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Sample records for professional development institute

  1. School nurse summer institute: a model for professional development.

    Science.gov (United States)

    Neighbors, Marianne; Barta, Kathleen

    2004-06-01

    The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and spring. Coalition building is an important tool to enhance the influence of the school nurse in improving the health of individuals, families, and communities. School nurses and nursing educators with expertise in the specialty of school nursing could replicate this model in their own regions.

  2. The roles of institutions in developing the professionalism of nuclear personnel

    International Nuclear Information System (INIS)

    Scott, C.K.

    2005-01-01

    The importance of professionalism in the construction and operation of nuclear power plants is reviewed. Given the role that a professional plays in business decisions, the institutions supporting the professionals in their competency and independence are important components of the industry. The paper discusses areas where the institutions can provide additional support including: standards of professional conduct, professional certification, development of standards, and professional exchanges. Improvements in these areas will improve the quality and productivity of the professionals. The benefit from the improvements is the business goals of safety, production and cost control are more readily achievable. (author)

  3. Professional Development of Preschool Teachers and Changing the Culture of the Institution of Early Education

    Science.gov (United States)

    Vujicic, Lidija; Camber Tambolaš, Akvilina

    2017-01-01

    The culture of institutions of early education is a strong network of customs, rules, norms and behaviours that affect the daily life and work of all its individuals. Consequently, the professional development of preschool teachers is not only an individual process of professional advancement, but also a process that changes the culture of the…

  4. Impact of a Leadership Development Institute on Professional Lives and Careers.

    Science.gov (United States)

    Purdy, Nancy

    2016-01-01

    An evaluation study was conducted to determine the impact of a leadership institute, The Dorothy Wylie Health Leaders Institute (DWHLI), over the decade since its inception. The aim was to better understand the perceived influence of the Institute over time on professional lives and careers of alumni and identify the critical design features that supported leadership development. Nurses and other health disciplines from all levels of leadership and from most provinces completed an online survey (n = 165) and a subset was interviewed (n = 33). The majority of alumni (50-68%) rated the impact of the Institute as significant or very significant on seven of the eight selected intended leadership outcomes. For 73-78% of the alumni, the Institute had a recurring or profound positive impact on their professional lives as leaders and personal careers. Alumni who reported the greatest impact of the program on their knowledge, skills and confidence as leaders also had higher levels of career satisfaction and work engagement. Design elements that impacted their development included the theoretical and conceptual content, interactive and experiential structure and mentoring. Recommendations for organizational sponsors included the need for opportunities to apply learning, ongoing coaching, mentoring and career counseling specific to their leadership career path.

  5. Developing the professional competence of future doctors in the instructional setting of higher medical educational institutions.

    Science.gov (United States)

    Morokhovets, Halyna Yu; Lysanets, Yuliia V

    The main objectives of higher medical education is the continuous professional improvement of physicians to meet the needs dictated by the modern world both at undergraduate and postgraduate levels. In this respect, the system of higher medical education has undergone certain changes - from determining the range of professional competences to the adoption of new standards of education in medicine. The article aims to analyze the parameters of doctor's professionalism in the context of competence-based approach and to develop practical recommendations for the improvement of instruction techniques. The authors reviewed the psycho-pedagogical materials and summarized the acquired experience of teachers at higher medical institutions as to the development of instruction techniques in the modern educational process. The study is based on the results of testing via the technique developed by T.I. Ilyina. Analytical and biblio-semantic methods were used in the paper. It has been found that the training process at medical educational institution should be focused on the learning outcomes. The authors defined the quality parameters of doctors' training and suggested the model for developing the professional competence of medical students. This model explains the cause-and-effect relationships between the forms of instruction, teaching techniques and specific components of professional competence in future doctors. The paper provides practical recommendations on developing the core competencies which a qualified doctor should master. The analysis of existing interactive media in Ukraine and abroad has been performed. It has been found that teaching the core disciplines with the use of latest technologies and interactive means keeps abreast of the times, while teaching social studies and humanities to medical students still involves certain difficulties.

  6. A Faculty Development Program for Change and Growth. [and] Leadership Institute for Continuing Professional Education.

    Science.gov (United States)

    Wheeler, Daniel W.; Queeney, Donna S.

    1993-01-01

    The purpose of the Nebraska University Program for Renewal of Faculty is to foster systematic, planned change benefiting the individual and the institution. Penn State and Harvard Universities initiated the Leadership Institute for Continuing Professional Education to enable participants to discuss issues common to professional continuing…

  7. Improving Teachers' In-Service Professional Development in Mathematics and Science: The Role of Postsecondary Institutions.

    Science.gov (United States)

    Desimone Laura; Garet, Michael S.; Birman, Beatrice F.; Porter, Andrew; Yoon, Kwang Suk

    2003-01-01

    As part of national evaluation of Eisenhower Professional Development Program, examines management and implementation strategies contributing to high-quality inservice teacher professional development in mathematics and science. Finds higher quality professional development is related to management and implementation strategies such as continuous…

  8. Increasing Scientific Literacy at Minority Serving Institutions Nationwide through AMS Professional Development Diversity Workshops

    Science.gov (United States)

    Brey, J. A.; Geer, I. W.; Mills, E. W.; Nugnes, K. A.; Moses, M. N.

    2011-12-01

    Increasing students' earth science literacy, especially those at Minority Serving Institutions (MSIs), is a primary goal of the American Meteorological Society (AMS). Through the NSF-supported AMS Weather Studies and AMS Ocean Studies Diversity workshops for Historically Black College and Universities, Hispanic Serving Institutions, Tribal Colleges and Universities, Alaska Native, and Native Hawaiian Serving Institutions, AMS has brought meteorology and oceanography courses to more students. These workshops trained and mentored faculty implementing AMS Weather Studies and AMS Ocean Studies. Of the 145 institutions that have participated in the AMS Weather Studies Diversity Project, reaching over 13,000 students, it was the first meteorology course offered for more than two-thirds of the institutions. As a result of the AMS Ocean Studies Diversity Project, 75 institutions have offered the course to more than 3000 students. About 50 MSIs implemented both the Weather and Ocean courses, improving the Earth Science curriculum on their campuses. With the support of NSF and NASA, and a partnership with Second Nature, the organizing entity behind the American College and University President's Climate Commitment (ACUPCC), the newest professional development workshop, AMS Climate Studies Diversity Project will recruit MSI faculty members through the vast network of Second Nature's more than 670 signatories. These workshops will begin in early summer 2012. An innovative approach to studying climate science, AMS Climate Studies explores the fundamental science of Earth's climate system and addresses the societal impacts relevant to today's students and teachers. The course utilizes resources from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA. In addition, faculty and students learn about basic climate modeling through the AMS Conceptual Energy Model. Following the flow of energy in a clear, simplified model from space to

  9. School of Ice: An Advanced Professional Development Program for Geoscience Faculty at Minority-Serving Institutions

    Science.gov (United States)

    Huffman, L. T.

    2017-12-01

    The School of Ice (SOI) program from the US Ice Drilling Program Office (IDPO) is designed for college faculty who teach at minority-serving institutions or historically black colleges and universities, but lessons learned transfer easily to any science course based on current research. The institute builds participants' background knowledge about ice core science and climate change while also providing experiences with activities and labs for transferring information to their students. After three years of highly successful workshops, our model has provided valuable lessons for creating powerful experiences for participants. This presentation will identify some of the key ideas including pairing researchers and educators as presenters; creating leadership teams capitalizing on partner strengths; building a science community willing to participate in education and outreach; and building participants' science content background knowledge and confidence while providing them with teaching models for transferring the knowledge to their students. Another important element is to demand teacher buy-in to ensure replication and dissemination. Also, IDPO's drilling technologies make it an ideal platform for intertwining engineering concepts and practices with science research to meet new science standards. In this session, we will share results of the institute evaluations including the impact on the educators as well as longitudinal analysis of data from interviews with past participants concerning continued impacts on their teaching, their courses and their students. Faculty who have attended this institute in the last three years have reported increases in their understanding of the content and how to teach it. They also report increased confidence in their ability to teach ice core science and climate change concepts. Elements of these successful workshops can inform both the development of college professional development and student courses, as well as the creation of

  10. A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers.

    Science.gov (United States)

    Branch, William T; Frankel, Richard M; Hafler, Janet P; Weil, Amy B; Gilligan, MaryAnn C; Litzelman, Debra K; Plews-Ogan, Margaret; Rider, Elizabeth A; Osterberg, Lars G; Dunne, Dana; May, Natalie B; Derse, Arthur R

    2017-12-01

    The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program.In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution.The authors discuss the program's learning theory, outline its curriculum, reflect on the program's accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.

  11. Professional development

    International Nuclear Information System (INIS)

    McAndrew-Benavidas, E.

    2007-01-01

    This presentation outlines the functions of the North American Young Generation in Nuclear. Activities of the organization include professional development, recruiting, retention, public outreach, leadership, networking, workforce issues, mentoring and communications

  12. Remarks at Institute of Retraining and Professional Development, 2 April 2012, Minsk, Belarus

    International Nuclear Information System (INIS)

    Amano, Y.

    2012-01-01

    taken since the Fukushima Daiichi accident. Safety will continue to improve, but we must avoid complacency at all costs. I understand that the Institute of Retraining and Professional Development plays a key role in helping to prevent illicit trafficking in nuclear and other radioactive materials in Belarus. Last week, I attended the Nuclear Security Summit in Seoul at which heads of state and government from some 50 countries considered ways to strengthen measures to prevent terrorists and other criminals from obtaining material that could be used to make a dirty bomb. This is a serious threat throughout the world and we must remain very vigilant. The fact that nuclear security is now getting the attention of heads of state and government is very encouraging. The world will undoubtedly be safer as a result. Several countries in this region are planning to embark on new nuclear energy projects. This confirms our assessment at the IAEA that nuclear energy remains a valid option for many countries as they consider their future energy mix. But we must not forget that public confidence in the safety of nuclear power was badly damaged by the Fukushima Daiichi accident. In using nuclear power, all countries must ensure the highest level of transparency and openness in communicating with all stakeholders. Dialogue and communication will be important between government and local communities, between the IAEA and individual Member States, and among countries themselves, so that nuclear power can be used safely, securely and sustainably. I would like to conclude by noting that Belarus has been a valued partner for the IAEA for many years. We are working especially closely with you as you move towards building your first nuclear power reactors. You can count on our support at every stage of the process. I wish you every success with your training here at the Institute of Retraining and Professional Development. Thank you. (IAEA)

  13. Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska

    Science.gov (United States)

    Berry Bertram, Kathryn

    2011-12-01

    The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on

  14. Research training for teaching staff as a catalyst for professional and institutional development : a case study

    NARCIS (Netherlands)

    Crispin, Darla; Stolte, Tine; Bisschop Boele, Evert

    2015-01-01

    When an institution wishes to develop a Masters programme that combines relevance to the profession with preparation for possible 3rd cycle study, there are many things to consider: curriculum design and content, facilities, stakeholder opinion, assessment, likely student intake, etc. But at least

  15. Professional development

    Science.gov (United States)

    Yoon, Jin Hee; Hartline, Beverly Karplus; Milner-Bolotin, Marina

    2013-03-01

    The three sessions of the professional development workshop series were each designed for a different audience. The purpose of the first session was to help mid-career physicists aspire for and achieve leadership roles. The second session brought together students, postdoctoral fellows, and early-career physicists to help them plan their career goals and navigate the steps important to launching a successful career. The final session sought to increase awareness of the results of physics education research, and how to use them to help students-especially women-learn physics better. The presentations and discussions were valuable for both female and male physicists.

  16. Doing Institutional Research: A Focus on Professional Development. Papers from the Annual Meeting of the North East Association for Institutional Research (9th, Durham, New Hampshire, October 17-19, 1982).

    Science.gov (United States)

    Green, Diana M., Ed.

    Institutional research that focuses on professional development is addressed in 35 papers from the 1982 meeting of the North East Association for Institutional Research. Titles and authors include the following: "Modeling College Student Adjustment and Retention for the Individual Institution" (Norman D. Aitken); "The Development Saga of an…

  17. The effects of a professional development geoscience education institute upon secondary school science teachers in Puerto Rico

    Science.gov (United States)

    Llerandi Roman, Pablo Antonio

    The geographic and geologic settings of Puerto Rico served as the context to develop a mixed methods investigation on: (1) the effects of a five-day long constructivist and field-based earth science education professional development institute upon 26 secondary school science teachers' earth science conceptual knowledge, perceptions of fieldwork, and beliefs about teaching earth science; and (2) the implementation of participants' newly acquired knowledge and experience in their science lessons at school. Qualitative data included questionnaires, semi-structured interviews, reflective journals, pre-post concept maps, and pre-post lesson plans. The Geoscience Concept Inventory and the Science Outdoor Learning Environment Inventory were translated into Spanish and culturally validated to collect quantitative data. Data was analyzed through a constructivist grounded theory methodology, descriptive statistics, and non-parametric methods. Participants came to the institute with serious deficiencies in earth science conceptual understanding, negative earth science teaching perspectives, and inadequate earth science teaching methodologies. The institute helped participants to improve their understanding of earth science concepts, content, and processes mostly related to the study of rocks, the Earth's structure, plate tectonics, maps, and the geology of Puerto Rico. Participants also improved their earth science teaching beliefs, perceptions on field-based education, and reflected on their environmental awareness and social responsibility. Participants greatly benefited from the field-based learning environment, inquiry-based teaching approaches modeled, the attention given to their affective domain, and reflections on their teaching practice as part of the institute's activities. The constructivist learning environment and the institute's contextualized and meaningful learning conceptual model were effective in generating interest and confidence in earth science teaching

  18. Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    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.

  19. French Second Language Teacher Education and Continuing Professional Development in Canada: The Roles of Smaller Universities and Related Institutions.

    Science.gov (United States)

    Heffernan, Peter J.

    1991-01-01

    Discusses teacher shortages in French language instruction areas in Canada, both core and immersion; the rationalization of programs; staffing and financial support among Alberta's tertiary education; language teacher preparation; and continuing professional development. Suggestions are made as to how a smaller university can better fulfill its…

  20. Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs

    Science.gov (United States)

    Reeves, Todd D.; Hake, Laura E.; Chen, Xinnian; Frederick, Jennifer; Rudenga, Kristin; Ludlow, Larry H.; O'Connor, Clare M.

    2018-01-01

    Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of…

  1. Professional Development. Issue Brief

    Science.gov (United States)

    Keleher, Julia

    2017-01-01

    In this professional development research brief, the author sets forth the overarching considerations that should be kept in mind when conceptualizing professional development for educators working with neglected or delinquent youth (N or D). The brief begins by defining professional development and demonstrating why it is a critical support for…

  2. Development of guidelines for tertiary education institutions to assist them in supporting students with a mental illness: a Delphi consensus study with Australian professionals and consumers

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    Nicola J. Reavley

    2013-02-01

    Full Text Available Background. The age at which most young people are in tertiary education is also the age of peak onset for mental illness. Because mental health problems can have adverse effects on students’ academic performance and welfare, institutions require guidance how they can best provide support. However, the scientific evidence for how best to do this is relatively limited. Therefore a Delphi expert consensus study was carried out with professional and consumer experts.Methods. A systematic review of websites, books and journal articles was conducted to develop a 172 item survey containing strategies that institutions might use to support students with a mental illness. Two panels of Australian experts (74 professionals and 35 consumers were recruited and independently rated the items over three rounds, with strategies reaching consensus on importance written into the guidelines.Results. The overall response rate across three rounds was 83% (80% consumers, 85% professionals. 155 strategies were endorsed as essential or important by at least 80% of panel members. The endorsed strategies provided information on policy, measures to promote support services, service provision, accessibility of support services, relationships between services, other types of support and issues associated with reasonable adjustments. They also provided guidance on the procedures the institutions should have for making staff aware of issues associated with mental illness, mental illness training, support for staff and communicating with a student with a mental illness. They also covered student rights and responsibilities, the procedures the institutions should have for making students aware of issues associated with mental illness, dealing with mental health crises, funding and research and evaluation.Conclusions. The guidelines provide guidance for tertiary institutions to assist them in supporting students with a mental illness. It is hoped that they may be used to

  3. Promoting teachers' professional development

    NARCIS (Netherlands)

    Runhaar, Pietsje Roelofje

    2008-01-01

    Because teacher quality has a great influence on pupil attainment, teachers’ professional development receives a lot of attention in educational policy. This dissertation contains five studies on how teachers’ professional development, in terms of learning at the workplace, can be explained and

  4. Evaluating professional development

    CERN Document Server

    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.

  5. Standards and Professional Development

    Science.gov (United States)

    Zengler, Cynthia J.

    2017-01-01

    The purpose of this paper is to describe the professional development that has taken place in conjunction with Ohio adopting the College and Career Readiness (CCR) Standards. The professional development (PD) has changed over time to include not only training on the new standards and lesson plans but training on the concepts defined in the…

  6. Partnering for Professional Development

    Science.gov (United States)

    Davis-Duerr, Jennifer

    2017-01-01

    Literacy specialists are often overlooked when determining the professional development needs within a school, and yet they are arguably the school's best resource to empower teachers with professional growth to meet state mandates. How can literacy specialists be supported to increase their knowledge and skills so that all educators' and…

  7. THE IMPORTANCE OF INFORMATION IN SUPERIOR GRADUATING INSTITUTES WEBSITES, IN THE MATRIX CURRICULUM AND PROFESSIONAL PROFILE OF SYSTEMS ANALYSIS AND DEVELOPMENT COURSES

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    José Carlos Mariano do Carmo

    2018-04-01

    Full Text Available Introduction: the existing information in the technological graduation course official web pages need to be clear and objective, in order to ease up the access to programmatic contents, workload, integration and other necessary knowledge so that the students have discernment in their formation choice. Objective: to analyze the curriculum matrix and professional profile in the superior courses in Systems Analysis and Development in the Metropolitan Region of Florianópolis - Santa Catarina, considering the microregion of Grande Florianópolis, composed by nine counties: Florianópolis, São José, Palhoça, Biguaçu, Santo Amaro da Imperatriz, Governador Celso Ramos, Antônio Carlos, Águas Mornas and São Pedro de Alcântara. Methodology: we have performed a qualitative research on the pointed issue, relating it to the current legislation and some of the proposed theories. The research documentally based as it focused on the topics mentioned by the Superior Graduation Institutions in their virtual course environment. It was also used semistructured interviews by phone contact and even visiting when necessary, including searches in the Education Ministry web site to base the study, the curriculum matrix comparison and the course professional profile. Results: results show that the analyzed courses are focused in the job market demands in the studied region, regarding the desktop, web and mobile development solutions using programming languages. The formation professional profile also involves knowledge about logical reasoning, abstract math and learning of a second language. Conclusions: to show to interested students in joining the Systems Analysis and Development course, about the importance of the disciplines approached, utilized technologies, professional profiles and the main educational characteristics offered by the institutions. It is thus intended to contribute that these information are used for the purpose of qualification for the job

  8. PROFESSIONAL TEACHER DEVELOPMENT AS A FUNDAMENTAL ELEMENT FOR THE ACADEMIC DEVELOPMENT OF A TEACHER-TRAIING SCHOOL (ESCUELA NORMAL AS AN INSTITUTION OF HIGHER EDUCATION: A LOOK FROM THE STRATEGIC PLANNING IN PROFEN

    Directory of Open Access Journals (Sweden)

    Lina Xóchitl García-Sánchez

    2017-07-01

    Full Text Available This article presents a study of the interrelationships between teacher professional development and academic development in a Teacher Training School (Escuela Normal in the State of Mexico. It is based on strategic planning in two dimensions: both internal and external characters. The external dimension provides an account of the academic profile of the Institutions of Higher Education regarding the demands of professional teacher development that international and national organizations, such as the Secretariat of Public Education (SEP, the National Association of Universities and Higher Education Institutions (ANUIES, the United Nations Educational, Scientific and Cultural Organization (UNESCO and the Organization for Cooperation and Development (OECD have recommended and established in the different official documents of the Mexican educational system. The second dimension establishes the efforts that a Teacher-Trainig School (Escuela Nomal makes through the strategic planning so that it could be related to the profile of professional development framed in the academic development that is demanded to the institutions of higher education. In this sense, it is questioned: which of the strategic actions that were planned in the institutional ProFEN of the period 2009 to 2011 regarding the professional development of their teachers have made a suitable transition from a teacher- training school (Escuela normal to the academic profile of an institution of higher education?

  9. Views of professionalism: a veterinary institutional perspective.

    Science.gov (United States)

    Roder, C; Whittlestone, K; May, S A

    2012-12-08

    In many western countries, there has been a marked change in the demographic profile of those entering the veterinary profession, with a shift from a predominantly male to a predominantly female intake. There have been parallel changes in society, with greater emphasis on human rights and work-life balance. It is, therefore, timely to consider what constitutes correct professional conduct for the profession, as there is the potential for problems to arise over the interpretation of 'professionalism' due to cultural and generational differences. A cross-section of staff and students within one veterinary institution were invited to take part in a survey exploring their prioritisation of 10 aspects of the professional role. A cluster analysis was performed, and four distinctly different profiles were established according to the views held by the cluster members. Cluster membership was found to significantly correlate to career stage, with altruism and social justice progressively giving way to professional autonomy and dominance. All four clusters in this educational environment prioritised technical and interpersonal competences above all other aspects of the professional role.

  10. Continuing professional development for volunteers working in palliative care in a tertiary care cancer institute in India: A cross-sectional observational study of educational needs

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    Jayita Kedar Deodhar

    2015-01-01

    Full Text Available Context: Training programs for volunteers prior to their working in palliative care are well-established in India. However, few studies report on continuing professional development programs for this group. Aims: To conduct a preliminary assessment of educational needs of volunteers working in palliative care for developing a structured formal continuing professional development program for this group. Settings and Design: Cross-sectional observational study conducted in the Department of Palliative Medicine of a tertiary care cancer institute in India. Materials and Methods: Participant volunteers completed a questionnaire, noting previous training, years of experience, and a comprehensive list of topics for inclusion in this program, rated in order of importance according to them. Statistical Analysis Used: Descriptive statistics for overall data and Chi-square tests for categorical variables for group comparisons were applied using Statistical Package for Social Sciences version 18. Results: Fourteen out of 17 volunteers completed the questionnaire, seven having 5-10-years experience in working in palliative care. A need for continuing professional development program was felt by all participants. Communication skills, more for children and elderly specific issues were given highest priority. Spiritual-existential aspects and self-care were rated lower in importance than psychological, physical, and social aspects in palliative care. More experienced volunteers (>5 years of experience felt the need for self-care as a topic in the program than those with less (<5-years experience ( P < 0.05. Conclusions: Understanding palliative care volunteers′ educational needs is essential for developing a structured formal continuing professional development program and should include self-care as a significant component.

  11. 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...

  12. Migrating a professional field of study in a multi-institutional partnership: facilitators’ experience in the competence-based curriculum development process

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    Proscovia Namubiru Ssentamu

    2014-07-01

    Full Text Available With the urge to Africanise the curriculum following colonisation, many African countries are still wary of the educational initiatives from the developed countries. However, with the clear curriculum design and development guidelines provided by various national Quality Assurance bodies, African countries need not fear migrating curricula from developed countries. Drawing from the workshop experiences, authors of this paper illustrate the steps involved in migrating, contextualising and adapting a professional field of study in a multi-institutional partnership, with particular focus on the competence-based curriculum design and development process. The process of migrating higher education (HE Administration, Leadership and Management curriculum taught at the University of Tampere (Finland to a Postgraduate Diploma in Higher Education Leadership and Management (PGDHELM curriculum at Uganda Management Institute (UMI in partnership with the Makerere University and the University of Helsinki involved undertaking a needs assessment, training of trainers and adapting the programme to the UMI context. The training of trainers provided opportunity for the trainees to reflect and generate information on the status of HE leadership and management in Uganda. The curriculum was institutionalised by aligning it to the vision, mission and profile of UMI in the context of the existing internal and external Quality Assurance frameworks. This paper underscores the importance of involving stakeholders, taking into account national and institutional requirements in all the steps when migrating an academic curriculum.

  13. Institutional initiatives in professional scientific ethics: three case studies

    Science.gov (United States)

    Nickless, Edmund; Bilham, Nic

    2015-04-01

    Learned and professional scientific bodies can play a vital role in promoting ethical behaviours, giving practical substance to theoretical consideration of geoethical principles and complementing the efforts of individual scientists and practitioners to behave in a professional and ethical manner. Institutions may do this through mandatory professional codes of conduct, by developing guidelines and initiatives to codify and stimulate the uptake of best practice, and through wider initiatives to engender a culture conducive to such behaviours. This presentation will outline three current institutional initiatives which directly or indirectly address scientific ethics: i. The UK Science Council's Declaration on Diversity, Equality and Inclusion. ii. Development and promulgation of the American Geosciences Institute's (AGI) Guidelines for Ethical Professional Conduct. iii. The American Geophysical Union's (AGU) Scientific Code of Conduct and Professional Ethics. The focus of the Science Council and its member bodies (including the Geological Society of London) on diversity is of central importance when considering ethical behaviours in science. First, improving equality and diversity in the science workforce is at the heart of ethical practice, as well as being essential to meeting current and future skills needs. Second, in addition to demographic diversity (whether in terms of gender, race, economic status, sexuality or gender identity, etc), an important dimension of diversity in science is to allow space for a plurality of scientific views, and to nurture dissenting voices - essential both to the development of scientific knowledge and to its effective communication to non-technical audiences.

  14. FPG Child Development Institute

    Science.gov (United States)

    ... shows how implicit racial biases are adversely affecting African American students--especially boys... read more Emphasis Areas ... Development, Teaching, and Learning The Frank Porter Graham Child Development Institute will partner with Zero to Three ...

  15. TUTORIAL COACHING AS A STRATEGY OF PROFESSIONAL AND PERSONAL DEVELOPMENT: AN EXPERIENCE-BASED STUDY IN A SECONDARY EDUCATION INSTITUTE

    Directory of Open Access Journals (Sweden)

    GLADYS IBETH ARIZA ORDÓÑEZ

    2005-01-01

    Full Text Available Tutorial accompaniment constitutes at present a necessary alternative in the framework of higher education. This workstarts with a general conceptualization of the tutorial, and makes a review of the styles, methods and proceduresrelated to this academic life facet which can effectively contribute to reach the goals the present higher education pursuitwhen it is applied in a coherent and systematic way.Considering the changes that the economy as well as the legislation have generated in education, and mainly in thoseLatin-American university programs, it is necessary to generate changing processes on the curriculum conceptualization,the teaching activities and the academic planning, and also to promote tutorial programs to the students, in order torespond to the difficulties they confront along the different stages of their lives. This research emerges from the onecarried out about the effectiveness of a tutorial program at a Psychology Department. It pretends to highlight theprincipal points of the accompaniment tutorial programs that require to be adjusted and adapted, in order to facilitatean educational service aimed to consider not only the professional training but the personal formation as well.

  16. Classroom Research and Professional Development

    Directory of Open Access Journals (Sweden)

    Omaira Vergara Luján

    2009-04-01

    Full Text Available This article intends to share the experience of a group of teachers in the Classroom Research Seminar of the Teacher Development Program in English carried out at Universidad del Valle, Cali, from January to June, 2007. The seminar was part of a high-level in-service program for teachers of English of a network of private educational institutions. We would like to share the highlights and difficulties of the experience. We will start with the general framework of the program and the concept of professional development that underlies it. Next we will focus on the classroom research seminar, its objectives, methodology and results. Finally we share the voices of some of the participants, who talk about the influence this seminar had on their professional development and daily work.

  17. Professional development and extension programs

    Energy Technology Data Exchange (ETDEWEB)

    Bereznai, G. [University of Ontario Institute of Technology, Oshawa, ON (Canada)

    2015-07-01

    Professional Development (PD) refers to the means by which people acquire, develop, maintain and enhance the specialist knowledge and skills needed to practice in their profession. Extension Programs (aka Continuing Education) are offered by most post-secondary degree/diploma/certificate granting institutions.The courses are typically taken on a part-time basis, and course delivery often includes distance learning technology. An important implementation of PD is via workplace training, industry specific seminars, workshops and non-credit courses offered by a wide range of service providers.

  18. Professional development and extension programs

    International Nuclear Information System (INIS)

    Bereznai, G.

    2015-01-01

    Professional Development (PD) refers to the means by which people acquire, develop, maintain and enhance the specialist knowledge and skills needed to practice in their profession. Extension Programs (aka Continuing Education) are offered by most post-secondary degree/diploma/certificate granting institutions.The courses are typically taken on a part-time basis, and course delivery often includes distance learning technology. An important implementation of PD is via workplace training, industry specific seminars, workshops and non-credit courses offered by a wide range of service providers.

  19. Professional Identity in Institutions of Higher Learning in Israel.

    Science.gov (United States)

    Moore, Michael; Hofman, John E.

