model to support practice teams in stimulating organisational development using a quality improvement instrument called the Maturity Matrix. A qualitative study based on transcript analysis was adopted. A model of facilitation was constructed based on a review of relevant literature. Audio tapes of Maturity Matrix assessment sessions with general practices were transcribed and facilitator skills were compared to the model. The sample consisted of two facilitators working with twelve general practices based in UK primary care. The facilitation model suggested that four areas describing eighteen skills were important. The four areas are structuring the session, obtaining consensus, handling group dynamics and enabling team learning. Facilitators effectively employed skills associated with the first three areas, but less able to consistently stimulate team learning. This study suggests that facilitators need careful preparation for their role and practices need protected time in order to make best use of practice-led quality improvement instruments. The role of practice visitor as a facilitator is becoming important as the need to engender ownership of the quality improvement process by practices increases.

  6. Developing a facilitation model to promote organisational development in primary care practices

    Directory of Open Access Journals (Sweden)

    Elwyn Glyn

    2006-06-01

    Full Text Available Abstract Background The relationship between effective organisation of general practices and health improvement is widely accepted. The Maturity Matrix is an instrument designed to assess organisational development in general practice settings and to stimulate quality improvement. It is undertaken by a practice team with the aid of a facilitator. There is a tradition in the primary care systems in many countries of using practice visitors to educate practice teams about how to improve. However the role of practice visitors as facilitators who enable teams to plan practice-led organisational development using quality improvement instruments is less well understood. The objectives of the study were to develop and explore a facilitation model to support practice teams in stimulating organisational development using a quality improvement instrument called the Maturity Matrix. A qualitative study based on transcript analysis was adopted. Method A model of facilitation was constructed based on a review of relevant literature. Audio tapes of Maturity Matrix assessment sessions with general practices were transcribed and facilitator skills were compared to the model. The sample consisted of two facilitators working with twelve general practices based in UK primary care. Results The facilitation model suggested that four areas describing eighteen skills were important. The four areas are structuring the session, obtaining consensus, handling group dynamics and enabling team learning. Facilitators effectively employed skills associated with the first three areas, but less able to consistently stimulate team learning. Conclusion This study suggests that facilitators need careful preparation for their role and practices need protected time in order to make best use of practice-led quality improvement instruments. The role of practice visitor as a facilitator is becoming important as the need to engender ownership of the quality improvement process by

  7. Professional Development For Community College Faculty: Lessons Learned From Intentional Mentoring Workshops

    Science.gov (United States)

    Morris, A. R.; Charlevoix, D. J.

    2016-12-01

    The Geoscience Workforce Development Initiative at UNAVCO supports attracting, training, and professionally developing students, educators, and professionals in the geosciences. For the past 12 years, UNAVCO has managed the highly successful Research Experiences in Solid Earth Science for Students (RESESS) program, with the goal of increasing the diversity of students entering the geosciences. Beginning in 2015, UNAVCO added Geo-Launchpad (GLP), a summer research preparation internship for Colorado community college students to prepare them for independent research opportunities, facilitate career exploration in the geosciences, and provide community college faculty with professional development to facilitate effective mentoring of students. One core element of the Geo-Launchpad program is UNAVCO support for GLP faculty mentors. Each intern applies to the program with a faculty representative (mentor) from his or her home institution. This faculty mentor is engaged with the student throughout the summer via telephone, video chat, text message, or email. At the end of each of the past two summers, UNAVCO has hosted four GLP faculty mentors in Boulder for two days of professional development focused on intentional mentoring of students. Discussions focused on the distinction between mentoring and advising, and the array of career and professional opportunities available to students. Faculty mentors also met with the external evaluator during the mentor training and provided feedback on both their observations of their intern as well as the impact on their own professional experience. Initial outcomes include re-energizing the faculty mentors' commitment to teaching, as well as the opportunity for valuable networking activities. This presentation will focus on the ongoing efforts and outcomes of the novel faculty mentor professional development activities, and the impact these activities have on community college student engagement in the geosciences.

  8. Foreign Language Teachers' Professional Development in Information Age

    Science.gov (United States)

    Fan, Xiying; Wu, Gang

    Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers.

  9. Design, Implementation and Impact of the MS PHD’S Professional Development Program

    Science.gov (United States)

    Williamson Whitney, V.

    2009-12-01

    The Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S)® in Earth System Science initiative facilitates the involvement of underrepresented minority undergraduate and graduate Earth system science students in a series of activities designed to: (1) increase exposure to and engagement in the Earth system science community, via participation in scientific conferences, mentoring relationships, virtual activities, and field trips; (2) enhance professional skills, grantsmanship, oral and written communication; (3) provide funding, education and career opportunity resources; (4) facilitate networking opportunities with established researchers and educators; (5) and sustain on-going interaction, communication and support via membership within a virtual community comprised of peers, junior/senior-level researchers, and educators actively involved in facilitating full participation of minorities in the Earth system sciences. These activities, conducted in three phases, occur during professional society meetings, field trips, visits to several federal agencies, and a 'capstone' event at the National Academies. Nearly 150 Earth system science undergraduate, graduate and recent minority graduates have participated in MS PHD’S activities and are better prepared to successfully achieve their academic and professional goals. It is also expected that because of mentor-mentee partnerships, science exposure, and networking activities, MS PHD'S participants will remain actively engaged in their fields of specialization and respective professional societies. Evaluation data for MS PHD’S activities indicate that virtual and face-to-face mentoring, on-site professional development and community-building activities resulted in increased participant exposure to and engagement in the Earth system science professional community and served to better equip student participants to make informed post-baccalaureate academic and professional career decisions.

  10. Integrating Professional Development across the Curriculum: An Effectiveness Study

    Science.gov (United States)

    Ciarocco, Natalie J.; Dinella, Lisa M.; Hatchard, Christine J.; Valosin, Jayde

    2016-01-01

    The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis…

  11. History and Future of Professional Development Schools in Kansas

    Science.gov (United States)

    Mercer, Debbie; Myers, Scott

    2014-01-01

    This article provides a history of the Professional Development School (PDS) movement in Kansas, as well as the major influences and challenges ahead as partnerships continue to grow and adapt. Mercer and Myers highlight the Kansas State Department of Education's (KSDE's) engagement in dialogue about the professional learning continuum of licensed…

  12. The Collaborative Apprenticeship Model: Situated Professional Development within School Settings

    Science.gov (United States)

    Glazer, Evan M.; Hannafin, Michael J.

    2006-01-01

    Professional learning is a social enterprise where peers rely on the expertise and support of one another to adopt innovative practices. Reciprocal interactions in a community of practice, where teachers take responsibility for each other's learning and development, may provide an effective means of supporting situated professional learning. We…

  13. Exploring Professional Development Practices for Vocational Education and Training Practitioners

    Science.gov (United States)

    Williams, Kim

    2009-01-01

    This paper addresses the practice of professional development within the Vocational Education and Training (VET) arena. The study object was to gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice. The study was…

  14. Portfolios and Professional Development in the Health Professions.

    Science.gov (United States)

    Jensen, Gail M.; Saylor, Coleen

    The usefulness of portfolios for professional development and reflection was studied in the disciplines of physical therapy and nursing. The student sample may not represent the larger population of professional students, but data are presented as useful in understanding more about the general phenomenon of use of portfolios in professional…

  15. Teacher Activist Organizations and the Development of Professional Agency

    Science.gov (United States)

    Quinn, Rand; Carl, Nicole Mittenfelner

    2015-01-01

    Teacher professional agency refers to the ability of teachers to control their work within structural constraints. In this paper, we show how teacher activist organizations can assist in the development of professional agency. We focus on a teacher activist organization in a large urban district in the United States and identify three…

  16. Professional Development for Teacher Trainers: A Materials Writing Approach.

    Science.gov (United States)

    Kiely, Richard

    1996-01-01

    Evaluates a materials writing approach to professional development in English language teaching (ELT). The context is the training of teacher trainers, and the specific focus is a United Kingdom course for ELT professionals from Polish teacher training institutions. The article describes the background to the course, analyzes teacher training…

  17. The Learning Effects of a Multidisciplinary Professional Development Programme

    Science.gov (United States)

    Visser, Talitha Christine; Coenders, Fer G. M.; Pieters, Jules M.; Terlouw, Cees

    2013-12-01

    Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers' daily school practice (Hunzicker in Prof Dev Educ 37:177-179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students' prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers' professional growth in different learning areas.

  18. Hospital chief executive officer perspective on professional development activities.

    Science.gov (United States)

    Khaliq, Amir A; Walston, Stephen L

    2010-01-01

    A study was undertaken to develop understanding of hospital chief executive officers' (CEOs') perspectives concerning importance and impact of professional development activities in US hospitals. It was also intended to reveal CEO preferences for various modalities of professional development including membership in professional societies, attainment of credentials, and coaching by mentors. A mail survey of 582 hospital CEOs made use of a pilot-tested questionnaire with 30 close ended multipart questions. Results showed that most CEOs assigned a high level of importance to professional development and favored conferences, seminars, and networking opportunities, but low priority assigned to online activities such as webinars. They reported lending support to senior managers for participation in these activities by providing financial resources and by allowing time off to engage in these activities. The respondents indicated that the importance of various modalities of professional development has either increased or remained high over the recent 5 years. Conclusions suggest that verifiable quantitative data are needed for understanding of the frequency of participation and resource commitment of health care organizations toward the professional development of CEOs and senior managers. The results of this perceptual study reveal a high level of importance accorded to various forms of professional development activities by the participating CEOs.

  19. PROFESSIONAL DEVELOPMENT AS A MOTIVATOR OF GENERATION Y

    Directory of Open Access Journals (Sweden)

    Krystyna Kmiotek

    2014-07-01

    Full Text Available Along with Generation Y entering the market place, the human resources specialists have selected significant generation differences.  The generations vary in values, expectations, approach to work, supervisors, and organization.  These differences are very important for human resources management improvement as well as the motivation system in a company.  The existing survey shows that Generation Y greatly appreciates the possibilities of professional development at work and it is important inducement for young employees.  The aim of the article is to identify the approach of Polish Generation Y to their professional development and confirm that companies have to offer suitable conditions for professional development to attract and maintain the biggest talents.  Based on the questionnaire survey conducted among generation Y employees, we attempt to answer the following questions: “is the possibility of professional development the most important motivator?” “Could the lack of the company support for professional development be the reason for giving up the job?” “How does Generation Y take care of their own professional development?” The research shows that the possibility of professional development is not the most important motivation factor for Polish generation Y; this is because they value family, personal relations, and time for their passions or relaxation more.  In fact, these factors are more valuable for Generation Y than money and work.  Furthermore, for young employees the lack of support in professional development by the organization is an important aspect that could cause them to leave the organization.  Despite good preparation for work, generation Y employees still pursue further education, while working, in order to enhance their professional development.  Human resource management practice in Polish companies should consider these conclusions under the scope of motivation system and talent management.

  20. The Factors that Affect Science Teachers' Participation in Professional Development

    Science.gov (United States)

    Roux, Judi Ann

    Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities

  1. An Assessment of Peer Coaching to Drive Professional Development and Reflective Teaching

    Directory of Open Access Journals (Sweden)

    Caroline Sinkinson

    2011-11-01

    Full Text Available Given the competing demands on librarian’s time, teaching and instruction are often a professional responsibility experienced in isolation with minimal colleague feedback beyond summative assessment. This article will describe a peer coaching pilot designed to increase teacher reflection, teacher collaboration, and to indentify future training and professional development needs. The article will report on the program’s assessment facilitated by participant surveys. The peer coaching program described offers a model for fostering a community of teachers who are intent on improving and invigorating teaching practice.

  2. From youth worker professional development to organizational change.

    Science.gov (United States)

    Rana, Sheetal; Baumgardner, Briana; Germanic, Ofir; Graff, Randy; Korum, Kathy; Mueller, Megan; Randall, Steve; Simmons, Tim; Stokes, Gina; Xiong, Will; Peterson, Karen Kolb

    2013-01-01

    An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development. It grew from a moral response of Saint Paul Parks and Recreation staff and two faculty members of Youth Studies, University of Minnesota to offer higher-quality services to youth for their healthy development. Its underlying philosophies and ethos included building and sustaining meaningful relationships, cocreating a space for learning and change, becoming a reflecting practitioner, and community organizing. This professional development responded to the participants' interests and needs or to local situations in that moment, that space, and the discussions, and took on different shapes at different times. There were many accomplishments of, challenges and barriers to, and lessons learned from this professional development.

