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...

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.

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.

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.

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....

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.

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...

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)

SOCIAL PARTNERSHIP IN PROFESSIONAL EDUCATION: INSTITUTIONAL AND ORGANIZATIONAL BASICS

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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

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…

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.

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.

Classroom Research and Professional Development

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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.

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.

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

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

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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

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,

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.

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.

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.

Teacher Professional Development

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Nareerat Rakwichitkul

2017-06-01

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

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

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

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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

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.

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.

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.

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

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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. 

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.

Teacher professional development: articulation between contexts and dispositions

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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.

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

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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.

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...

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,…

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…

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.

Development Professionals at Religiously Based Nonprofit Organizations

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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.

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...

INTERNSHIP ROLES IN TRAINING AND PROFESSIONAL DEVELOPEMENT OF STUDENTS

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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

Exploring a Model of Situated Professional Development: Impact on Classroom Practice

Science.gov (United States)

Singer, Jonathan; Lotter, Christine; Feller, Robert; Gates, Harry

2011-04-01

A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3-24, 2004; Schneider et al. in J Res Sci Teach 42:283-312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers' ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245-253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.

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

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

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

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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.

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

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...

The Leadership Case for Investing in Continuing Professional Development.

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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.

Developing Globally Compatible Institutional Infrastructures for Indian Higher Education

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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…

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...

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

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…

Evaluating professional development

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Guskey, Thomas R

2000-01-01

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

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

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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.

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.

Collaboration between colleagues in teaching professional development programs

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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.

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

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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…

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

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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.

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

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…

A Discussion of Professional Identity Development in Nursing Students

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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.

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

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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.

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

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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…

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…

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

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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…

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...

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...

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

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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.

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

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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.

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

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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.

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

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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…

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

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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

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

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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.

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

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.

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

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.

Competency-based medical education and continuing professional development: A conceptualization for change.

Science.gov (United States)

Lockyer, Jocelyn; Bursey, Ford; Richardson, Denyse; Frank, Jason R; Snell, Linda; Campbell, Craig

2017-06-01

Competency-based medical education (CBME) is as important in continuing professional development (CPD) as at any other stage of a physician's career. Principles of CBME have the potential to revolutionize CPD. Transitioning to CBME-based CPD will require a cultural change to gain commitment from physicians, their employers and institutions, CPD providers, professional organizations, and medical regulators. It will require learning to be aligned with professional and workplace standards. Practitioners will need to develop the expertise to systematically examine their own clinical performance data, identify performance improvement opportunities and possibilities, and develop a plan to address areas of concern. Health care facilities and systems will need to produce data on a regular basis and to develop and train CPD educators who can work with physician groups. Stakeholders, such as medical regulatory authorities who are responsible for licensing physicians and other standard-setting bodies that credential and develop maintenance-of-certification systems, will need to change their paradigm of competency enhancement through CPD.

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.

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

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…

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.

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.

[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.

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

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

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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.

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…

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.

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 &…

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.…

DeFrosting professional development: reconceptualising teaching using social learning technologies

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Vickel Narayan

2011-02-01

Full Text Available In this paper we discuss the impact of redesigning a lecturer professional development course with the aim of embedding a community of practice (COP model supported by the use of mobile web 2.0 technologies. This approach was based upon a model developed to support 30 mlearning projects between 2006 and 2010, which also informed the institutions' new elearning strategy developed in 2009. Participating lecturers were brought into the course as participants in an intentional COP investigating the pedagogical application of social learning theories and frameworks, facilitated by the course lecturers who took on the role of technology stewards guiding the COP in the appropriation of mobile web 2.0. Three examples of participants' journeys of discovery throughout the course are highlighted to illustrate the impact of this approach to professional development. Reflections on the first 2010 iteration of the course are then used to inform the following iterations in 2011.

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.

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

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…

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,…

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 ...

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.

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.

FUTURE MUSIC TEACHERS’ PROFESSIONAL AND INDIVIDUAL DEVELOPMENT WHILE STUDYING CONDUCTING AND CHORAL DISCIPLINES

Directory of Open Access Journals (Sweden)