    1988-01-01

    A study of faculty identification with, criticism of, and feelings about their institution in two Israeli institutions found that a strong professional identity coexists with a pronounced critical stance, consistent with Herzberg's two-factor theory of work motivation. (MSE)

  20. 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)…

  1. Information professionals: core competencies and professional development

    Directory of Open Access Journals (Sweden)

    Flávia Ferreira

    2007-01-01

    Full Text Available Introduction. We discuss the concept of core competencies applied to policies for teaching and training information professionals, particularly librarians. Method. Sixty graduates of the Institute were employed as information professionals. These sixty were asked to attribute degrees of importance to specific items associated with knowledge and skills that, within the scope of this research, were considered core competencies for meeting the demands of their jobs. Participants were also asked to cite knowledge they acquired in school and knowledge they use in exercising their profession, the skills that they consider necessary but that they did not gain in school, and the difficulties they encounter in exercising their profession and for which they were not sufficiently well prepared. Analysis. Both quantitative and qualitative data analyses were performed. The data were tabulated using Access and several reports and cross-tabulations were generated. Results. The results suggest a gulf between knowledge and skills acquired in library school and those that are required by the job market. In particular, participants lacked the skills they needed to work with information and communication technologies. Conclusion. The concept of core competencies is increasingly taken into account by the productive sector of the economy. The educational system ought to keep up with this change. The empirical research described shows that there is a need to establish advanced and modern policies for the education of librarians, participants in the market for information professionals.

  2. Patient-professional interactions in mental health institutions in Denmark

    DEFF Research Database (Denmark)

    Ringer, Agnes

    Although qualitative research within the field of mental health is growing, few studies of everyday communication between service users and multidisciplinary professionals within mental health institutions exist. This study examines the everyday interactions between mental health professionals...... by discursive and narrative approaches, the aim of the study is to shed light on how the professionals and users construct patient identities. How are the users and the professionals positioned in their interactions? How are concepts such as psychiatric diagnosis and mental illness negotiated within...

  3. 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

  4. Institutional Structure: An Impediment to Professionalism.

    Science.gov (United States)

    Palardy, J. Michael.

    1988-01-01

    Large schools have a tall organizational structure with long chains of command and limited control for "low-level" staff, including teachers and principals. To resolve this problem, two alternative structures are suggested: a dual structure involving spheres of administrative and professional responsibility and a flat structure featuring…

  5. Transportation Security Institute: recruiting next generation professionals.

    Science.gov (United States)

    2012-08-01

    "The Center for Transportation Training and Research (CTTR), as part of Texas Southern University (TSU), served as host for the 2012 Transportation Security Institute (TSI) in Houston and surrounding area. The 2012 Houston TSI focuses on the mission ...

  6. 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.…

  7. Transformation and Framework of Teacher Professional Development in Taiwan

    Science.gov (United States)

    Huang, Bo-Ruey

    2016-01-01

    This article describes the situation of teacher professional development in Taiwan, including the history and the framework of teacher professional development. With diversification of teacher education systems and institutions, teacher professional development in Taiwan is undergoing a gradual governance shift from the model of centralised state…

  8. Developing professional competence

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2015-01-01

    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...

  9. 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…

  10. Institutional Support : Ethiopian Development Research Institute ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    The Ethiopian Development Research Institute (EDRI) was established in 1999 and became operational in 2003 as a semi-autonomous organization accountable to ... International Water Resources Association, in close collaboration with IDRC, is holding a webinar titled “Climate change and adaptive water management: ...

  11. Twitter and Physics Professional Development

    Science.gov (United States)

    Nadji, Taoufik

    2016-01-01

    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…

  12. 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…

  13. 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…

  14. The DSM and Professional Practice: Research, Clinical, and Institutional Perspectives.

    Science.gov (United States)

    Halpin, Michael

    2016-06-01

    How mental illnesses are defined has significant ramifications, given the substantial social and individual repercussions of these conditions. Using actor-network theory, I analyze how mental health professionals use the Diagnostic and Statistical Manual of Mental Disorders (DSM) in their work. Drawing on observations of a neuropsychological laboratory and interviews with 27 professionals (i.e., psychiatrists, psychologists), I investigate how the DSM is used in research, clinical, and institutional work. In research, the DSM influences study design and exclusion/inclusion criteria. In the clinic, the DSM influences how disorders are conceptualized and diagnosed. Institutionally, the DSM aligns the patient-professional encounter to insurance and pharmaceutical interests. I conclude that the DSM operates as multiple, context-specific taxonomies that pervasively influence professional practices, such that all possible actions must orient to DSM criteria, with professionals both a source and an object of institutionalized gaze. © American Sociological Association 2016.

  15. SOCIAL PARTNERSHIP IN PROFESSIONAL EDUCATION: INSTITUTIONAL AND ORGANIZATIONAL BASICS

    Directory of Open Access Journals (Sweden)

    Irina Aleksandrovnа Levitskaya

    2018-05-01

    Full Text Available Social partnership in the system of vocational education is presented as one of the most important aspects of state-public management of the system of education. Modernization of vocational education occurs in the context of upgrading the system of relations between actors on the labour market and educational services. The presence of functional relationships of the higher education system with industrial, commercial and public structures decides the strategic objectives of labour market regulation in the country. The article examines the role of the state in the development of a new system of relations between consumers and customers of educational services, taking into account the maximum harmonization of the interests of all subjects of the educational process. A systematic approach to analyzing the types of interaction between vocational educational institutions with the subjects and institutions of the labour market is the methodological basis of social partnership in vocational education. Methodology in article economic-mathematical, system-analytical and structural-retrospective methods, as well as statistical and factor analysis methods were used. Results: It is established that social partnership in the system of public relations is an important element in the formation of a modern approach to vocational education. The analysis of regional social partnership in Kuzbass is carried out with the purpose of revealing the general tendencies of development of the state support of social partnership in municipalities. Organization of social partnership in vocational education at the regional level reflects the need of modern society for highly qualified staff and is characterized by the integration of all responsible entities in the organization of professional education. Practical implications: The factors and conditions for the formation of the system of network interaction of higher education organizations and various subjects and labor

  16. Professional Development in Environmental and Sustainability ...

    African Journals Online (AJOL)

    explore how professional development at a tertiary institution can be used to support practising Science ... challenges related to 'the how' and 'the what' of implementation of environmental education ... teaching environmental and sustainability education, attest to this lack of capacity to implement ..... Profiles of participants.

  17. ICT FOR TEACHER'S PROFESSIONAL DEVELOPMENT

    OpenAIRE

    Nina P. Dementievska; Nataliia V. Morze

    2010-01-01

    The article focuses on pedagogy and psychological issues connected to high order thinking skills development in process of PBL (Project Based Learning) with using ICT (Information Communication Technology). Based on materials of teacher's professional development training course.

  18. Professional and Institutional Perspectives on Interagency Collaboration.

    Science.gov (United States)

    Mitchell, Douglas E.; Scott, Linda D.

    1993-01-01

    Uses data from three studies of work norm development to explore a framework for assessing prospects for successful interagency collaboration among schools and other social service agencies. Social service failures are systemic, springing from inappropriate use of work-role specialization and bureaucratic organization. Overcoming the resulting…

  19. Overcoming institutional challenges through continuous professionalism improvement: the University of Washington experience.

    Science.gov (United States)

    Fryer-Edwards, Kelly; Van Eaton, Erik; Goldstein, Erika A; Kimball, Harry R; Veith, Richard C; Pellegrini, Carlos A; Ramsey, Paul G

    2007-11-01

    The University of Washington (UW) School of Medicine is in the midst of an emerging ecology of professionalism. This initiative builds on prior work focusing on professionalism at the student level and moves toward the complete integration of a culture of professionalism within the UW medical community of including staff, faculty, residents, and students. The platform for initiating professionalism as institutional culture is the Committee on Continuous Professionalism Improvement, established in November 2006. This article reviews three approaches to organizational development used within and outside medicine and highlights features that are useful for enhancing an institutional culture of professionalism: organizational culture, safety culture, and appreciative inquiry. UW Medicine has defined professional development as a continuous process, built on concrete expectations, using mechanisms to facilitate learning from missteps and highlighting strengths. To this end, the school of medicine is working toward improvements in feedback, evaluation, and reward structures at all levels (student, resident, faculty, and staff) as well as creating opportunities for community dialogues on professionalism issues within the institution. Throughout all the Continuous Professionalism Improvement activities, a two-pronged approach to cultivating a culture of professionalism is taken: celebration of excellence and attention to accountability.

  20. Physiotherapists' stories about professional development.

    Science.gov (United States)

    Pettersson, Anna F; Bolander Laksov, Klara; Fjellström, Mona

    2015-01-01

    A professional career may extend over a period of 40 years. Although learning is a feature of professional competence, little is known about learning and development after professional entry education. Narrative inquiry was used to understand how physiotherapists learned and developed over time, and stories from a purposeful sample of 12 physiotherapists were collected. Stories were thematically analyzed with regard to key elements related to learning and development, and common themes were identified across stories. Four themes emerged from the analysis where physiotherapists learned and developed in working life: (1) facing challenges; (2) contrasting perspectives; (3) drawing on hundreds of educators; and (4) building on personal experience. Non-formal ways of learning in working life may help physiotherapists learn and develop confidence, communication strategies and different approaches to treatment. Besides reflection on personal experience and patient encounters, learning and development may be promoted and supported by taking on challenges and changing settings.

  1. 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

  2. Legal Institutions and Economic Development

    NARCIS (Netherlands)

    Beck, T.H.L.

    2010-01-01

    Legal institutions are critical for the development of market-based economies. This paper defines legal institutions and discusses different indicators to measure their quality and efficiency. It surveys a large historical and empirical literature showing the importance of legal institutions in

  3. 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

  4. 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

  5. Supporting institutional development in land administration

    DEFF Research Database (Denmark)

    Enemark, Stig

    2006-01-01

    Land management is the process by which the resources of land are put into good effect. Land management encompasses all activities associated with the management of land and natural resources that are required to achieve sustainable development. Land Administration Systems are institutional......, the national capacity to manage land rights, restrictions and responsibilities is not well developed in terms of mature institutions and the necessary human resources and skills. The paper examines the capacity building concept and underpins the need for institutional development to facilitate the design...... and implementation of efficient Land Administration Models and to support good governance. The paper identifies the role of FIG in this regard. This includes support for professional, institutional and global development in surveying and land management, and aims to facilitate the creation of sustainable...

  6. 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.

  7. Developing a Physician׳s Professional Identity Through Medical Education.

    Science.gov (United States)

    Olive, Kenneth E; Abercrombie, Caroline L

    2017-02-01

    Professionalism represents a fundamental characteristic of physicians. Professional organizations have developed professionalism competencies for physicians and medical students. The aim of teaching medical professionalism is to ensure the development of a professional identity in medical students. Professional identity formation is a process developed through teaching principles and appropriate behavioral responses to the stresses of being a physician. Addressing lapses and critical reflection is an important part of the educational process. The "hidden curriculum" within an institution plays an important role in professional identity formation. Assessment of professionalism involves multiple mechanisms. Steps in remediating professionalism lapses include (1) initial assessment, (2) diagnosis of problems and development of an individualized learning plan, (3) instruction encompassing practice, feedback and reflection and (4) reassessment and certification of competence. No reliable outcomes data exist regarding the effectiveness of different remediation strategies. Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.

  8. Multilevel Boundary Crossing in a Professional Development School Partnership

    NARCIS (Netherlands)

    Akkerman, Sanne|info:eu-repo/dai/nl/217379788; 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,

  9. Professional development of distance education professionals ...

    African Journals Online (AJOL)

    Erna Kinsey

    profile of functions of ETD practitioners at distance education institutions. Firstly, the ... of staff members: Teachers at primary and secondary schools, lecturers at ... vacuum, since it forms part of the higher education sector in South. Africa.

  10. Education practitioners' understanding of professional development ...

    African Journals Online (AJOL)

    The committee of Teacher Education Policy (COTEP) considers the professional development of practitioners as one way to improve the quality of professional practice. An analysis of the literature on professional development in education ...

  11. Professional development of distance education professionals (DEPs)

    African Journals Online (AJOL)

    Firstly, the international and national ETD and distance education contexts are described for the purpose of benchmarking, and thereafter the TSA context is described and aligned to the benchmarks. Finally, a comparison is drawn between the proposed profile of ETD practitioners at a distance education institution and the ...

  12. The development of professional competence of future professional teachers

    OpenAIRE

    Muslimov Narzulla Alixanovich; Kadyrov Khayot Scharipovich

    2015-01-01

    This article outlines the elements of professional and personal, theoretical and practical components of pedagogical activities, serving the measure and method of creative self-realization of a professional education teacher in the resolution of various pedagogical situations aimed at professional competence development.

  13. 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

  14. Leading and Managing Continuing Professional Development: Developing People, Developing Schools

    Science.gov (United States)

    Earley, Peter; Bubb, Sara

    2004-01-01

    This book has been written for those who lead and manage continuing professional development (CPD). Continuing professional development co-coordinators hold a key role and one that needs to be developed further in many schools. This book is intended to help people think more deeply about the professional development and training of staff--all…

  15. Spiritual values of heads of general education institutions as a factor of professional crises’ overcoming

    Directory of Open Access Journals (Sweden)

    Алла Степанівна Москальова

    2015-12-01

    Full Text Available The article is devoted to the important problem of psychology – the research of the spiritual values of heads of general education institutions. The content and indicators of development of spiritual values of managers are determined. The results of empirical research levels of spiritual values of managers are presented. It has been proved correlation between the levels of development of spiritual values of heads of general education institutions and their ability to overcome professional crises

  16. Continuing education and professional development

    International Nuclear Information System (INIS)

    Adams, Edwina

    2002-01-01

    The success of a profession will be determined upon its education and training. A profession is required to encompass: a core body of knowledge; a set of ethical codes of practice; and have practitioners with humanistic qualities. In order to maintain the success of a profession it is necessary to have continuing education, which enhances professional development. Continuing professional education includes a form of self-regulation, which ensures the maintenance of a minimum standard of practice in this ever-changing workplace, and by regulating this standard, the discipline becomes more accountable to the client and the profession as a whole. In Australia, the Nuclear Medicine society's continuing education programs and Universities offering postgraduate programs promote continuing education. If technologists are to successfully keep up with developments in instrumentation, protocols and changing health care requirements, we must ensure that the education of practitioners does not cease at certification of entry to the workplace (Au)

  17. European Institutional and Organisational Tools for Maritime Human Resources Development

    OpenAIRE

    Dragomir Cristina

    2012-01-01

    Seafarers need to continuously develop their career, at all stages of their professional life. This paper presents some tools of institutional and organisational career development. At insitutional level there are presented vocational education and training tools provided by the European Union institutions while at organisational level are exemplified some tools used by private crewing companies for maritime human resources assessment and development.

  18. Integrating professional behavior development across a professional allied health curriculum.

    Science.gov (United States)

    Tsoumas, Linda J; Pelletier, Deborah

    2007-01-01

    Professional behaviors are an integral part of clinical practice in all allied health and medical fields. A systematic process for instruction, the education, and development of professional behaviors, cannot be taught in the same way that memorization of human anatomy or medical terminology is taught. One cannot expect professional behaviors to just appear in an individual upon graduation and entry into a health care field. Professional behavior development is an essential component of physical therapy professional education and is clearly defined through the guiding documents of the American Physical Therapy Association, which include 'A Normative Model of Physical Therapist Professional Education,' 'Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists,' and the 'Guide to Physical Therapist Practice.' Building a comprehensive and progressive curricular thread for professional behaviors can pose a challenge for a professional program and the core faculty. This paper will present a curricular model of weaving professional behaviors into a core entry-level professional curriculum using a specific curricular thread, activities for different levels of students, and assessment at each point in the path. This paper will demonstrate the potential for universal application of a professional behaviors.

  19. Professional and Institutional Morality: Building Ethics Programmes on the Dual Loyalty of Academic Professionals

    Science.gov (United States)

    Nijhof, Andre; Wilderom, Celeste; Oost, Marlies

    2012-01-01

    Most professionals have the arduous task of managing their own dual loyalty: in one contextual relationship, they are members of a profession while simultaneously they are employed as members of a locally established organisation. This sense of a dual loyalty has to be taken into account when professional bureaucracies develop ethics programmes.…

  20. A Model Policy on Employment, Professional Development, Institutional Integration, and Evaluation of Part-Time Faculty in the Public Two-Year College

    Science.gov (United States)

    Ayers, Holly M.

    2014-01-01

    For years, researchers and part-time faculty advocacy organizations have addressed the distinctive circumstances surrounding the inequitable workforce situation that continues to plague higher education. Regardless of the vast research that focuses on how and why the situation remains unchanged, few institutions have been proactive in seeking a…

  1. Knowledge of Pharmacogenetics among Healthcare Professionals and Faculty Members of Health Training Institutions in Ghana.

    Science.gov (United States)

    Kudzi, W; Addy, B S; Dzudzor, B

    2015-03-01

    Pharmacogenetics has a potential for optimizing drug response and identifying risk of toxicity for patients. Pharmacogenetics knowledge of healthcare professionals and the unmet need for pharmacogenetics education in health training institutions are some of the challenges of integrating pharmacogenetics into routine medical practice. To assess pharmacogenetics knowledge among healthcare professionals and faculty members of health training institutions in Ghana. Semi-structured questionnaires were used to interview healthcare professionals from selected public and private hospitals. Faculty members from health training institutions were also interviewed. The respondents were Medical doctors 42 (46.7%), Pharmacists 29 (32.2%) and Nurses 19 (21.1%). Healthcare professionals rated their knowledge of Pharmacogenetics as Excellent 5 (5.6%), Very Good 10 (11.2%), Good 53 (60%) and Poor 19 (21.4%). Thirty-two faculty members from health training institutions were also interviewed. Faculty members rated their knowledge of pharmacogenetics as Excellent 2 (6.3%), Very Good 3 (9.4%), Good 9 (28.1%), Fair 12 (37.5%) and Poor 6 (18.8%). Thirty seven percent (12) of these faculty members said pharmacogenetics was not part of their institutions' curriculum, 7 (22%) did not know if pharmacogenetics was part of their curriculum and only 13 (40.6%) said it was part of their curriculum. Few healthcare professionals and faculty members of training institutions are aware of the discipline of pharmacogenetics. There is the need for continuous professional education on pharmacogenetics and development of competency standards for all healthcare professionals in Ghana.

  2. 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.

  3. Methodological substantiation of the professional functions of Responsible persons of pharmaceutical and hospital institutions

    Directory of Open Access Journals (Sweden)

    N. O. Vetiutneva

    2018-03-01

    largest part is carried out at the level of wholesale pharmaceutical enterprises (79 % and has organizational character (33.5 %. The expediency of inclusion in the list of professional functions of the Responsible person of an consultative and enlightenment function and a group of leadership functions covering the target, socio-ethical and psychological aspects of his professional activity is substantiated. Professional functions of the Responsible persons are structured in the form of a tree of functions, which is the basis for the development of typical process models of the quality assurance system of medicines in pharmaceutical and hospital institutions.

  4. Creating Professional Learning Communities: The Work of Professional Development Schools

    Science.gov (United States)

    Doolittle, Gini; Sudeck, Maria; Rattigan, Peter

    2008-01-01

    If professional learning communities offer opportunities for improving the teaching and learning process, then developing strong professional development school (PDS) partnerships establish an appropriate framework for that purpose. PDS partnerships, however, can be less than effective without proper planning and discussion about the aims of those…

  5. Professional development of international classroom lecturers

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    and cultural backgrounds. The training of higher education teachers (lecturers) vary considerably from one country – or even higher education institution – to the other, and the overarching picture changes from mandatory to voluntary programmes to no programmes at all. Where they exist, they have different...... 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...... through a language other than their own first language to students who also learn through what for them is a second or third language. As part of a survey conducted by the IntlUni Erasmus Academic Network project in 2013, 38 Higher Education institutions in 27 countries were asked to which extent...

  6. A Measure of Professional Identity Development for Professional Education

    Science.gov (United States)

    Tan, Chin Pei; Van der Molen, H. T.; Schmidt, H. G.

    2017-01-01

    The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of…

  7. Institutional support for projects development

    International Nuclear Information System (INIS)

    Tobar, Carlos

    2000-01-01

    The paper describes the institutional support to develop projects on renewable energy, also describes the different ways to obtain financial support from the public sector and the interaction among private sector, universities and non governmental agencies in training, research and generation of energy

  8. professional development through informal learning' : workshop

    NARCIS (Netherlands)

    dr.ir. Quinta Kools

    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

  9. Planning Considerations for Afterschool Professional Development

    Science.gov (United States)

    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 &…

  10. 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…

  11. Capacity Building for Institutional Development in Surveying and Land Management

    DEFF Research Database (Denmark)

    Enemark, Stig

    2006-01-01

    for developing the basic capacity in terms of educational programs and professional organizations; and 3) Global development through cooperation with other international NGO´s such as the UN agencies, the World Bank and sister organizations in surveying. FIG, this way, plays a strong role, in improving...... for institutional development within surveying and land management. Finally the paper discusses the role of FIG in this regard. Three areas are identified: 1) Professional development through providing a global forum for exchange of experiences and new developments; 2) Institutional development through support...... the capacity in surveying and land management at a global scale....

  12. Distance learning: the future of continuing professional development.

    Science.gov (United States)

    Southernwood, Julie

    2008-10-01

    The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.

  13. Grounding our practice in nursing professional development.

    Science.gov (United States)

    Dickerson, Pamela S

    2014-07-01

    The Nursing Professional Development: Scope and Standards of Practice is foundational to the work of nurses in a continuing professional development role. Use of the practice and professional performance aspects of the standards supports both quality of learning activities and the continuous growth process of nurses engaged in this area of practice. Copyright 2014, SLACK Incorporated.

  14. 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

  15. 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

  16. 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

  17. Discourse analysis and personal/professional development

    International Nuclear Information System (INIS)

    Boyes, C.

    2004-01-01

    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

  18. State, Institutions and Industrial Development

    DEFF Research Database (Denmark)

    Lauridsen, Laurids Sandager

    perspectives on the state and the economy (Chapter 5), from the perspective of policy networks and collaborative advantages between the private and public sectors, and from a politico-institutional and politics perspective (Chapter 8). Chapter 6 develops the notion of strategic industrial policy, while Chapter......      What happens when developing countries can no longer grow by simply exploiting their existing comparative advantages in natural resources or cheap labour? Many middle income countries are situated in a sandwiched position between on the one hand competitive pressure from lower-wage countries...... and on the other hand competition from innovators in the advanced capitalist countries. To climb onwards to higher income levels they must deepen and upgrade their industries. The dissertation is based on the assumption that this transition from low to high value-added activities does not take place ‘automatically...

  19. 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.

  20. Professional Use of Social Media Among Surgeons: Results of a Multi-Institutional Study.

    Science.gov (United States)

    Wagner, Justin P; Cochran, Amalia L; Jones, Christian; Gusani, Niraj J; Varghese, Thomas K; Attai, Deanna J

    2017-09-27

    Among surgeons, professional use of social media (SM) is varied, and attitudes are ambiguous. We sought to characterize surgeons' professional use and perceptions of SM. Surgical faculty and trainees received institutional review board-approved e-mail surveys assessing SM usage and attitudes. Regression analyses identified predictors of SM attitudes and preference for professional contact. Surveys were administered to surgical faculty, fellows, and residents at 4 academic medical centers between January and April 2016. Of 1037 surgeons, clinical fellows, and residents e-mailed, 208 (20%) responded, including 132 faculty and 76 trainees. Among 208 respondents, 46 (22%) indicated they preferred some form of SM as their preferred networking and communication modality. A total of 145 (70%) indicated they believe SM benefits professional development. The position of clinical resident predicted preference to maintain professional contact via SM (p = 0.03). Age professional purposes. Perceived barriers include lack of value, time constraints, and personal and patient privacy concerns. Generational differences in surgeon attitudes suggest usage of SM among surgeons will expand over time. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  1. Educating for Professional Identity Development

    NARCIS (Netherlands)

    C.P. Tan (Chin Peil)

    2014-01-01

    markdownabstract__Abstract__ In preparing students for their role in their respective communities, vocational and professional education should provide for learning experiences that acculturate them to become the new and bona fide practitioners. In addition to acquiring pre-requisite knowledge

  2. Developing Opportunities for Professional Counselors.

    Science.gov (United States)

    Vacc, Nicholas A.

    Because cancer patients and their families have special psychological needs that are not always met through medical care, the Bowman Gray School of Medicine at Wake Forest University established the Cancer Patient Support Program (CPSP) at the Oncology Research Center. Services provided by the CPSP's 2 professional counselors and approximately 35…

  3. Integrating Personal and Professional Development.

    Science.gov (United States)

    Lippitt, Gordon L.

    1980-01-01

    The author outlines ways to integrate work identity and social identity in order to improve the quality of life. He presents a model for maintaining balance between personal and professional growth, which can stimulate achievement in six areas of human potential. (SK)

  4. 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,…

  5. The professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2010-01-01

    Two years ago, at the annual conference of the International Professional Development Association in Belfast, a claim was made by one of us, with a great deal of justification, that there had been very few papers published in the International Professional Development Association journal

  6. 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…

  7. #Digitalfaith: Using Social Media for Professional Development

    Science.gov (United States)

    Manson, Sable A.; Cordovés, Janett I.

    2018-01-01

    There is a need to identify and create spaces for professionals in higher education to engage religion, secularism, and spirituality in meaningful ways. #DigitalFaith resources are the digital platforms and communities supporting religious, secular, and spiritual development, and they offer potential avenues for professional development. This…

  8. Faculty Professional Development for Quality Online Teaching

    Science.gov (United States)

    Alexiou-Ray, Jennifer; Bentley, Courtney C.

    2015-01-01

    Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful…

  9. The Principal as Professional Development Leader

    Science.gov (United States)

    Lindstrom, Phyllis H.; Speck, Marsha

    2004-01-01

    Individual teachers have the greatest effect on student performance. Principals, as professional development leaders, are in the best position to provide teachers with the professional development strategies they need to improve skills and raise student achievement. This book guides readers through a step-by-step process to formulate, implement,…

  10. Professional Development: Focusing on Transition. Issue Brief

    Science.gov (United States)

    de Azúa, Ramón L.; Keleher, Julia

    2017-01-01

    In 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first in a series of professional development briefs that focus on the professional development needs and interests of Neglected or Delinquent (N or D) State coordinators, correctional educators, and providers of…

  11. Measuring the Quality of Professional Development Training

    Science.gov (United States)

    Gaumer Erickson, Amy S.; Noonan, Patricia M.; Brussow, Jennifer; Supon Carter, Kayla

    2017-01-01

    High-quality, evidence-based professional development is essential to ensure that teachers obtain the knowledge, strategies and skills necessary to positively impact student learning. While the primary form of professional development, training has rarely been evaluated for quality beyond the satisfaction of those being trained. The Observation…

  12. Professional Competence and Continuing Professional Development in Accounting: Professional Practice vs. Non-Practice

    Science.gov (United States)

    Murphy, Brid

    2017-01-01

    In 2004, the International Federation of Accountants introduced International Education Standard 7 (IES 7), requiring all member professional accounting bodies to adopt mandatory continuing professional development (CPD) schemes. IES 7 places responsibility on individual accounting practitioners to maintain, develop and certify appropriate…

  13. Advancing Work Practices Through Online Professional Development

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    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...... was not effective and subsequently terminate change that could have advanced their practices. This underlines the need to think beyond the course format to make online professional development interventions continuous, committing, and contextual. The research suggests rethinking online professional development...... as adaptive “just-in-time” technologies and proposes a design theory called “situated online professional development,” entailing six design principles for advancing work practices....

  14. 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...... principles and guidelines; it contributes to building up and preserving a shared professional identity; it puts emphasis on a client-centred perspective on professional work; and it provides a constructive framework for inter-professional co-operation....

  15. Teachers’ professional development: An analysis of the use of Professional Development Plans in a Dutch school

    NARCIS (Netherlands)

    Janssen, Sandra; Kreijns, Karel; Theo, Bastiaens; Stijnen, Sjef; Vermeulen, Marjan

    2018-01-01

    Professional development of teachers has become an essential condition in today’s knowledge-based society to sustain the quality of teaching. Therefore, the Dutch government promotes this now professional development. As a result, Professional Development Plans (PDPs) are now increasingly used to

  16. Development of professional expertise in optometry.

    Science.gov (United States)

    Faucher, Caroline

    2011-04-01

    Development of professional expertise is the gradual transition from novice to expert within a profession. Studies on expertise in the profession of optometry have never been published. However, many studies have been performed in other health professions (e.g., nursing, medicine, physical therapy, occupational therapy). This report is an overview of the development of professional expertise that will highlight some applications for optometry. A 5-level scale of professional expertise development, divided into 2 parts, is described. The first part is the progression of students during their professional studies (novice, intermediate, competent). The second part is the professional development occurring during the practice years (advanced, expert). Personal and collective efforts are required to foster the progression toward expertise. Great interest for the profession, motivation, and deliberate practice are individual attitudes that help this progression. The "optometric community of practice," by means of university (professional) training, continuing education, and collaboration between colleagues, also contributes to this process. Professional development is an integral part of the Optometric Oath. Each clinical case is a potential learning experience contributing to one's professional development. Optometrists' attitudes are predominant factors in the progression from one level to another. Copyright © 2011 American Optometric Association. Published by Elsevier Inc. All rights reserved.