  3. Coteaching praxis and professional service: facilitating the transition of beliefs and practices

    Science.gov (United States)

    Carambo, Cristobal; Stickney, Clare Tracy

    2009-06-01

    Coteaching is an effective structure for the pre-service practicum as it immerses student teachers in the culture of the school and helps them to learn by working closely at the elbows of their mentor teacher. The collaborative nature of the model fosters beliefs and practices based on shared perspectives and coresponsibility for the quality of the learning environment. Cogenerative dialogues with students insure the inclusion of their voice in the collaboration and foster increased emotional energy and classroom solidarity. The work by Wassell and LaVan (2009) fills an important void in our research on coteaching as it seeks to understand which practices and beliefs survive the transition to professional service. While both teachers included cogenerative dialogues in their interactions with students, we suggest that the reflective practices of a single teacher are qualitatively different from reflections based on the dynamic interactions of multiple adults' coteaching together. We explore strategies that will help administrators and school staff find the human and material resources needed to staff the multiple teacher classroom. Our comments on this paper are informed by our experiences as the academic coordinator and mentor teacher of the learning community in which Jen and Ian completed their pre service practicum and are meant help disseminate this model to as many educational environments as possible.

  4. A Systematic Review (SR) of the Effective Continuing Professional Development (CPD) Training of Welfare Professionals

    DEFF Research Database (Denmark)

    Torgerson, Carole; Nielsen, Chantal Pohl; Gascoine, Louise

    2017-01-01

    The quality of the professional development of education and welfare professionals working with children and young people (for example, pre-school teachers or ‘pedagogues’, school teachers, teaching assistants, social workers, psychologists, police officers etc.) is of key importance to policy...... makers and practitioners in these fields. The general wellbeing of a country’s citizens and the provision of better opportunities in terms of educational and social welfare outcomes (for example, participation in higher education and reduction of anti-social behaviour) have been linked to the quality...... of teaching and, by implication, the quality of continuing professional development (CPD). Conversely, a potential barrier to achieving these education and welfare aspirations is the variable quality of the professional training delivered to the educational and/or welfare practitioners, which could mean...

  5. Continuous Professional Development of English Language Teachers: Perception and Practices

    Directory of Open Access Journals (Sweden)

    AbdulRahman Al Asmari

    2016-06-01

    Full Text Available Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD to improve teacher quality and to meet the changing needs of the students. To uncover the perceptions and practices of professional development in Saudi Arabia, a survey was conducted at Taif University English Language Centre. The sample consisted of 121 English language teachers from various countries and having varied educational and academic experiences. The survey comprised items relevant to learning approaches, concept of professional development, perceptions and feedback on CPD. The respondents supported lifelong learning and experiential learning leading towards learner centered approach. They perceived the CPD as a challenge to their existing knowledge and classroom practice. However, they expressed their concerns regarding indigenization of activities in CPDs, institutional support in conducting classroom activities, and follow up activities.  Keywords: Professional development, Teacher perception, ELT in Saudi Arabia

  6. Hidden Dimensions in the Professional Development of Mathematics Teachers

    CERN Document Server

    Roesken, B

    2011-01-01

    Professional development is often determined by black and white thinking. Either issues are considered as being good or bad, or statements like teachers should or teachers must are transported. However, it is easily forgotten from which perspective the judgment is taken, surely it is not the teacher's one. Profoundly respecting and cherishing the teachers and their needs, allows for arriving at a vision of professional development that is for and with teachers, instead being simply about them. This book presents the field of mathematics teacher professional development both from a theoretical

  7. Development and Integration of Professional Core Values Among Practicing Clinicians.

    Science.gov (United States)

    McGinnis, Patricia Quinn; Guenther, Lee Ann; Wainwright, Susan F

    2016-09-01

    The physical therapy profession has adopted professional core values, which define expected values for its members, and developed a self-assessment tool with sample behaviors for each of the 7 core values. However, evidence related to the integration of these core values into practice is limited. The aims of this study were: (1) to gain insight into physical therapists' development of professional core values and (2) to gain insight into participants' integration of professional core values into clinical practice. A qualitative design permitted in-depth exploration of the development and integration of the American Physical Therapy Association's professional core values into physical therapist practice. Twenty practicing physical therapists were purposefully selected to explore the role of varied professional, postprofessional, and continuing education experiences related to exposure to professional values. The Core Values Self-Assessment and résumé sort served as prompts for reflection via semistructured interviews. Three themes were identified: (1) personal values were the foundation for developing professional values, which were further shaped by academic and clinical experiences, (2) core values were integrated into practice independent of practice setting and varied career paths, and (3) participants described the following professional core values as well integrated into their practice: integrity, compassion/caring, and accountability. Social responsibility was an area consistently identified as not being integrated into their practice. The Core Values Self-Assessment tool is a consensus-based document developed through a Delphi process. Future studies to establish reliability and construct validity of the tool may be warranted. Gaining an in-depth understanding of how practicing clinicians incorporate professional core values into clinical practice may shed light on the relationship between core values mastery and its impact on patient care. Findings may

  8. More than "Continuing Professional Development": A Proposed New Learning Framework for Professional Accountants

    Science.gov (United States)

    Lindsay, Hilary

    2016-01-01

    This paper explores literature relating to continuing professional development (CPD) and lifelong learning to develop an understanding of how the learning landscape has evolved in recent years, both in the accountancy profession and more widely. Three different perspectives on learning are drawn together and this synthesis is used to develop a…

  9. More than "Continuing Professional Development": A Proposed New Learning Framework for Professional Accountants

    Science.gov (United States)

    Lindsay, Hilary

    2016-01-01

    This paper explores literature relating to continuing professional development (CPD) and lifelong learning to develop an understanding of how the learning landscape has evolved in recent years, both in the accountancy profession and more widely. Three different perspectives on learning are drawn together and this synthesis is used to develop a…

  10. [Factors facilitating development of degenerative aortic valvular stenosis].

    Science.gov (United States)

    Andropova, O V; Polubentseva, E I; Anokhin, V N

    2005-01-01

    The aim of the study was to determine factors of risk and progress of aortal valvular calcinosis (AVC) and aortic ostium stenosis (AOS). The subjects were 85 patients with AVC (42--with aortic valvular stenosis (AVS), and 43--without AOS). The study, which included analysis of the lipid and mineral metabolism, and immunological tests, shows that potential factors of AVC are: age (p dislipidemia (high serum level of total cholesterol, cholesterol of low density lipoproteins, and apoB, atherogenic shift of apoB/apoA-1 ratio, low level of cholesterol of high density lipoproteins (CHDLP)), disbalance between intecellular matrix synthesis and destruction (high concentration of alkaline phosphatase and its bone fraction, and accelerated deoxypyridinoline excretion), inflammation (high concentration of C-reactive protein (CRP), fibrinogen, and interleukin-6 (IL-6)). The factors of AOS were: age (p dislipidemia (high levels of cholesterol of low density and very low density lipoproteins, low concentrations of CHDLP, and apoA-1), degradation of extracellular matrix, and inflammation (high concentrations of CRP, fibrinogen, IL-6, and IL-8). Thus, atherogenic dislipidemia and mineral dysmetabolism disorder facilitate AVC. The revealed immune status changes imply the role of inflammation in the development and progress of AVS.

  11. Teacher Professional Development as a Scientific Problem in Comparative Pedagogics

    Directory of Open Access Journals (Sweden)

    Avshenyuk Natalia

    2014-06-01

    Full Text Available Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.

  12. Development and Integration of Professional Core Values Among Practicing Clinicians

    National Research Council Canada - National Science Library

    McGinnis, Patricia Quinn; Guenther, Lee Ann; Wainwright, Susan F

    2016-01-01

    The physical therapy profession has adopted professional core values, which define expected values for its members, and developed a self-assessment tool with sample behaviors for each of the 7 core values...

  13. Evaluation of Professional Development for Language Teachers in California.

    Science.gov (United States)

    Lozano, Albert S.; Sung, Hyekyung; Padilla, Amado M.; Silva, Duarte M.

    2002-01-01

    Describes the origin and rationale of the California Foreign Language Project, a professional development project designed to improve and expand foreign language teaching in California while promoting access and equity within educational institutions for every student. (Author/VWL)

  14. Beginner teacher professional development: An action research and ...

    African Journals Online (AJOL)

    Tanya

    Keywords: Action research; learning styles; mentoring practice; professional development; teaching practice; teaching styles ... As the focus is on the 'self' my reporting is presented in the form ..... institution in which one works, and to making a.

  15. Application of a contextual instructional framework in a continuing professional development training program for physiotherapists in Rwanda.

    Science.gov (United States)

    Dunleavy, Kim; Chevan, Julia; Sander, Antoinette P; Gasherebuka, Jean Damascene; Mann, Monika

    2017-03-22

    Continuing professional development is an important component of capacity building in low resource countries. The purpose of this case study is to describe the use of a contextual instructional framework to guide the processes and instructional design choices for a series of continuing professional development courses for physiotherapists in Rwanda. Four phases of the project are described: (1) program proposal, needs assessment and planning, (2) organization of the program and instructional design, (3) instructional delivery and (4) evaluation. Contextual facilitating factors and needs informed choices in each phase. The model resulted in delivery of continuing professional development to the majority of physiotherapists in Rwanda (n = 168, 0.48 rural/0.52 urban) with participants reporting improvement in skills and perceived benefit for their patients. Environmental and healthcare system factors resulted in offering the courses in rural and urban areas. Content was developed and delivered in partnership with Rwandan coinstructors. Based on the domestic needs identified in early courses, the program included advocacy and leadership activities, in addition to practical and clinical instruction. The contextual factors (environment, healthcare service organization, need for rehabilitation and status and history of the physiotherapy profession) were essential for project and instructional choices. Facilitating factors included the established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects. The processes and contextual considerations may be useful in countries with established professional-level education but without established postentry-level training. Implications for Rehabilitation Organizations planning continuing professional development programs may benefit from considering the context surrounding training when planning, designing and

  16. The Neuroscience of Teaching Narratives: Facilitating Social and Emotional Development

    Directory of Open Access Journals (Sweden)

    Lisa Whalen

    2010-04-01

    Full Text Available Humanities and the sciences have long been considered polar opposites that exist in separate realms of academia and require different cognitive skills. However, neuroscience has brought about renewed interest in what we can learn about the human brain by investigating links between disciplines. For example, studies related to English literature have revealed that the benefits of reading narratives (fiction and nonfiction stories extend far beyond language development and include increased competence in social and emotional functioning. By combining the results of an original dissertation study and a review of past and current research in education, psychology, linguistics, and neuroscience, this essay explores how reading narratives serves as practice for managing emotions and social interactions in everyday life. In fact, several studies suggest that reading narratives strengthens nearly every part of the brain because the brain is designed—or “wired”—to think and learn in terms of narratives, regardless of subject matter. This essay provides several types of support for the claim that reading narratives facilitates social and emotional development. Research discussed includes studies showing that reading narratives is not a solitary activity but “a surprisingly social process” (Krakovsky, 2006, p. 1 and is linked to increased ability to view people and events from multiple perspectives, increased empathy for others, and increased ability to interpret social cues (Atkins, 2000; Courtright, Mackey, & Packard, 2005; Davis, 1980; Greif & Hogan, 1973; Harrison, 2008; Mar, 2004; Mar, Oatley, Hirsh, dela Paz, & Peterson, 2006; Stanovich & West, 1989. Understanding how the brain processes narratives and relates them to real life functioning has important implications for many disciplines, such as psychology, in its attempt to understand and treat post-traumatic stress disorder. This essay, however, focuses on the implications for education

  17. Adoption of ICT in Science Education: A Case Study of Communication Channels in a Teachers' Professional Development Project

    Science.gov (United States)

    Juuti, Kalle; Lavonen, Jari; Aksela, Maija; Meisalo, Veijo

    2009-01-01

    This paper analyses the use of various communication channels in science teachers' professional development project aiming to develop versatile uses for ICT (Information and Communication Technologies) in science teaching. A teacher network was created specifically for this project, and the researchers facilitated three forms of communication…

  18. Developing Professional Identity in an Online Learning Environment

    DEFF Research Database (Denmark)

    Horn, Line Helverskov

    2015-01-01

    identity as the outcome for the intern. This paper describes the interactions in an online learning environment. The online platform sought to enable peer interaction between younger and older students in a discussion of the professional identity of Natural and Cultural Heritage Management (NCHM......From a socio-cultural perspective, the development of a professional identity is an on-going process that is social in nature and negotiated in communities of practice (Wenger, 1998). Internships in higher education function as such communities of practice, with an improved sense of professional...... for designing educational activities with this purpose....

  19. Facilitating Changes in College Teaching Practices: Instructional Reform, Identity Conflict and Professional Community in a K-20 Partnership

    Science.gov (United States)

    Olitsky, Stacy

    2015-08-01

    In this paper, I explain variation in the adoption of student-centred teaching practices among college faculty members in a program designed to promote K-20 instructional reform. I analyze data from a qualitative study of a Math and Science Partnership in order to understand why some faculty members had undergone extensive changes to their practices whereas others had not, even though both groups had demonstrated changes in their beliefs. Findings show that when collective identities focused on reform become more salient than the role identities associated with their teaching positions, faculty members are able to persist through the loss of self-efficacy that results from struggles with new student-centred practices. This study demonstrates how professional communities can enhance "collective efficacy", thereby affecting whether the cognitive dissonance that accompanies professional development leads to instructional change rather than disengagement from reform initiatives.

  20. Career advancement and professional development in nursing.

    Science.gov (United States)

    Adeniran, Rita K; Smith-Glasgow, Mary Ellen; Bhattacharya, Anand; Xu, Yu

    2013-01-01

    Excellence underscores the need for nurses to keep their skills and competencies current through participation in professional development and career advancement. Evidence suggests that internationally educated nurses (IENs) progress relatively slowly through the career ladder and participate less in professional development compared with nurses educated in the United States (UENs). Mentorship and self-efficacy are considered major determinants of career advancement. The aim of the study was to understand the differences in levels of mentorship function and self-efficacy as well as the differences in participation in professional development and career advancement between UENs and IENs. A descriptive survey design was implemented using a Web-based survey. Significant disparities were noted in the role model function of mentoring and some professional development and career advancement measures between UENs and IENs. Mentorship is essential for professional growth. Sociodemographic characteristics of mentors are important because mentors are role models. Standardized career advancement structures are needed to promote professional growth. Published by Mosby, Inc.

  1. 78 FR 77442 - Agency Information Collection Activities; Comment Request; The Impact of Professional Development...

    Science.gov (United States)

    2013-12-23

    ... Agency Information Collection Activities; Comment Request; The Impact of Professional Development in... of Collection: The Impact of Professional Development in Fractions for Fourth Grade. OMB Control... impact of professional development in fractions for fourth grade teachers on student achievement and...

  2. 76 FR 50199 - National Center To Enhance the Professional Development of School Personnel Who Share...

    Science.gov (United States)

    2011-08-12

    ... National Center To Enhance the Professional Development of School Personnel Who Share Responsibility for... to Enhance the Professional Development of School Personnel Who Share Responsibility for Improving... Center to Enhance the Professional Development of School Personnel Who ] Share Responsibility for...

  3. Organisational development in general practice: lessons from practice and professional development plans (PPDPs

    Directory of Open Access Journals (Sweden)

    Hocking Paul

    2000-12-01

    introducing expert external facilitation were clear: evaluations of internal group processes were possible, strategic issues could be raised and explored and financial probity ensured. These areas are much more difficult to examine when only internal stakeholders are engaged in a planning process. Conclusions It is not possible to introduce practice and professional development plans (organisational development and organisational learning projects in a publicly funded health care system without first addressing existing educational and management structures. Existing systems are based on educational credits for attendance and emerging accountability frameworks (criteria checklists for clinical governance. Moving to systems that are less summative and more formative, and based on the philosophies of continual quality improvement, require changes to be made in the relevant support systems in order achieve policy proposals.

  4. Organisational development in general practice: lessons from practice and professional development plans (PPDPs)

    Science.gov (United States)

    Elwyn, Glyn; Hocking, Paul

    2000-01-01

    facilitation were clear: evaluations of internal group processes were possible, strategic issues could be raised and explored and financial probity ensured. These areas are much more difficult to examine when only internal stakeholders are engaged in a planning process. Conclusions It is not possible to introduce practice and professional development plans (organisational development and organisational learning projects) in a publicly funded health care system without first addressing existing educational and management structures. Existing systems are based on educational credits for attendance and emerging accountability frameworks (criteria checklists) for clinical governance. Moving to systems that are less summative and more formative, and based on the philosophies of continual quality improvement, require changes to be made in the relevant support systems in order achieve policy proposals. PMID:11178111

  5. Analysis of embedding teacher leadership in professional development

    Science.gov (United States)

    Martinez, Joseph Derek

    This study was an examination of how a teacher leadership role---presenting professional development to colleagues---was encouraged through a science education professional development program, Microcosmos. The professional development program, which focused on microbiology for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project, School of Education, Boston University. It included a multiplier-effect structure which required the participating science teachers to present their own Microcosmos professional development workshop to colleagues subsequent to their receiving instruction at Boston University. A qualitative methodology was used, involving 15 science teachers. The primary data source was semi-structured interviews. Secondary data sources were documents submitted to the program by the teachers and observations of their physical classrooms. The data was examined for evidence of 3 attitudes (acceptance of the program's curriculum and philosophy, an enthusiasm for sharing knowledge, a degree of comfort with the biological content) and 6 behaviors (having self-initiative, having a social personality, being an effective communicator, using community resources, having political savvy, having a desire to learn). There were two major findings. First, after fulfilling the requirement of the NSF grant, 7 of the 9 teachers with no prior experience presenting professional development presented additional professional development to colleagues. The most important attitudes influencing this new capability were: an acceptance of the Microcosmos philosophy and curriculum; and having a degree of comfort with the biological content. The most important behaviors were: having a desire to learn, being an effective communicator, and having self-initiative. Six attributes of the Microcosmos professional development program are described which encouraged this teacher leader role. The second finding was that the 15

  6. IMPACT ON DEVELOPMENT AGE AND GENDER CHARACTERISTICS PROFESSIONAL PERSON

    Directory of Open Access Journals (Sweden)

    Avdeyeva Irina Olegovna

    2013-04-01

    Full Text Available In article some questions mentioning gender and age features of the identity of municipal employees, working in the social sphere and their influence on professionalism development are considered. Diagnostics of professional and important qualities and features of experts, their moral and regulatory sphere, adaptation potential and a motivational complex on means of application of the following diagnostic techniques is carried out: R. Kettell's 16 factorial questionnaire (16-PF, a form C, "Valuable orientations" M. Rokich, a multilevel personal questionnaire "Adaptability" (MLO-AM, a technique of studying of motivation of professional activity (K.Zemfir in A.Rean's modification. In this research the example of the multiple parameter linear model created and approved for identification and the analysis of age transformations of municipal employees, working in the social sphere is given. Conclusions are drawn on wagging of gender and age features of experts on development of professionalism of their personality.

  7. Developing Professional Competences in Higher Education. A Case Study

    Directory of Open Access Journals (Sweden)

    Carolina Ugarte

    2010-08-01

    Full Text Available This article first discusses the emergence of higher education as an appropriate environment for approaching the task of educating in the widest sense of the word. It then examines the possibility of developing specific professional competences in higher education by means of a teaching experience that has been ongoing for over ten years: the course entitled Training in professional competences (I and II. The study ends by showing how this blended learning course, which makes full use of participative methodologies, promotes the development of professional competences including knowledge, attitudes and skills, and also encourages students to acquire intellectual and participative competences which raise their awareness and enable them to play an active role in their professional and social advancement.

  8. Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education PerspectiveProfessionalism on the Developing Children Creativity (Sociology of Education Perspective

    Directory of Open Access Journals (Sweden)

    Ummi Nurul Muslimah

    2016-07-01

    Full Text Available This research is to study the concept of teachers’ professionalism and children creativity also the relation in sociology of educational perspective. This is a library research with a descriptive method. The writer collected the data from the writing sources published about some problems of teacher’s professionalism on the developing children creativity. Then, analyzing the thinking of every ideology and philosophy described clearly and completely, so the similarity and differences can be treated clearly by using the description of teacher professionalism on developing children creativity. The findings of this study showed that the relation between teacher professionalism and developing children creativity in sociology of education is every educator have an important role in children education, although in teaching learning process or in out class, educators have always supported and challenged abilities of the gift, talent and creativity. The reason is because the children are more often spend much time with teacher, so the teacher more to know and more responsible to their children.

  9. Chronic constipation: Facilitator factor for development of varicocele

    Institute of Scientific and Technical Information of China (English)

    Guldem Kilciler; Ahmet Ali Sancaktutar; Ali Avci; Mete Kilciler; Engin Kaya; Murat Dayanc

    2011-01-01

    constipation 9 had internal/external hemorrhoids. In this regard, there was no statistical significance between chronic constipation and healthy controls (P = 0.80). CONCLUSION: Chronic constipation may not be a major predictive factor for the development of varicocele, but it may be a facilitator factor for varicocele.

  10. LEARNING ASSESSMENT AND PROFESSIONAL DEVELOPMENT ON ENGLISH LANGUAGE TEACHING PROFESSORS

    OpenAIRE

    2016-01-01

    The present research investigates the professional progress of English language teachers related to the language assessment and teaching methodologies and represents a theoretical planning of the field of curriculum and assessment in English Language Teaching and its effect in terms of professional and qualified development. Assessment is an essential section of the educational process, as it controls whether or not the goals of instruction are being achieved. Assessment influences decisions ...

  11. Continuing professional development for Physician Associates in primary care.

    Science.gov (United States)

    Howie, Neil

    2017-07-01

    The Physician Associate role is relatively new to the United Kingdom and is currently undergoing a period of significant expansion. This includes an aim of 1000 PAs working in primary care by 2020. The profession has specific continuing professional development requirements which need to be addressed. These requirements can be met through the deployment of some well established pedagogical strategies which are already in use for junior doctors and allied health professionals.

  12. MOOCs as a Professional Development Tool for Librarians

    Directory of Open Access Journals (Sweden)

    Meghan Ecclestone

    2013-11-01

    Full Text Available This article explores how reference and instructional librarians taking over new areas of subject responsibility can develop professional expertise using new eLearning tools called MOOCs. MOOCs – Massive Open Online Courses – are a new online learning model that offers free higher education courses to anyone with an Internet connection and a keen interest to learn. As MOOCs proliferate, librarians have the opportunity to leverage this technology to improve their professional skills.

  13. The use of a Virtual Community to Complement the MS PHD'S Professional Development Program

    Science.gov (United States)

    Nieves, I. U.; Brown, D. C.; Bailey, K.; Easley, R.; Johnson, A.; Ithier, W.; Powell, J. M.; Whitney, V. W.; Pyrtle, A. J.

    2005-12-01

    The aim of the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Sciencer Professional Development Program (MS PHD'S PDP) is to provide professional and mentoring experiences that facilitate the advancement of minorities committed to achieving outstanding Earth system science and engineering careers. The MS PHD'S PDP is structured in three phases that are connected by engagement in virtual community building activities, allowing for continuous peer to peer and mentor to mentee interactions. These activities occur through the use of the MSPHD'S website forum and web cam dialogues. In addition, the virtual community provides the personal and professional support necessary to ensure the success of the students. Examples of interactions within the MSPHD'S PDP virtual community will be presented.

  14. Learning for Work and Professional Development: The Significance of Informal Learning Networks of Digital Media Industry Professionals

    Science.gov (United States)

    Campana, Joe

    2014-01-01

    Informal learning networks play a key role in the skill and professional development of professionals, working in micro-businesses within Australia's digital media industry, as they do not have access to learning and development or human resources sections that can assist in mapping their learning pathway. Professionals working in this environment…

  15. Learning for Work and Professional Development: The Significance of Informal Learning Networks of Digital Media Industry Professionals

    Science.gov (United States)

    Campana, Joe

    2014-01-01

    Informal learning networks play a key role in the skill and professional development of professionals, working in micro-businesses within Australia's digital media industry, as they do not have access to learning and development or human resources sections that can assist in mapping their learning pathway. Professionals working in this environment…

  16. Supporting Teachers' Understandings of Function through Online Professional Development

    Science.gov (United States)

    Silverman, Jason

    2017-01-01

    This article explores one segment of an extended research and development project that was conducted to better understand the ways online teacher professional development can support teachers' development of deep and connected mathematical understandings. In particular, this article discusses teachers' understandings of the concept of…

  17. An Analysis of Teacher's Professional Development of Higher Vocational Education

    Institute of Scientific and Technical Information of China (English)

    莫艳萍

    2016-01-01

    Teachers are the backbones of any educational institutions. They not only play vital roles in students'development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students—learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions:What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of high-er vocational education directly influence the higher vocational teacher's professional development;therefore, it must be nur-tured and promoted for the development of all the stakeholders of learning institutions–students, teachers, management staff, the learning institution itself, and the nation as a whole.