  17. 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

  18. Factor Analysis of Teacher Professional Development in Chinese Military Medical Universities

    Science.gov (United States)

    Yue, Juan-Juan; Chen, Gang; Wang, Zhen-Wei; Liu, Wei-Dong

    2017-01-01

    Background and purpose: Teacher professional development potentially enhances teachers' professional morale, knowledge, skills and autonomy, which helps improve the quality of education. The military medical university is an important medical education institution in China; however, studies of teacher professional development within military…

  19. Continuing Professional Development in the quantity surveying ...

    African Journals Online (AJOL)

    This research study was conducted in order to investigate Continuing Professional Development (CPD) in the South African quantity surveying profession. The study further aimed to establish the reasons why some quantity surveyors do not acquire the required CPD hours and face losing their professional registration with ...

  20. Barriers to continuous professional development participation for ...

    African Journals Online (AJOL)

    Background. Updating knowledge and skills on an ongoing basis is an important requirement if one is to remain professionally relevant. Formalised continuous professional development (CPD) is, therefore, essential to stay up to date in a dynamic work environment. The majority of radiographers in Kenya work in remote ...

  1. 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…

  2. On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities

    Science.gov (United States)

    Sobkin, V. S.; Adamchuk, D. V.

    2015-01-01

    The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations;…

  3. Impact of a Cross-Institutional Assessment Designed to Shape Future IT Professionals

    Directory of Open Access Journals (Sweden)

    Grace Tan

    2015-06-01

    Full Text Available IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Victoria University and Federation University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again as to their perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives. Comparisons of both surveys’ results revealed that the cohort had a greater appreciation of technical abilities and team-working skills post the assessment task.

  4. Changing Professional autonomy in the Context of Institutional Change

    DEFF Research Database (Denmark)

    Jespersen, Peter Kragh; Houlberg Salomonsen, Heidi

    The Changing autonomy of doctors and civil servants  in Denmark in different institutional contexts......The Changing autonomy of doctors and civil servants  in Denmark in different institutional contexts...

  5. Challenges for nursing education in Angola: the perception of nurse leaders affiliated with professional education institutions.

    Science.gov (United States)

    Marchi-Alves, Leila Maria; Ventura, Carla A Arena; Trevizan, Maria Auxiliadora; Mazzo, Alessandra; de Godoy, Simone; Mendes, Isabel Amélia Costa

    2013-07-17

    Angola is one of the African countries with the highest morbidity and mortality rates and a devastating lack of human resources for health, including nursing. The World Health Organization stimulates and takes technical cooperation initiatives for human resource education and training in health and education, with a view to the development of countries in the region. The aim in this study was to identify how nurses affiliated with nursing education institutions perceive the challenges nursing education is facing in Angola. After consulting the National Directory of Human Resources in Angola, the nurse leaders affiliated with professional nursing education institutions in Angola were invited to participate in the study by email. Data were collected in February 2009 through the focus group technique. The group of participants was focused on the central question: what are the challenges faced for nursing education in your country? To register and understand the information, besides the use of a recorder, the reporters elaborated an interpretative report. Data were coded using content analysis. Fourteen nurses participated in the meeting, most of whom were affiliated with technical nursing education institutions. It was verified that the nurse leaders at technical and higher nursing education institutions in Angola face many challenges, mainly related to the lack of infrastructure, absence of trained human resources,bureaucratic problems to regularize the schools and lack of material resources. On the opposite, the solutions they present are predominantly centered on the valuation of nursing professionals, which implies cultural and attitude changes. Public health education policies need to be established in Angola, including action guidelines that permit effective nursing activities. Professional education institutions need further regularizations and nurses need to be acknowledged as key elements for the qualitative enhancement of health services in the country.

  6. Developing Globally Compatible Institutional Infrastructures for Indian Higher Education

    Science.gov (United States)

    Chakrabarti, Raj; Bartning, Augustine; Sengupta, Shiladitya

    2010-01-01

    The authors profile developments in the globalization of Indian higher education, with an emphasis on emerging globally compatible institutional infrastructures. In recent decades, there has been an enormous amount of brain drain: the exodus of the brightest professionals and students to other countries. The article argues that the implementation…

  7. 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.

  8. Chemistry teacher professional development using the ...

    African Journals Online (AJOL)

    Chemistry teacher professional development using the technological pedagogical content knowledge(TPACK) framework. ... But with the advent of modern technologies, information and communication ... [AJCE 4(3), Special Issue, May 2014] ...

  9. Professional development as learning in relationships

    OpenAIRE

    Noworolnik-Mastalska, Monika

    2013-01-01

    The article presents a clasification of selected leading conceptions within professional development, using socio-cultural perspective of learning in different relationships. Beside drawing on the classical social theory of learning through interactions with others, another dimensions of learning are added: related to the self, personal dimension of learning through professional identity development and societal dimension, where learning results from the ability to respond comprehensively to ...

  10. Supporting Teacher Change Through Online Professional Development

    Directory of Open Access Journals (Sweden)

    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.

  11. Professional Development of Novice Special Education Teachers

    Directory of Open Access Journals (Sweden)

    Silmara de Oliveira Gomes Papi

    2018-06-01

    Full Text Available The professional development of novice teachers in the profession and in special education is poorly understood, despite its relevance to the improvement of teaching. This study analyzes the challenges faced by such teachers with a view to understanding their professional development. The participants in the research were teachers of classrooms equipped with multifunctional resources (SRM in state schools. The research follows a critical-dialectic approach and a qualitative focus. The results indicate deficiencies in the professional development of novices, who experience difficulties related to teaching and bureaucracy, despite having specific training in the area. They also feel alienated in the schools and seek alternatives to fill existing gaps related to their professional practice.

  12. Opportunity for Tourism Professional Development in Indonesia

    OpenAIRE

    Menara Simanjuntak

    2013-01-01

    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 ...

  13. Career Mapping for Professional Development and Succession Planning.

    Science.gov (United States)

    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.

  14. 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.

  15. 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

  16. Professional Development through Formative Evaluation

    Science.gov (United States)

    Nsibande, Rejoice; Garraway, James

    2011-01-01

    Formative evaluation and its associated methodology of reflection on practice are used extensively in academic staff development. In reflecting on formative evaluation processes in both more traditional and newer programmes conducted at a university of technology, a number of variables reported in the literature were observed to have influenced…

  17. 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.

  18. Co-creation of social innovations and new professional institutions: diffusion of therapeutic patient education (TPE) for diabetes in Austria

    OpenAIRE

    Windrum, Paul; Schartinger, Doris; Waring, Justin

    2017-01-01

    Patient-centred education in diabetes is a radical social innovation that alters the social and medical relationship between patients and medics. This paper discusses the ways in which institutional work conducted by national and international professional associations has shaped development and diffusion of this social innovation within the Austrian health system. The case study contributes to our understanding of social innovation and institutional change in two respects. First, it highligh...

  19. Political institutions and the development of telecomunications

    OpenAIRE

    Andonova, Veneta Stefanova; Díaz Serrano, Lluís

    2006-01-01

    It has traditionally been argued that the development of telecommunications infrastructure is dependent on the quality of countries’ political institutions. We estimate the effect of political institutions on the diffusion of three telecommunications services and find it to be much smaller in cellular telephony than in the others. By evaluating the importance of institutions for technologies rather than for industries, we reveal important growth opportunities for developing countries and offe...

  20. Continuous professional development of educators: the state ...

    African Journals Online (AJOL)

    Continuous Professional Development (CPD) for educators should form an integral part of an education system. CPD should include diverse programmes that are reflective and that promote and embrace technological development. Such programmes would make it possible to respond to challenges brought about by ...

  1. 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…

  2. 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…

  3. Inclusive Institutions for Sustainable Economic Development

    Directory of Open Access Journals (Sweden)

    Jakšić Miomir

    2018-01-01

    Full Text Available In recent two decades, due to contributions of political macroeconomics, the focus of macroeconomics turned away from a narrow perspective based on market and privatisation (market fundamentalism towards a broader perspective based on institutions and values (institutionalism. Within the institutional paradigm, the emphasis nowadays is put on inclusive institutions. The main thesis of one of leading proponents of political macroeconomics, D. Acemoglu, is: “growth is much more likely under inclusive (economic and political institutions than extractive institutions.” Good institutions are characterized by three attributes: 1 they establish and protect property rights; 2 they restrict social elites which strive to expropriate income and property of others members of society; 3 they provide equal chances for employment, social security and civil rights to all individuals. Good institutions contribute to political stability, successful macroeconomic policy, and enhance initiatives. The key role of institutions is to secure stability and continuity. Extractive institutions can negatively affect entrepreneurship and entire economic development in two ways: a by increasing the opportunity cost, resulting in upward movement of the opportunity cost curve; and b by affecting return to entrepreneurship resulting in leftward movement of the return to entrepreneurship curve. Apart from independence and accountability of institutions what is needed is sufficient level of inclusion. Inclusion should encompass three dimensions: personal, financial, and political. The introduction of principles of independence, accountability, and inclusion is essential for emergence and performance of all institutions.

  4. Instructional Technology Professional Development Evaluation: Developing a High Quality Model

    Science.gov (United States)

    Gaytan, Jorge A.; McEwen, Beryl C.

    2010-01-01

    Background: The literature contains very few studies that focused on evaluating the impact of professional development activities on student learning. And, many of these studies failed to determine whether the professional development activities met their primary goal--to improve the learning process. Purpose: The purpose of this study was to use…

  5. 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…

  6. Teacher professional development: articulation between contexts and dispositions

    Directory of Open Access Journals (Sweden)

    Elisabeth Barolli

    2018-05-01

    Full Text Available Understanding the conditions that can promote professional teacher development is extremely relevant, especially in the perspective of providing subsidies for the planning of contexts for this purpose. In this work, we had the objective of investigating the trajectory of two Physics teachers when interacting with two formative contexts (Professional Master’s and Teaching Initiation Scholarship Institutional Program - PIBID differentiated in terms of requirements and possibilities of professional teacher development. Through semi-structured interviews, we obtained the necessary elements to reconstruct the trajectory of these teachers during their participation in those contexts based on Narrative Analysis associated with another procedure coming from Sociology, which is the Sociological Portrait. To reconstruct the history of these teachers we took into account the concept of individual heritage of dispositions addressed by Bernard Lahire (2005, as well as the dimensions of professional development proposed by Barolli et al. (2017. Our results indicate that it is not enough to propose a context that follows the guidelines of the literature in the sense of not being guided, for example, only in the guidelines of a technical rationality, so that the subject develops professionally. Deep changes seem to require conditions that have been closely linked to the particularities of subjects and contexts.

  7. Institutional Choice and Recognition in Development

    DEFF Research Database (Denmark)

    Rutt, Rebecca Leigh

    Abstract This thesis concerns the role of local institutions in fostering development including natural resource management, and how this role is shaped by relations with higher scale institutions such as development agencies and national governments. Specifically, it examines the choice of local...... objective of this thesis was to contribute to understanding processes and outcomes of institutional choice and recognition. It employed mixed methods but primarily semi structured interviews in multiple sites across Nepal. In responding to specific objectives, namely to better understand: i) the rationales...... behind choices of local institutional counterparts, ii) the belonging and citizenship available with local institutions, iii) the dynamics and mutuality of recognition between higher and lower scale institutions, and iv) the social outcomes of choice and recognition, this thesis shows that the way choice...

  8. Institutional Cognitive Economics: some recent developments

    OpenAIRE

    Gigante, Anna Azzurra

    2013-01-01

    By investigating the connection between mind working and institutional processes, Institutional Cognitive Economics turns out to be the most appropriate in order to overcome some limits in New Institutional Economics. This leads us to develop further this approach. This paper integrates F. Hayek’s theory on knowledge production and A. Bandura’s social cognitive theory with the fertile contributions coming from Self-Organization approach and cognitive path-dependence, by considering also the r...

  9. Promoting professional development through poster presentations.

    Science.gov (United States)

    Durkin, Gregory

    2011-01-01

    Poster presentations are commonplace at regional and national nursing conferences, although the development of a poster remains an intimidating task for many staff nurses. The author describes the staff development department's role in implementing in-house poster presentation sessions. Nursing staff are provided support and assistance in presenting posters to their colleagues at yearly sessions. The result has been increased comfort and experience with poster creation, participation in professional development activities, and dissemination of nursing practice innovation.

  10. State, Institutions and Industrial Development

    DEFF Research Database (Denmark)

    Lauridsen, Laurids Sandager

    ' as a result of the working of market forces or of the choices and activities of transnational companies. Hence it examines the role of the state in such late-industrial transformation processes in Taiwan and Thailand. Most scholars have dealt with this issue from the perspective of trade and have studied......What happens when developing countries can no longer grow by simply exploiting their existing comparative advantages in natural resources or cheap labour? Many middle income countries are situated in a sandwiched position between on the one hand competitive pressure from lower-wage countries...... and on the other hand competition from innovators in the advanced capitalist countries. To climb onwards to higher income levels they must deepen and upgrade their industries. The dissertation is based on the assumption that this transition from low to high value-added activities does not take place ‘automatically...

  11. State, Institutions and Industrial Development

    DEFF Research Database (Denmark)

    Lauridsen, Laurids Sandager

    ’ as a result of the working of market forces or of the choices and activities of transnational companies. Hence it examines the role of the state in such late-industrial transformation processes in Taiwan and Thailand. Most scholars have dealt with this issue from the perspective of trade and have studied......      What happens when developing countries can no longer grow by simply exploiting their existing comparative advantages in natural resources or cheap labour? Many middle income countries are situated in a sandwiched position between on the one hand competitive pressure from lower-wage countries...... and on the other hand competition from innovators in the advanced capitalist countries. To climb onwards to higher income levels they must deepen and upgrade their industries. The dissertation is based on the assumption that this transition from low to high value-added activities does not take place ‘automatically...

  12. Continuing professional development | Hellenberg | South African ...

    African Journals Online (AJOL)

    It would be unlikely that many of today\\'s practicing family doctors have not been involved in Continuing Medical Education (CME) activities. It would be equally unlikely, however, that these activities were part of any contextually structured educational plan towards professional development. Often driven by external need ...

  13. Professional Development Needs of Online Teachers

    Science.gov (United States)

    Roy, Mamta; Boboc, Marius

    2016-01-01

    Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online…

  14. Relational Dynamics in Teacher Professional Development

    Science.gov (United States)

    Finkelstein, Carla

    2013-01-01

    Teacher professional development (PD) is considered essential to improving student achievement toward high standards. I argue that while current notions of high quality PD foreground cognitive aspects of learning, they undertheorize the influence of relational dynamics in teacher learning interactions. That is, current conceptions of high quality…

  15. Developing Moral Responsibleness through Professional Education.

    Science.gov (United States)

    Strom, Sharon M.; Tennyson, W. Wesley

    1989-01-01

    Argues that more attention must be given in counselor preparation and practice to developing critical reflectiveness about valued ends when making professional judgments. Describes and evaluates an instructional model designed to further students' capacities and motivations for making rational moral judgments in counseling. (Author/TE)

  16. Mediating Artifact in Teacher Professional Development

    Science.gov (United States)

    Svendsen, Bodil

    2015-01-01

    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…

  17. Assessing an Academic Library Professional Development Program

    Science.gov (United States)

    Harker, Karen R.; O'Toole, Erin; Sassen, Catherine

    2018-01-01

    Professional development programs have been established in many academic libraries to support the research and scholarly activities of librarians. Continuous assessment can contribute to the sustainability and effectiveness of these programs. This study describes how measures of need, participation, satisfaction, and impact were employed to assess…

  18. Continuing Professional Development in the quantity surveying ...

    African Journals Online (AJOL)

    1991-01-01

    Jan 1, 1991 ... The research established that quantity surveyors regarded handing in their CPD ... Surveying, Walter Sisulu University, PO Box 1421, East London, 5200, South Africa. ... Keywords: Continuing professional development, quantity surveying, perception .... In spite of this opportunity enshrined in the Act, the.

  19. Research and professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2006-01-01

    Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher

  20. When Every Day Is Professional Development Day

    Science.gov (United States)

    Tienken, Christopher H.; Stonaker, Lew

    2007-01-01

    In the Monroe Township (New Jersey) Public Schools, teachers' learning occurs daily, not just on one day in October and February. Central office and school-level administrators foster job-embedded teacher growth. Every day is a professional development day in the district, but that has not always been so. How did the district become a system with…

  1. Competency-based continuing professional development

    NARCIS (Netherlands)

    Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Ten Cate, Olle; Holmboe, Eric S.

    2010-01-01

    Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence'' toward the attainment of expertise. A competency-based continuing professional development

  2. Teachers' professional development: Awareness of literacy practices

    African Journals Online (AJOL)

    Hennie

    professional development and deepen teachers' understanding of literacy practices and teaching. Interviews and ... these disadvantages, linked to both material and human resources, have continued, and in fact become .... given access to literacy usage and variation, but ... English as their LoLT, though it may be their.

  3. Making Professional Development Flexible: A Case Study.

    Science.gov (United States)

    Forsyth, Rachel

    2002-01-01

    Presents a case study of an online course that was designed for staff professional development at Manchester Metropolitan University (United Kingdom). Discusses the flexibility of online courses; course design; activities for short online workshops; evaluation methods for course evaluation; and results of participant questionnaires. (LRW)

  4. 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…

  5. 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…

  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. 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…

  8. Learning Strategies at Work and Professional Development

    Science.gov (United States)

    Haemer, Hannah Deborah; Borges-Andrade, Jairo Eduardo; Cassiano, Simone Kelli

    2017-01-01

    Purpose: This paper aims to investigate the prediction of current and evolutionary perceptions of professional development through five learning strategies at work and through training and how individual and job characteristics predict those strategies. Design/methodology/approach: Variables were measured in a cross-sectional survey, with 962…

  9. Meaningful Professional Development: A Personal Journey

    Science.gov (United States)

    Shore, Rebecca Ann

    2012-01-01

    This article shares a personal story of the evolution of professional development in practice in K-12 schools from three states over a 30 year period. The article begins with reference to general subject area life awarded teaching credentials and concludes with the addition of language addressing prekindergarten, specifically the inclusion of…

  10. 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...

  11. 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…

  12. Teacher Professional Development through Digital Content Evaluation

    Science.gov (United States)

    Xie, Kui; Kim, Min Kyu; Cheng, Sheng-Lun; Luthy, Nicole C.

    2017-01-01

    In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central…

  13. Preservice Teachers' Microblogging: Professional Development via Twitter

    Science.gov (United States)

    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…

  14. 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…

  15. Sustainable school development: professional learning communities

    NARCIS (Netherlands)

    Prof.Dr. E. Verbiest

    2008-01-01

    In this contribution we report about a project about Professional Learning Communities.This project combines development and research. In this contribution we pay attention to the effect of the organisational capacity of a school on the personal and interpersonal capacity and to the impact of a

  16. Global perspective on continuing professional development

    Directory of Open Access Journals (Sweden)

    Lawrence T. Sherman

    2018-05-01

    Full Text Available Healthcare professionals worldwide participate in continuing professional development (CPD to remain competent in practice, and to ensure they provide high-quality care to patients. Globally, CPD systems have evolved at different rates resulting in significant variation in structure, requirements, and oversight. In some countries, CPD has moved from single profession educational designs and formal didactic methods of delivery to educational models that are innovative, dynamic, and learnercentric. In other countries, CPD is a neglected part of the healthcare education continuum. This article provides a global perspective on the evolution of CPD over the past 20 years, and identifies opportunities for the future.

  17. Developing Professional “Game Teacher” Repertoires

    DEFF Research Database (Denmark)

    Lieberoth, Andreas; Hanghøj, Thorkild

    2017-01-01

    for in their professional careers. We expand and explain these findings using embedded mixed methods analysis, and conclude that games are a good practical case for training various teaching competences, but that building flexible professional repertoires requires more varied experiences than a single course can muster.......The first Danish Game-Based Learning course offered by a teachers college enrolled 42 students with a variety of backgrounds and interests in games. We characterize the students who enrolled in the course in terms of gaming literacies and preferences, and gauge the impact of the course in terms...... of building actionable skill sets. Following Schön (1986) we use these data to frame students’ transition from gamers or game curious teachers to developing professional repertoires.Interviews and statistical comparison to other students indicate that while student’s existing preferences for the “heavier...

  18. 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…

  19. A Discussion of Professional Identity Development in Nursing Students

    Directory of Open Access Journals (Sweden)

    Cathy Maginnis

    2018-04-01

    Full Text Available Becoming a nurse requires development of professional capabilities, specifically socialisation into the profession and developing a professional identity (PI. A search of the literature highlights a lack of empirical research in PI development during pre-registration nursing education. A range of factors will be explored that relate to PI, including identity, professional socialisation, a sense of belonging to the profession and clinical placement. Exploring the development of a PI in nursing students can assist with identifying drivers and inhibitors. The aim of this paper is to describe PI development in pre-registration nursing students’ education and the relationship between development of a PI and the tertiary provided education. There are a multitude of factors that impact on developing a PI such as identity, professional socialisation, belonging, clinical placements and educators. Nursing students predominantly develop a nursing PI in the pre-registration program with professional socialisation through exposure to academia, clinical practice and role models. The onus of responsibility for developing a PI in nursing students is attributed to educational institutions. An expected outcome of the pre-registration program is that nursing students will have formed a PI. A greater depth of understanding PI is important in supporting the education of the nurses of the future. There may not be one simple explanation for what PI is, or how it is developed, but a greater depth of understanding of PI by both the tertiary sector and the nursing profession is important in supporting the education of the nurses of the future. Further research will enable a dialogue describing the development of a PI in nursing students and an understanding of the attributes and conceptions attributed to a nursing PI.

  20. 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…

  1. [Professional strategy and institutional isomorphism: the dental health insurance industry in Brazil].

    Science.gov (United States)

    Vieira, Cristine; Costa, Nilson do Rosário

    2008-01-01

    This article analyzes the organizational model of the dental health industry. The main organizational leaders in this industry are the professional cooperatives and group dental insurance companies. The theoretical basis of the article is the organizational theory developed by Di Maggio and Powell. The dental health industry consists of a great number of small and very dynamic companies, however an expressive part of clients and profit are concentrated in a few large companies. The results show that the industry has expanded the number of clients after the creation of the National Health Insurance Agency. The regulation regime has forced institutional changes in the firms with regard to the market entry, permanence or exit patterns. There was no evidence that the regulatory rules have interfered with the development and financial conditions of the industry. The average profitability of the sector, especially among the group dental insurance companies, is extremely high.

  2. 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…

  3. Manifesto for the Software Development Professionalization

    Directory of Open Access Journals (Sweden)

    Red Latinoamericana en Ingeniería de Software (RedLatinaIS

    2013-12-01

    Full Text Available One of the central problems of current economic development and industrial competitiveness, social and scientific, is the complexity of large and intensive software systems, and processes for their development and implementation. This complexity is defined by the amount and heterogeneity of the interaction of the hardware with the software components, their inter-relationships, of incorporation of the technical and organizational environments, and the interfaces to humans. The domain of these systems requires actions and scientific thoughts, hierarchical and systematic; also, the success of the products, services and organizations, is increasingly determined by the availability of suitable software products. Therefore, highly qualified professionals, able to understand and master the systems, involved in the entire life cycle of software engineering, and adopt different roles during the development. This is the reason that guide the thinking of this Manifesto , which aims is to achieve the Professionalization of Software Development.

  4. 78 FR 77442 - Agency Information Collection Activities; Comment Request; The Impact of Professional Development...

    Science.gov (United States)

    2013-12-23

    ..., teacher knowledge measure of fractions (pre- and post-test), and 9 monthly professional development...; Comment Request; The Impact of Professional Development in Fractions for Fourth Grade AGENCY: Institute of....), ED is proposing a new information collection. DATES: Interested persons are invited to submit...

  5. Professional and institutional morality : Building ethics programmes on the dual loyalty of academic professionals

    NARCIS (Netherlands)

    Nijhof, A.H.J.; Wilderom, C.P.M.; Oost, M.

    2012-01-01

    Most professionals have the arduous task of managing their own dual loyalty: in one contextual relationship, they are members of a profession while simultaneously they are employed as members of a locally established organisation. This sense of a dual loyalty has to be taken into account when

  6. On professional accounting body complaints procedures: Confronting professional authority and professional insulation within the Institute of Chartered Accountants in Ireland (ICAI)

    NARCIS (Netherlands)

    O'Dwyer, B.; Canning, M.

    2008-01-01

    Purpose - The purpose of this paper is to examine the operation of the Institute of Chartered Accountants in Ireland's (ICAI) complaint process from the complainant's perspective. The findings are interpreted drawing on key elements of Parker's private interest model of professional accounting

  7. Collaboration between colleagues in teaching professional development programs

    Directory of Open Access Journals (Sweden)

    Patrícia Meyer

    2018-05-01

    Full Text Available Although collaboration is valued in the discourses of teachers, managers and institutions, as well as recognized as essential for innovation in universities, the culture of individualism is the one that permeates university professors’ performance. This study aims to analyze teaching professional development programs undertaken at four universities (one international and three national, from the perspective of promoting peer collaboration. The analysis occurred through the collection of publications or websites that described them. The teaching professional development programs analyzed have peer collaboration as a premise and encourage the socialization of experiences in courses, forums and other continuing education events. However, it is observed the need for strategy diversification, such as mentorship, incentive to online activities and development of collective projects, so that collaboration can really be a pillar in the pedagogical continuing education, lifelong learning, as well as in the reconfiguration and innovation of university professors’ practices.

  8. Professional identity development: Learning and journeying together.

    Science.gov (United States)

    Bridges, Stephanie J

    2018-03-01

    Pharmacy students start to develop their professional values through engagement with the course, practice exposure, staff and fellow students. Group working is an element of pedagogy which draws on the social aspects of learning to facilitate knowledge and skills development, but its potential role in facilitating professional identity formation has as yet been under researched. This study aimed to explore the potential of mutual learning through group work to contribute not only to academic knowledge and understanding, but also to the development of students' professional values and selves. Semi-structured interviews were conducted with 17 home and international first year undergraduate pharmacy students in a UK School of Pharmacy, to explore their experiences of interacting for learning with other students on the course. Thematic analysis of the interview data highlighted four main benefits of mutual learning, which are that it: promotes friendly interactions; aids learning about the subject and the profession; opens the mind through different opinions and ways of thinking; and enables learning about other people. Through working together students developed their communication skills and confidence; reflectively considered their own stance in the light of others' experiences and healthcare perspectives; and started to gain a wider worldview, potentially informing their future interactions with patients and colleagues. Some difficulties arose when group interactions functioned less well. Opportunity for collaboration and exchange can positively influence development of students' professional outlook and values. However, careful management of group working is required, in order to create a mutually supportive environment wherein students feel able to interact, share and develop together. Copyright © 2017 The Author. Published by Elsevier Inc. All rights reserved.

  9. 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.

  10. 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.

  11. A QUEST for sustainable continuing professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2017-01-01

    Continuing Professional Development (CPD) can be crucial in improving teaching, and student learning. Extant research suggests consensus pertaining to the core features of effective CPD including content focus, active learning, coherence, duration and collaborative activities. This chapter reports...... 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...... 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...

  12. 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....

  13. Assessing a GTA professional development program

    OpenAIRE

    Alicea-Muñoz, Emily; Masip, Joan Espar; Sullivan, Carol Subiño; Schatz, Michael F.

    2018-01-01

    For the last four years, the School of Physics at Georgia Tech have been preparing new Graduate Teaching Assistants (GTAs) through a program that integrates pedagogy, physics content, and professional development strategies. Here we discuss various assessments we have used to evaluate the program, among them surveys, GTA self-reporting, and end-of-semester student evaluations. Our results indicate that GTAs who participate in the program find its practical activities useful, feel better prepa...

  14. 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.

  15. Professional SharePoint 2010 Development

    CERN Document Server

    Rizzo, Tom; Fried, Jeff

    2010-01-01

    Learn to leverage the features of the newest version of SharePoint, in this update to the bestseller. More than simply a portal, SharePoint is Microsoft's popular content management solution for building intranets and Web sites 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 one of the most recognized names in SharePoint development, Professional SharePoint 2010 Development offers an

  16. Professional development and human resources management in networks

    Directory of Open Access Journals (Sweden)

    Evgeniy Rudnev

    2016-05-01

    Full Text Available Social networks occupy more places in development of people and organizations. Confidence in institutions and social networking are different and based on referentiality in Internet. For communication in network persons choose a different strategies and behavior in LinkedIn, resources of whom may be in different degree are interesting in Human Resources Management for organizations. Members of different social groups and cultures demonstrate some differences in interaction with Russian identity native. There are gender differences behavior in networks. Participating in groups need ethical behavior and norms in social networking for professional development and communication in future.