  18. Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory

    Science.gov (United States)

    Weber-Mayrer, Melissa M.

    Research that describes how adults acquire and use new information, collectively called adult learning theory, has potentially important implications for facilitating such adult learning experiences as educator professional development. The purpose of this study was to examine whether integrating adult teaching practices derived from adult learning theories into early childhood educators professional development would result in better gains in educator engagement in professional development, phonological awareness abilities, phonological awareness knowledge, and language and literacy beliefs. The impact on educator engagement and educator proximal knowledge was analyzed using one way ANOVA. The impact on educator phonological awareness abilities, phonological awareness general knowledge, and beliefs was analyzed using a 3 X (2 X S) mixed analyses of variance to examine the pretest to posttest change between educators participating the three conditions. Results revealed significant findings for increased engagement in professional learning and gains in educators general knowledge. This study is a first step in understanding effective adult teaching practices that may or may not contribute to better educator outcomes and promoting more effective professional learning experiences for early childhood educators.

  19. Professional SharePoint 2013 development

    CERN Document Server

    Alirezaei, Reza; Ranlett, Matt; Hillier, Scot; Wilson, Brian; Fried, Jeff; Swider, Paul

    2013-01-01

    Thorough coverage of development in SharePoint 2013 A team of well-known Microsoft MVPs joins forces in this fully updated resource, providing you with in-depth coverage of development tools in the latest iteration of the immensely popular SharePoint. From building solutions to building custom workflow and content management applications, this book shares field-tested best practices on all aspect of SharePoint 2013 development. Offers a thorough look at Windows Azure and SharePoint 2013Includes new chapters on Application Life Cycle Management, developing apps in ShareP

  20. programme to the professional development of teachers

    African Journals Online (AJOL)

    skills and values required to take action for the environment. ... development in one aspect cannot proceed unless the other aspects develop also. ..... namely, participants' positive reactions to the programme, their learning through the ... ces between herbivores, carnivores and omnivores, with specific examples, were very.

  1. Developing Personal and Professional Identity: Teaming, Dialogue, and Inquiry in the Sophomore Professional Field Experience.

    Science.gov (United States)

    Palmer, Ruth J.; Sherman, Sharon J.; Rothstein, Michael; Lupo, Theresa R.

    This paper examines a model of supervision/field experience proposed for teacher candidates in the sophomore professional experience of a teacher preparation program. The approach envisions the sophomore experience as a dialogic process in which students and teachers construct knowledge and nurture dispositions needed for development of personal…

  2. The Use of the Professional Standard as a Tool for Professional Development

    NARCIS (Netherlands)

    Kools, Quinta; van de Reijt, Veronique

    2013-01-01

    Research topic/aim The professional development of teacher educators (T Eds) is increasingly being recognised as a topic of paramount importance, partly caused by the attention for the lifelong learning of those responsible for teaching student teachers. In this presentation we focus on the profe

  3. Differentiated Rewards as an Enticement to Display and Develop More Professionalism in Higher Professional Education

    NARCIS (Netherlands)

    Jol Stoffers; Erik Canisius

    2015-01-01

    This research investigates to what extent lecturers at universities of applied sciences do regard differentiated rewards(intended to develop and/or display professionalism)to be fair, and to what extent, and in which form, do these stimulate their willingness to (further) professionalise and/or

  4. Examining the Satisfaction Levels of Continual Professional Development Provided by a Rural Accounting Professional Body

    Science.gov (United States)

    Halabi, Abdel K.

    2014-01-01

    The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting…

  5. Student evaluation of teaching enhances faculty professional development

    Directory of Open Access Journals (Sweden)

    Betty McDonald

    2013-01-01

    Full Text Available This paper highlights the role of Web 2.0 technologies in sourcing ongoing information from university students in an effort to assist faculty in their continuous professional development (PD, with the ultimate goal of incrementally improving teaching and learning. On a semester basis, students use an online program called CoursEvals to provide their opinions about the course and its instructor. The collected data are used to inform the content and delivery of faculty PD workshops. The interactive nature of CoursEvals, with Web features that facilitate information sharing and interoperatibility with Blackboard, a learning/course management system, make it ideal for impacting higher education. Students can complete student evaluation of teaching (SEOT online from any location (university, home, mobile, or overseas. This paper underscores the interactive nature of the feedback process that allows faculty, administration, policy makers, and other stakeholders to participate in the ongoing improvement of teaching and learning. We see how Web 2.0 technologies can impact the teaching/learning nexus in higher education, how online forums and Blackboard bulletin boards have helped popularize Web 2.0 technologies, how online social interactions have escalated through wikis, blogs, emails, instant messaging, and audio and video clips, and how faculty can retrieve their personal SEOT at any time and use the information to self- or peer-evaluate at their convenience. Faculty can compare their SEOT over time to determine stability and monitor their classroom effectiveness. They can also address reliability and validity issues and use the information judiciously without making unnecessary generalizations. Researchers will find useful information supporting the impact of Web 2.0 technologies in higher education.

  6. Professional JavaScript for Web Developers

    CERN Document Server

    Zakas, Nicholas C

    2011-01-01

    A significant update to a bestselling JavaScript book As the key scripting language for the web, JavaScript is supported by every modern web browser and allows developers to create client-side scripts that take advantage of features such as animating the canvas tag and enabling client-side storage and application caches. After an in-depth introduction to the JavaScript language, this updated edition of a bestseller progresses to break down how JavaScript is applied for web development using the latest web development technologies. Veteran author and JavaScript guru Nicholas Zakas shows how Jav

  7. Professional NFC application development for Android

    CERN Document Server

    Coskun, Vedat; Ozdenizci, Busra

    2013-01-01

    A practical guide to developing and deploying Near Field Communication (NFC) applications There has been little practical guidance available on NFC programming, until now. If you're a programmer or developer, get this unique and detailed book and start creating apps for this exciting technology. NFC enables contactless mobile communication between two NFC-compatible devices. It's what allows customers to pay for purchases by swiping their smartphones with Google Wallet, for example. This book shows you how to develop NFC applications for Android, for all NFC operating modes: reader

  8. Teacher Professional Development with an Education for ...

    African Journals Online (AJOL)

    Southern African Journal of Environmental Education ... South Africa: Development of a Network, Curriculum Framework and Resources for Teacher Education ... Similarly, it fails to support social innovation as a response to environment and ...

  9. Best Practices in Teachers’ Professional Development in the United States

    Directory of Open Access Journals (Sweden)

    Laura M. Desimone

    2015-11-01

    Full Text Available This paper discusses best practices in teachers’ professional development (PD in the United States (U.S.. We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five features, with an emphasis on the results of rigorous randomized control trials. We discuss several insights gained from this work and that have helped refine the framework. They are that (a changing procedural classroom behavior is easier than improving content knowledge or inquiry-oriented instruction techniques; (b teachers vary in response to the same PD; (c PD is more successful when it is explicitly linked to classroom lessons; (d PD research and implementation must allow for urban contexts (e.g., student and teacher mobility; and (e leadership plays a key role in supporting and encouraging teachers to implement in the classroom the ideas and strategies they learned in the PD. We then examine three major trends in how professional development for teachers is evolving in the U.S.—a move away from short workshops, linking teacher PD to evaluations, and the use of video technology to improve and monitor the effects of PD. Finally, we discuss the challenges faced by districts and schools in implementing effective professional development.

  10. Professional Development of Employees and Performance of SMEs in Romania

    Directory of Open Access Journals (Sweden)

    BERCU Ana-Maria

    2013-05-01

    Full Text Available One of the major factors which make the functionality and increasing economic and financial performance of SMEs is the professional development of human resources through their specific activity because these companies must continually adapt to changes in the economic and socio-professional. Also, training of employees is a major challenge for SMEs in the context of intensifying competition between firms. The added value of our study is mainly attributed at a coherent analysis of interconnections between the professional development of employees and the economic and financial performance of SMEs and how vital is the need to intensify concerns of national and European authorities to initiate and support SMEs to develop training and human resource development.

  11. Elective ventilation to facilitate organ donation in infants with anencephaly: perinatal professionals' views and an ethical analysis.

    Science.gov (United States)

    Jivraj, Alisa; Scales, Angie; Brierley, Joe

    2016-05-01

    Following the elective ventilation and referral for organ donation of an infant with anencephaly, we sought local perinatal professionals' views of this practice. Anonymous online survey: demographics, ethical viewpoints and potential public/maternal perceptions (standard 5-part Likert scale and free text). 49 replies (38 female): 4 obstetricians, 14 neonatologists, 6 foetal clinicians, 23 nurses, 1 anaesthetist and 1 reproductive specialist. 0.5-33 years (average 12). Twenty-one had experience of anencephalic delivery, and 10 reported pregnancy continued for religious reasons. (i) 73% thought anencephalic donation acceptable, of which 64% supported elective ventilation, 20% neutral and 16% disagreed. (ii) Provision of treatments not in infant's strict best interest to facilitate donation: 22% strongly agreed, 36% agreed, 33% neutral and 9% disagreed. (iii) Accept ventilation to permit donation if societal benefit: 53% agreed, 33% neutral and 13% disagreed. (iv) Public opinion: 59% disagreed anencephalic donation would harm public opinion about donation and 19% agreed. We found a supportive local environment for donation in the setting of anencephaly, including support for elective ventilation. Given this, and our ethical analysis, we recommend provision of organ donation information as part of palliative care counselling for women carrying a foetus with a condition likely to be fatal in infancy. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  12. Exploring Elements That Support Teachers Engagement in Online Professional Development

    Directory of Open Access Journals (Sweden)

    Sarah Prestridge

    2015-06-01

    Full Text Available This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development program over the school year supported by an online mentor. The online professional development program did not provide course based or sequential learning activities. Rather it was design to enable individual learning pathways and draw on the many professional learning opportunities available through web 2.0 tools and Internet resources. The focus was to explore the process of online ICT professional development to contribute to the conceptualization of how teachers learn in the 21st Century. Findings indicate that teachers need to engage in three elements: investigation, reflection, and constructive dialogue; build a sense of group and individual online presence; and be supported by mentorship that responds to the various cognitive and affective demands of autonomous learners.

  13. Constructivism and Professional Development: A Stereoscopic View.

    Science.gov (United States)

    Gurney, Bruce

    This paper proposed to apply the perspective of constructivism to the classroom setting. Secondary science teachers and university personnel jointly developed and experimented with a variety of constructivist teaching strategies. Data were collected in the form of teacher anecdotes, audio and videotapes of lessons and student interviews, teacher…

  14. Special Education Professional Development Needs in Zimbabwe

    Science.gov (United States)

    Chitiyo, Morgan; Hughes, Elizabeth M.; Changara, Darlington M.; Chitiyo, George; Montgomery, Kristen M.

    2017-01-01

    Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education,…

  15. Using Telecommunications for Principals' Professional Development.

    Science.gov (United States)

    Long, Claudia A.; Terry, Patricia D.

    This paper describes the development, operations, and effectiveness of the Principals' Computer Network (PCN)--an experimental program created (1) to allow principals to use their schools' microcomputers to access other principals' solutions to common instructional management problems; (2) to enable principals to request suggestions from their…

  16. Professional Development for Rhode Island School Administrators.

    Science.gov (United States)

    Turley, James; Brittingham, Barbara E.

    This report presents the results of a survey of Rhode Island school administrators (n=523) and open-ended interviews of administrators (n=28) that would provide information for the design of leadership and staff development activities as part of Rhode Island's LEAD project--an attempt to improve the leadership capacity of school administrators.…

  17. Teacher's Professional Development from Vygotskian Optique

    Science.gov (United States)

    Shabani, Karim

    2012-01-01

    Vygotsky's concept of ZPD (Zone of Proximal Development) has been recently applied to the context of language teacher education by a number of researchers (e.g. Ohta, 2005; Singh & Richards, 2006; Nassaji & Cumming, 2000). Besides Vygotsky's notion of ZPD, this paper relies on two associated theories from outside the TESOL discipline…

  18. Special Education Professional Development Needs in Zimbabwe

    Science.gov (United States)

    Chitiyo, Morgan; Hughes, Elizabeth M.; Changara, Darlington M.; Chitiyo, George; Montgomery, Kristen M.