  17. Possible Challenges of Teacher Research for Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Utami Widiati

    2016-02-01

    Full Text Available Teacher research (i.e. action research has gained acceptance as a tool for teacher professional development. In spite of its increasing popularity in language classrooms, concerns have been raised in the implementation of teacher research, such as issues of quality, sustainability, the development of standards, and accessibility. In the Indonesian context, the unprofessional working conditions and the education background of most teachers have made it difficult for teachers to sustain and access research. Since changing the former appears beyond the aim of this article, it is suggested that teacher education institutions focus on the latter, revisiting the curriculum of teacher education to provide more research components

  18. 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.

  19. Mechanisms for development of property rights institutions

    Directory of Open Access Journals (Sweden)

    Žarković Jelena

    2006-01-01

    Full Text Available The institution of property rights is increasingly recognized as an essential building block of an economically prosperous society. The question that remains unsolved, however, is how do we develop effective property rights institutions? The literature dealing with the development of property rights tends to be, in general, an optimistic one since there is a tendency to view the design of property rights institutions as maximizing decisions to economize on transaction costs and to facilitate new economic activities. On the other hand, since property rights define the distribution of wealth and political power in a society, changes in property rights structures are likely to be influenced by more than pure efficiency considerations. Therefore, in order to achieve a balanced analysis of the evolution of property rights institutions, the model of endogenous property rights creation should be modified. We did that by introducing the neoinstitutional theory of the state in the model.

  20. The Leadership Case for Investing in Continuing Professional Development.

    Science.gov (United States)

    McMahon, Graham T

    2017-08-01

    Continuing medical education (CME) has the power and capacity to address many challenges in the health care environment, from clinician well-being to national imperatives for better health, better care, and lower cost. Health care leaders who recognize the strategic value of education and engage their people in education can expect a meaningful return on their investment-not only in terms of the quality and safety of their clinicians' work but also in the spirit and cohesiveness of the clinicians who work at their institution. To optimize the benefits of education, clinical leaders need to think of accredited CME as the professional development vehicle that can help them drive change and achieve goals, in consort with quality improvement efforts, patient safety projects, and other systems changes. An empowered CME program, with its multiprofessional scope and educational expertise, can contribute to initiatives focused on both clinical and nonclinical areas, such as quality and safety, professionalism, team communication, and process improvements. In this Invited Commentary, the author describes principles and action steps for aligning leadership and educational strategy and urges institutional leaders to embrace the continuing professional development of their human capital as an organizational responsibility and opportunity and to view engagement in education as an investment in people.

  1. Professional Associations: Their Role in Promoting Sustainable Development in Australia

    Science.gov (United States)

    Thomas, Ian; Hegarty, Kathryn; Whitman, Stuart; MacGregor, Val

    2012-01-01

    Professional associations have a strong influence on what is covered in the curricula of universities, especially that of professional degrees. They also provide members with professional development throughout their careers. Professional associations have the potential to facilitate development of sustainability competency in the workforce in…

  2. The Role of Personalized Professional Learning as a Motivational Factor for College Faculty to Engage in Ongoing Professional Development

    Science.gov (United States)

    Hoffman, Martin A., Sr.

    2016-01-01

    Professional development is a vital activity in postsecondary educational institutions that is specifically intended to improve the participants' skill set as educators. Personalized education, differentiated instruction, and adaptive learning are widely discussed as being powerful tools to reach students, but are largely outward facing and not…

  3. Developing the Developers: Supporting and Researching the Learning of Professional Development Facilitators

    Science.gov (United States)

    Perry, Emily; Boylan, Mark

    2018-01-01

    Research on teacher professional development is extensive but there are fewer studies about the practitioners who facilitate professional development. Here we report on a pilot programme for professional development facilitators rooted in a cycle of action research. Informed by a categorisation of professional knowledge and skills of facilitators,…

  4. Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

    Science.gov (United States)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

    K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

  5. On the Development of Professional Competence in Students of Creative Pedagogical Specialties

    Science.gov (United States)

    Makhashova, Patima; Meirmanov, Asylbek; Zhunusbekov, Zhaxybek; Makasheva, Orynkul; Mirzaliyeva, Elmira; Ermuratova, Almagul; Sakenov, Janat

    2016-01-01

    The relevance of the topic revealed is caused by necessity to update the organization of professional activity for pedagogical higher education institution on a competence-based basis, creating conditions for developing the corresponding professional competences in students of creative pedagogical specialties. The paper addresses the structure,…

  6. Patterns of Learning in the Accountancy Profession under an Output-Based Continuing Professional Development Scheme

    Science.gov (United States)

    Lindsay, Hilary

    2012-01-01

    Since 2004, professional accountancy bodies in membership of the International Federation of Accountants (IFAC) have been required to adopt mandatory continuing professional development (CPD) schemes. This research explores the learning activities of members of the Institute of Chartered Accountants in England and Wales (ICAEW) which introduced an…

  7. Career Aspirations of Malaysian Research and Development Professionals in the Knowledge Economy

    Science.gov (United States)

    Ismail, Maimunah; Ramly, Efizah Sofiah

    2011-01-01

    Purpose: This paper seeks to compare the influence of self-efficacy, organizational socialization and continuous improvement (CI) practices on the career aspirations of research and development (R&D) professionals in government research institutes (GRIs) and multinational corporations (MNCs) in Malaysia. R&D professionals in this study…

  8. Institutional aspects of NAMA development and implementation

    DEFF Research Database (Denmark)

    Hinostroza, Miriam L.; Sharma, Sudhir; Karavai, Maryna

    This publication analyses how developing countries may arrange their institutional and organizational structures or enhance the existing ones in order to deal with these new developments under the international climate change mitigation regime. Focus is on how to ensure the implementation of NAMAs...

  9. Institutional research and development, FY 1987

    Energy Technology Data Exchange (ETDEWEB)

    Struble, G.L.; Lawler, G.M.; Crawford, R.B.; Kirvel, R.D.; Peck, T.M.; Prono, J.K.; Strack, B.S. (eds.)

    1987-01-01

    The Institutional Research and Development program at Lawrence Livermore National Laboratory fosters exploratory work to advance science and technology, disciplinary research to develop innovative solutions to problems in various scientific fields, and long-term interdisciplinary research in support of defense and energy missions. This annual report describes research funded under this program for FY87. (DWL)

  10. Institutional research and development, FY 1987

    International Nuclear Information System (INIS)

    Struble, G.L.; Lawler, G.M.; Crawford, R.B.; Kirvel, R.D.; Peck, T.M.; Prono, J.K.; Strack, B.S.

    1987-01-01

    The Institutional Research and Development program at Lawrence Livermore National Laboratory fosters exploratory work to advance science and technology, disciplinary research to develop innovative solutions to problems in various scientific fields, and long-term interdisciplinary research in support of defense and energy missions. This annual report describes research funded under this program for FY87

  11. 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

  12. 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

  13. Financial Institutes of Nanoindustry Development in Russia

    Directory of Open Access Journals (Sweden)

    Strukova Tatyana Vladimirovna

    2015-05-01

    Full Text Available At the present stage Russia’s nanoindustry can be formed on the basis of new and old specialized financial and non-financial institutes, which form a milti-layered structure providing targeted investments for innovative projects. The active state fiscal policy plays a decisive role in the national nanoindustry formation at different stages of its development and approval. The article substantiates the need for state regulation of the nanoindustry development funding mechanism in Russia. The author characterizes the main principles, subjects, methods, tools and sources of nanoindustrialization financial mechanism. The article presents the system of Russian financial institutes of development, allowing to identify the goals, objectives, forms and tools for implementation of the functions of each of them in the process of innovative development. The author reveals the essence, types, role and interests of development institutes in the process of public and public-private funding of national innovation system. The problems of innovative projects funding, caused by the specific features of the Russian economy are designated; a number of measures aimed at coordinating the activities of financial institutions and consolidating the public and private financial resources in priority sectors and industries of the economy is proposed. The author substantiates the necessity of building a mechanism of institutional, organizational and informational interaction of the federal target programs regulation bodies focused on the development of innovative activity system, federal executive bodies and exchange institutes, as well as the coordinating mechanism allowing to maximize the effectiveness of using methods and tools for innovation support.

  14. Relating EFL Teachers' Professional and Institutional Identity to Their Teaching Efficacy

    Science.gov (United States)

    Rozati, Fatemeh

    2017-01-01

    The main purpose of the present study was to systematically scrutinise the possible relationship between English as a foreign language (henceforth EFL) teachers' professional and institutional identity with their teaching efficacy. In doing so, 100 EFL teachers and instructors, within the age range of 30 to 50 (mean age = 40), and teaching…

  15. Professional Mobility and the Mutual Recognition of Qualifications in the European Union: Two Institutional Approaches.

    Science.gov (United States)

    Blitz, Brad K.

    1999-01-01

    Examines the role of transnational institutions (particularly the European Commission and committees of the European Parliament) in facilitating the mutual recognition of professional qualifications among members of the European Economic Community (EEC). Discusses relevant EEC directives, varying compliance among nations, and six cases of citizen…

  16. Professional Education Management and Socio-Institutional Reality: problems and challenges

    Directory of Open Access Journals (Sweden)

    Eduardo Pinto e Silva

    2008-03-01

    Full Text Available The democratic management of educational practices is a theoretical and practical matter, which has been discussed in several institutional spheres (PARO, 2003; BORGES, GIUBILEI & OLIVEIRA, 2006. This paper deals with education management and is based on a case study about technical and professional education of agents of Municipal Guard (SILVA, 2005. This kind of education is affected by structural problems in the public institution (SANTOS, 1987 and in the macro judicial system (PINHEIRO, 1997, also being harmed by a process of social and work precariousness (ANTUNES, 1999; 2005. All these aspects represent challenges that have to be overcame. Thus, our propose of democratic professional education management (SILVA, 2005; HELOANI & SILVA, 2006 opposes the bureaucratic and alienating management. It demands listening to the collective subject and assuming a reflexive praxis about the professional activities and the socio-institutional reality. We consider that the challenge of creating a democratic professional management and a critical collective conscience, articulated with innovative actions, is part of a horizon of possibilities, even when it is mediated by institutional, organizational and cultural dimensions (SILVA JÚNIOR & FERRETTI, 2004.

  17. [Educational model to develop trustworthy professional activities].

    Science.gov (United States)

    Hamui-Sutton, Alicia; Varela-Ruiz, Margarita; Ortiz-Montalvo, Armando; Torruco-García, Uri

    2015-01-01

    The reorganization of the national health system (SNS), enforces reflection and transformation on medical education in clinical contexts. The study presents an educational model to develop entrusted professionals activities (MEDAPROC) to train human resources in health with reliable knowledge, skills and attitudes to work in the shifting scenario of the SNS. The paper discusses international and national documents on skills in medicine. Based on the analysis of 8 domains, 50 skills and 13 entrusted professional activities (RPA) proposed by the Association of the American Medical College (AAMC) we propose a curriculum design, with the example of the undergraduate program of Gynecology and Obstetrics, with the intention to advance to internship and residency in a continuum that marks milestones and clinical practices. The pedagogical design of MEDAPROC was developed within three areas: 1) proposal of the AAMC; 2) curricular content of programs in pre and postgraduate education 3) organization of the daily agenda with academic mechanisms to develop the competencies, cover program items and develop clinical practice in deliberate learning activities, as well as milestones. The MEDAPROC offers versatility, student mobility and curricular flexibility in a system planed by academic units in diverse clinical settings.

  18. Competency-based continuing professional development.

    Science.gov (United States)

    Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Cate, Olle Ten; Holmboe, Eric S

    2010-01-01

    Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence" toward the attainment of expertise. A competency-based continuing professional development (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored.

  19. A Grounded Theory of Professional Learning in an Authentic Online Professional Development Program

    Science.gov (United States)

    Teräs, Hanna; Kartoglu, Umit

    2017-01-01

    Online professional development (OPD) programs have become increasingly popular. However, participating in professional development does not always lead to profound professional learning. Previous research endeavours have often focussed on measuring user acceptance or on comparing the effectiveness of OPD with a face-to-face delivery, but there is…

  20. Assessing the professional development needs of experienced nurse executive leaders.

    Science.gov (United States)

    Leach, Linda Searle; McFarland, Patricia

    2014-01-01

    The objective of this study was to identify the professional development topics that senior nurse leaders believe are important to their advancement and success. Senior/experienced nurse leaders at the executive level are able to influence the work environment of nurses and institutional and health policy. Their development needs are likely to reflect this and other contemporary healthcare issues and may be different from middle and frontline managers. A systematic way of assessing professional development needs for these nurse leaders is needed. A descriptive study using an online survey was distributed to a convenience sample of nurse leaders who were members of the Association of California Nurse Leaders (ACNL) or have participated in an ACNL program. Visionary leadership, leading complexity, and effective teams were the highest ranked leadership topics. Leading change, advancing health: The future of nursing, healthy work environments, and healthcare reform were also highly ranked topics. Executive-level nurse leaders are important to nurse retention, effective work environments, and leading change. Regular assessment and attention to the distinct professional development needs of executive-level nurse leaders are a valuable human capital investment.

  1. Continuing professional development for general practitioners

    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...... development (CPD) for general practitioners (GPs) to be most effective when it is set up within a multi-method design. This paper reports a research-based evaluation of a 2-year educational CPD project for 21 GPs. METHODS: The project focused on the issue of 'children in need' and was delivered through group...

  2. 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...... the impact it has had on partner representatives’ awareness of the key issues related to the teaching and learning in the multilingual and multicultural learning space. Moreover, it demonstrates to which extent they have changed their behavior as a result of what they, personally, have learned while working...

  3. Brand development: institutional contraints on Chinese businesses

    NARCIS (Netherlands)

    Hollows, J.; Clegg, S.R.

    2006-01-01

    Purpose This paper addresses the reasons why Chinese businesses have long been identified as subordinate to world-class brand owners; why “global” own brand developments are considered to be beyond their competence. Design/methodology/approach In this paper, we use an institutional perspective to

  4. Institutions and regional development in Southeast Asia

    NARCIS (Netherlands)

    Andriesse, E.H.S.

    2008-01-01

    The study of relationships between regional performance and varieties of capitalism within developing countries is an interesting and challenging topic. Although it is evident that capitalist institutions have made further inroads in Southeast Asia, it is far from certain how particular

  5. Institutional Renewal: Instructional Development in Context.

    Science.gov (United States)

    DeBloois, Michael L.

    Traditionally, instructional developers have confronted the following dilemmas: (1) motivation through coercion versus motivation through reward; (2) systems approaches versus intuition; and (3) incremental change versus fundamental change. A more pragmatic approach to institutional change should attempt to: (1) be user centered; (2) provide…

  6. Economic development and the geography of institutions

    NARCIS (Netherlands)

    Bosker, E.M.; Garretsen, J.H.

    To explain cross-country income differences, research has recently focused on the so-called deep determinants of economic development, notably institutions and geography. This article shows that it is not only absolute geography, in terms of for instance climate or being landlocked, but also

  7. Foreign Students’ Professional Training in Kazakhstan Higher Educational Institutions: Ethno-cultural Aspect

    Directory of Open Access Journals (Sweden)

    Nurmambek Ramashov

    2013-01-01

    Full Text Available The authors analyze the problem of ethno-cultural education, regulatory documents of Kazakhstan Republic in the sphere of education and define the ethno-cultural aspect of foreign students’ professional training in Kazakhstan higher educational institutions. The analysis of foreign students’ training in Kazakhstan higher educational institutions trends allowed to determine the following requirements: expansion of educational institutions chain and the types, inclusion of ethno-cultural component of youth ideological training in their programs and curricula; review and expansion of curricula and programs, providing the basis for a basic plan, state standards, enhancement and increase of humanitarian and cultural components in accordance with the training profile; introduction of ethnos history and its culture as the regional educational component and addition to the core subjects and courses. The idea of ethnic and cultural enrichment of the entire system of professional education in the country will make it humanized.

  8. International classroom teachers in need of professional development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    International classroom teachers in need of professional development: Outcomes of the IntlUni Erasmus Academic Network project 2012-15 The IntlUni Erasmus Academic Network (2012-15) has addressed the opportunities and the challenges of the multicultural (international) classroom where higher educ...... and challenges in the multilingual and multicultural learning space. Final document of the IntlUni Erasmus Academic Network project 2012-15. Aarhus: IntlUni. http://intluni.eu/uploads/media/The_opportunities_and_challenges_of_the_MMLS_Final_report_sept_2015.pdf...... and reflect on their teaching processes and negotiate the learning processes with their students as well as manage and leverage diversity in the classroom. Therefore, one of the IntlUni Recommendations is for the higher education institutions to provide the necessary professional development and teacher...... sources (e.g. Gregersen-Hermans, 2016), all pointing towards the need for more professional development and training of higher education teachers teaching multicultural student cohorts. Based on these very recent sources, the paper will discuss and offer examples of how such activities may be organized...

  9. Fostering values: four stages towards developing professional ethics for future accountants

    Directory of Open Access Journals (Sweden)

    Othman Zaleha

    2017-01-01

    Full Text Available The many accounting scandals occurred in the last three decades have change the perspective of accountant globally. As such, the higher institutions have to play their role in nurturing professional ethics in order to change the misconception towards the profession. Our observation of the literature indicates that incorporating professional ethics in higher institutions is a way forward towards developing future accountants with values. Henceforth, we conducted a generic inquiry study to explore how higher institutions could inculcate accounting graduates with professional ethics. Our findings show a conceptual framework which depicted four stages towards incorporating professional ethics at tertiary level education there are: 1 value development, 2 ethics maturation, 3 professionalism development and 4 ownership through effective implementation and enforcement. Consequently, the findings contribute to expanding the current knowledge in our conceptualisation of the professional ethics concept. In addition, the findings support the development of ethics education for accounting graduates in higher institutions in Malaysia. We consider that this study provides evidence to educators and policy makers that teaching methods and pedagogical policies should ensure professional ethics education in business schools in Malaysia is treated as a pervasive element of curricula rather than an optional choice.

  10. Imagining a Future: Changing the Landscape for Third Space Professionals in Australian Higher Education Institutions

    Science.gov (United States)

    Veles, Natalia; Carter, Margaret-Anne

    2016-01-01

    In the last decade there has been a shift in the discourses around professional staff in higher education that has been influenced by neoliberal agenda that focused on driving education reforms. Earlier discussions centring around nomenclature variations have progressed to those about creating and developing borderless professionals operating in…

  11. 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.

  12. 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,…

  13. Teachers Know Best: Teachers' Views on Professional Development

    Science.gov (United States)

    Bill & Melinda Gates Foundation, 2014

    2014-01-01

    To gain insights into the roadblocks to implementing effective professional development, the Bill & Melinda Gates Foundation contracted with the Boston Consulting Group in 2014 to reach more than 1,300 teachers, professional development leaders in district and state education agencies, principals, professional development providers, and…

  14. Professional Development in Technology at High Achieving Schools

    Science.gov (United States)

    Ryan, Kevin D.

    2017-01-01

    This study analyzed educators' perception of professional development offered through schools in the area of technology implementation and tried to define its perceived effectiveness in meeting the professional development conceptual framework defined by Gardner, Baker, Vogt, and Hodel in "Four Approaches to Professional Development".…

  15. 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,…

  16. 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…

  17. 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…

  18. INFLUENCE OF TYPE OF ORGANIZATIONAL CULTURE IN INSTITUTE OF EDUCATION ON LEVEL OF PROFESSIONAL DEFORMATION OF TEACHERS

    Directory of Open Access Journals (Sweden)

    Katsiaryna I. Sapeha

    2015-01-01

    Full Text Available The aim of presented article – identification of interrelation of certain type of organizational culture in institute of education (closed, accidental, open or synchronous and level of development of professional deformation of personality of teachers (authoritativeness, rigidity and noncriticality of self-perception.The basis for methodology of research is sociocultural-interdeterministic dialogical approach of V. A. Yanchuk. In the course of research psychodiagnostic techniques were applied: technique of diagnostics of professional deformation of personality of teacher (V. E. Orel, S. P. Andreyev and questionnaire of «Scale of organizational paradigms» of L. L. Konstantin.Results of research of six institutes of education (schools and gymnasiums showed that elements of deformation have higher level of manifestation in institutes with closed type of organizational culture, revealed in three institutes, and insignificant level in two institutes with open type of culture. In institutes with prevalence of synchronous and accidental types of organizational culture significantexceeding on the level of deformation didn’t find. The greatest development of deformation of teachers is observed on elements of authoritativeness and rigidity, the smallest – on noncriticality of self-perception.Scientific novelty of material is presented for the first time applied sociocultural-interdeterministic dialogical approach to research of professional deformation of personality, that psychological interdeterminant of deformation are allocated, one of structural components of model of ecocultural educational environment – open type of organizational culture in institute of education are described.Practical significance of results consists in detection of opportunities and criteria of formation in institute of formation of ecocultural dialogical environment and its structural component for purpose of timely prevention and overcoming of professional

  19. New Zealand archaeology professional development cell

    International Nuclear Information System (INIS)

    Phillips, C.; Low, M.

    2015-01-01

    In March 2006, the NZAA Council hosted a workshop in Wellington for consulting archaeologists to debate issues relating to professionalism and accreditation within the professional consulting archaeological community. Topics covered included radiocarbon dating, calibration and interpretation of dates.

  20. Strategies to facilitate professional development of the occupational health nurse in the occupational health setting

    Directory of Open Access Journals (Sweden)

    Nicolene de Jager

    2016-10-01

    Objective: The purpose of this study was to identify the needs for professional development of the OHN in the occupational health setting. Method: An explorative, descriptive, contextual generic and qualitative research method was used in this study. The purposive sampling method was used as the OHNs surveyed described their personal need for professional development in the occupational health setting. Data was collected by means of semi-structured individual interviews. Eight interviews were done by an interviewer who held a doctoral degree in community health nursing and a qualification in occupational health and was affiliated with a private occupational health institution at the time of the study. The interviews were conducted during August 2012. Results: The OHNs reported that professional development needs have to be identified by the OHNs. Short courses need to be designed by training institutions and should be attended by the OHNs to improve their operational functioning on a day-to-day basis in the occupational health setting. The OHNs experienced that their role and function in the workplace were not valued by their managers. The results of this study revealed four major themes, namely constraints hindering the OHN in developing professionally, positive aspects identified by the OHNs regarding the need for professional development, professional development needs of the OHN and suggestions of how to meet the OHNs' professional development needs. Conclusion: There is a need for OHNs to identify their professional development needs and recommendations were made to meet these needs.

  1. Nuclear power - Sustainable development - Professional skill

    International Nuclear Information System (INIS)

    Comsa, Olivia; Paraschiva, M.V.; Banutoiu, Maria

    2002-01-01

    Sustainable development of society implies taking political decisions integrating harmoniously ingredients like these: - technological maturity; - socio-economic efficiency; - rational and equitable use of natural resources; - compliance with requirements concerning the environment and population; - professional ethics; - communications with the public and media; - professional skill; - public opinion acceptance. A rational analysis of these factors shows clearly that nuclear power appears to be an optimal ground for a sustainable power source besides the hydro and thermo-electric systems. Such a conclusion was confirmed by all types of analyses, methodologies or programs like for instance: MAED, WASP, FINPLAN, DECADES, ENPEP and more recently MESSAGE. The paper describes applications of these analytical methodologies for two scenarios of Cernavoda NPP future development. To find the optimal development strategy for the electric system, implying minimal costs the optimization analysis mode of the ELECSAM analysis module was used. The following conclusions were reached: - the majority of Romania's classical electrical stations are old; consequently, part of them should be decommissioned while others will be refurbished. Instead of installing new power groups these options will result in lowering the investment cost, as well as, in reduction of noxious gas emission; - the nuclear power system developed in Romania upon the CANDU technology appears to be one of the most performing and safe technology in the world. Cernavoda NPP Unit 1 commissioned on December 2, 1996 covers about 10% to 12% of the energy demand of the country. The CANDU systems offers simultaneously secure energy supply, safe operation, low energy costs and practically a zero impact upon the environment. The case study for Romania by means of DECADES project showed that the development program with minimal cost for electrical stations implies construction of new 706.5 MW nuclear units and new 660 MW

  2. INTERNSHIP ROLES IN TRAINING AND PROFESSIONAL DEVELOPEMENT OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Munteanu Anca-Ioana

    2012-07-01

    Full Text Available Romanian specialist`s studies show a harsh reality: Romanian universities programs have only theoretical value, creating specialists but not for real life, but for a more abstract environment. Our university graduates are doing very well in a stable economic and institutional environment that offers relatively easy material and financial resources, with a set of skills and professional skills which fail to meet harsh reality of the labor market. An effective solution for professional skills development is the accumulation of work experience during college in the environment and on the job we have in view by following an internship program. As a form of practical education through work, internship meets young people, particularly students keen to gain experience through practical work in a job within a company or institution chosen, giving them the opportunity to translate theoretical knowledge into practice and to develop skills and experience of labor market activities that waits for them. This paper is an original applied research conducted in the West University of Timisoara, Faculty of Economics and Business Administration. It aims to identify whether there is a need for specialization Management students to acquire work experience before graduating, to what extent they are able to assess their skills and work in a company and especially the role of internship programs in professional and personal development of students. The results show that participation in an internship program is beneficial not only for students but also for employers. Leading to increased competences and to training and professional skills and personal development, internship becomes a more attractive alternative for young people because it gives them the opportunity to be “a ringer" of an employee on the position you have in view. Without being employed, students can gain practical experience in a certain position they sought in a company or institution on the

  3. 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

  4. 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'…

  5. Transition-Focused Professional Development: An Annotated Bibliography of Essential Elements and Features of Professional Development

    Science.gov (United States)

    Holzberg, Debra G.; Clark, Kelly A.; Morningstar, Mary E.

    2018-01-01

    Transition professional development (PD) has been identified as a way to improve transition services; however, there is a dearth of literature on transition-focused PD. To learn more about the essential features of effective PD, 73 published articles were evaluated in the area of PD in both secondary transition and special education. Articles were…

  6. Governing Teachers by Professional Development: State Programmes for Continuing Professional Development in Sweden since 1991

    Science.gov (United States)

    Kirsten, Nils; Wermke, Wieland

    2017-01-01

    The purpose of this article was to analyse how teachers' continuing professional development (CPD) contributes to the government of the teaching profession. This is done by examining the CPD initiatives organized by two Swedish national educational agencies since 1991 involving the school subjects of Swedish (standard language education) and…

  7. The Multilateral Financial Institutions of Development

    Directory of Open Access Journals (Sweden)

    Jaume Munich i Gasa

    1998-04-01

    Full Text Available The aim of this paper is to analyse the role of Multilateral Development Institutions (MDIs in promoting economic and social progress in Less Developed Countries (LDC. After examining the activities of the main MDIs (International Monetary Fund, WorldBank Group, Interamerican Development Bank, African Development Bank, Asian Development Bank and European Bank for Reconstruction and Development we have come to some conclusions. First, MDIs loans play a catalytic effect in channeling flows of additional public or private resources to LDC. Second, MDIs emphasize both the role of the private sector and an efficient public sector to achieve its objectives (to promote economic growth, reduce poverty, etc.. Third, MDIs provide direct financing for private sector activities, restructuring and privatisation to encourage the development of market economies as well as funding for the infrastructure that supports these activities. Fourth, over the last few years the MDIs have increased their conditionalities on the borrowers, especially in environment and governance areas. Fifth, the resources provided by the MDIs are not enough to cope with the financial needs of LDC; furthermore, a low percentage of total loans are on concessional terms. Sixth, most of the MDIs resources go to the benefit of medium-income countries (South Korea, Mexico, Brazil, etc. and only a small amount of credits go to the poorest countries; what´s more, in the last few last years MDIs are increasing their financial support of countries in the East. Seventh, MDIs have integrated social sector and environment as a first-order priority in their reports, but the lending reality is far from incorporating such an aim: one thing istheory, the other is practice. Eighth, MDIs’ institutional structures and decision-making processes are similar, as in most of them the principle of one dollar one vote holds. As a result, the MDIs are dominated by the developed countries, which use such

  8. 10 years Institute for Reactor Development

    International Nuclear Information System (INIS)

    1975-05-01

    Ten years ago the Institute of Reactor Development was founded. This report contains a review about the research work of the institute in these past ten years. The work was mainly performed within the framework of the Fast Breeder Project, the Nuclear Safety Project and Computer Aided Design. Especially the following topics are discussed: design studies for different fast breeder reactors, development works for fast breeders, investigations of central safety problems of sodium cooled breeder reactors (such as local and integral coolant disturbances and hypothetical accident analysis), special questions of light water reactor safety (such as dynamic stresses in pressure suppression systems and fuel rod behaviour under loss of coolant conditions), and finally computer application in various engineering fields. (orig.) [de

  9. MOOCs for Teacher Professional Development: Reflections, and Suggested Actions

    Science.gov (United States)

    Misra, Pradeep Kumar

    2018-01-01

    Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement…

  10. School Culture and Postgraduate Professional Development: Delineating the "Enabling School"

    Science.gov (United States)

    Arthur, Linet; Marland, Harriet; Pill, Amanda; Rea, Tony

    2010-01-01

    The culture of the "enabling school" is investigated within the context of the government's policy of continuing professional development and postgraduate professional development for teachers in England. This context is problematised by considering teachers' conceptualisations of their professional autonomy, status and personal…

  11. Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant

    Science.gov (United States)

    Razak, Rafiza Abdul; Kaur, Dalwinder; Halili, Siti Hajar; Ramlan, Zahri

    2016-01-01

    Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers' professional development. Literature has revealed many shortcomings of the traditional and online professional development…

  12. System approach to development of professional competence of ...

    African Journals Online (AJOL)

    This article examines the issue of developing the professional competence of students and managers with the use of acme logical technologies. The influence of acme logical technologies, which are used in professional-oriented creative projects, is regarded, considering its effect on the development of professional ...