    2017-01-01

    Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education,…

  19. Teacher Professional Development Approach:Action Research

    Institute of Scientific and Technical Information of China (English)

    LIU Yang

    2013-01-01

    Theory and practice, researchers and practitioners are usually isolated in traditional education research, so much so that the research results can not solve the problems that teachers encounter in their teaching practice. As a new mode, action research provides a bridge linking theory and teaching practice as well as a way to promote teacher development.

  20. Continuing professional development and the charity paradigm: interrelated individual, collective and organisational issues about continuing professional development.

    Science.gov (United States)

    Munro, Kathleen M

    2008-11-01

    This paper aims to highlight some issues and tensions that currently challenge the profession, individual nurses and their employers when considering the need for continuing professional development. The Nursing and Midwifery Council states the professional requirements for continuing professional development. However the nature and type required seems to be determined by the individual on the one hand and the organisation on the other, rather than an integral part of professional activity within the context of work. This can lead to a mismatch between personal and organisational goals. Views emerged from participants in a previous case study that focused on learning through work, about support available to nurses for professional development. The perceptions of nurses and their managers about learning through work were explored, using semi structured interviews, picture mapping and structured interviews. The 'Charity Paradigm' is presented as an outcome of major issues within an organisation. It underpins negative perceptions of individuals about employer support of continuing professional development. It is suggested that there is a need for collaborative collective approaches to structured development in order to meet both individual and organisational needs. This is also advocated in order to achieve life long learning and transformational learning within an organisation. The tension between individual personal ambitions and employer demands can adversely affect the professional development of the practitioner and the organisation that employs them. The personal perspectives of nurses and managers about learning within their organisation are therefore important to acknowledge in terms of positive and negative influences. It is also necessary to recognise the contribution of the employer as well as the identifiable charitable contribution of individual practitioners and the input from external contributors to the organisation.

  1. Mobile Learning in Maths Teacher Education: Using iPads to Support Pre-Service Teachers' Professional Development

    Science.gov (United States)

    Kearney, Matthew; Maher, Damian

    2013-01-01

    An emerging body of literature explores mobile learning in teacher education contexts. A common theme is the facilitation of collaborative, authentic professional learning experiences, often leveraged by the immediate and spontaneous nature of learning in informal settings. This paper takes a snapshot of current developments with mobile learning…

  2. International Computer Conferencing for Professional Development: The Bangkok Project.

    Science.gov (United States)

    Anderson, Terry; Mason, Robin

    1993-01-01

    Describes the Bangkok Project, a successful application of electronic mail and computer conferencing networks to support professional development in the field of distance education. The development of the computer conference to supplement a face-to-face conference in Bangkok is explained, and conference format and nature of interactions are…

  3. Professional Identity Development in Higher Education: Influencing Factors

    Science.gov (United States)

    Barbarà-i-Molinero, Alba; Cascón-Pereira, Rosalía; Hernández-Lara, Ana beatriz

    2017-01-01

    Purpose: In the last few years, the interest on professional identity development (PID) and the factors that influence PID has become central in higher education (HE) literature. However, the knowledge developed in this domain has focussed on a factor at a time and on a degree or discipline, thus being difficult to have a general picture of all…

  4. Learning to Lead: The Professional Development Needs of Assistant Principals

    Science.gov (United States)

    Allen, James G.; Weaver, Rosa L.

    2014-01-01

    The purpose of this study was to investigate the professional development needs of assistant principals in the northern Kentucky region in preparation for the launch of the Northern Kentucky Assistant Principals' Network, a unique and innovative program to support their leadership development. Using the Educational Leadership Policy Standards:…

  5. Designing and using professional development resources for inquiry based learning

    NARCIS (Netherlands)

    Swan, M.; Pead, D.; Doorman, L.M.; Mooldijk, A.H.

    2013-01-01

    This paper describes an attempt to design, analyse and refine professional development (PD) resour- ces that encourage the implementation of inquiry-based learning (IBL). We describe the iterative development of the resources in England with over 100 mathematics teachers from secondary, tertiary and

  6. Continuing Professional Development: Rhetoric and Practice in the NHS

    Science.gov (United States)

    Morgan, Arthur; Cullinane, Joanne; Pye, Michael

    2008-01-01

    This article explores the experience of Continuing Professional Development (CPD) by supervisory-level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and…

  7. Te Kotahitanga: Culturally Responsive Professional Development for Teachers

    Science.gov (United States)

    Bishop, Russell; Berryman, Mere

    2010-01-01

    Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand's indigenous Maori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Maori students, their families, principals and some of their teachers, provides direction…

  8. Professional Development of HR Practitioners--A Phenomenographic Study

    Science.gov (United States)

    Bailey, Moira

    2015-01-01

    Purpose: The purpose of this paper is an investigation into the experiences of professional development of human resource (HR) practitioners in the North of Scotland, and the use of non-formal learning in that development. Design/methodology/approach: In-depth semi-structured interviews from a purposively selected sample of HR practitioners were…

  9. The Role of Video in Teacher Professional Development

    Science.gov (United States)

    Marsh, Brian; Mitchell, Nick

    2014-01-01

    This literature review focuses on the e-use of video in teacher initial and continuing professional development. There is evidence that video technology used synchronously, and particularly asynchronously, can extend the quantity and quality of classroom observation experience, which in turn supports the development of observation, analysis and…

  10. Organisational and task factors influencing teachers’ professional development at work

    NARCIS (Netherlands)

    Evers, A.T.; Heijden, B.I.J.M. van der; Kreijns, K.

    2016-01-01

    - Purpose – The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers’ professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has

  11. The Relation between Employee Organizational and Professional Development Activities

    Science.gov (United States)

    Blau, Gary; Andersson, Lynne; Davis, Kathleen; Daymont, Tom; Hochner, Arthur; Koziara, Karen; Portwood, Jim; Holladay, Blair

    2008-01-01

    A model is presented showing hypothesized common and parallel antecedents of employee organizational development activity (ODA) versus professional development activity (PDA). A common antecedent is expected to affect both ODA and PDA, while a parallel antecedent is expected to affect its corresponding work referent. This model was tested using a…

  12. Professional Development for Mathematics Teachers: Using Task Design and Analysis

    Science.gov (United States)

    Lee, Hea-Jin; Özgün-Koca, S. Asli

    2016-01-01

    This study is based on a Task Design and Analysis activity from a year-long professional development program. The activity was designed to increase teacher growth in several areas, including knowledge of mathematics, understanding of students' cognitive activity, knowledge of good questions, and ability to develop and improve high quality tasks.…

  13. Factors That Develop Effective Professional Learning Communities in Taiwan

    Science.gov (United States)

    Chen, Peiying; Lee, Che-Di; Lin, Hongda; Zhang, Chun-Xi

    2016-01-01

    This research aimed to investigate the key factors of developing effective professional learning communities (PLCs) within the Taiwanese context. Four constructs--supportive and shared leadership, shared visions, collegial trust, and shared practices--were adopted and developed into an instrument for measuring PLC function. A stratified random…

  14. Professional Development for "All" Personnel in Inclusive Schools.

    Science.gov (United States)

    McGregor, Gail; Halvorsen, Ann; Fisher, Douglas; Pumpian, Ian; Bhaerman, Bob; Salisbury, Christine

    1998-01-01

    This issue brief was developed as part of the Consortium on Inclusive Schooling Practices' framework for standards-based systemic reform. The brief focuses on one of the six major policy areas identified by the Consortium, professional development. It first discusses the concept of teachers as lifelong learners, then explores professional…

  15. Designing Professional Development for Teachers of Science and Mathematics.

    Science.gov (United States)

    Loucks-Horsley, Susan; Hewson, Peter W.; Love, Nancy; Stiles, Katherine E.

    This comprehensive guide discusses how to design staff development in science and math. It is tailored specifically to the needs of individual schools or departments. Vignettes from real schools illustrate concepts within the book. The book provides 15 strategies for professional development and describes each one with its underlying assumptions…

  16. Promoting Professional Development for Physical Therapists in Early Intervention

    Science.gov (United States)

    Catalino, Tricia; Chiarello, Lisa A.; Long, Toby; Weaver, Priscilla

    2015-01-01

    Early intervention service providers are expected to form cohesive teams to build the capacity of a family to promote their child's development. Given the differences in personnel preparation across disciplines of service providers, the Early Childhood Personnel Center is creating integrated and comprehensive professional development models for…

  17. An exploration of tripartite collaboration in developing a strategic approach to the facilitation of practice learning.

    Science.gov (United States)

    Walsh, Pauline; Jones, Kerry

    2005-01-01

    Pre-registration nurse education in United Kingdom has to be delivered within a complex system. Theoretical components are delivered by a Higher Education Institution and the practice components, facilitated and assessed by clinical practitioners within a health service provider institution. The previous decade witnessed a gradual divorce between these two institutions, leading to a confidence and competence deficit in the newly qualified practitioner. The new national agenda for pre-registration nursing was set out in the fitness for practice document, [UKCC, London, 1999]. It required a refocus on the practice aspects of nurse education. It identified the need to strengthen the links between higher education providers and service providers to ensure the delivery of a seamless curriculum. The report recommended closer collaborative working to bridge the theory-practice gap and develop nurses that were competent and fit for purpose at the end of the course. Several pilot sites were identified throughout the country to deliver the new practice focussed curriculum; The University of Wolverhampton was one of these. The focus of this paper will identify the multifaceted developments that facilitate effective practice learning for students, which have been achieved through partnership working and will include the following areas; creation of new practice support roles, communication systems, modes of learning (technology supported learning, problem based learning, experiential learning and simulation), the learning environment, learning opportunities and resources. It is clear that practice learning has many influences, which can either enhance or undermine the student's ability to assimilate knowledge and experience into personal, professional practice. We acknowledge that there are still many areas to be developed and anticipate that these will be informed by the findings of research currently being undertaken within the University and NHS service providers.

  18. Teacher professional development outside the lecture room: Voices of professionally unqualified practicing teachers in rural Zimbabwe secondary schools

    Directory of Open Access Journals (Sweden)

    Tabitha Grace Mukeredzi

    2016-11-01

    Full Text Available Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally acclaimed to address in particular rural school postings and Education for All commitments, there remain outstanding questions regarding how such teachers professionally learn and grow in these rural contexts outside the Teacher Education Institution lecture room. An understanding of how they develop professionally is crucial. The study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. A qualitative design was adopted and three-interview series complimented by photo elicitations were employed to explore the teachers’ professional development experiences. Data were transcribed and manually analysed inductively utilizing open coding. Findings suggest that professional development experiences for these teachers occurred in four sites: school structures, wider professional sites, planned and unplanned gatherings, and the classroom. Drawing on concepts around professional development to describe, analyse and understand data, I illustrate that professionally unqualified practicing teachers in rural secondary schools experience professional development outside Teacher Education Institutions in interaction, through domains of formality and experience: non formal, informal and experiential.

  19. Professional development for sport psychology practice.

    Science.gov (United States)

    Tod, David; Hutter, R I Vana; Eubank, Martin

    2017-08-01

    Applied sport psychology practice and research date back to the late 19th century. During this period investigators have largely examined the interventions practitioners employ to help athletes. More recently, researchers have begun addressing the person employing those interventions, including identifying their attributes and how they develop expertise, in recognition that practitioners are central to effective practice. Research focused on practitioners can inform educational and registration pathways, helping trainees to develop the knowledge, skills, and characteristics needed to meet their clients' needs. In this article major lines of inquiry in this area are reviewed. It is suggested that examining practitioner identity represents novel research that has educational and applied value. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Using a professional writing retreat to enhance professional publications, presentations, and research development with staff nurses.

    Science.gov (United States)

    Horstman, Patricia; Theeke, Laurie

    2012-01-01

    This article presents the outcomes of a structured writing retreat used with a group of professional nurses from a Magnet-designated hospital. The purpose of the retreat was to enhance nurses' ability to prepare poster presentations, develop manuscripts for peer-reviewed journal submissions, and design new research studies. This staff development retreat can serve as an exemplar for other hospitals desiring to increase dissemination of best practice.

  1. Professional Development of Older Employees in Small and Medium Enterprises

    Directory of Open Access Journals (Sweden)

    Renata Trochimiuk

    2015-03-01

    Full Text Available Purpose: The aim of the paper is to present and assess professional development opportunities for older employees in SME. Methodology: In the process of desk research, the author has discerned a number of characteristics of training activities conducted by SMEs. The management of older employees’ professional development is discussed on the basis of selected research findings, i.a. CATI and CAPI surveys conducted in the framework of the “Comprehensive program of activation of people aged 50+” project carried out by the Department of Human Resource Management at Kozminski University in 2010–2012. Findings: The first part of the paper discusses the specificity of training measures undertaken in SMEs. According to a large body research results available, these include: informality, reactivity, short-term perspective, focus on solving current problems, “learning by doing”, focus on the development of specific skills and organizational knowledge, lack of professional organization of trainings. The core part of the paper focuses on the management of professional development of older employees in SMEs. The majority of surveyed firms have declared providing their older and younger employees with the same access to training. However, it does not always mean training is organised, or that employees aged 50+ participate in it. Moreover, the survey has proven the existence of significant differences in assessments and opinions among entrepreneurs and employees. Originality/value: This paper discusses professional development of older SME employees, which is a relatively new problem; it is based on an extensive body of research. Managing professional development of older workers is one of the most important challenges faced by SMEs in the twentyfirst century and it shall require extensive and thorough research in the future.

  2. Teachers’ Professional Development in the Framework of the New Federal State Educational Standards

    Directory of Open Access Journals (Sweden)

    Y. A. Sidenko

    2012-01-01

    Full Text Available The paper considers a contradiction between the great demand for teachers’ professional development, induced by the new Federal State Educational Standards, and the lack of relevant training programs for school teachers. The author has conducted a survey to assess teachers’ readiness for innovative activity required by the new educational standards. The survey reveals that 97% of teachers denote either difficulty or disapproval of imple- menting the above standards. Investigating the reasons for teachers’ negative attitude, the author puts forward a hypothesis of their insufficient motivation and commitment. In theoretical part of the research teachers’ motivation is considered as a goal, intention, necessity, and personal quality that can be developed. As a result, a method of teachers’ motivation development is suggested actuating the motivation mechanism of achievements. The method is based on the project technique facilitating teachers’ professional and individual goal-setting ability. The program modules for teachers’ further training and prospective results are given. 

  3. Professional transitions towards sustainable farming systems: The development of farmers' professional worlds.

    Science.gov (United States)

    Coquil, Xavier; Dedieu, Benoît; Béguin, Pascal

    2017-01-01

    While farming in France and generally in Europe is continuing to intensify, at the expense of its environmental sustainability, promising alternatives are emerging. The processes whereby farmers change and transform their own work, to shift from an intensive mode of production to a self-sufficient and autonomous one, need to be formalized if we are to further our understanding of why and how these forms of sustainable farming activity emerge. We use the development of professional worlds theory, a systemic representation of workers' activity, whereby their experience is formalized. This can be explained as the praxis1, conceptual and axiological underpinnings form a system with the object of the action. The development of a professional world is analyzed according to the evolution of its components and the search for pragmatic coherence within it. We analyzed professional transitions towards self-sufficient and autonomous mixed farming through a case study. Our findings showed that the transition is initiated by the discovery of the unthinkable, awareness of a discrepancy between what the farmers think and what they do, the appearance of problems, and the response to external constraints. Professional transition is a non-teleological and non-incremental process; it corresponds to a comparison with reality, and a resolution of difficulties. This process is stimulated by the use of artifacts instrumented by the farmers. New perspectives are opened up by this formalization of transitions, in terms of (i) support towards sustainable farming and (ii) the design of sustainable farming systems.

  4. Professional SharePoint 2010 Development

    CERN Document Server

    Rizzo, Tom; Fried, Jeff; Swider, Paul J; Hillier, Scot; Schaefer, Kenneth

    2012-01-01

    Updated guidance on how to take advantage of the newest features of SharePoint programmability More than simply a portal, SharePoint is Microsoft's popular content management solution for building intranets and websites or hosting wikis and blogs. Offering broad coverage on all aspects of development for the SharePoint platform, this comprehensive book shows you exactly what SharePoint does, how to build solutions, and what features are accessible within SharePoint. Written by a team of SharePoint experts, this new edition offers an extensive selection of field-tested best practices that shows

  5. Optics professional development in North Carolina

    Science.gov (United States)

    Gilchrist, Pamela O.; Hilliard-Clark, Joyce; Bowles, Tuere

    2010-08-01

    Using the Photonics Leaders (PL2) program model of recruitment and retention, photonics content, parental engagement, internship, and a hybrid virtual format, the session's goal is to inform outreach coordinators and scientists of strategies used to develop teachers' awareness and skills in teaching Optics to ethnically diverse students who lack traditional experiences in the discipline. The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) funded program highlights initial findings of a pilot study with middle and high school teachers from The Science House at North Carolina State University sharing lessons learned and future scale-up plans.

  6. 34 CFR 263.1 - What is the Professional Development program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What is the Professional Development program? 263.1... Development Program § 263.1 What is the Professional Development program? (a) The Professional Development... Professional Development program requires individuals who receive training to— (1) Perform work related to the...

  7. Arts Integration as Potentiality for Professional Development for Teachers

    DEFF Research Database (Denmark)

    Jensen, Julie Borup; McCandless, Peggy

    2013-01-01

    This paper investigates the potentialities for professional development, when teachers work with integration of arts and academic subjects in the classroom. The idea of integrating arts and academic subjects can be seen as a way of experimenting with teaching. Experiments in the classroom as a way...... they experiment with artistic and academic subjects at the same time. Therefore, the action research approach will be elaborated and underpinned with learning concepts deriving from pedagogue and philosopher, John Dewey. We term this the three e’s of learning, and furthermore of professional development...

  8. Facilitating appreciation of anatomical variation and development of teamwork skills in the gross anatomy laboratory using a cadaver reassignment system.

    Science.gov (United States)

    Sprunger, Leslie K

    2008-01-01

    Developing a mental map of the body in three dimensions incorporating normal anatomical variations is a challenge for students of gross anatomy. Acquisition of this ability is facilitated by frequently reassigning students to work on different specimens in gross anatomy laboratories, a significant departure from traditional teaching strategies. This article analyzes student and faculty experiences with a reassignment system over a six-year period, including effects on early professional development and students' attitudes toward the cadavers. Students were strongly supportive of the method, noting that specimen reassignments facilitated learning, encouraged dissection skill building, and fostered collaborative interactions. Students' perception of the value of the contribution of each cadaver to their education was preserved and, for many, enhanced. Frequent specimen reassignments offer an opportunity to model public accountability for work and some aspects of the relationships between multiple health care teams caring for a patient.

  9. Occupational therapy, professional development and ethics

    DEFF Research Database (Denmark)

    Dige, Morten

    2009-01-01

    The article's aim is to reflect on and contribute to developing occupational therapy as a profession. I propose an ethical interpretation of health and helping professions in general and occupational therapy in particular. According to this ethical interpretation, the essential function and mission...... of classical health and helping professions are defined by certain ethical values: the basic elements of a good human life. I argue that the central concepts of occupational therapy, activity and participation, can plausibly be understood in this light. However, this seems to imply a rather substantial...... conception of well-being which I try to spell out. In addition, I specify the basic principles of biomedical ethics in the context of occupational therapy according to an ethical interpretation. In conclusion, I point at four advantages of the ethical interpretation: It adds precision and content to ethical...

  10. A Research Design for NASA-Funded Professional Development Projects

    Science.gov (United States)

    Bleicher, R. E.; Lambert, J.; Getty, S. R.

    2011-12-01

    This proposal outlines a research plan designed to measure gains in student learning resulting from their teachers participating in professional development. Project Description Misconceptions about global climate change (GCC) are prevalent in the general public (Kellstedt, Zahran, & Vedlitz, 2008; Washington & Cook, 2011). One solution is to provide high school students with a better grounding in the basic science and data that underlie GCC. The overarching goal of a NASA-funded project, Promoting Educational Leadership in Climate Change Literacy (PEL), is to increase GCC literacy in high school students. Research Design The research design is interpretative (Erickson, 2006), framed within a multi-method design, synthesizing both quantitative and qualitative data sources (Morse, 2003). Overall, the data will provide rich information about the PEL's impact on curriculum development, teacher pedagogical knowledge, and student learning. The expectancy-value theory of achievement motivation (E-V-C) (Fan, 2011; Wigfield & Eccles, 1994) provides a theoretical foundation for the research. Expectancy is the degree to which a teacher or student has reason to expect that they will be successful in school. Value indicates whether they think that performance at school will be worthwhile to them. Cost is the perceived sacrifices that must be undertaken, or factors that can inhibit, a successful performance at school. For students, data from an embedded E-V-C investigation will help articulate how E-V-C factors relate to student interest in science, continuing to study science, or embarking on STEM related careers. For teachers, the E-V-C measures will give insight into a key mediating variable on student achievement in science. The evaluation will seek to address research questions at the student and teacher levels. Table 1 presents a sample of research questions and data sources. This is a sample of a much larger set of questions that will be addressed in the project. Data

  11. Use of Social Media for Professional Development by Health Care Professionals: A Cross-Sectional Web-Based Survey.

    Science.gov (United States)

    Alsobayel, Hana

    2016-09-12

    Social media can be used in health care settings to enhance professional networking and education; patient communication, care, and education; public health programs; organizational promotion; and research. The aim of this study was to explore the use of social media networks for the purpose of professional development among health care professionals in Saudi Arabia using a purpose-designed Web-based survey. A cross-sectional web-based survey was undertaken. A link to the survey was posted on the investigator's personal social media accounts including Twitter, LinkedIn, and WhatsApp. A total of 231 health care professionals, who are generally social media users, participated in the study. Of these professionals, 70.6% (163/231) use social media for their professional development. The social media applications most frequently used, in the descending order, for professional development were Twitter, YouTube, Instagram, Facebook, Snapchat, and LinkedIn. The majority of respondents used social media for professional development irrespective of their age group, with the highest proportion seen in those aged 20-30 years. Social media were perceived as being most beneficial for professional development in terms of their impact on the domains of knowledge and problem solving and least helpful for enhancing clinical skills. Twitter was perceived as the most helpful type of social media for all domains listed. Respondents most frequently reported that social media were useful for professional development for the reasons of knowledge exchange and networking. Social media are frequently used by health care professionals in Saudi Arabia for the purposes of professional development, with Twitter most frequently used for this purpose. These findings suggest that social media networks can be powerful tools for engaging health care professionals in their professional development.

  12. Faculty development on professionalism and medical ethics: the design, development and implementation of Objective Structured Teaching Exercises (OSTEs).

    Science.gov (United States)

    Lu, Wei-Hsin; Mylona, Elza; Lane, Susan; Wertheim, William A; Baldelli, Perrilynn; Williams, Peter C

    2014-10-01

    As students are expected to develop competency in professionalism and medical ethics, faculty are also expected to facilitate medical students' learning and understanding of these areas. One of the main challenges to success in this domain has been uncertainty of whether or not faculty know the content and the methods to teach and assess these competencies. We used the Objective Structured Teaching Exercise (OSTE) format as a faculty development tool to train and evaluate faculty on how to teach professionalism and medical ethics to students in clinical settings. The process for the design, development and implementation of OSTEs consisted of five phases: (1) performing a literature review and student needs assessment, (2) developing the OSTE cases and performance checklists, (3) recruiting and training of standardized students, (4) conducting a mock training session and (5) organizing faculty development workshops using OSTEs. Twenty clinical faculty members participated in one of three half-day OSTE workshops offered. Faculty confidence and attitudes about teaching professionalism increased significantly (p teaching medical students, the information and skills they learned from the workshop are important to them as clinical educators, and that the information and skills will likely have an impact on the way they teach professionalism and ethics in the future.

  13. Multi-professional staff development programme for PAMs.

    Science.gov (United States)

    Wray, N

    2001-01-01

    A unique, accredited, multi-professional education programme for junior staff in professions allied to medicine (PAMs) developed by Durham and Teesside Education and Training Consortium in collaboration with local trusts and social services is described. Designed to ensure competence to practice in line with clinical governance, it aims to strengthen multi-professional working practice through a greater understanding of roles and of the way the national health service (NHS) works. It enables staff to analyse their own learning needs and to employ self-directed learning skills for life-long learning. Using problem-based learning, it uses real clinical cases as triggers to promote critical evaluation and reasoning and the development of multi-professional care pathways.