  13. TRAINING OF FUTURE PROFESSIONALS TO IMPLEMENTATION OF INFORMAL ART EDUCATION IN EDUCATIONAL AND SOCIAL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Наталія Сулаєва

    2015-09-01

    Full Text Available This article presents one of the best ways of training of organizers of informal art education at pre-school, secondary and extracurricular educational institutions, clubs by the place of residence, secondary schools for children deprived of parental care, schools and higher educational institutions of I–II levels of accreditation of social rehabilitation, social service centers for families, children and youth etc. The attention is focused on the appropriateness of formal and informal education combination in the system of professional training of students of higher educational institutions. The definition of “informal art education” is given; its goals, objectives, content are defined. The basic approaches to organization of artistic and educational activity of students in the artistic and creative groups and formation on this basis of skills and management skills of informal art education at educational and social institutions are formulated.

  14. 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...

  15. 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 t...... 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.......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...

  16. APPLICATION SEGMENT ANALYSISFOR THE DEVELOPMENT STRATEGYEDUCATIONAL INSTITUTION

    Directory of Open Access Journals (Sweden)

    G. V. Alekseev

    2015-01-01

    Full Text Available Summary. Applicable at present methods of the shaping to strategies of the development of the educational institutions not always objective take into account the mutual influence and receivership separate structured and organizing block to organizations of the scholastic process, in particular work with applicant. The Article is dedicated to discussing the possibilities of the using the segment analysis for development of the strategies of the development of the educational institutions for the reason increasing produced specialist on the market of the labour real sector economy. In her is described possibility to formalize the choice of the marketing methods within the framework of approach of the stochastic programming, as section of the ill-defined logic (fuzzy logic, which is a generalizations classical theory of sets and classical formal logic. The Main reason of the using of such approach became presence ill-defined and drawn near discourses at description of the preferences applicant, quality of the formation, but consequently and missions of the educational institution. The Decision of the specified problems in significant measure promotes the ill-defined approach to modeling of the complex systems, which has obtained recognition all over the world for use the most most important factors and methods of the determination to value of the balance marketing approach on the base of the segment analysis and base expert estimation, for what is formed corresponding to about-gram for COMPUTER realizing specified approaches.

  17. Challenges facing procurement professionals in developing economies: Unlocking value through professional international purchasing

    Directory of Open Access Journals (Sweden)

    Marian Tukuta

    2015-04-01

    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.

  18. [Higher professional education as a means for development in nursing].

    Science.gov (United States)

    Alberdi Castell, R

    2000-02-01

    The author reflects on how higher training contributes to development in Nursing, understanding by this term the discipline but also the set of professionals which exercise it. Therefore, the author analyzes those elements which are part of professional development; be this intrinsic, professional discourse, excellent professional exercise, market dominance, syndical capacity or representation. The author ends her article with a very simple proposal: make a world full of care, with a recognition of successes, a correction of errors and a deepening of attitudes.

  19. Reflection of the Development of Professional Graduates Education in China

    Directory of Open Access Journals (Sweden)

    Zhao Jing

    2013-12-01

    Full Text Available The development of professional degree graduates education plays a crucial role in social economy development and the industrial restructuring, promotes academic degrees and graduates education growth and could further ameliorate China's professional degrees education system. Currently, the professional degree graduates education meet with some problems, such as low level of professional degrees education, the scale of development imbalances, lack of innovation in training mode, quality assurance and management system is incomplete, the policy formulated backwardness. As a higher education theory researcher, rational thinking of these problems would help to stimulate the long-term development of professional degree graduates education and to provide educational reference.

  20. Ethical principles for project collaboration between academic professionals or institutions and the biomedical industry.

    Science.gov (United States)

    Riis, Povl

    2012-01-01

    Ethics in biomedical research cannot be defined by etymology, and need a semantic definition based on national and contemporary values. In a Nordic cultural and historic context, key values are solidarity with one's fellow man, equality, truth, justice, responsibility, freedom, and professionalism. In contemporary medical research, such ethics are further subgrouped into research ethics, researcher ethics, societal ethics, and distributive ethics. Lately, public and academic debates have addressed the necessary strengthening of the ethical concerns and interests of patients and society. Despite considerable progress, common ethical definitions and control systems still lack uniformity or indeed do not exist. Among the cooperative partners involved, the pharmaceutical industry have preserved an important role. The same is true for the overall judgments reflected by the European Forum for Good Clinical Practice, leading peer-reviewed journals, the Nuffield Council on Bioethics for developing nations, and the latest global initiative, the Singapore Statement on Research Integrity. To help both institutions and countries, it will be valuable to include the following information in academia-industry protocols before starting a project: international authorship names; fixed agendas and time schedules for project meetings; chairperson shifts, meeting reports, and project plan changes; future author memberships; equal blinding and data distribution from disciplinary groups; an equal plan for exchange of project manuscripts at the proofing stage; contractual descriptions of all procedures, disagreements, publishing rights, prevention, and controls for suspected dishonesty; and a detailed description of who is doing what in the working process.

  1. 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.

  2. The importance of making progress in teacher professional development

    OpenAIRE

    Stamatović, Jelena; Kundačina, Milenko

    2014-01-01

    Professional development of teachers depends on many conditions, but the most distinguished ones are teachers' motivation and their opportunities for development and advancement. Quality planning of professional teacher development contributes to better development of school and teachers. This paper presents research that is aimed to acquire knowledge on important issues related to the promotion of teachers in professional development. The study sample consisted of 786 primary and secondary s...

  3. 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. British Veterinary Association.

  4. A Model for Effective Professional Development of Formal Science Educators

    Science.gov (United States)

    Bleacher, L. V.; Jones, A. J. P.; Farrell, W. M.

    2015-01-01

    The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

  5. A Model for Effective Professional Development of Formal Science Educators

    Science.gov (United States)

    Bleacher, L.; Jones, A. P.; Farrell, W. M.

    2015-12-01

    The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

  6. The Institutional Paradigm of Human Capital Development

    Directory of Open Access Journals (Sweden)

    Kolomiiets Viktoriia М.

    2018-03-01

    Full Text Available The formation of the modern conception of human capital is connected with the development of post-industrial information society, knowledge economy and digital economy. The main role in analyzing of the content and role of human capital can play a new institutional economic theory. It is determined that the methodology of research of paradigm change in economic science remains the subject of discussion. The conception of institutional paradigm of human capital development can be attributed to the new economy, the development of which is carried out on the condition that the employee is not always alienated from the relationships of ownership: he himself becomes the owner of the «new» economic resources. The factors of education along with the factors of health care which are determining in the development of human capital are researched. Special attention is paid to education, as it acts as an intellectual capital of the new economy, where knowledge and skills become the «intellectual 5D printer», producing the modern human capital. The transition to a new, post-industrial economy is characterized by a major long-term tendency: the progress of knowledge and the increasing complexity of the socio-economic life; created by powerful factors of information and computer technologies and leading to expansion of global economic space.

  7. Secondary science teachers' view toward and classroom translation of sustained professional development

    Science.gov (United States)

    Lewis, Elizabeth Blake

    This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

  8. Reflection and Professional Identity Development in Design Education

    Science.gov (United States)

    Tracey, Monica W.; Hutchinson, Alisa

    2018-01-01

    Design thinking positions designers as the drivers of the design space yet academic discourse is largely silent on the topic of professional identity development in design. Professional identity, or the dynamic narratives that individuals construct and maintain to integrate their personal qualities with professional responsibilities, has not been…

  9. Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

    Science.gov (United States)

    Sondgerath, Travis

    2016-01-01

    The study discussed in this article sought to identify cross-program professional development needs of county-based Extension professionals (field educators). The study instrument was completed by 105 county-based Extension professionals. Interdisciplinary topics, such as program evaluation and volunteer management, were identified as subjects of…

  10. Development of Professional Teacher Competences for Cooperation with Parents

    Science.gov (United States)

    Viskovic, Ivana; Višnjic Jevtic, Adrijana

    2017-01-01

    Based on the belief that professional competences can partially be developed through professional training a cycle of ten educational workshops was designed. Combining theoretical knowledge, quality practice examples and discussions, the workshops strived to improve professional teacher competences. The assumed outcome was determined by difference…

  11. [Hospital biomedical research through the satisfaction of a Health Research Institute professionals].

    Science.gov (United States)

    Olmedo, C; Plá, R; Bellón, J M; Bardinet, T; Buño, I; Bañares, R

    2015-01-01

    A Health Research Institute is a powerful strategic commitment to promote biomedical research in hospitals. To assess user satisfaction is an essential quality requirement. The aim of this study is to evaluate the professional satisfaction in a Health Research Institute, a hospital biomedical research centre par excellence. Observational study was conducted using a satisfaction questionnaire on Health Research Institute researchers. The explored dimensions were derived from the services offered by the Institute to researchers, and are structured around 4 axes of a five-year Strategic Plan. A descriptive and analytical study was performed depending on adjustment variables. Internal consistency was also calculated. The questionnaire was completed by 108 researchers (15% response). The most valued strategic aspect was the structuring Areas and Research Groups and political communication and dissemination. The overall rating was 7.25 out of 10. Suggestions for improvement refer to the need for help in recruitment, and research infrastructures. High internal consistency was found in the questionnaire (Cronbach alpha of 0.9). So far research policies in health and biomedical environment have not been sufficiently evaluated by professionals in our field. Systematic evaluations of satisfaction and expectations of key stakeholders is an essential tool for analysis, participation in continuous improvement and advancing excellence in health research. Copyright © 2015 SECA. Published by Elsevier Espana. All rights reserved.

  12. THE OCCUPATIONAL STRESS ON HEALTH’S PROFESSIONALS TO LEGAL MEDICAL INSTITUTE LEONIDIO RIBEIRO, FEDERAL DISTRICT - BRAZIL

    Directory of Open Access Journals (Sweden)

    P. C. Quaresma

    2016-02-01

    Full Text Available Occupational stress is defined as a psychological syndrome resulting in chronic interpersonal stressors at work and characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. It is observed that the pressures generated by continuous social and economic changes have made the individual more vulnerable to psychosomatic and organic pathologies. As a condition with high incidence rate you have, the stress has a negative impact on occupational life of the individual. This study was conducted on health-care workers of the LMI (Legal Medical Institute of the Federal District, Brazil; who work in the areas of anatomy, nursing, laboratory, radiology and medicine and is justified by the development of professional activities. The methodology used in this article was a descriptive study with a qualitative and quantitative approach as a tool for data collection was used a structured questionnaire with closed questions about the activities that will evoke stress on work activities. Fourty-nine per cent have more than 10 years of service time and 54.7 % (n = 53, rank among medium and high load stress suffering. The answers on the elements that are evocative of stress, 75 % think that 'deal with the pain of the family', with 51 % and 'removal of corpses in hard-to access/dangerous', with 24%, the most important stressors. We can consider that the occupational stress experienced by professionals in DF, Brazil, LMI should not be ignored by the institution , since its employees are subject to a great physical and mental load, which, if ignored even for short periods, may, at some point, lead to depletion of capacity for work, causing losses in the professional quality of life and, consequently, reduced the productivity of the institution as a result of increased absence professional.

  13. Institutional research and development, FY 1988

    International Nuclear Information System (INIS)

    1988-01-01

    The Laboratory's Institutional Research and Development (IR and D) Program was established in 1984 to foster exploratory work to advance science and technology, disciplinary research to develop innovative solutions to support our national defense and energy missions. In FY 1988, the IR and D Program was funded by a 2% assessment on the Laboratory's operating budget. Our policy is to use these funds for researching innovative ideas in LLNL's areas of expertise and for developing new areas of expertise that we perceive to be in the national interest. The technical and scientific accomplishments of each project and of each institute funded this year are presented in this report. The projects were selected because they are expected to advance research in important areas that are too basic or too time consuming to be funded by the developmental programs or because they are somewhat risky projects that have the promise of high payoff. We are continually reappraising the IR and D Program. In particular, we seek new candidates for the Director's Initiatives, and we constantly reassess the work in progress. Each year, we make adjustments to further the Laboratory's policy of using the IR and D Program to fund innovative ideas with high potential for enhancing programmatic activities of national importance

  14. Institutional research and development, FY 1988

    Energy Technology Data Exchange (ETDEWEB)

    1988-01-01

    The Laboratory's Institutional Research and Development (IR and D) Program was established in 1984 to foster exploratory work to advance science and technology, disciplinary research to develop innovative solutions to support our national defense and energy missions. In FY 1988, the IR and D Program was funded by a 2% assessment on the Laboratory's operating budget. Our policy is to use these funds for researching innovative ideas in LLNL's areas of expertise and for developing new areas of expertise that we perceive to be in the national interest. The technical and scientific accomplishments of each project and of each institute funded this year are presented in this report. The projects were selected because they are expected to advance research in important areas that are too basic or too time consuming to be funded by the developmental programs or because they are somewhat risky projects that have the promise of high payoff. We are continually reappraising the IR and D Program. In particular, we seek new candidates for the Director's Initiatives, and we constantly reassess the work in progress. Each year, we make adjustments to further the Laboratory's policy of using the IR and D Program to fund innovative ideas with high potential for enhancing programmatic activities of national importance.

  15. Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

    Science.gov (United States)

    Armour, Kathleen M.; Yelling, Martin

    2004-01-01

    This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

  16. 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…

  17. Teacher Professional Learning: Developing with the Aid of Technology

    Science.gov (United States)

    Kyprianou, Marianna; Nikiforou, Eleni

    2016-01-01

    Education is a field that constantly changes, which dictates the need for continuing teacher professional learning and development. Teacher professional learning and development can be divided into two categories: formal learning/ development and informal learning/development. This paper focuses on the experience of the presenters as coordinators…

  18. Development and validation of a nursing professionalism evaluation model in a career ladder system.

    Science.gov (United States)

    Kim, Yeon Hee; Jung, Young Sun; Min, Ja; Song, Eun Young; Ok, Jung Hui; Lim, Changwon; Kim, Kyunghee; Kim, Ji-Su

    2017-01-01

    The clinical ladder system categorizes the degree of nursing professionalism and rewards and is an important human resource tool for managing nursing. We developed a model to evaluate nursing professionalism, which determines the clinical ladder system levels, and verified its validity. Data were collected using a clinical competence tool developed in this study, and existing methods such as the nursing professionalism evaluation tool, peer reviews, and face-to-face interviews to evaluate promotions and verify the presented content in a medical institution. Reliability and convergent and discriminant validity of the clinical competence evaluation tool were verified using SmartPLS software. The validity of the model for evaluating overall nursing professionalism was also analyzed. Clinical competence was determined by five dimensions of nursing practice: scientific, technical, ethical, aesthetic, and existential. The structural model explained 66% of the variance. Clinical competence scales, peer reviews, and face-to-face interviews directly determined nursing professionalism levels. The evaluation system can be used for evaluating nurses' professionalism in actual medical institutions from a nursing practice perspective. A conceptual framework for establishing a human resources management system for nurses and a tool for evaluating nursing professionalism at medical institutions is provided.

  19. Professional values, job satisfaction, career development, and intent to stay.

    Science.gov (United States)

    Yarbrough, Susan; Martin, Pam; Alfred, Danita; McNeill, Charleen

    2017-09-01

    Hospitals are experiencing an estimated 16.5% turnover rate of registered nurses costing from $44,380 - $63,400 per nurse-an estimated $4.21 to $6.02 million financial loss annually for hospitals in the United States of America. Attrition of all nurses is costly. Most past research has focused on the new graduate nurse with little focus on the mid-career nurse. Attrition of mid-career nurses is a loss for the profession now and into the future. The purpose of the study was to explore relationships of professional values orientation, career development, job satisfaction, and intent to stay in recently hired mid-career and early-career nurses in a large hospital system. A descriptive correlational study of personal and professional factors on job satisfaction and retention was conducted. Participants and research context: A convenience sample of nurses from a mid-sized hospital in a metropolitan area in the Southwestern United States was recruited via in-house email. Sixty-seven nurses met the eligibility criteria and completed survey documents. Ethical considerations: Institutional Review Board approval was obtained from both the university and hospital system. Findings indicated a strong correlation between professional values and career development and that both job satisfaction and career development correlated positively with retention. Newly hired mid-career nurses scored higher on job satisfaction and planned to remain in their jobs. This is important because their expertise and leadership are necessary to sustain the profession into the future. Nurse managers should be aware that when nurses perceive value conflicts, retention might be adversely affected. The practice environment stimulates nurses to consider whether to remain on the job or look for other opportunities.

  20. Defense Threat Reduction Agency > Careers > Professional Development

    Science.gov (United States)

    Integration Command Senior Enlisted Leader Media News News Archive Strategic Plan Videos Mission Research Support Center Contact Us FAQ Sheet Links Success Stories Contracts Business Opportunities Current Justifications & Approvals Careers Who We Are Our Values Strategic Recruiting Programs Professional

  1. Professional masters in science education: structure, specificity, effectivity and teaching professional development

    Directory of Open Access Journals (Sweden)

    Alberto Villani

    2017-04-01

    Full Text Available Historically teacher education constituted an important object of study and actions in the field of Science education. Between these actions, the professional masters (PM in Science education represent one of the most challenging and broader movements in teacher training up to this moment. However, the literature in the field is still rare and dispersed. Considering the complexity of this project and its singularity as a case of teacher training, due to its standard orientations, its large volume of people and institutions involved, it is important and necessary to produce a wider view of this initiative that has a history of 15 years and was characterized by many disagreements and changes. One of the possibilities to produce this wider view is through a state of art that organize and analyse the actual production in this field. In order to monitor these contributions we conducted a study such as “State of Art” based on the meta analysis guidance, thus, though a critical analysis we faced the challenge to discuss the scientific production on this theme. Therefore, we searched in all journals of education and science education, evaluated as A1 to B4 at Qualis/Capes published from 2000 to 2015, for articles published on this theme and selected 26 to analyse. Based on the empirical analysis of this corpus two categories were defined a-posteriori, representing the main themes whereupon the articles aimed to contribute: the wider nature of PM courses – structure, specificity and efectivity; and the Professional Master in Science Teaching (PMST and the professional development. The first category allowed us to identify the characteristics of the PM courses based on their curricular structure, faculty and educational projects. We highlight the fact that, since its creation, the PMST carry controversies about its singular characteristics. The opposition between its goals and the academic master in science teaching are constantly being used to find

  2. 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.

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

    OpenAIRE

    Kathleen P. King

    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...

  4. Professional Development in Remote Sensing for Community College Instructors

    Science.gov (United States)

    Allen, J. E.; Cruz, C.

    2014-11-01

    The ingredients for the highly successful, ongoing educator professional development program, "Integrated Geospatial Education and Technology Training-Remote Sensing (iGETT-RS)" came into place in 2006 when representatives of public and private organizations convened a two-day workshop at the National Science Foundation (NSF) to explore issues around integrating remote sensing with Geographic Information Systems (GIS) instruction at two-year (community and Tribal) colleges. The results of that 2006 workshop informed the shape of a grant proposal, and two phases of iGETT-RS were funded by NSF's Advanced Technological Education Program (NSF DUE #0703185, 2007-2011, and NSF DUE #1205069, 2012-2015). 76 GIS instructors from all over the country have been served. Each of them has spent 18 months on the project, participating in monthly webinars and two Summer Institutes, and creating their own integrated geospatial exercises for the classroom. The project will be completed in June 2015. As the external evaluator for iGETT expressed it, the impact on participating instructors "can only be described as transformative." This paper describes how iGETT came about, how it was designed and implemented, how it affected participants and their programs, and what has been learned by the project staff about delivering professional development in geospatial technologies for workforce preparedness.

  5. 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.

  6. A blended learning framework for curriculum design and professional development

    Directory of Open Access Journals (Sweden)

    Negin Mirriahi

    2015-10-01

    Full Text Available The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics’ low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.

  7. United States Army Officer Professional Development: Black Officers' Perspectives

    National Research Council Canada - National Science Library

    Johnson, Craig

    1997-01-01

    .... Even so, they have not fared statistically as well as their majority contemporaries. These statistics pose interesting questions about black officer professional development and career progress...

  8. Professional development of teaching staff for the international higher education environment

    NARCIS (Netherlands)

    van der Werf, Els; van der Poel, Marcel H.

    The professional development of teaching staff in relation to the internationalisation of higher education institutions has not received the attention that it deserves from managers in higher education. This requires an HRM policy that explicitly addresses the issue of competence development of

  9. UPDATE OF PEDAGOGICAL VALUES IN THE PROCESS OF YOUNG TEACHERS’ PROFESSIONAL DEVELOPMENT

    OpenAIRE

    Striguna, Santa

    2015-01-01

    There are values in every profession that are used by its representatives in their professional activity. Such values are important to those working in education, too. The actualization of educational values is to be especially emphasized in the professional development of young teachers. Educational institutions serve as examples for modeling of acquisition and implementation of values and attitudes, for pedagogy implies values later mastered by society. In order to ensure optimal results of...

  10. The Institute for School Administrators: A Program for Professional and Personal Growth. Conceptualization and Assessment.

    Science.gov (United States)

    Reed, Rodney J.

    The annual Institute for School Administrators, founded on Maslow's hierarchy of needs and Knowles' theory of adult learning, was initiated in 1979 at the University of California, Berkeley. After identifying participants' needs, a panel of school administrators and university professors develop the annual program. The Institute's general goals…

  11. Critical Friends Group for EFL Teacher Professional Development

    Science.gov (United States)

    Vo, Long Thanh; Nguyen, Hoa Thi Mai

    2010-01-01

    For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do…

  12. A case study of continuing teacher professional development ...

    African Journals Online (AJOL)

    We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science ...

  13. Continuing Professional Development (CPD) of the nuclear and radiation professional engineers

    International Nuclear Information System (INIS)

    Sasaki, Satoru

    2016-01-01

    Professional Engineer is the national qualification stipulated by the Professional Engineer Act. A Professional Engineer in this Act means a person who conducts business on matters of planning, research, design, analysis, testing, evaluation or guidance thereof, which requires application of extensive scientific and technical expertise, and has three obligation and two responsibility related to engineer ethic. A technical discipline for nuclear and radiation technology in 2004, was established for the purpose of upgrading the skills of engineers in nuclear technology fields, utilizing their ability in nuclear safety regulation fields, and further strengthening safety management system in each entity. The activity of the nuclear and radiation professional engineers for the past 10 years was evaluated. For the next ten years, awareness of the role of the professional engineer to talk with general public is needed, and it is important to continue professional development. (author)

  14. Towards Content Development For Institutional Digital Repository ...

    African Journals Online (AJOL)

    The growth in Information and Communication Technology has lead to the emergence of Institutional Digital Repository, a digital archive for the preservation and dissemination of institutional research outputs. Institutional Digital Repositories make possible global dissemination of research outputs through the use of the ...

  15. Ethical principles for project collaboration between academic professionals or institutions and the biomedical industry

    Directory of Open Access Journals (Sweden)

    Riis P

    2012-04-01

    Full Text Available Povl Riis Age Forum, State Board for Research and Age Policies, Odense, DenmarkAbstract: Ethics in biomedical research cannot be defined by etymology, and need a semantic definition based on national and contemporary values. In a Nordic cultural and historic context, key values are solidarity with one's fellow man, equality, truth, justice, responsibility, freedom, and professionalism. In contemporary medical research, such ethics are further subgrouped into research ethics, researcher ethics, societal ethics, and distributive ethics. Lately, public and academic debates have addressed the necessary strengthening of the ethical concerns and interests of patients and society. Despite considerable progress, common ethical definitions and control systems still lack uniformity or indeed do not exist. Among the cooperative partners involved, the pharmaceutical industry have preserved an important role. The same is true for the overall judgments reflected by the European Forum for Good Clinical Practice, leading peer-reviewed journals, the Nuffield Council on Bioethics for developing nations, and the latest global initiative, the Singapore Statement on Research Integrity. To help both institutions and countries, it will be valuable to include the following information in academia–industry protocols before starting a project: international authorship names; fixed agendas and time schedules for project meetings; chairperson shifts, meeting reports, and project plan changes; future author memberships; equal blinding and data distribution from disciplinary groups; an equal plan for exchange of project manuscripts at the proofing stage; contractual descriptions of all procedures, disagreements, publishing rights, prevention, and controls for suspected dishonesty; and a detailed description of who is doing what in the working process.Keywords: ethics, collaboration, academia, biomedical industry

  16. THE USAGE OF CLOUD SERVICES IN THE PROCESS OF PROFESSIONAL TRAINING OF PROGRAMMERS AT HIGHER EDUCATIONAL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Spirin O.

    2017-12-01

    Full Text Available In the article the state of the art and the main tendencies of cloud computing development are analyzed. The importance of cloud technologies application in education is grounded. The directions of their appliance are examined in higher education, in particular as for the creation of the cloud-oriented learning scientific environment at educational institutions. The advantages of transfer of IT-infrastructure of higher educational institutions into the cloud form are shown (the economy of funds for purchase of software and renovation of computer database; the reduction of the need for specially equipped premises; the creation of an open educational environment. The main directions of the research study of cloud technologies application in the process of professional training of programmers are characterized, among them there are: 1 formation of skills of the cloud services use for the professional tasks solving; 2 formation of skills of the development of cloud applications, deployment of cloud infrastructure, cloud applications and data bases security support. The description of cloud services that can be used in the process of programming learning and usage of training projects (Ideone, Codenvy, DbDesigner are provided. The brief description of the possibilities of the Amazon platform usage for formation of cloud software development skills is provided.

  17. Twitter and Public Health (Part 1): How Individual Public Health Professionals Use Twitter for Professional Development.

    Science.gov (United States)

    Hart, Mark; Stetten, Nichole E; Islam, Sabrina; Pizarro, Katherine

    2017-09-20

    The use of social networking sites is increasingly being adopted in public health, in part, because of the barriers to funding and reduced resources. Public health professionals are using social media platforms, specifically Twitter, as a way to facilitate professional development. The objective of this study was to identify public health professionals using Twitter and to analyze how they use this platform to enhance their formal and informal professional development within the context of public health. Keyword searches were conducted to identify and invite potential participants to complete a survey related to their use of Twitter for public health and professional experiences. Data regarding demographic attributes, Twitter usage, and qualitative information were obtained through an anonymous Web-based survey. Open-response survey questions were analyzed using the constant comparison method. "Using Twitter makes it easier to expand my networking opportunities" and "I find Twitter useful for professional development" scored highest, with a mean score of 4.57 (standard deviation [SD] 0.74) and 4.43 (SD 0.76) on a 5-point Likert scale. Analysis of the qualitative data shows the emergence of the following themes for why public health professionals mostly use Twitter: (1) geography, (2) continuing education, (3) professional gain, and (4) communication. For public health professionals in this study, Twitter is a platform best used for their networking and professional development. Furthermore, the use of Twitter allows public health professionals to overcome a series of barriers and enhances opportunities for growth. ©Mark Hart, Nichole E Stetten, Sabrina Islam, Katherine Pizarro. Originally published in JMIR Public Health and Surveillance (http://publichealth.jmir.org), 20.09.2017.

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

    Science.gov (United States)

    Kostina, Ludmyla

    2015-01-01

    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…

  19. Professional Training of Social Workers: Development of Professionally Significant Qualities in the Future Social Workers

    Science.gov (United States)

    Minzhanov, Nurlan A.; Ertysbaeva, Gaukhar N.; Abdakimova, Madina K.; Ishanov, Pirmagambet Z.

    2016-01-01

    Today, the traditional approach to professional training is obsolete. This problem has determined the need to create new didactic forms related to the organization of training in the modern education system. The purpose of this study was to analyze possible development of professionally important qualities and abilities in the future social care…

  20. 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…

  1. National financial institutions and technological development

    Energy Technology Data Exchange (ETDEWEB)

    Ramesh, J

    1979-12-01

    The impact of technological policies on non-technological institutions is examined to see what some of the side effects are and how they can serve the needs of the local financial and productive sector. The interrelationships of the national financial systems with government departments, local infrastructure, local private sector, and international financing agencies are examined in the historical context of several development projects. The wrong emphasis is shown to be used by many technological planners, whose first consideration should be to build a loca planning and investment capability and to train local human resources to assume a decision-making role. The neglect seen in India, Brazil, and other countries is traced to the motivation of the industrial enterprises. A more-suitable technological policy could introduce the concepts of loan evaluation on the basis of technological criteria and fiscal incentives. 24 references, 1 figure, 4 tables. (DCK)

  2. Resilience and professional development for primary school teachers

    OpenAIRE

    Dulc, Tjaša

    2016-01-01

    A teacher’s professional role is becoming more and more demanding, therefore resiliency has become one of the important aspects of the quality of a teacher’s work and their professional development. Resiliency in the teaching environment means not only resistance from stress but also knowing how to face it. Despite teachers’ taking part in several courses that help them grow professionally and develop themselves, there remains a question in what extent and in what way these courses help teach...

  3. 77 FR 37742 - Community Development Financial Institutions Fund

    Science.gov (United States)

    2012-06-22

    ... DEPARTMENT OF THE TREASURY Community Development Financial Institutions Fund Funding Opportunity... pending for assistance under the FY 2012 round of the Community Development Financial Institutions Program... of the BEA Program. The BEA Program is administered by the Community Development Financial...

  4. The land management paradigm for institutional development

    DEFF Research Database (Denmark)

    Enemark, Stig

    2006-01-01

    Land management is the process by which the resources of land are put into good effect. Land management encompasses all activities associated with the management of land that are required to achieve sustainable development. The concept of land includes properties and natural resources and thereby...... land related data. It is argued that development of such a model is important or even necessary for facilitating a holistic approach to the management of land as the key asset of any nation or jurisdiction.......Land management is the process by which the resources of land are put into good effect. Land management encompasses all activities associated with the management of land that are required to achieve sustainable development. The concept of land includes properties and natural resources and thereby...... encompasses the total natural and built environment. Land Administration Systems (LAS) are institutional frameworks complicated by the tasks they must perform, by national cultural, political and judicial settings, and by technology. This paper facilitates an overall understanding of the land management...

  5. TTI Phase 2 Institutional Support: Sustainable Development Policy ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    TTI Phase 2 Institutional Support: Sustainable Development Policy Institute. This funding will strengthen the Sustainable Development Policy Institute's (SDPI) role as a credible public policy institution in Pakistan by enhancing its ability to provide high-quality, influential, and policy-relevant research. About the Sustainable ...

  6. The Development of Professional Values of Journalists.

    Science.gov (United States)

    Becker, Lee B.; And Others

    To determine the impact of college and professional experiences on journalists, interviews were conducted with graduating journalism majors at three universities in the springs of 1980 through 1982. Follow-up questionnaires were mailed in the summer following graduation. In another phase of the project, questionnaires were given to 485 journalists…

  7. A Professional Mode of the Transformation of Sci-tech Achievements in Scientific Research Institutions of Tianjin City

    Directory of Open Access Journals (Sweden)

    Qiang Fu

    2014-02-01

    Full Text Available There are too many scientific research institutions in Tianjin, and the scientific research activities are very active. The transformation of Sci-tech achievements is badly in need of a set of suitable and standardized mode, and how to establish this kind of mode is an important problem faced by researchers of Tianjin Sci-tech development. Based on analyzing the situation in Tianjin research activities, the paper proposes a way to solving this problem--the professional mode of the transformation of Sci-tech achievements, illustrates the connotation of the professional mode, and describes the implement environment and the specific operation progress. According to the characteristics of factors in Tianjin, such as society, government, market, industrial technology and so on, the paper designs the professional mode of the transformation of Sci-tech achievements, which is suitable for the characteristics of Tianjin, and which plays an important role in promoting the development of the productive force in science and technology of Tianjin.

  8. Using Learning Trajectories for Teacher Learning to Structure Professional Development

    Science.gov (United States)

    Bargagliotti, Anna E.; Anderson, Celia Rousseau

    2017-01-01

    As a result of the increased focus on data literacy and data science across the world, there has been a large demand for professional development in statistics. However, exactly how these professional development opportunities should be structured remains an open question. The purpose of this paper is to describe the first iteration of a design…

  9. 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…

  10. Teachers as Learners: Implications of Adult Education for Professional Development

    Science.gov (United States)

    Beavers, Amy

    2009-01-01

    Effective communication with teachers is a critical element of any successful professional development. Teachers are the foundational component of any educational system. It is vital that adequate attention is focused on appropriate and effective training of these teachers. Ideally, professional development offers a means of collaborative support…

  11. 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…

  12. Professional development of teacher educators through informal learning

    NARCIS (Netherlands)

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

    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

  13. 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'…

  14. Standards for Reporting Mathematics Professional Development in Research Studies

    Science.gov (United States)

    Sztajn, Paola

    2011-01-01

    This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. (Contains 2 tables.)

  15. Relational Restorative Justice Pedagogy in Educator Professional Development

    Science.gov (United States)

    Vaandering, Dorothy

    2014-01-01

    What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by…

  16. 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,…

  17. Teacher Perspectives on Literacy and Mathematics Professional Development

    Science.gov (United States)

    Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert

    2018-01-01

    This study examines teacher's perspectives of the most beneficial professional development they have participated in over the last three years in the content areas of literacy and mathematics. It also investigates teachers views on how professional development influences student learning. Specifically, this study is grounded in the following…

  18. Professional Development for Rural and Remote Teachers Using Video Conferencing

    Science.gov (United States)

    Maher, Damian; Prescott, Anne

    2017-01-01

    Teachers in rural and remote schools face many challenges including those relating to distance, isolation and lack of professional development opportunities. This article examines a project where mathematics and science teachers were provided with professional development opportunities via video conferencing to help them use syllabus documents to…

  19. 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

    2017-01-01

    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…

  20. 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…

  1. Facilitating Professional Development for Teachers of English Language Learners

    Science.gov (United States)

    Molle, Daniella

    2013-01-01

    The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

  2. 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…

  3. An Examination of the Relationship between Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs

    Science.gov (United States)

    Garcia Arriola, Alfonso

    In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a

  4. Extended professional development for systemic curriculum reform

    Science.gov (United States)

    Kubitskey, Mary Elizabeth

    Education standards call for adopting inquiry science instruction. Successful adoption requires professional development (PD) to support teachers, increasing the need for research on PD. This dissertation examines the question: What is the influence of high quality, curriculum aligned, long-term group workshops and related practice on teacher learning? I focus on the following subquestions: (1) What is the influence of high quality, curriculum aligned, long-term, group workshops on teacher knowledge and beliefs? (2) What is the impact of the workshops on teacher practice? (3) What is the influence of practice on student response? (4) What is the impact of practice and student response on teacher knowledge and beliefs? I focus on an instance of PD nested within a long-term systemic change initiative, tracing eleven science teachers' learning from workshops and associated enactments. The data included pre and post-unit interviews (n=22), two post-workshop interviews (n=17), workshop observations (n=2), classroom observations (n=24) and student work (n=351). I used mixed-methods analysis. Quantitative analysis measured teacher learning by comparing pre and post-unit interview ratings. Qualitative components included two case study approaches: logic model technique and cross-case synthesis, examining teacher learning within and across teachers. The findings suggested a teacher-learning model incorporating PD, teacher knowledge, beliefs, practice and student response. PD impacts teachers' knowledge by providing teachers with new knowledge, adapting previous knowledge, or convincing them to value existing knowledge they chose not to use. The workshops can influence beliefs, providing teachers with confidence and motivation to adopt the practice. Beliefs can mediate how knowledge manifested itself in practice that, in turn, impacts students' response. Student response influences the teachers' beliefs, either reinforcing or motivating change. This teacher-learning model

  5. Family physicians' professional identity formation: a study protocol to explore impression management processes in institutional academic contexts.

    Science.gov (United States)

    Rodríguez, Charo; Pawlikowska, Teresa; Schweyer, Francois-Xavier; López-Roig, Sofia; Bélanger, Emmanuelle; Burns, Jane; Hugé, Sandrine; Pastor-Mira, Maria Ángeles; Tellier, Pierre-Paul; Spencer, Sarah; Fiquet, Laure; Pereiró-Berenguer, Inmaculada

    2014-09-06

    Despite significant differences in terms of medical training and health care context, the phenomenon of medical students' declining interest in family medicine has been well documented in North America and in many other developed countries as well. As part of a research program on family physicians' professional identity formation initiated in 2007, the purpose of the present investigation is to examine in-depth how family physicians construct their professional image in academic contexts; in other words, this study will allow us to identify and understand the processes whereby family physicians with an academic appointment seek to control the ideas others form about them as a professional group, i.e. impression management. The methodology consists of a multiple case study embedded in the perspective of institutional theory. Four international cases from Canada, France, Ireland and Spain will be conducted; the "case" is the medical school. Four levels of analysis will be considered: individual family physicians, interpersonal relationships, family physician professional group, and organization (medical school). Individual interviews and focus groups with academic family physicians will constitute the main technique for data generation, which will be complemented with a variety of documentary sources. Discourse techniques, more particularly rhetorical analysis, will be used to analyze the data gathered. Within- and cross-case analysis will then be performed. This empirical study is strongly grounded in theory and will contribute to the scant body of literature on family physicians' professional identity formation processes in medical schools. Findings will potentially have important implications for the practice of family medicine, medical education and health and educational policies.

  6. NASA Airborne Astronomy Ambassadors (AAA) Professional Development and NASA Connections

    Science.gov (United States)

    Backman, D. E.; Clark, C.; Harman, P. K.

    2017-12-01

    NASA's Airborne Astronomy Ambassadors (AAA) program is a three-part professional development (PD) experience for high school physics, astronomy, and earth science teachers. AAA PD consists of: (1) blended learning via webinars, asynchronous content learning, and in-person workshops, (2) a STEM immersion experience at NASA Armstrong's B703 science research aircraft facility in Palmdale, California, and (3) ongoing opportunities for connection with NASA astrophysics and planetary science Subject Matter Experts (SMEs). AAA implementation in 2016-18 involves partnerships between the SETI Institute and seven school districts in northern and southern California. AAAs in the current cohort were selected by the school districts based on criteria developed by AAA program staff working with WestEd evaluation consultants. The selected teachers were then randomly assigned by WestEd to a Group A or B to support controlled testing of student learning. Group A completed their PD during January - August 2017, then participated in NASA SOFIA science flights during fall 2017. Group B will act as a control during the 2017-18 school year, then will complete their professional development and SOFIA flights during 2018. A two-week AAA electromagnetic spectrum and multi-wavelength astronomy curriculum aligned with the Science Framework for California Public Schools and Next Generation Science Standards was developed by program staff for classroom delivery. The curriculum (as well as the AAA's pre-flight PD) capitalizes on NASA content by using "science snapshot" case studies regarding astronomy research conducted by SOFIA. AAAs also interact with NASA SMEs during flight weeks and will translate that interaction into classroom content. The AAA program will make controlled measurements of student gains in standards-based learning plus changes in student attitudes towards STEM, and observe & record the AAAs' implementation of curricular changes. Funded by NASA: NNX16AC51

  7. Design and Implementation of a Professional Development Course Series.

    Science.gov (United States)

    Welch, Beth; Spooner, Joshua J; Tanzer, Kim; Dintzner, Matthew R

    2017-12-01

    Objective. To design and implement a longitudinal course series focused on professional development and professional identity formation in pharmacy students at Western New England University. Methods. A four-year, theme-based course series was designed to sequentially and longitudinally impart the values, attributes, and characteristics of a professional pharmacist. Requirements of the course include: goal planning and reflective assignments, submission of "Best Works," attendance at professional meetings, completion of service hours, annual completion of a Pharmacy Professionalism Instrument, attendance at Dean's Seminar, participation in roundtable discussions, and maintenance of an electronic portfolio. Though the Professional Development course series carries no credit, these courses are progression requirements and students are assessed on a pass/fail basis. Results. Course pass rates in the 2015-2016 academic year for all four classes were 99% to 100%, suggesting the majority of students take professional development seriously and are achieving the intended outcomes of the courses. Conclusion. A professional development course series was designed and implemented in the new Doctor of Pharmacy program at Western New England University to enhance the professional identity formation of students.

  8. Institutional strengthening in Egyptian development aid projects

    NARCIS (Netherlands)

    Walbeek, M.M.; Vlotman, W.F.

    2003-01-01

    In recent years Dutch aid projects have focused more on institutional strengthening. The overall impact of this type of aid has been limited. This paper explores possible reasons for this. In Egypt, it appeared to be difficult to make significant changes in the institutional setting. Main

  9. 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.

  10. Social media: The next frontier for professional development in radiography

    International Nuclear Information System (INIS)

    Lawson, Celeste; Cowling, Cynthia

    2015-01-01

    Background: Radiographers are required to undertake professional development in order to maintain registration. Professional development activities can be passive and isolate the practitioner. Social media is an interactive, collaborative, instant form of communication, which potentially addresses these concerns. Objectives: To establish whether the inherent challenges of social media use reduce its feasibility as a platform for professional development in radiography. Methods: A systematic review was undertaken using the PRISMA Guidelines. Academic databases were searched using pre-defined search terms, limits and inclusion criteria. Results: Zero reviewable papers were identified in the field of radiography globally. The search was expanded to “healthcare” and 810 papers were identified. After inclusion criteria and limits were applied, 12 papers were reviewed. Conclusions: Professional development using social media includes higher education, collaboration and networking. Managed with consideration to the inherent risks, social media provides a new means of inclusive professional development. - Highlights: • Professional development in radiography can draw on the benefits of social media. • Benefits of the social media platform are education, collaboration and networking. • Social media can reduce geographic and professional isolation. • Practitioners can share case studies and contribute professional opinions

  11. Collectively Improving Our Teaching: Attempting Biology Department-Wide Professional Development in Scientific Teaching

    Science.gov (United States)

    Owens, Melinda T.; Trujillo, Gloriana; Seidel, Shannon B.; Harrison, Colin D.; Farrar, Katherine M.; Benton, Hilary P.; Blair, J. R.; Boyer, Katharyn E.; Breckler, Jennifer L.; Burrus, Laura W.; Byrd, Dana T.; Caporale, Natalia; Carpenter, Edward J.; Chan, Yee-Hung M.; Chen, Joseph C.; Chen, Lily; Chen, Linda H.; Chu, Diana S.; Cochlan, William P.; Crook, Robyn J.; Crow, Karen D.; de la Torre, José R.; Denetclaw, Wilfred F.; Dowdy, Lynne M.; Franklin, Darleen; Fuse, Megumi; Goldman, Michael A.; Govindan, Brinda; Green, Michael; Harris, Holly E.; He, Zheng-Hui; Ingalls, Stephen B.; Ingmire, Peter; Johnson, Amber R. B.; Knight, Jonathan D.; LeBuhn, Gretchen; Light, Terrye L.; Low, Candace; Lund, Lance; Márquez-Magaña, Leticia M.; Miller-Sims, Vanessa C.; Moffatt, Christopher A.; Murdock, Heather; Nusse, Gloria L.; Parker, V. Thomas; Pasion, Sally G.; Patterson, Robert; Pennings, Pleuni S.; Ramirez, Julio C.; Ramirez, Robert M.; Riggs, Blake; Rohlfs, Rori V.; Romeo, Joseph M.; Rothman, Barry S.; Roy, Scott W.; Russo-Tait, Tatiane; Sehgal, Ravinder N. M.; Simonin, Kevin A.; Spicer, Greg S.; Stillman, Jonathon H.; Swei, Andrea; Timpe, Leslie C.; Vredenburg, Vance T.; Weinstein, Steven L.; Zink, Andrew G.; Kelley, Loretta A.; Domingo, Carmen R.; Tanner, Kimberly D.

    2018-01-01

    Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching…

  12. 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

  13. The Digital Learning Transition MOOC for Educators: Exploring a Scalable Approach to Professional Development

    Science.gov (United States)

    Kleiman, Glenn M.; Wolf, Mary Ann; Frye, David

    2013-01-01

    In conjunction with the relaunch of the Digital Learning Transition (DLT) Massive Open Online Course for Educatos (MOOC-Ed) in September 2013, the Alliance and the Friday Institute released "The Digital Learning Transition MOOC for Educators: Exploring a Scalable Approach to Professional Development", a new paper that describes the…

  14. 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…

  15. The Impact of a Teacher Professional Development Program on Student Engagement

    Science.gov (United States)

    Powers, Kristin; Shin, Seon-Hi; Hagans, Kristi S.; Cordova, Monica

    2015-01-01

    Student engagement is associated with many positive outcomes, including academic achievement, school persistence, and social-emotional well-being. The present study examined whether the Freedom Writers Institute, a professional development program designed to improve teachers' skills in creating personalized learning environments, can increase…

  16. Museum-Based Teacher Professional Development: Peabody Fellows in Earth Science

    Science.gov (United States)

    Pickering, Jane; Ague, Jay J.; Rath, Kenneth A.; Heiser, David M.; Sirch, James N.

    2012-01-01

    The Peabody Fellows in Earth Science program was a professional development opportunity for middle and high school teachers to enhance their knowledge of, and teaching skills in, the Earth sciences. It combined a summer institute and academic year workshops with the production of new curricular resources on the interpretation of landforms in…

  17. Development of a Professional Certification in Cancer Patient Education.

    Science.gov (United States)

    Papadakos, Janet; D'souza, Anna; Masse, Adeline; Boyko, Susan; Clarke, Susan; Giuliani, Meredith; MacKinnon, Keira; McBain, Sarah; McCallum, Meg; MacVinnie, Jan; Papadakos, Tina

    2018-04-19

    Patient educators come into the field from diverse professional backgrounds and often lack training in how to teach and develop patient education resources since no formal patient education professional certification program exists. A professional certification program for patient educators would further define the professional scope of practice and reduce variability in performance. The purpose of this study was to (1) determine the level of interest among Canadian cancer patient educators in a patient education professional certification program and (2) determine the competencies to be included in the professional certification program. A 12-item survey was designed by executive members of the Canadian Chapter of the Cancer Patient Education Network. The survey included a list of competencies associated with patient education, and a 4-point Likert scale ranging from "slightly important" to "very important" was used to determine the rank of each competency. The survey was sent to 53 patient educators across Canada. Ninety-two percent of the patient educators are interested in a professional certification program. Patient educators indicated that competencies related to developing patient resources, collaboration, plain language expertise, and health literacy were of most importance. Patient educators support the development of a patient education professional certification program and endorsed the competencies proposed. This information provides the foundation for the creation of a professional certification program for cancer patient educators.

  18. Evaluating a Graduate Professional Development Program for Informal Science Educators

    Science.gov (United States)

    Lake, Jeremy Paul

    This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate's predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners' growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course

  19. Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

    Science.gov (United States)

    Svendsen, Bodil

    2016-01-01

    The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

  20. A Proposed Framework of Institutional Research Development Phases

    Science.gov (United States)

    Bosch, Anita; Taylor, John

    2011-01-01

    Globally, research has become a key driver for the achievement of status and the procurement of funding for higher education institutions. Although there is mounting pressure on institutions to become research active, many institutions are rooted in a strong tradition of teaching. These institutions find it challenging to develop research capacity…

  1. 76 FR 67021 - Community Development Financial Institutions Fund

    Science.gov (United States)

    2011-10-28

    ... DEPARTMENT OF THE TREASURY Community Development Financial Institutions Fund Proposed Collection...)). Currently, the Community Development Financial Institutions Fund (the ``CDFI Fund'') within the Department... Development Financial Institutions Fund, U.S. Department of the Treasury, 601 13th Street NW., Suite 200 South...

  2. Institutional opportunities and constraints to biomass development

    International Nuclear Information System (INIS)

    Costello, R.; Finnell, J.

    1998-01-01

    This paper examines a number of institutional opportunities and constraints applicable to biomass as well as other renewable energy technologies. Technological progress that improves performance or increases system efficiencies can open doors to deployment; however, market success depends on overcoming the institutional challenges that these technologies will face. It can be far more difficult to put into place the necessary institutional mechanisms which will drive these commercialization efforts. The keys to the successful implementation of energy technologies and, in particular, biomass power technologies, are issues that can be categorized as: (1) regulatory; (2) financial; (3) infrastructural; and (4) perceptual. (author)

  3. The development of integrated service centre system for professional teachers empowerment in North Sumatera

    Science.gov (United States)

    Gultom, S.; Simanjorang, M. M.; Muchtar, Z.; Mansyur, A.

    2018-03-01

    Based on Act number 12 in year 2012 the function of higher education is related to individual, social community, knowledge and technology development. Hence, higher education providers need to think and develop policies in order to improve their service and fulfil the higher education function. As part of the effort to fulfil its function Universitas Negeri Medan (Unimed), which historically was a pre-service teacher training institute, should has a special interest on improving teachers’ professionalism. The Act number 14 in year 2005 described requirements for professional teacher, including academic qualification and set of competencies possessed by the teacher. The Act also guaranties teachers’ right to have opportunities for improving their competencies and academic qualification through training and other professionalism development programme. The question is how this guarantee can be implemented. In order to answer this question a developmental study has been done which aimed on developing an integrated service centre system for professional teachers empowerment. As the name implies, this integrated service centre system is expected to be a real manifestation of Unimed’s support towards the improvement of professional teachers quality, which in the end will boils down to the improvement of national education services quality. The result of this study is an integrated service centre system for professional teachers empowerment that fulfils the professionalism principles described in the Act number 14 in year 2005, which has been developed by considering problems faced by and also supports needed by teachers post certification programme.

  4. Two Views on Institutions and Development: The Grand Transition vs the Primacy of Institutions

    DEFF Research Database (Denmark)

    Gundlach, Erich; Paldam, Martin

    The Grand Transition (GT) view claims that economic development is causal to institutional development, and that many institutional changes can be understood as tran¬sitions occurring at roughly the same level (zones) of development. The Primacy of Insti¬tu¬tions (PoI) view claims that economic d...... as the key strategy for the economic development of poor countries....

  5. Analysis of the occupational therapist’s activities as a professional adviser in the professional rehabilitation service of the National Institute of Social Security (INSS

    Directory of Open Access Journals (Sweden)

    Etiene Cerutti Louzada

    2017-12-01

    Full Text Available Introduction: The INSS Professional Rehabilitation Service (PR underwent several changes, especially those that occurred with the creation of the SUS and the withdrawal of any kind of health care from the institute. In 2008, with the revitalization of the service, several occupational therapists joined the institution, but remained a model of action without focusing on health care and without valuing the professional specificity. This form of intervention has been causing discussions about the work of these professionals, implied by the lack of literature that bases their interventions and strengthens the maintenance of their professional identity within this new scenario. Objective: To investigate the relationship between Occupational Therapy and the role played by occupational therapists in the INSS PR service. Method: Qualitative research of the exploratory type, being observed the performance of an occupational therapist of the Executive Management Recife/PE, Responsible for Professional Orientation. Results: It was verified that in the INSS, the occupational therapist employs many specificities of its profession, which are related to: objective (emancipation of the individual and insertion on work activity, object (human doing, occupational performance, instrument (analysis of the labor activity and workstation. In addition, it was noticed that the social security context exerts some limitations in the occupational therapeutic action, within the scope of the institutional norms of management and of conducting the professional doing in the RP. Conclusion: Relationships between Occupational Therapy and function of Responsible for Professional Orientation of INSS were established, indicating ways for a practice based on the theoretical bases of the profession. It is recommended to conduct researches in the area that analyze the performance of this professional and the impact of their interventions in the replacement of INSS policyholders in

  6. 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…

  7. Enabling Adaptive System Leadership: Teachers Leading Professional Development

    Science.gov (United States)

    Boylan, Mark

    2018-01-01

    Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity…

  8. Developing a Professional Learning Community among Preservice Teachers

    Science.gov (United States)

    Bond, Nathan

    2013-01-01

    This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

  9. Dance Educator Enrichment Program (DEEP): A Model for Professional Development

    Science.gov (United States)

    Sofras, Pamela Anderson; Emory-Maier, Ambre

    2005-01-01

    In 2001, North Carolina Dance Theatre, The University of North Carolina at Charlotte, and the Charlotte-Mecklenburg School system joined forces to create a multidimensional, professional development program for dance professionals (teachers and artists) in the public schools called, The Dance Educator Enrichment Program (DEEP). DEEP was designed…

  10. Reviewing a Reading Program: Professional Development Module. Facilitator's Guide

    Science.gov (United States)

    Kosanovich, Marcia; Jordan, Georgia; Arndt, Elissa; VanSciver, Mary; Wahl, Michelle; Rissman, Lila

    2008-01-01

    This "Facilitator's Guide" has been prepared for presenters of the Reviewing a Reading Program professional development training. It is one of three pieces comprising a suite of materials on reviewing reading programs: this "Guide", the "Reviewing a Reading Program Participant's Guide" and the "Reviewing a Reading Program" Professional Development…

  11. The Impact of Professional Development Schools on Teacher Leadership

    Science.gov (United States)

    Cosenza, Michael N.

    2010-01-01

    Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Studies have shown that teachers who feel empowered as leaders are more effective in the classroom. Professional development schools (PDSs) provide multiple…

  12. Professionalism, Portfolios and the Development of School Leaders.

    Science.gov (United States)

    Wildy, Helen; Wallace, John

    1998-01-01

    Describes how two reforms--portfolio culture and teacher professionalism--converge in a systemwide program for school leaders' professional development. Investigates use of portfolios to help (Australian) principals, deputy principals, and department heads improve their performance and accountability. Participants used portfolios as evidence of…

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

    Science.gov (United States)

    Prestridge, Sarah; Tondeur, Jo

    2015-01-01

    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…

  14. 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…

  15. EAL Teacher Agency: Implications for Participation in Professional Development

    Science.gov (United States)

    Gurney, Laura; Liyanage, Indika

    2016-01-01

    Teachers construct their practice, education and professional development within two domains of professionalism: sponsored and independent. The association between these two domains, however, is complex; it is overlapping, inseparable and sometimes uneasy. The complexity is further exacerbated by the codependent nature of association between the…

  16. Promoting Rural Development through Chieftaincy Institutions and ...

    African Journals Online (AJOL)

    and challenges confronting the Chieftaincy Institution, which have put the integrity ... Management committees nominated by the PNDC appointed District .... surplus manpower and waste, and a market where the terms of trade work in favour of.

  17. 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

  18. 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. Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company.

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

    DEFF Research Database (Denmark)

    Jensen, Bente; Brandi, Ulrik

    2018-01-01

    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......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...... conditions and well-being of all children, and socially disadvantaged children in particular. The overall argument is that co-construction as well as openness and reflection in the ECEC field is needed when professionals are to change their pedagogical practices towards tackling the issues of social...

  20. The vicious circle of patient-physician mistrust in China: health professionals' perspectives, institutional conflict of interest, and building trust through medical professionalism.

    Science.gov (United States)

    Nie, Jing-Bao; Cheng, Yu; Zou, Xiang; Gong, Ni; Tucker, Joseph D; Wong, Bonnie; Kleinman, Arthur

    2018-03-01

    To investigate the phenomenon of patient-physician mistrust in China, a qualitative study involving 107 physicians, nurses and health officials in Guangdong Province, southern China, was conducted through semi-structured interviews and focus groups. In this paper we report the key findings of the empirical study and argue for the essential role of medical professionalism in rebuilding patient-physician trust. Health professionals are trapped in a vicious circle of mistrust. Mistrust (particularly physicians' distrust of patients and their relatives) leads to increased levels of fear and self-protection by doctors which exacerbate difficulties in communication; in turn, this increases physician workloads, adding to a strong sense of injustice and victimization. These factors produce poorer healthcare outcomes and increasingly discontented and angry patients, escalate conflicts and disputes, and result in negative media coverage, all these ultimately contributing to even greater levels of mistrust. The vicious circle indicates not only the crisis of patient-physician relationship but the crisis of medicine as a profession and institution. Underlying the circle is the inherent conflict of interest in the healthcare system by which health professionals and hospitals have become profit-driven. This institutional conflict of interest seriously compromises the fundamental principle of medical professionalism-the primacy of patient welfare-as well as the traditional Chinese ideal of "medicine as the art of humanity". Patient trust can be restored through rectifying this institutional conflict of interest and promoting medical professionalism via a series of recommended practical measures. © 2017 John Wiley & Sons Ltd.

  1. Global Education and Professional Development of Minority Youth

    OpenAIRE

    Sdunzik, Jennifer; Leon, Rocio; Yaryyeva, Annagul

    2018-01-01

    “Global Education and Professional Development of Minority Youth" was developed to establish connections between the Purdue student body and the Frankfort community. By engaging high school students in workshops that focus on identities, students are encouraged to identify and market the talents they contribute to an increasingly globalized world. Students participate in workshops to develop their professional skills and articulate their transnational social location. The workshops were desig...

  2. Development of the Professional Self-Care Scale.

    Science.gov (United States)

    Dorociak, Katherine E; Rupert, Patricia A; Bryant, Fred B; Zahniser, Evan

    2017-04-01

    In recent years, there has been an increased emphasis on the importance of self-care for psychologists and other mental health professionals. With the growth of positive psychology and preventive medicine, self-care is an emerging topic, promulgated as a means of avoiding the adverse effects of stress and promoting professional functioning and well-being. However, the research on self-care is limited because of the lack of an empirically based, psychometrically sound measure of this construct. Thus, the purpose of this project was to develop a measure of professional self-care. Professional psychologists were the focus of study, with the goal being to develop a measure that can be used in this population and similar groups of professionals. Based on expert feedback and a preliminary study of 422 licensed psychologists in Illinois, a 5-factor, 21-item scale was created. Factor analysis identified the following self-care factors: Professional Support, Professional Development, Life Balance, Cognitive Awareness, and Daily Balance. Preliminary analyses provided initial support for the validity of the 5 factors. A follow-up study was conducted with a second sample of clinical psychologists. The 5-factor structure provided a good fit to the data with the second sample. Thus, based on factor analysis and validity data, a 5-factor, 21-item Professional Self-Care Scale was established for further study and use in future research. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  3. 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

  4. 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…

  5. Professional development for nuclear power programs in developing countries

    International Nuclear Information System (INIS)

    Kanter, M.A.