  14. Clinical laboratory technologist professional development in Camagüey

    Directory of Open Access Journals (Sweden)

    Mercedes Caridad García González

    2015-05-01

    Full Text Available The paper describes the results of research aimed at assessing the current conditions related to clinical laboratory technologist professional development. A descriptive cross study covering the period between November 2013 and January 2014 is presented. Several techniques for identifying and hierarchically arranging professional developmental related problems were used to study a sample at the Faculty of Health Technology of the Medical University “Carlos Juan Finlay”. The study involved heads of teaching departments and methodologists of health care technology specialties; moreover a survey and a content test were given graduate clinical laboratory technicians. The authors reached at the conclusion that clinical laboratory technologist professional development is limited and usually underestimate the necessities and interests of these graduates. Likewise, a lack of systematization and integration of the biomedical basic sciences contents and the laboratory diagnosis is noticeable.

  15. Transformative Professional Development: A Model for Urban Science Education Reform

    Science.gov (United States)

    Johnson, Carla C.; Marx, Sherry

    2009-04-01

    This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school climate, teacher needs, and teacher beliefs with the intention of promoting change in practice. In this study, TPD was used to meet the needs of individual teachers and the collective needs of schools in reform efforts. The experiences of the eight teachers engaged in this process of professional growth, including their changes in practices and beliefs, provide the focus of this paper. Findings in this study revealed that through the use of TPD, participants in this study improved science teaching effectiveness and began to transform their negative school climate and create positive classroom learning environments.

  16. Entrepreneurship and Gamification in Professional Development

    Directory of Open Access Journals (Sweden)

    Rosalice Botelho Pinto

    2016-07-01

    Full Text Available This article is focused on the theoretical perspective of Sociodiscursive Interactionism (Bronckart, 1999, 2008 and its goal is to demonstrate, through some competencial figures (PINTO, 2015 empirically identified, the importance of the use of serious games and the gamification for the development of these figures. It is through the linguistic configuration of the different ways of interpreting entrepreneurial acting, according to the various references, that one will be able to define what is considered to be competencial figures related to entrepreneurship. In this way, we support the idea that there are groups of specific linguistic configurations which may portray different ways of thinking and interpret entrepreneurship, according with referential diversity. For our analysis, we carried out transcriptions of debates of ideas on the theme of entrepreneurship done by 1st year graduate students whom were integrated in Portuguese public and private private universities in different faculties. The results indicate that the interpretation of the entrepreneurial acting may present different ‘tonalities’ depending on the social activity to which the acting is linked to.

  17. Working with soils: soil science continuing professional development

    Science.gov (United States)

    Hannam, Jacqueline; Thompson, Dick

    2017-04-01

    The British Society of Soil Science launched the Working with Soils professional competency programme in 2011. This was in response to concerns from practitioners and professionals of a significant skills gap in various sectors that require soil science skills. The programme includes one and two day courses that cover the qualifications, knowledge and skills required of a professional scientist or engineer conducting a range of contract work. All courses qualify for continuing professional development points with various professional practice schemes. Three courses cover the foundations of soil science namely; describing a soil profile, soil classification and understanding soil variability in the field and landscape. Other tailored courses relate to specific skills required from consultants particularly in the planning process where land is assessed for agricultural quality (agricultural land classification). New courses this year include soil handling and restoration that provides practitioners with knowledge of the appropriate management of large volumes of soil that are disturbed during development projects. The courses have so far successfully trained over 100 delegates ranging from PhD students, environmental consultants and government policy advisors.

  18. Challenges facing procurement professionals in developing economies: Unlocking value through professional international purchasing

    Directory of Open Access Journals (Sweden)

    Marian Tukuta

    2015-02-01

    Full Text Available Background: Until recently, procurement was seen as a necessity only. In fact, in many developing economies the profession is still being treated as a ‘back-office’ function. However, not much has been done to explore and address challenges facing procurement professionals in developing economies.Objectives: The purpose of this article was to examine the critical role played by the procurement function in business and to reveal the challenges faced by procurement professionals in developing economies as well as to suggest solutions to these challenges.Method: A sequential literary analysis was used, complemented by cross-country qualitative data gathered from one hundred diverse procurement practitioners from Botswana, Namibia and Zimbabwe. These were primarily participants in a series of procurement workshops run by the researchers from January to June 2014.Results: Findings suggested that limited recognition, increasing unethical behaviour, poor supplier service delivery, poor regulatory environment, varying supplier standards and poor corporate governance are the main challenges faced by the procurement profession in these countries.Conclusion: The study’s findings imply that there is limited understanding regarding the role procurement plays in both government and non-government institutions in developing economies. The article suggests solutions which procurement professionals and organisations can implement in order to unlock the potential value in the procurement function.

  19. Why risk professional fulfilment: a grounded theory of physician engagement in healthcare development.

    Science.gov (United States)

    Lindgren, Åsa; Bååthe, Fredrik; Dellve, Lotta

    2013-01-01

    The need for trans-professional collaboration when developing healthcare has been stressed by practitioners and researchers. Because physicians have considerable impact on this process, their willingness to become involved is central to this issue. This study aims to gain a deeper understanding of how physicians view their engagement in healthcare development. Using a grounded theory approach, the study developed a conceptual model based on empirical data from qualitative interviews with physicians working at a hospital (n = 25). A continual striving for experiences of usefulness and progress, conceptualized as 'striving for professional fulfilment' (the core category), emerged as a central motivational drive for physician engagement in healthcare development. Such experiences were gained when achieving meaningful results, having impact, learning to see the greater context and fulfilling the perceived doctor role. Reinforcing organizational preconditions that facilitated physician engagement in healthcare development were workplace continuity, effective strategies and procedures, role clarity regarding participation in development and opportunities to gain knowledge about organization and development. Two opposite role-taking tendencies emerged: upholding a traditional doctor role with high autonomy in relation to organization and management, clinical work serving as the main source of fulfilment, or approaching a more complete 'employeeship' role in which organizational engagement also provides a sense of fulfilment. Experiencing professional fulfilment from participation in healthcare development is crucial for sustainable physician engagement in such activities. Copyright © 2012 John Wiley & Sons, Ltd.

  20. Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity

    Science.gov (United States)

    Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

    2011-01-01

    This article focuses on three features of professional development (PD) programs that play an important role in developing leadership skills and building teachers' capacity: (1) fostering a professional learning community, (2) developing teachers' mathematical knowledge for teaching, and (3) adapting PD to support local needs and interests. We…

  1. Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan

    Science.gov (United States)

    Dayoub, Ruba; Bashiruddin, Ayesha

    2012-01-01

    This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were…

  2. 34 CFR 263.4 - What training costs may a Professional Development program include?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What training costs may a Professional Development... GRANT PROGRAMS Professional Development Program § 263.4 What training costs may a Professional Development program include? (a) A Professional Development program may include, as training costs, assistance...

  3. Continuing professional development and social accountability: a review of the literature.

    Science.gov (United States)

    Fleet, Lisa J; Kirby, Fran; Cutler, Sarah; Dunikowski, Lynn; Nasmith, Louise; Shaughnessy, Rita

    2008-01-01

    The idea that health professionals should be accountable to the society they serve is not a new concept and by the 1990 s, the continuing professional development (CPD) of health professionals was being seen as one way in which Canadians' level of health could be improved. The public was, and is still today, increasingly demanding a system that is more responsive to regional and community needs. As a result, there is a need for more health professional education at all stages of the education continuum - undergraduate, postgraduate, and continuing professional development - that meets the health and social needs of the populations being served. The trend is now towards 'socially accountable' health care, meaning that the broader context of CPD must also include the personal, social, and political aspects of health care and as such, involve a widening of accountability to patients, the community, managers and policymakers. CPD planning must take into account local and national priorities as well as personal learning needs. However, the definition of social accountability and the stages at which it is addressed is sometimes vague and this added to the difficulty of identifying relevant studies in the literature. Nonetheless, there were some "best practices" evident via Canadian and American studies which focused on models of socially accountable CPD, as well as examples of interdisciplinary collaboration in Canada, the United States, Australia, Great Britain, and the United Arab Emirates. However, there is a definite need for increased research and publication of such "best practice" initiatives. There is also a need for Canadian health professional schools to facilitate this process by sharing their experiences and resources if possible. An extensive literature review was conducted between January and March 2004. Due to time constraints, it was limited to articles written in the English language. The databases/sources utilized included: Medline (now known as Pubmed

  4. In Support of Access and Inclusion: Joint Professional Development for Science and Special Educators

    Directory of Open Access Journals (Sweden)

    Rita Brusca-Vega

    2014-11-01

    Full Text Available This article addresses the need for collaborative professional development of science and special educators to enhance access and inclusion for students with disabilities and improve science learning for all students. The purpose of the study was to examine changes in the teaching practices of science and special educators, grades 4 to 8, as they jointly completed an intense year-long professional development program designed to promote hands-on, inquiry-based science in their classrooms; expand their instructional repertoires to better serve students with disabilities and other learning problems; and facilitate communication between the groups. Quantitative and qualitative measures, including pre and post ratings of teacher classroom performance, action research projects, and teacher interviews, were used to determine changes in teacher instructional and collaborative practices.

  5. How many is too many? Collaboration of multiple nursing organizations for professional development.

    Science.gov (United States)

    Redding, Donna A; Anglin, Linda T

    2002-01-01

    Representatives of 11 nursing organizations developed a unique consortium to produce an ongoing series of annual conferences focused on promoting professional nursing leadership among nurses in diverse practice areas including acute care, long-term care, community health, and nursing education. The consortium strategically added members and refined the format of the conferences based on participant feedback. The conferences feature a keynote speaker and practice-based breakout sessions designed to facilitate futuristic thinking among nurses. The conference is associated with a legislative roundtable to support interaction between nurses and legislators. Future expansion of the consortium will include representation of advanced practice nurses. The development of the consortium and its highly efficient methods of operation are described in this article as an example of multi-organizational collaboration to promote professional nursing leadership. Bonds have been formed between the consortium member organizations that are mutually beneficial to the members of all.

  6. [Professional nursing--development and contents of a definition].

    Science.gov (United States)

    Spichiger, Eilsabeth; Kesselring, Annemarie; Spirig, Rebecca; De Geest, Sabina

    2006-02-01

    This definition of professional nursing was developed at the Institute of Nursing Science, University of Basel, in collaboration with the group of experts from the project "Future of Swiss Medicine" of the Swiss Academy of Medical Sciences. Starting points were existing definitions and a list of desirable contents. Using Grounded Theory approaches, potential contents were analysed and a first draft was written. Through several feedback rounds, this draft was refined to the definition that is presented here. Professional nursing is defined in two core sentences. As regards content, it relates to promoting and maintaining health, preventing health problems, and assisting people in treating illnesses and in dealing with consequences of illnesses and their therapies. The goal is to achieve the best possible results of treatments and care as well as the best possible quality of life in all phases of life until death for the people cared for. Eight additional paragraphs describe to whom professional nursing is directed, the tasks it includes, its essential basics, who delivers it, how it is put into practice, and its context. The definition has a scientific background and incorporates international perspectives and developments. An addendum outlines further thoughts regarding interprofessional collaboration in health care, focal points of nursing education, and future directions of professional nursing. It calls for an optimal collaboration among the different professional groups to reach the best possible outcomes for people with (potential) health problems. Trends in society and health care, especially the growing numbers of old and chronically ill people, will increase the need for professional care. It is necessary to develop new systems and models of care that meet population needs and have a lasting effect. Nursing education must take these future changes into consideration.

  7. Step-By-Step Professional Development in Technology

    Science.gov (United States)

    Meltzer, Sarah T.

    2012-01-01

    Don't train your teachers in instructional technology without reading this resource-packed book from Sarah T. Meltzer. Meltzer presents easy-to-follow guidelines for bringing about effective professional development in technology from start to finish. She takes you step-by-step through the process of planning, implementing, and managing…

  8. A Strength-Based Approach to Teacher Professional Development

    Science.gov (United States)

    Zwart, Rosanne C.; Korthagen, Fred A. J.; Attema-Noordewier, Saskia

    2015-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and…

  9. Steps to Successful Professional Development in Head Start

    Science.gov (United States)

    Trivette, Carol M.; Raab, Melinda; Dunst, Carl J.