    1983-01-01

    Countries entering nuclear power programs for the first time find that inadequate planning for the development of trained manpower is a critical factor in the success of their programs. This requires the early training of a team for the planning and acquisition effort to be followed by training for the supervision of construction. In addition, there is the more readily recognized training for operation. Typical manpower needs for such projects have been documented by the International Atomic Energy Agency. The basic academic training of engineers and scientists, which should be available within the country; advanced academic training, which is often secured in institutions abroad; specialized training abroad by international agencies; specialized training by the vendors of nuclear equipment; and the development of indigenous training. This paper outlines all of these avenues but will concentrate on the training available through international agencies and on the development of indigenous training capability

  6. Discrete Institutional Alternatives of Public Administration Reforms in Countries with Developed and Developing Institutional Environment

    Directory of Open Access Journals (Sweden)

    Evgeny A. Kapoguzov

    2016-09-01

    Full Text Available The paper presents an approach to evaluation the impact of the level of development of institutional environment on the success of the reforms of public administration. The indicators that characterize the degree of development of the institutional environment, in particular, the level of protection of property rights, the development of political competition, civil society, corruption, and trust in society are shown. Depending on the elements of the political-administrative system, socio-economic features, that determine the trajectories of reforms, showing alternative purposes and characterized some indicators, that characterizing the results of reforms for the OECD-counties. Showing institutional problems is implementing reforms in the transition countries, depending on the elements of the political and administrative systems, and socio-cultural factors that determine the path of reform, showing alternative purposes and characterized by individual indicators characterizing the results of the OECD reform. From the point of view of the classification results, the emphasis is made on quantitative results of the operational type, in particular, the dynamics of the general government expenditure and the level of employment of civil servants in relation to employment in the economy as a whole. Showing institutional problems in the implementation of reforms in the transition countries, in particular the gap of development of the bureaucratic ethos, the weakness of the market environment and the insufficient level of external pressure on the quality of public services. The significance for the success of reform and systemic cultural change within the state apparatus, which affects the quality of citizens' satisfaction with public services is observed. It is noted that the preliminary formalization of the public sector, the formation of Weberian bureaucracy type is essential for successful implementation of the New Public Management. The factors that

  7. The pedagogical professional development of the English teacher in the Professional and Technical Education

    Directory of Open Access Journals (Sweden)

    Rosa María Padrón Otaño

    2017-12-01

    Full Text Available The teacher of English in Informatics studies in the Professional and Technical Education shows an insufficient preparation to plan the teaching learning process of reading comprehension in professional contexts, a fact that affects the communicative development of their students. The limitations in the development of these teachers of English were confirmed as one of the key causes. This research follows a dialectical materialist philosophy. In the diagnosis and the evaluation empirical methods such as the interview to teachers of English and document analysis, specialist criterion and a preexperimental design were used. The main research outcome is a contextualized pedagogical professional development strategy. The strategy comprises scientific foundations, diagnosis, general objective, specific actions and the evaluation. The main action of the strategy is postgraduate course to develop the pedagogical professional skills in the use of a methodology which promotes the development of knowledge and skills in both the technical sphere and a specialized didactics (Content and Language Integrated Learning. The practical implementation of the strategy elaborated seemed to allow the teachers of English to be able to plan their lessons using this methodology, and to show a new attitude which meant their active involvement in the creation of a community of learning with higher levels of interdisciplinary collaboration between the teachers of English and those of the technical sphere, as well as an effective management of their own continuing professional development.

  8. EXTERNAL QUALITY ASSESSMENT OF GENERAL EDUCATION AS A FACTOR OF TEACHERS’ PROFESSIONAL DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    T. V. Potemkinа

    2017-01-01

    development prepared by results of certification and monitoring procedures; lack of unified methodological and methodical approaches to development of programs of professional development of teachers; insufficient development of expert and analytical activity at regional institutes of professional development. Change of the situation is possible based on the following complex measures: development of practice of direct diagnostics of teachers’ competences; adoptions of administrative decisions following the results of estimated procedures; interactions of institutes of professional development, higher education institutions, schools, methodical services and governing bodies of education for creation of flexible and mobile organizational and methodical resources for professional development; combinations of formal and informal teachers’ education experience.Scientific novelty. The practicability of results implementation for external education quality evaluation organization promoting professional growth of teachers is proved. The generalized characteristic of current practice in professional development of teachers based on an assessment of the quality of education is given.  Practical significance. Organizational and pedagogical conditions for the improvement of the system of educators’ professional development are proposed. 

  9. Developing an Astronomy Program at the Crownpoint Institute of Technology

    Science.gov (United States)

    Gino, M. C.

    2004-12-01

    The Crownpoint Institute of Technology (CIT) is a tribal college located on the eastern edge of the Navajo Nation in northwestern New Mexico. Historically CIT is a technical college which grants AAS degrees and certificates in a number of vocational and technical fields. CIT is in the process of seeking higher learning articulation and accreditation, and has received "Candidacy Status" from the North Central Association of Colleges and Schools Commission on Institutions of Higher Education. To meet the demands placed upon the college as it steps into its role as an institution of higher learning, CIT is dedicated to broadening its curriculum with programs that encourage math, science and technology, and to increasing the number of courses that advance knowledge in both Navajo and Western society by enhancing both laboratory and educational technologies. The introduction of astronomy into the science curriculum advances CIT's goals in all of these areas, and presents a unique opportunity to incorporate traditional Navajo scientific knowledge into a technically advanced science program. In this poster we outline the development of the astronomy program, which has started with the inclusion of the first astronomy course into the science curriculum and the acquisition of two small telescope systems for K-14 student use and public outreach, and will continue through the construction of a campus observatory capable of supporting an undergraduate research program. It is our expectation that through the introduction of astronomy into the curriculum, CIT will advance its goals of increasing science and technology educational opportunities for its students and training the next generation of Navajo science and technology professionals, while maintaining an awareness of the needs of the Navajo Nation and a sensitivity to Navajo cultural values and protocols.

  10. Terminology Development at Tertiary Institutions: A South African

    African Journals Online (AJOL)

    user

    Abstract: There is a dire need in South Africa for multilingual polythematic ..... The act of doing away with a practice such as capital punishment or slavery. .... institutions to start terminology development programmes at their institutions, such as ...

  11. 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.

  12. Implementation of a professional portfolio: a tool to demonstrate professional development for advanced practice.

    Science.gov (United States)

    Chamblee, Tracy B; Dale, Juanita Conkin; Drews, Barbie; Spahis, Joanna; Hardin, Teri

    2015-01-01

    The literature has a gap related to professional development for APRNs. In the United States, many health care organizations use clinical advancement programs for registered nurses, but APRNs are not often included in these programs. If APRNs are included, advancement opportunities are very limited. At CMC, implementation of a professional portfolio resulted in increased satisfaction among APPs regarding their ability to showcase professional growth and expertise, as well as the uniqueness of their advanced practice. Use of the professional portfolio led to improved recognition by APS and organizational leaders of APP performance excellence during the annual performance evaluation, as well as improved recognition among APP colleagues in terms of nominations for honors and awards.

  13. Teachers’ goal orientation profiles and participation in professional development activities

    NARCIS (Netherlands)

    Kunst, E.M.; van Woerkom, M.; Poell, R.F.

    2018-01-01

    Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in

  14. Promoting Rural Development through Chieftaincy Institutions and ...

    African Journals Online (AJOL)

    from eight communities in the Sissala East District of the Upper West Region, Ghana ... considered to be the suitable representative institutions to work in the District Councils. .... In the viewpoints of Kendie and Guri (2007), the chieftaincy ... court system serves as security and thereby help to protect the welfare and life of the.

  15. Developing a transcultural nursing leadership institute in China.

    Science.gov (United States)

    Capitulo, Kathleen Leask

    2012-09-01

    Globalization has been the hallmark of the 21st century. This article focuses on developing the Transcultural Nursing Leadership Institute (TCNLI) in China. This project built a leadership program in Wenzhou, China, empowering and supporting nurses to solve problems in their own practices with evidence-based approaches and local resources using the Dreyfus International Health Foundation's method Problem Solving for Better Health (PSBH).The partnership began when I was a Visiting Professor in Wenzhou, China and established collegial relationships with the Dean of the School of Nursing and the Chief Nursing Officers of the affiliated hospitals. In contrast to previous visiting scholars who went to China to lecture on health issues, I sought to develop a sustainable program and make a lasting contribution to the nursing practice in Wenzhou. The PSBH model was the method for what became the TCNLI. The TCNLI has taught over 200 nursing leaders to develop and implement major projects and connected them to the global nursing community by facilitating joint research, publications, and education. The journeys "across the bridge" from New York to Wenzhou have taken nursing and healthcare leaders from the United States to China and reciprocally welcomed leaders from Wenzhou to the United States for professional experiences. Outcomes of our partnership include more than 200 completed change projects. International partnerships within the global healthcare community provide a vehicle to navigate the complexities of transcultural differences and ultimately a way to bridge the gap and improve global healthcare.

  16. Developing the digital literacies of academic staff: an institutional approach

    Directory of Open Access Journals (Sweden)

    Barbara Newland

    2016-10-01

    Full Text Available Institutional engagement with digital literacies at the University of Brighton has been promoted through the creation of a Digital Literacies Framework (DLF aimed at academic staff. The DLF consists of 38 literacies divided into four categories that align to the following key areas of academic work:• Learning and teaching• Research• Communication and collaboration• AdministrationFor each literacy, there is an explanation of what the literacy is, why it is important and how to gain it, with links to resources and training opportunities. After an initial pilot, the DLF website was launched in the summer of 2014. This paper discusses the strategic context and policy development of the DLF, its initial conception and subsequent development based on a pilot phase, feedback and evaluation. It critically analyses two of the ways that engagement with the DLF have been promoted: (1 formal professional development schemes and (2 the use of a ‘School-based’ approach. It examines the successes and challenges of the University of Brighton's scheme and makes some suggestions for subsequent steps including taking a course-level approach.

  17. PERSPECTIVES ON PROFESSIONAL PERFORMANCE GROWTH IN THE FIELD OF ECONOMICS IN THE HIGHER EDUCATION INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Loredana HOBEANU VĂCĂRESCU

    2012-01-01

    Full Text Available The training and improvement of the members’ performances from the academic community represent only a part of their continuous perfecting process made in accordance with the latest legislation. As a conventional formulation states, the faculty’s performance and success are given by all its results and behaviors and it is by these means that individual and group contributions are measured. High standard performances determine precise local, national or European programs meant either to increase professional development or stimulate the resources and professional opportunities provided by the academic environment .In order to have a well-rated performance, the entire staff of the university should be aware of their involvement and responsible for the achievement of the tasks, objectives and mission of the university.

  18. Enabling adaptive system leadership: teachers leading professional development

    OpenAIRE

    Boylan, Mark

    2018-01-01

    Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity leadership theory and the concept of teacher system leadership are used to develop a framework to analyse the purposes and practices of teacher prof...

  19. 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.

  20. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

    User

    development on universal basic education in Bayelsa State, Nigeria. Using descriptive ... constitutes an enduring career development process which is very crucial in the overall .... affect their roles and their student's production. Accordingly ...

  1. Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

    Science.gov (United States)

    Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

    2016-01-01

    This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and…

  2. Teachers' professional development needs and current practices at the Alexander Science Center School

    Science.gov (United States)

    Gargus, Gerald Vincent

    meetings, classroom coaching/Big Lab co-teaching, summer institutes, and off-campus conferences and seminars. Results indicated that the effectiveness of the six venues was closely tied to the level of collaborative planning that took place between the Alexander Science Center School and the associated California Science Center. Examination of teachers' and stakeholders opinions reflect that after a year-and-a-half of operations, the school's professional development program is perceived as disjointed and ineffective, but that the foundation of a sound program has been established.

  3. Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

    Science.gov (United States)

    Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.

    2014-12-01

    Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.

  4. MOOCs for Teacher Professional Development: Reflections and Suggested Actions

    Directory of Open Access Journals (Sweden)

    Pradeep Kumar Misra

    2018-02-01

    Full Text Available Teacher Professional Development (TPD has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.

  5. COLLECTIVE PROFESSIONAL DEVELOPMENT FOR THE INTEGRATION OF ICT IN HIGHER EDUCATION

    DEFF Research Database (Denmark)

    Castro Guzman, Willy

    integration, and the teacher professional development as means to promote adoption. With the recognition of the potential of ICT in education, the study reflects the appropriateness of the dominant traditional approach to the first and second-order barriers to technology and attempts to overcome......In this thesis, I explore, analyse and reflect on the individual practice of adoption and the collective practice of integration of technology in teaching and learning in a Higher Education Institution. The study addresses the connections between ICT adoption in Education, the barriers of ICT...... the tradition of Cultural-Historical Activity Theory and brings significant changes in comparison with more traditional approaches in professional development to ICT adoption. The results of the intervention supports the idea of the need for changes in professional development to develop the professors’ agency...

  6. K-12 Professional Development at the Harvard Forest LTER

    Science.gov (United States)

    Bennett, K.

    2012-12-01

    As part of the Long Term Ecological Research (LTER) program, the Harvard Forest in Petersham, Massachusetts seeks to train the next generation of researchers, by involving K-12 grade students and their teachers in hands-on, field-based, ecological research in their own schoolyard and community. Students learn to collect data on important long-term ecological issues and processes. Student data are then shared on the Harvard Forest website. To prepare teachers for project protocols, teachers are given direct access to Harvard ecologists with professional development workshops and on-line resources. With the Harvard Forest Schoolyard LTER program, students can participate in three different research projects focusing on phenology, invasive insects, and vernal pools. Teachers attend the Summer Institute for Teachers to learn project content and methods. They return in fall to participate in one of three levels of data workshops to learn how to input, manage, and analyze project data. In the spring, teachers again meet with the Harvard ecologists about project protocols, and to share, through a series of teacher presentations, the ways these project themes are being integrated into class curricula. These professional development opportunities result in long term collaborative partnerships with local schools and the Harvard Forest LTER. In addition to the LTER Schoolyard Ecology Program, the Harvard Forest has supported a successful Research Experience for Teachers (RET) program for the last six years. Throughout the summer, teachers work on research projects alongside Harvard Forest and affiliated scientists, post-docs, graduate students, and REU's (Research Experience for Undergraduates). The RET program provides teachers with the opportunity to build scientific knowledge, develop an understanding of research methods, and translate their new knowledge and experiences into cutting edge classroom lessons. The past two summers I have worked with Dr. Andrew Richardson

  7. 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

  8. The development of the Professional Values Model in Nursing.

    Science.gov (United States)

    Kaya, Ayla; Boz, İlkay

    2017-01-01

    One of the most important criteria for professionalism is accumulation of knowledge that is usable in professional practice. Nursing models and theories are important elements of accumulating nursing knowledge and have a chance to guarantee the ethical professional practice. In recent years, there has been an increase in the use of models in nursing research and newly created terminology has started to be used in nursing. In this study, a new model, termed as the Professional Values Model, developed by the authors was described. Concepts comprising the conceptual framework of the model and relations between the concepts were explained. It is assumed that awareness about concepts of the model will increase not only the patients' satisfaction with nursing care, but also the nurses' job satisfaction and quality of nursing care. Contemporary literature has been reviewed and synthesized to develop this theoretical paper on the Professional Values Model in nursing. Having high values in nursing increases job satisfaction, which results in the improvement of patient care and satisfaction. Also, individual characteristics are effective in the determination of individual needs, priorities, and values. This relation, proved through research about the Professional Values Model, has been explained. With development of these concepts, individuals' satisfaction with care and nurses' job satisfaction will be enhanced, which will increase the quality of nursing care. Most importantly, nurses can take proper decisions about ethical dilemmas and take ethical action when they take these values into consideration when giving care. The Professional Values Model seems suitable for nurse managers and it is expected that testing will improve it. Implementation of the Professional Values Model by nurse managers may increase motivation of nurses they work with. It is suggested that guidance by the Professional Values Model may help in enhancement of motivation efforts of the nurse managers

  9. The history and development of Australia's Black Dog Institute

    Directory of Open Access Journals (Sweden)

    Gordon Parker

    2013-03-01

    Full Text Available OBJECTIVE: To overview the development of the Sydney-based Black Dog Institute. METHODS: The strengths and limitations of the Institute's predecessor (the Mood Disorders Unit gave way to a more ambitious Black Dog Institute, and this article gives an overview of the Institute's structural and functional components. RESULTS: It is argued that the Institute serves as a model for modern psychiatric service delivery. CONCLUSIONS: The Institute's model of linking clinical, research, education and community activities to advance the understanding, diagnosis and management of mood disorders is detailed for wider consideration.

  10. Changing professional autonomy through quality development?

    DEFF Research Database (Denmark)

    Jespersen, Peter Kragh

    An analysis of quality development i helath care in Denmark and Norway and a discussion of the reactions of the medical professions.......An analysis of quality development i helath care in Denmark and Norway and a discussion of the reactions of the medical professions....

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

    African Journals Online (AJOL)

    This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews ...

  12. 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...

  13. 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.

  14. 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.

  15. 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

  16. 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

  17. 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.

  18. LPIC-2 Linux Professional Institute Certification Study Guide Exams 201 and 202

    CERN Document Server

    Smith, Roderick W

    2011-01-01

    The first book to cover the LPIC-2 certification Linux allows developers to update source code freely, making it an excellent, low-cost, secure alternative to alternate, more expensive operating systems. It is for this reason that the demand for IT professionals to have an LPI certification is so strong. This study guide provides unparalleled coverage of the LPIC-2 objectives for exams 201 and 202. Clear and concise coverage examines all Linux administration topics while practical, real-world examples enhance your learning process. On the CD, you'll find the Sybex Test Engine, electronic flash

  19. Professional Development Award: Agriculture and Food Security ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2017-08-28

    Aug 28, 2017 ... Development of communication products. ... to the program's website, knowledge management platform, and social media. ... 8-10 words);; A description of the purpose of the research;; Methodology;; Ethical considerations.

  20. Writing a continuing professional development article for publication.

    Science.gov (United States)

    Price, Bob

    2014-07-01

    Writing for journal publication is a worthwhile but challenging activity that requires clear motives, purpose, planning and execution. Continuing professional development (CPD) articles are designed to be informative and educative, with the aim of enhancing the reader's understanding of a particular subject. This article provides an overview of how to approach and plan the writing of a CPD article to enhance the success of its acceptance for publication in a professional journal.

  1. 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.

  2. Using communication technology to support professional development in teaching science

    Science.gov (United States)

    Sundberg, Cheryl White

    The impact of collaboration via communication technology on follow-up to on-site professional development was the central focus of this hypothesis-generating study. The study used a combination of quantitative methodology and qualitative methodology. A convenient sample of 18 teachers was drawn from 208 teachers in an existing professional development program in science in a southeastern state. The statewide professional development program focused on energy education with a strong emphasis on using technology to enhance learning. Data sources included E-mail messages, lesson plans, photographs, workshop evaluations, surveys, and the report of an external reviewer. The study focused on two on-site workshops, February and June 2000 that were designed to model constructivist pedagogy and instruct teachers in effective utilization of computer-based laboratories in science classrooms. Follow-up to the on-site workshops was facilitated with several communication technologies (Internet, E-mail, telephone, and mail). The research found E-mail was the preferred mode for follow-up to on-site workshops because of the convenience of the medium. Barriers to effective distance professional development were time constraints, equipment failure, and lack of consistent Internet access to teachers in rural and under-served areas. Teacher characteristics of the sample, teacher efficacy, technical skill, experience, and constructivist pedagogy did not appear to impact the use of communication technologies as a means of follow-up to on-site professional development workshops. However, teacher efficacy might have negatively impacted effective implementation of calculator-based laboratory technology in the classroom. The study found E-mail was the most convenient and efficient way to facilitate follow-up to on-site professional development. Teacher characteristics (efficacy, technical skill, experience, and constructivist pedagogy) did not appear to impact the use of E-mail to facilitate

  3. Stages of Teachers' Careers: Implications for Professional Development.

    Science.gov (United States)

    Christensen, Judith; And Others

    This monograph on the development of teachers' careers synthesizes researchers' prescriptions for early-, mid-, and late-career professional development; and describes successful programs that demonstrate sensitivity to the stages of teachers' growth. The first chapter, "Teachers' Career Development," reviews current adult- and career-stage…

  4. Mentoring and Professional Development in Rural Head Start Classrooms

    Science.gov (United States)

    Garner, Pamela W.; Carter McLean, Marsha; Waajid, Badiyyah; Pittman, Evelyn R.

    2015-01-01

    The objective of this project was to develop and pilot a small-scale professional development program that incorporated substantial group and one-on-one mentoring aimed at preparing rurally based preschool teacher assistants to earn the Child Development Associate (CDA) credential. Using a framework that emphasized the relational, developmental,…

  5. 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…

  6. NGSS aligned Earth science resources and professional development programs from the Exploratorium.

    Science.gov (United States)

    Muller, E.

    2016-12-01

    The Exploratorium is a museum of science, art and human perception located in San Francisco, CA. The Exploratorium has been offering resources and professional development to primary and secondary teachers since 1972. We focus on inquiry based, hands-on learning, with an emphasis on Next Generation Science Standards (NGSS) implementation. This brief, invited presentation will feature the programs and online resources developed by the Exploratorium's "Institute for Inquiry" and "Teacher Institute" that may help formal and informal educators engage, implement and promote three dimensional learning in the Earth Sciences.

  7. 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…

  8. 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,…

  9. Professional development themes in strength and conditioning coaches.

    Science.gov (United States)

    Tod, David A; Bond, Kath A; Lavallee, David

    2012-03-01

    The purpose of this study was to explore professional development themes in experienced strength and conditioning coaches. Strength and conditioning coaches (N = 15, mean age = 34.3 years, SD = 5.2 years) with 11.4 (SD = 4.9) years experience working with elite, professional, or talented athletes were interviewed about their professional development. The interviews were transcribed verbatim and content analyzed. Over time, subjects' service-delivery practices became more flexible and client driven. Their role understanding also broadened to include various dimensions, such as the need to consider various stakeholders and the value of good relationships with athletes. The subjects shifted from relying on external justification for professional decision making to their experience-based knowledge. The subjects believed athlete work experience, interactions with senior strength and conditioning coaches and other colleagues, the professional literature, and nonprofessional experiences, such as their own athletic experience and sales or managerial training, were the primary influences on their professional development. Typically, the subjects experienced anxiety about their competence, both early in their careers and when working in new contexts or with new athlete groups, but over time, they developed increased confidence. In addition, the subjects experienced reduced narcissism over time about the control they had over athletes and their competitive results. The current results provide information about the characteristics of effective strength and conditioning coaches, the ways they develop their competencies to help athletes, and the emotions they experience throughout their careers. These results may help strength and conditioning practitioners in planning and optimizing their professional development and effectiveness with athletes.

  10. 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…

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

    NARCIS (Netherlands)

    ir. Veronique van de Reijt; dr.ir. Quinta Kools

    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

  12. AGU Pathfinder: Career and Professional Development Resources for Earth and Space Scientists

    Science.gov (United States)

    Harwell, D. E.; Asher, P. M.; Hankin, E. R.; Janick, N. G.; Marasco, L.

    2017-12-01

    The American Geophysical Union (AGU) is committed to inspiring and educating present and future generations of diverse, innovative, and creative Earth and space scientists. To meet our commitment, AGU provides career and educational resources, webinars, mentoring, and support for students and professionals at each level of development to reduce barriers to achievement and to promote professional advancement. AGU is also working with other organizations and educational institutions to collaborate on projects benefiting the greater geoscience community. The presentation will include an overview of current Pathfinder efforts, collaborative efforts, and an appeal for additional partnerships.

  13. 77 FR 6096 - Applications for New Awards; Indian Education-Professional Development Grants Program

    Science.gov (United States)

    2012-02-07

    ... DEPARTMENT OF EDUCATION Applications for New Awards; Indian Education--Professional Development...: Notice. Overview Information: Indian Education--Professional Development Grants Program Notice inviting... Opportunity Description Purpose of Program: The purposes of the Indian Education Professional Development...

  14. Professionalism, scientific freedom and dissent: individual and institutional roles and responsibilities in geoethics

    Science.gov (United States)

    Bilham, Nic

    2015-04-01

    geoscientists have a responsibility to behave ethically in such contested areas of science - both with regards to their own work and its dissemination, and in examining the claims of others. But learned and professional scientific bodies also have an important role to play. Increasingly, they are expected to establish and police the ethical 'rules of engagement' of scientific practice and discourse, whether through codes of conduct or developing non-mandatory guidelines and cultures of best practice. This presentation will examine how professional standards can be developed and promulgated, so as to foster a diversity of scientific views and permit dissenting voices to be heard, while also allowing scientifically and professionally illegitimate behaviours to be identified and addressed.

  15. Peer Observation as a Means to Develop Teachers’ Professionalism

    Directory of Open Access Journals (Sweden)

    Tosriadi -

    2018-03-01

    Full Text Available The emergence of reflective practice in promoting teacher professional development has been discussed in many literatures. Research studies showed the benefits of conducting reflective practice to improve teachers’ classroom instruction. Peer observation as one of the reflective practice activities is viewed as an effective strategy in developing teachers’ pedagogy and professional competences. Peer observation refers to the act of teachers collaborate to identify the strength and the weakness of their teachings. By doing so, it is expected there will be improvement in learning outcomes. This study explored EFL teachers’ perceptions on peer observation as means to develop teachers’ professionalism. Two EFL teachers who worked as English teachers were purposively selected as the respondents of the study. The participating teachers got at least 1 year teaching experience to assure their involvement in peer observation. To meet the objectives of the study, the data were gained through classroom observation, and followed by in depth interview. Then, they were analyzed by using interactive model data analysis for qualitative study. The results of the study indicated teachers’ positive perceptions on peer observation as professional development tool. Peer observation brought some benefits for teachers. It helped teachers solve the problems they found in their teachings, instead it also could be used as learning opportunity by observing new teaching method/strategy from other colleagues. Key words: reflective practice; peer observation; classroom instruction; professional development tool

  16. Advancing the Practice of CRCs: Why Professional Development Matters.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Prikhidko, Alena; Kolb, H Robert

    2018-01-01

    Clinical research coordinators (CRCs) assume critical responsibilities central to the success of the research team. The complexity of their role requires essential professional qualifications. One barrier to professionalization, however, has been the inconsistent, or absent, competency-based training. This study explored participants' perceptions of training experiences designed to prepare them for the national certification exam. Focus group methodology was used to document their experiences. The findings showed that sustainable mentoring relationships developed, participant confidence levels increased, and anxiety about performance capacity diminished. Cognitive reframing of the work environment and CRC roles was facilitated by training that fostered sharing and social reinforcement of professional and personal identities. Findings from this study suggest that access to meaningful training and quality instruction supports the professionalization of CRCs.

  17. 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

  18. Organization of professional practices against intrafamily violence against children and adolescents in the institutional context.

    Science.gov (United States)

    Schek, Gabriele; Silva, Mara Regina Santos da; Lacharité, Carl; Bueno, Maria Emília Nunes

    2017-06-05

    to analyze based on the practitioners' discourse, the way they organize their practices confronting situations of intra-family violence against children and adolescents. qualitative research carried out with 15 professionals who work in social and health services located in the southernmost of Brazil. Data were collected through semi-structured interviews, performed at the participants' workplace. We used a theoretical matrix to analyze the data, based on Institutional Ethnography and the technique of discursive textual analysis. the practitioners' practices developed in situations of intra-family violence against children and adolescents are organized on the basis of: power relations that take place in services that respond to violence situations; routines instituted to meet the demands of care in services; and the interplay between the conception of violence as a public health problem and the conception of violence as a social problem. the way these practices are organized is reflected in actions that are not protective against situations of intra-family violence against children and adolescents. analisar, com base no discurso dos profissionais, como ocorre a organização de suas práticas frente às situações de violência intrafamiliar contra crianças e adolescentes. pesquisa qualitativa, realizada com 15 profissionais que atuam em serviços sociais e de saúde localizados no extremo sul do Brasil. Os dados foram coletados por meio de entrevistas semiestruturadas, realizadas no próprio local de trabalho dos participantes. Para a análise dos dados foi construída uma matriz teórica com base na Etnografia Institucional e utilizada a técnica de análise textual discursiva. as práticas profissionais desenvolvidas nas situações de violência intrafamiliar contra crianças e adolescentes se organizam a partir de: relações de poder que se desenrolam nos serviços que atendem às situações de violência; rotinas instituídas para suprir as demandas de

  19. Analyzing Musical Self-Esteem and Performance Anxiety Levels of Students Receiving Professional Music Education at Different Institutions in Turkey

    Science.gov (United States)

    Otacioglu, Sena Gürsen

    2016-01-01

    The study was conducted to establish which variables cause the interrelations between musical self-esteem and performance-anxiety levels of students receiving professional music education at different institutions to vary. In relation to this framework, "musical self-esteem" and "performance anxiety" scores of students…

  20. Careers and Networking: Professional Development for Graduate Students and Post-docs

    Science.gov (United States)

    Jungbluth, S.; Boiteau, R.; Bottjer, D.; De Leo, F. C.; Hawko, N.; Ilikchyan, I.; Bruno, B. C.

    2013-12-01

    Established in 2006 by the National Science Foundation, the Center for Microbial Oceanography: Research and Education (C-MORE) is a multi-institutional Science and Technology Center based at the University of Hawai i. One of C-MORE's missions is to provide graduate students and post-docs with state-of-the-art training, which primarily occurs through laboratory- and field-based research. Additionally, C-MORE offers a Professional Development Training Program (PDTP) to help students and post-docs develop a range of "soft" skills such as science communication, leadership, proposal writing, teaching and mentoring (Bruno et al, 2013). The PDTP not only provides professional development training to graduate students and post-docs, but also encourages these young scientists to take leadership of their training. The Professional Development Organizing Committee (PDOC), composed of students and post-docs across the various C-MORE institutions, works closely with the Education Office to implement the eight core PDTP modules as well as 'on-demand' workshops. In February 2013, we organized a workshop to promote networking and foster scientific collaborations among C-MORE graduate students and post-doctoral researchers at the seven partner institutions: the University of Hawaii, Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California Santa Cruz, Monterey Bay Aquarium Research Institute and Columbia University. The workshop was held in New Orleans in conjunction with the 2013 ASLO/ Ocean Sciences national meeting. In this paper, we will describe the student-led planning process, the workshop itself, and evaluation results. We will also present examples of some of the collaborations that resulted from this workshop.

  1. Individual Freedom and Institutional Frameworks in Development

    Science.gov (United States)

    Allen, Nicholas

    2012-01-01

    In this article I explore Amartya Sen's contention that individual freedom represents both the objective of development and the means through which development is to take place. Examining the conceptualisation of freedom central to Sen's capability approach, I distinguish between two notions of freedom, autonomy and agency, where the former…

  2. 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

  3. Organisational and Task Factors Influencing Teachers' Professional Development at Work

    Science.gov (United States)

    Evers, Arnoud T.; Van der Heijden, Béatrice I. J. M.; Kreijns, Karel

    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 become a permanent issue on the agenda of schools…

  4. 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…

  5. 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

  6. 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…

  7. Saudi Continuous Professional Development and Leadership Skills Awareness

    Science.gov (United States)

    Alsughayyer, Arwa

    2016-01-01

    Higher education in Saudi Arabia has undergone major reforms over the past decade. Investment in leadership development has received particular focus by policymakers. Little is known about leaders and their participations in professional development (PD) programs and effective leadership skills. Therefore, this study examined, using a quantitative…

  8. Teachers' Continuing Professional Development: Framing a Model of Outcomes

    Science.gov (United States)

    Harland, John; Kinder, Kay

    2014-01-01

    In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers' CPD or in-service education and training (INSET). It builds on an earlier typology of INSET outcomes and compares it to two previous classification…

  9. 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…

  10. 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…

  11. Real World 101: A Professional Development Seminar for Seniors.

    Science.gov (United States)

    Letourneau, Tanya Misner

    2002-01-01

    This article explains the origins of Delaware Valley College's (DVC) "Professional Development Seminar," jointly developed by DVC's Office of Career and Life Education and the Central Bucks Chamber of Commerce to help seniors prepare for their transition from college to the workplace. Also outlines the program's content methodology and details its…

  12. Creating Sustainable Societies: Developing Emerging Professionals through Transforming Current Mindsets

    Science.gov (United States)

    Griswold, Wendy

    2017-01-01

    Future professionals will bear the brunt of creating sustainable societies. Equipping them for the task is the challenge of current educators. Educational experiences facilitating the development of sustainable habits of mind are needed. This research reports on the experiences of developing scientists and engineers engaged in a sustainable energy…

  13. Gateway to Quality: Online Professional Development for Family Childcare Providers

    Science.gov (United States)

    Durden, Tonia; Mincemoyer, Claudia; Crandall, Leslie; Alviz, Kit; Garcia, Aileen

    2016-01-01

    High-quality family childcare (FCC) can positively influence all areas of a child's growth and development. Thus, it is important to invest in efforts to increase quality, including providing professional development to enhance the skills of those caring for children in their homes. This study explores the characteristics of FCC providers who…

  14. 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.

  15. Pediatrics Department of the Russian Medical Academy of Continuous Professional Education and Moscow Research Clinical Institute of Pediatry and Children Surgery – half century hand in hand

    Directory of Open Access Journals (Sweden)

    I. N. Zakharova

    2018-01-01

    Full Text Available The long-term cooperation of the two scientific institutions contributing to the professional development of pediatricians is based on the long-term scientific relations of the Department of Pediatrics of the Russian Medical Academy of Continuing Professional Education and the Moscow Research Institute of Pediatrics and Pediatric Surgery (now the Research Institute of Pediatrics named after Academician Yu.E.Veltischev. The role of remarkable pediatric scientists – G.N. Speransky, Yu.E. Veltstschev, M.S. Ignatova, N.A. Korovina in the development of these links and pediatric science in Russia. 

  16. Networking and professional development among teachers of Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Rosario Mérida Serrano

    2017-06-01

    Full Text Available This paper evaluates the professional development of 24 teachers involved in the Early Childhood Education-CPD Centre for Teachers-University Network ([blind review]. Collaborative research-action is carried out with teachers and pupils of Early Childhood Education, an adviser from the Continuing Professional Development (CPD Centre for Teachers, researchers, and teacher training undergraduates from the University of [blind review] ([blind review]. Taking a qualitative approach, through interviews, focus groups, and research journals, the benefits obtained by the teachers through their involvement in the [blind review] network are identified: (1 Their colleagues offer them emotional support and provide examples of good practices; (2 The teacher training undergraduates provide technological resources and the possibility of calmly observing what goes on in the classroom; (3 The researchers foster processes of reflection about practice and endorse the validity of the Project Approach; (4 The adviser provides continuing professional development.

  17. CLIL Teacher Professional Development for Content Teachers in Thailand

    Directory of Open Access Journals (Sweden)

    Punwalai Kewara

    2018-01-01

    Full Text Available In Thailand, the new educational policy is mandated to encourage content teachers to integrate English in content classrooms. The policy has created tensions and misconceptions among content teachers, who must change the medium of instruction from Thai to English. This paper presents an attempt to foster teacher knowledge about the Content and Language Integrated Learning (CLIL approach in a teacher professional development program. Classroom language in English and CLIL classroom structure were provided for 15 teachers at a secondary school. Four volunteer teachers were observed to determine the extent to which teachers implemented CLIL. The findings revealed the teachers partly implemented classroom language in English and the provided CLIL structure was not evident. The contribution of this paper is to the literature of CLIL teacher professional development effectiveness and the implementation fidelity of a professional development program.

  18. ADMINISTRATIVE KNOWLEDGE IN INNOVATIVE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Tatiana A. Pankratova

    2014-01-01

    Full Text Available This article investigated the conditionsfor generating administrative knowledgeand ways to evaluate his conditionand optimization. Designated methodsand tools actualization administrative management of knowledge as aresource of innovative development ofthe educational institution. The basic directions of innovative development ofsoftware, including the assessment of theimpact of corporate culture, and diagnosisof barriers to educational institution.

  19. Prospects of development of modern scientific communities as social institutions

    OpenAIRE

    Radevskaya N. S.

    2017-01-01

    the article examines the science and society in their relations and interrelations, problems of self-organization of science. The author talks about the ways and forms of science as a social institution at the service of the public interest. One of the conclusions is that the level of development of science as an institution corresponds to the level of development of social relations.

  20. 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.

  1. Learning, assessment and professional identity development in public health training.

    Science.gov (United States)

    Wood, Annette

    2016-06-01

    Professional identity formation is important for new recruits to training programmes. The integration of the accumulation of knowledge and assessment is a key aspect in its acquisition. This study assessed this interaction in Public Health Training in one English region. Semi-structured interviews were held with 15 registrars from the West Midlands Public Health Training Programme. Pre-interview questionnaires gathered background information. A thematic content analysis approach was taken. There was a lack of integration between academic and workplace learning, the professional examination process and professional identity development. Registrars considered sitting the examination and their workplace learning as two parallel processes. Passing the examination was considered a key part in the early development of a professional identity but this was replaced by the opinions of others by the third year of training. Having a Masters' in Public Health was less important but played a different role in their perceived acceptance by the wider Public Health workforce. The lack of integration between assessment and learning seemed to have a detrimental effect on professional identity development. A review of how these two aspects might combine in a more positive manner is needed.

  2. PROFESSIONAL DEVELOPMENT IN IT INDUSTRY: STATUS AND CHALLENGES

    Directory of Open Access Journals (Sweden)

    А О Полушкина

    2015-12-01

    Full Text Available Article is devoted to features professional development in the IT industry and professionals. The article discusses the spectrum of areas related to information technology, development, sales and implementation of software (hereinafter - Software, technical support, control of existing products, information security and quality control of the product and the process of implementation, information consulting with the analysis and implementation of enterprise information product.Particular attention is paid to the processes of certification, corporate training in the information technology industry. Also in the article described general problems of IT specialists during trainings.

  3. Change and obduracy in university teaching practices: tracing agency in professional development

    Directory of Open Access Journals (Sweden)

    John Hannon

    2016-06-01

    Full Text Available Research into effectiveness of teaching practices and professional development invites questions of teaching and learning change: how it takes effect and is accounted for, and where its agency is claimed and contested across a range of institutional, disciplinary and pedagogical actors. This article investigates change in teaching practices and professional development through the notion of obduracy (Law, 2003: ordered arrangements that persist in the background and surface in a process of change. In focussing on practice as the object of inquiry, this study is part of a shift away from the study of professional learning drawing on individualist, cognitive traditions towards practice-oriented understandings of change and agency as an effect of social and material arrangements. The setting for this study of teaching practice is two disciplinary academic collectives, or workgroups, in one Australian university. Rather than approaching change as a human-centred and intentional process, the method of sociomaterial tracing was applied to teaching practice undergoing an institutional change process. The study highlights the process in which change is assembled, resisted or accomplished through heterogeneous networks of curriculum, discourses, technologies, and policies. Teaching and learning change, it is argued, involves recognising how obduracy is embedded in distinct networks across the university. The contribution of this study is to draw attention to the agentic role of materials and spaces in the negotiation and stabilisation of teaching practices and in approaches to professional development.

  4. Feminist Development Economics : An Institutional Approach to Household Analysis

    NARCIS (Netherlands)

    I.P. van Staveren (Irene); O. Odebode (Olasunbo)

    2014-01-01

    markdownabstract__Abstract__ In this chapter, we argue that an institutional approach to feminist development economics provides deeper understandings to how gender inequalities function in economic processes in developing countries. We do this in three ways. First, we distinguish between

  5. Development Economics between markets and institutions

    NARCIS (Netherlands)

    Bulte, E.H.; Ruben, R.

    2007-01-01

    This volume in the Mansholt series presents state of the art discussions on a wide variety of topics in the field of (agricultural) development. More than 20 chapters have been prepared by internationally known scholars and policy analysts, providing a concise overview of a variety of recent debates

  6. Institutional Support : Advocates Coalition for Development and ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Advocates Coalition for Development and Environment (ACODE) is an independent policy research and advocacy organization based in Kampala, Uganda, with a reputation for producing good quality research to underpin its advocacy work. To date, the organization has relied on project-specific funds for its operation, ...

  7. Prosthetist/orthotist educational experience & professional development in Pakistan.

    Science.gov (United States)

    Magnusson, Lina; Ramstrand, Nerrolyn

    2009-11-01

    To explore areas in which the education at the Pakistan Institute of Prosthetic & Orthotic Science (PIPOS) could be improved or supplemented to facilitate clinical practice of graduates. To describe educational opportunities PIPOS graduates have had since their graduation and explore their further educational needs. 15 graduates from PIPOS participated in semi-structured interviews. A qualitative content analysis was applied to the transcripts. Respondents indicated a need to upgrade the education at PIPOS. This should include upgrading of resources such as literature and internet access as well as providing staff with the opportunity to further their own education. Females experienced inequality throughout their education but were supported by management. Upon entering the workforce graduates reported that they were supported by senior staff but experienced difficulties in determining appropriate prescriptions. They further indicated that a multidisciplinary approach to patient care is lacking. Graduates knowledge of workshop management was identified as a problem when entering the workforce. Limited awareness of the prosthetics and orthotics profession by both the general community and the medical community was also identified as a problem. If offered the opportunity to continue their studies the respondents would like to specialize. "Brain drain" was noted as a risk associated with post graduate education. Interaction from international collaborators and networking within the country was desired. The education at PIPOS meets a need in the country. Graduates indicated that P&O services for Pakistan can be better provided by modifying program content, upgrading teachers' knowledge, improving access to information and addressing issues of gender equality. PIPOS graduates have had limited opportunities for professional development and have a desire for further education.

  8. 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.

  9. 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.

  10. Use of Social Media for Professional Development by Health Care Professionals: A Cross-Sectional Web-Based Survey

    Science.gov (United States)

    2016-01-01

    Background 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. Objective 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. Methods 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. Results 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. Conclusions 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. PMID:27731855

  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. Integrating the Functions of Institutional Research, Institutional Effectiveness, and Information Management. Professional File. Number 126, Summer 2012

    Science.gov (United States)

    Posey, James T.; Pitter, Gita Wijesinghe

    2012-01-01

    The objective of this paper is to identify common essential information and data needs of colleges and universities and to suggest a model to integrate these data needs into one office or department. The paper suggests there are five major data and information foundations that are essential to the effective functioning of an institution: (a)…

  13. COURSERA ONLINE COURSE: A PLATFORM FOR ENGLISH TEACHERS’ MEANINGFUL AND VIBRANT PROFESSIONAL DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Arnis Silvia

    2015-07-01

    Full Text Available This article reports on English teachers‘ attitudes towards a professional development program run by Coursera (coursera.org. These teachers were participants of Foundation of Teaching for Learning 1: Introduction online course. Using a survey case study, the findings reveal that most of the participants perceive the course as a well-organized and effective platform to engage in professional learning. Coursera is an online learning platform offering various courses for teacher educators which are meaningful (closely related to their daily teaching practice and vibrant (involves active collaboration among peer participants to review and assess their projects. Albeit this nature, another finding shows that the participants lament that their institutions do not provide professional development (PD support. In fact, PD programs are not constrained to face-to-face encounters, since it can be designed using online platforms such as Coursera, a massive open online course (MOOC. Accordingly, the contribution of the article is to show how online platforms make meaningful and vibrant teacher professional development (TPD possible. The implication of the study is that school administrators and policy makers should provide support for their teachers to take online PD programs. This professional learning should contribute to the best teaching practice and student learning attainment.

  14. Tanzanian midwives' perception of their professional role and implications for continuing professional development education.

    Science.gov (United States)

    Jones, Brooke; Michael, Rene; Butt, Janice; Hauck, Yvonne

    2016-03-01

    This study explored Tanzanian midwives' perceptions of their professional role within their local context. Findings were to inform recommendations for continuing professional development education programs by Western midwifery educators. Using focus group interviews with sixteen Tanzanian midwives, the findings revealed that the midwives' overwhelming focus was on saving lives of women and newborns. The fundamental elements of saving lives involved prioritising care through receiving handover and undertaking physical assessment. Midwives were challenged by the poor working conditions, perceived lack of knowledge and associated low status within the local community. Based upon these findings, recommendations for continuing professional development education for Tanzanian midwives must ensure that saving lives is a major focus and that strategies taught must be relevant to the low-resource context of this developing country. In recognition of the high-risk women being cared for, there needs to be a focus on the prevention and management of maternity emergencies, in collaboration with medical practitioners. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. 'kids in parks' programme to the professional development of teachers

    African Journals Online (AJOL)

    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 ...

  16. Redesigning Professional Development: Reconceptualising Teaching Using Social Learning Technologies

    Science.gov (United States)

    Cochrane, Thomas; Narayan, Vickel

    2013-01-01

    This article evaluates the use of a community of practice model for redesigning a lecturer professional development course investigating the impact of mobile web 2.0 technologies in higher education. The results show a significant change in lecturer conceptions of pedagogy were achieved by this approach. Drawing on our experience of two iterations…

  17. Old-Fashioned Bus Trips: New Age Professional Development

    Science.gov (United States)

    Feldhues, Katherine; Epley, Hannah K.

    2018-01-01

    Two 4-H Camp-related bus tours offered new nontraditional professional development (PD) experiences that better align Extension's PD opportunities with the organization's experiential education pedagogy. Creating quality PD opportunities for employees is important because such experiences can affect overall work performance, community connections,…

  18. Intellectual Capital: The Intangible Assets of Professional Development Schools

    Science.gov (United States)

    Basile, Carole G., Ed.

    2009-01-01

    A Professional Development School (PDS) offers unique university-school relationships that can change the culture of learning and add value to students and the community. Initially created in the 1980s, the PDS movement is growing across the country and is now a respected teacher education model. In this book, Carole G. Basile has collected…

  19. 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…

  20. 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…

  1. 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…

  2. The Student Teacher Portfolio as Autobiography: Developing a Professional Identity.

    Science.gov (United States)

    Antonek, Janis L.; And Others

    1997-01-01

    Argues that student teacher portfolios are a viable, effective, appropriate tool for documenting teacher growth and development and for promoting reflective practice. Traces the unique paths of two pre-service foreign language teachers who constructed a professional identity from the historical and cultural conditions of their classroom…

  3. Korean Graduate Students' Perceptions of Guidance and Professional Development

    Science.gov (United States)

    Lee, Kent; Lee, Hikyoung

    2017-01-01

    Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current…

  4. Practernship: A Theoretical Construct for Developing Professionalism in Preservice Teachers.

    Science.gov (United States)

    Millwater, Jan; Yarrow, Allan

    1997-01-01

    Professors from Australia's Queensland University introduce the concept of a "practernship" that is a variation of typical internship/apprenticeship programs for preservice teachers. The "practernship" combines practice teaching and internship, encourages collaboration and professional development, and promotes a holistic,…

  5. 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…

  6. Biology Teachers' Professional Development Needs for Teaching Evolution

    Science.gov (United States)

    Friedrichsen, Patricia J.; Linke, Nicholas; Barnett, Ellen

    2016-01-01

    The social controversy surrounding the teaching of evolution puts pressure on secondary biology teachers to deemphasize or omit evolution from their curriculum. In this growing pressure, professional development can offer support to biology teachers. In this study, we surveyed secondary biology teachers in Missouri and report the data from…

  7. 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…

  8. Use of Graphic Organizers in a Language Teachers' Professional Development

    Science.gov (United States)

    Chien, Chin-Wen

    2012-01-01

    Starting from 2009 academic year, the instructional coaches in a school district in a northwest American city began to provide Workshop II (pseudonym) to elementary school English teachers. This study aims to discuss the use of graphic organizers in English teachers' professional development. Different types of graphic organizers such as…

  9. Collaborative Professional Development for Distributed Teacher Leadership towards School Change

    Science.gov (United States)

    Sales, Auxiliadora; Moliner, Lidón; Francisco Amat, Andrea

    2017-01-01

    Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant,…

  10. Medical students' professional identity development in an early nursing attachment

    NARCIS (Netherlands)

    Helmich, Esther; Derksen, Els; Prevoo, Mathieu; Laan, Roland; Bolhuis, Sanneke; Koopmans, Raymond

    Objectives The importance of early clinical experience for medical training is well documented. However, to our knowledge there are no studies that assess the influence of very early nursing attachments on the professional development and identity construction of medical students. Working as an

  11. Medical students' professional identity development in an early nursing attachment.

    NARCIS (Netherlands)

    Helmich, E.; Derksen, E.; Prevoo, M.; Laan, R.F.J.M.; Bolhuis, S.; Koopmans, R.T.C.M.

    2010-01-01

    OBJECTIVES: The importance of early clinical experience for medical training is well documented. However, to our knowledge there are no studies that assess the influence of very early nursing attachments on the professional development and identity construction of medical students. Working as an

  12. Influences of Technology Integrated Professional Development Course on Mathematics Teachers

    Science.gov (United States)

    Kul, Umit

    2018-01-01

    The aim of this study was to explore the degree to which a professional development (PD) program designed using GeoGebra influences a group of Turkish middle school teachers' beliefs in relation to mathematics and role of GeoGebra in mathematics education. In order to collect the required data, the PD course was established to provide six teachers…

  13. Professional Development Considerations for Makerspace Leaders, Part Two: Addressing "How?"

    Science.gov (United States)

    Oliver, Kevin M.

    2016-01-01

    As makerspaces begin to move into school libraries and classrooms, there is a growing need for professional development to help K-12 educators answer common questions such as "what is a makerspace," "why should I bother with a makerspace," "how do I run a makerspace," and "how do I teach from a makerspace?"…

  14. Portraying the design research cycle: Professional development in Indian slums

    NARCIS (Netherlands)

    Raval, Harini; McKenney, Susan; Pieters, Julius Marie

    2014-01-01

    Although para-teachers make up a substantial portion of the world’s educational work force, little empirical research has been conducted on their professional development. During the iterative process of analysis, design, evaluation, and revision, design research was conducted to gain insight into

  15. The Tale of Two Virtual Teacher Professional Development Modules

    Science.gov (United States)

    Keown, Paul

    2009-01-01

    Virtual communities of practice (VCoP) have been advocated for some time as a promising means of taking professional development to teachers in widely distributed locations. However, geography, and indeed education literature as a whole, contains very few examples where this has been achieved. This paper reports on two VCoP professional…

  16. Organizational Ethics Development and the Human Resource Professional.

    Science.gov (United States)

    Petrick, Joseph A.

    1992-01-01

    Surveys literature on organizational moral development and describes research methodology employed, summarizes research findings, and examines career implications for human resource professionals. Contends that institutionalizing an ethics program can impact favorably on both the organization and the career of the implementing human resource…

  17. The Teachers' Perspective on Teacher Professional Development Evaluation

    Science.gov (United States)

    Chen, Yu-Fen

    2013-01-01

    This study constructs indicators and weights that can be used in the professional development evaluation (PDE) of elementary school teachers. The indicators were constructed using data collected from literature reviews, interviews with experts, and questionnaire surveys. The Fuzzy Analytic Hierarchy Process (FAPH) was used to analyze the collected…

  18. The Bowie State University Professional Development Schools Network Partnership

    Science.gov (United States)

    Garin, Eva; Taylor, Traki; Madden, Maggie; Beiter, Judy; Davis, Julius; Farmer, Cynthia; Nowlin, Dawn

    2015-01-01

    The Bowie State University PDS Network Partnership is one of the 2015 Exemplary PDS Partnerships recognized by the National Association for Professional Development Schools. This partnership is built on a series of signature programs that define and support our partnership work. This article describes each of those signature programs that make our…

  19. Professional Development through "Kizuki"--Cognitive, Emotional, and Collegial Awareness

    Science.gov (United States)

    Sakamoto, Nami

    2011-01-01

    The author traced an English as a foreign language (EFL) teacher's professional development by examining her narrative and identifying the transformation of her awareness or "kizuki". "Kizuki," which is unique to Japanese culture, implies a sudden feeling of inner understanding of a phenomenon and can be roughly translated as…

  20. Q&A: Lead Pipe on Professional Development

    Directory of Open Access Journals (Sweden)

    Editorial Board

    2012-02-01

    Full Text Available This week, In the Library with Lead Pipe fields professional development and career questions from library school students at the University of North Carolina at Chapel Hill. The questions they asked ranged from committee work to composing cover letters to conference attendance. Here is the complete list (so you can jump around if you like: [...

  1. Enabling the development of student teacher professional identity ...

    African Journals Online (AJOL)

    This paper explores the views of student teachers who were provided vicarious learning opportunities during an educational excursion, and how the learning enabled them to develop their teacher professional identity. This qualitative research study, using a social-constructivist lens highlights how vicarious learning ...

  2. Self-assessment of professional development at work.

    NARCIS (Netherlands)

    Evers, Arnoud

    2018-01-01

    Short discussion: What is professional development/learning at work and why is it relevant? • Filling in the questionnaire • Compare your own numbers to mean scores of teachers in the Netherlands • Focus group discussion about need for adjustment of the questions in the US context

  3. Continuing Professional Development and Learning in Primary Science Classrooms

    Science.gov (United States)

    Fraser, Christine A.

    2010-01-01

    This article explores the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. During 2006-2007, quantitative and qualitative data were elicited from two primary teachers in Scotland using questionnaires, semi-structured interviews and video-stimulated…

  4. Persistent Teaching Practices after Geospatial Technology Professional Development

    Science.gov (United States)

    Rubino-Hare, Lori A.; Whitworth, Brooke A.; Bloom, Nena E.; Claesgens, Jennifer M.; Fredrickson, Kristi M.; Sample, James C.

    2016-01-01

    This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts,…

  5. Inclusion Professional Development Model and Regular Middle School Educators

    Science.gov (United States)

    Royster, Otelia; Reglin, Gary L.; Losike-Sedimo, Nonofo

    2014-01-01

    The purpose of this study was to determine the impact of a professional development model on regular education middle school teachers' knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes. There were 19 regular education teachers who taught the core subjects. Findings for Research Question 1…

  6. EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices

    Science.gov (United States)

    Simegn, Birhanu

    2014-01-01

    This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers' self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their…

  7. Elite Professional Education and Problems of Regional Development

    Science.gov (United States)

    Gavrikov, A. L.

    2012-01-01

    This article emphasizes the regional development in today's Russia and focuses on the current state of the system of higher education. The concept of elite professional education is used as a means of social mobility and an instrument for the formation of the social structure of a particular region. What prompted this approach was an analysis of…

  8. 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…

  9. The Learning Effects of a Multidisciplinary Professional Development Programme

    NARCIS (Netherlands)

    Visser, Talitha Christine; Coenders, Ferdinand G.M.; Pieters, Julius Marie; Terlouw, C.

    2013-01-01

    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,

  10. 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…

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

    Science.gov (United States)

    Avshenyuk, Natalia; Kostina, Lyudmyla

    2014-01-01

    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…

  12. 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…

  13. 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…

  14. Black Female Faculty Success and Early Career Professional Development

    Science.gov (United States)

    Jones, Tamara Bertrand; Osborne-Lampkin, La'Tara

    2013-01-01

    In recent years, a number of Black female junior scholars have participated in an early career professional development program designed to address socialization issues through individual and small group mentoring. This descriptive qualitative study investigated scholars' perceptions of the importance and effectiveness of a research…

  15. Teaching L2 Pragmatics: Opportunities for Continuing Professional Development

    Science.gov (United States)

    Vellenga, Heidi

    2011-01-01

    Teaching L2 pragmatics is often not covered in teacher education programs, and is an excellent area for continuing professional development. As part of a larger project on instructed interlanguage pragmatics, volunteer instructor participants were asked to teach a series of lessons on pragmatics to university-aged (19-23) ESL learners in ESL and…

  16. Mentoring as Professional Development for Novice Entrepreneurs: Maximizing the Learning

    Science.gov (United States)

    St-Jean, Etienne

    2012-01-01

    Mentoring can be seen as relevant if not essential in the continuing professional development of entrepreneurs. In the present study, we seek to understand how to maximize the learning that occurs through the mentoring process. To achieve this, we consider various elements that the literature suggested are associated with successful mentoring and…

  17. Teachers Learning: Engagement, Identity, and Agency in Powerful Professional Development

    Science.gov (United States)

    Noonan, James

    2016-01-01

    Professional development (PD) is seen by a broad cross-section of stakeholders--teachers, principals, policymakers--as essential for instructional improvement and student learning. And yet, despite deep investments of time and money in its design and implementation, the return on investment and subjective assessments about PD's effectiveness…

  18. Reflective Journaling: A Tool for Teacher Professional Development

    Science.gov (United States)

    Dreyer, Lorna M.

    2015-01-01

    This qualitative study explores the introduction of postgraduate education students to reflective journaling as a tool for professional development. Students were purposefully selected to keep a weekly journal in which they reflected in and on the activities (methodologies, techniques, strategies) they engaged in while executing a workplace…

  19. Learning to Teach Online: Promoting Success through Professional Development

    Science.gov (United States)

    Hinson, Janice M.; LaPrairie, Kimberely N.

    2005-01-01

    The study reported in this paper examined the types of professional-development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional…

  20. Professional Development Urban Schools: What Do Teachers Say?

    Science.gov (United States)

    Green, Tanya R.; Allen, Mishaleen

    2015-01-01

    This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…