    2012-01-01

    This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding…

  10. Separations, Divorces, and Open Marriages in Professional Development School Partnerships.

    Science.gov (United States)

    Teitel, Lee

    1998-01-01

    Reports case studies of 10 partnerships in middle school level professional development schools that either moved apart or reconfigured their relationships over time. Written materials from, interviews with, and observations of partners indicated that though most succeeded, they needed better communication between partners to maximize their…

  11. Professional development of teacher educators through informal learning

    NARCIS (Netherlands)

    dr.ir. Quinta Kools; drs Maurice Schols; dr Rita Schildwacht; drs Marina Bouckaert-den Draak; MEd Marly Gootzen

    2015-01-01

    In this paper the focus is on professional development through informal learning. People learn a lot while performing tasks and doing their jobs, but they are not always aware of these processes. Encouraging the awareness for informal learning is a first step towards acknowledgement of informal

  12. A strength-based approach to teacher professional development

    NARCIS (Netherlands)

    Zwart, Rosanne C.; Korthagen, Fred A J; Attema-Noordewier, Saskia

    2014-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teache

  13. Overcoming Parental Resistance to Change in a Professional Development School.

    Science.gov (United States)

    Birrell, James R.; Young, James R.; Egan, M. Winston; Ostlund, Margaret R.; Cook, Paul F.; Tibbitts, Cathy B.; Dewitt, Paul F.

    1998-01-01

    Examined the role of two parents who helped design and implement a field-based teacher-preparation program at one professional-development school. Interviews with participants led to four main themes that illuminated the stages parents experienced: excluding breeds suspicion, holding our ground, saying the same thing, and establishing a new…

  14. Sustaining and Scaling up the Impact of Professional Development Programmes

    Science.gov (United States)

    Zehetmeier, Stefan

    2015-01-01

    This paper deals with a crucial topic: which factors influence the sustainability and scale-up of a professional development programme's impact? Theoretical models and empirical findings from impact research (e.g. Zehetmeier and Krainer, "ZDM Int J Math" 43(6/7):875-887, 2011) and innovation research (e.g. Cobb and Smith,…

  15. Action Research in Professional Development Schools: Effects on Student Learning.

    Science.gov (United States)

    Devlin-Scherer, Wade; Spinelli, Ann Marie; Giammatteo, Dawn; Johnson, Craig; Mayo-Molina, Sylvia; McGinley, Paula; Michalski, Candice; Schmidek, Susan; Tomaiuolo, Linda; Zisk, Laurie

    This report presents data from one elementary school's (Hartford, CT region) second year (1996-97) implementation of a mathematics reform action research project by the professional development team. Teachers from grades 2-5 systematically implemented an ancillary problem solving curriculum in their classrooms after receiving training by a…

  16. Jointness for the Rest of Us: Reforming Joint Professional Development

    Science.gov (United States)

    2016-06-10

    34Joint Force Development Vision: Adapting to New and Future Realities." JFQ: Joint Force Quarterly, no. 64 (2012): 150 (emphasis added). 7...create opportunities for professional improvement and career progression.7 The Corps concept envisioned education, training, and rotation...opportunities for entry level through senior executives. The report concluded that in order to achieve this goal, DOD career civilians, like their military

  17. Evaluating Mathematics Teachers' Professional Development Motivations and Needs

    Science.gov (United States)

    Caddle, Mary C.; Bautista, Alfredo; Brizuela, Bárbara M.; Sharpe, Sheree T.

    2016-01-01

    While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers' motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD…

  18. Professional Preparation: Developing Language in Children with Hearing Loss

    Science.gov (United States)

    Muma, John; Perigoe, Christina

    2010-01-01

    Children with hearing loss are increasingly being identified at an early age and receiving family-centered intervention from infancy. This means that they are more likely to follow typical developmental sequences of learning. Therefore, professionals working with them need to be aware of developments in the scholarly literature that drive…

  19. School-University Collaboration: Its Efficacy in Professional Development Schools.

    Science.gov (United States)

    Kremer-Hayon, Lya

    This study describes a school-university collaboration involving a number of professional development schools in Israel and examines the efficacy of such collaborations. A government agency requested that a university researcher plan and implement collaborative programs. The program determined to include a heterogeneous group of schools, selected…

  20. Deterrents to Women's Participation in Continuing Professional Development

    Science.gov (United States)

    Chuang, Szu-Fang

    2015-01-01

    This study was designed to explore and define key factors that deter women from participating in continuing professional development (CPD) in the workplace. Four dimensions of deterrents that are caused by women's social roles, gender inequality and gender dimensions are discussed: family and time constraints, cost and work constraints, lack of…

  1. What Can Mixed Methods Designs Offer Professional Development Program Evaluators?

    Science.gov (United States)

    Giordano, Victoria; Nevin, Ann

    2007-01-01

    In this paper, the authors describe the benefits and pitfalls of mixed methods designs. They argue that mixed methods designs may be preferred when evaluating professional development programs for p-K-12 education given the new call for accountability in making data-driven decisions. They summarize and critique the studies in terms of limitations…

  2. Collaborative design as a form of professional development

    NARCIS (Netherlands)

    Voogt, Joke; Laferrière, Therese; Breuleux, Alain; Itow, Rebecca; Hickey, Daniel; McKenney, Susan

    2016-01-01

    Increasingly, teacher involvement in curriculum collaborative (re-)design is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative (re-)design of curriculum materials can b

  3. Adjunct Faculty Perception of Professional Development and Support Services

    Science.gov (United States)

    Bowers, Okema S.

    2013-01-01

    The purpose of this descriptive study was to investigate the adjunct faculty's perception of professional development and support services offered and needed at Tidewater Community College, a multicampus community college. This study involved adjunct faculty only. A survey was created and contained 58 survey questions. The majority of these were…

  4. Jointness for the Rest of Us: Reforming Joint Professional Development

    Science.gov (United States)

    2016-06-10

    where service capabilities are combined to maximize effectiveness while minimizing vulnerabilities. However, despite the passage of thirty years...34Joint Force Development Vision: Adapting to New and Future Realities." JFQ: Joint Force Quarterly, no. 64 (2012): 150 (emphasis added). 7...create opportunities for professional improvement and career progression.7 The Corps concept envisioned education, training, and rotation

  5. Policy alienation of public professionals: The development of a scale

    NARCIS (Netherlands)

    L.G. Tummers (Lars)

    2009-01-01

    textabstractToday, many public professionals feel estranged from the policy programs they implement. That is, they experience ‘policy alienation’. This is of concern as, for satisfactory implementation, some identification with the policy is required. We develop a quantitative scale to measure

  6. Professional Development Schools: Preservice Candidates' Learning and Sources of Knowledge.

    Science.gov (United States)

    Duquette, Cheryll; Cook, Sharon Anne

    1999-01-01

    A survey of 23 Canadian student teachers in conventional placements or professional-development schools (PDS) found that their practica had taught them about curriculum, pupils and pupil-teacher interactions, discipline and classroom management, and the teaching profession. Compared to others, PDS student teachers relied more on weekly seminars…

  7. Teachers' Perceptions of the Relevance and Usefulness of Professional Development

    Science.gov (United States)

    Shoemaker, Susan F.

    2013-01-01

    The purpose of this qualitative, phenomenological study was to investigate, through interviews, secondary teachers' perceptions of the level of the value, applicability, and implementation of skills learned within professional development offerings in the targeted school district. Non-probability, stratified, purposeful sampling was utilized to…

  8. Teachers' Professional Development from the Perspective of Teaching Reflection Levels

    Science.gov (United States)

    Zhao, Mingren

    2012-01-01

    This paper is a case study based on Habermas's theory of knowledge and human interest. We analyzed the written reflections of four teachers employed at a school and found that the teachers who had experienced advanced professional development tended to engage in practical and critical reflection, whereas those who had experienced average…

  9. Supporting Novice Special Education Teachers through Quality Professional Development

    Science.gov (United States)

    Tate, Mary E.

    2013-01-01

    The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research…

  10. Professional development of teacher educators through informal learning

    NARCIS (Netherlands)

    Kools, Quinta; Gootzen, Marly; Schols, Maurice; Schildwacht, Rita; Bouckaert-den Draak, Marina

    2015-01-01

    In this paper the focus is on professional development through informal learning. People learn a lot while performing tasks and doing their jobs, but they are not always aware of these processes. Encouraging the awareness for informal learning is a first step towards acknowledgement of informal lear

  11. Awarding Credit for Outcomes-Based Professional Development.

    Science.gov (United States)

    Dickerson, Pamela S; Shinners, Jean; Chappell, Kathy

    2017-03-01

    The American Nurses Credentialing Center is embarking on a pilot project designed to award credit to RNs for achievement of outcomes-based professional development activities, regardless of time spent in the endeavor. This article explores the value of this approach in the current health care environment. J Contin Educ Nurs. 2017;48(3):97-98. Copyright 2017, SLACK Incorporated.

  12. Great Expectations: Teacher Learning in a National Professional Development Programme

    Science.gov (United States)

    Armour, Kathleen M.; Makopoulou, Kyriaki

    2012-01-01

    This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and "collective participation" were positive factors. Research participants reported difficulties, however, in "cascading"…

  13. Engagement through Microblogging: Educator Professional Development via Twitter

    Science.gov (United States)

    Carpenter, Jeffrey P.; Krutka, Daniel G.

    2015-01-01

    Traditional, top-down professional development (PD) can render teachers mere implementers of the ideas of others, but there is some hope that the participatory nature of social media such as Twitter might support more grassroots PD. To better understand Twitter's role in education, we conducted a survey of K-16 educators regarding their use of the…

  14. The Use of Twitter for Professional Growth and Development

    Science.gov (United States)

    Gerstein, Jackie

    2011-01-01

    Twitter, the micro blogging tool, has seen unprecedented growth in the past year and is expected to continue into the future. Twitter's power, engagement, and popularity lie in its endless networking opportunities. Its potential as a venue for professional growth and development needs to be explored, discussed, and ultimately used as such. A brief…

  15. Pacific CRYSTAL Teacher Professional Development Models: Lessons Learned

    Science.gov (United States)

    van der Flier-Keller, E.; Yore, L.

    2010-12-01

    From 2005 to 2010 Pacific CRYSTAL (Centre for Research in Youth Science Teaching and Learning) has been engaged in community-based research fostering teacher leadership in innovative science education through a variety of approaches to teacher professional development. Pacific CRYSTAL is a University of Victoria based, NSERC funded project founded on a collaborative research model involving scentists, science educators and community members including schools, teachers, community groups and government. Pacific CRYSTAL professional development approaches embrace both in-service teachers and pre-service teachers, and include Lighthouse schools, workshops (ongoing as well as one-time), community-based partnerships in Pacific CRYSTAL research projects, teachers as researchers, and university science courses and workshops for pre-education and education students. A number of common themes, identified through these approaches, should be considered in the development and implementation of future science professional development initiatives. They include; teacher turnover, expanding and adding schools and participating teachers, teacher apprehension, building leadership capacity, further engagement of 'tourist' teachers, continuing professional support for teachers, as well as on-going mentoring.

  16. Female Teachers' Professional Development through Action Research Practice

    Science.gov (United States)

    Hassen, Rukya

    2016-01-01

    This is a study on teachers' professional development through action research practice. The participants of the study were 23 English Language Teachers (ELT) who teach in high schools, preparatory schools and colleges in Debre Markos, in Dessie and around in 2014. The methods of data collection were teacher reflection, and in-depth interview. The…

  17. A strength-based approach to teacher professional development

    NARCIS (Netherlands)

    Zwart, Rosanne; Korthagen, Fred A J; Attema-Noordewier, Saskia

    2015-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teache

  18. A strength-based approach to teacher professional development

    NARCIS (Netherlands)

    Zwart, Rosanne C.; Korthagen, Fred A J; Attema-Noordewier, Saskia

    2014-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teache

  19. Teacher Research as Professional Development for P-12 Music Teachers

    Science.gov (United States)

    Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

    2014-01-01

    The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

  20. Continuing Personal Professional Development of University Lecturers: A Case Study.

    Science.gov (United States)

    Kapp, C A.; Cilliers, C. D.

    1998-01-01

    A study investigated the design and effectiveness of the faculty development efforts of one University of Stellenbosch (South Africa) faculty member over a two-year period. The experience included use of a professional growth contract to indicate commitment and intention, student feedback from over 500 students in eight courses, structured alumni…