Alla Kozyr

2017-04-01

Full Text Available The article deals with the problem of professional and individual development of Art Institute students. The aim of the article is to disclose the effectiveness of organising future music teachers’ methodological training which causes their professional and individual development. There is an urgent necessity of implementing integrated knowledge system in musical and pedagogical education which requires greater coordination of the disciplines. The article gives a detailed analysis of future music teachers ‘theoretic and methodological training in the course of conducting and choral disciplines that takes place during the whole period of studying at Art Institutes and at Music and Pedagogics Faculties of Pedagogical Universities. The author claims that the course of conducting and choral disciplines helps overcome drawbacks of future teachers’ training to practice. But this course should be combined with vocal and instrumental training, the unity of these components promote to forming performance skills. It is shown that the main task of learning conducting and choral disciplines at Art Institutes and at Music and Pedagogics Faculties of Pedagogical Universities is directing students to the constant acmeological self-development. The basis for this is future teachers’ independent work that is supervised by tutors. Tutors should encourage students to have responsible attitude to the author’s text. The future conductor should have a habit of accurate reading of author’s text which is one of the preconditions of successful performance. In the article much attention is given to getting basic professional skills that involves training the leaders of school choral groups according to the following trends: studying music and theoretical materials thoroughly; mastering conducting techniques; learning vocal and choral technique and methodology of working with the choir. The author concludes that mastering the main professional skills means

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.

Information professionals: core competencies and professional development

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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.

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.…

C-MORE Professional Development Training Program for Graduate Students and Post-Docs

Science.gov (United States)

Bruno, B. C.; DeLeo, F.; Bottjer, D.; Jungbluth, S.; Burkhardt, B.; Hawco, N.; Boiteau, R.

2012-12-01

The Center for Microbial Oceanography: Research and Education (C-MORE) is a National Science Foundation-sponsored Science and Technology Center. C-MORE comprises six partner institutions: University of Hawaii (headquarters), Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California at Santa Cruz and Monterey Bay Aquarium Research Institute. C-MORE's Professional Development Training Program is aimed at equipping graduate students and post-docs at all six institutions with the skills and experiences needed to maximize their potential and succeed in their professional careers. This program is administered through the C-MORE Education Office and was developed in close collaboration with graduate students, post-docs, and faculty. This program has formal but flexible requirements. There is only one required module (Outreach). The seven optional modules include: Science Communication, Leadership, Mentoring, Teaching, Research Exchange, Diversity and Proposal Writing. Masters students choose three optional modules; Ph.D. students and post-docs choose five. Most modules consist of a training component, followed by a practical component. All participants will are expected to complete program evaluations. Below are some examples of program offerings: Science Communication Module In partnership with the Communication Partnership for Science and the Sea, C-MORE organized three Science Communication workshops at the University of Hawaii, Monterey Bay Aquarium Research Institute and Massachusetts Institute of Technology. These workshops train participants to distill their research into language that is free of jargon and accessible to a general audience. After the training, participants are asked to produce a communication product based on their research, such as a magazine article, press release, podcast or a blog. Diversity Module To date, C-MORE has organized three teleconferences on diversity, attended by

Assessing faculty professional development in STEM higher education: Sustainability of outcomes.

Science.gov (United States)

Derting, Terry L; Ebert-May, Diane; Henkel, Timothy P; Maher, Jessica Middlemis; Arnold, Bryan; Passmore, Heather A

2016-03-01

We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.

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…

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

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

[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.

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. 

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.

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…

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…

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.

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.

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…

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

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…

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....

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

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…

Holistic Approach to Secondary Earth Science Teacher Professional Development: the Triad of Project-based Instruction, Earth Science Content, and GIS Technology

Science.gov (United States)

Rubino-Hare, L.; Sample, J. C.; Fredrickson, K.; Claesgens, J.; Bloom, N.; Henderson-Dahms, C.; Manone, M.

2011-12-01

We have provided two years of professional development for secondary and middle school teachers with a focus on project-based instruction (PBI) using GIS. The EYE-POD project (funded by NSF-ITEST) involved pairs of teachers from Arizona and the surrounding region in two-week institutes during Summer, 2010, and an advanced institute in Summer, 2011. The NAz-POD project (funded by Arizona Department of Education and administered by Science Foundation Arizona) provided similar PD experiences, but the institutes occurred during weekends in the academic year. The institutes were led by a team with expertise in Earth science content, professional development and pedagogy, and GIS. The teachers developed learning modules using the project based learning instructional model. Pedagogy, content, and GIS skills were combined throughout the professional development activities. Academic year follow up by NAU personnel included classroom observations and technical support. For assessing student work we provided a rubric, but learned that teachers were not prepared to assess GIS products in order to determine the level of student understanding. In year two of the project we incorporated strategies for assessment of student products into the professional development. Teacher-participants and their students completed several pre- and post- assessments. Teacher assessments included a geospatial performance assessment, classroom observations, and content tests. Student data collection included attitude and efficacy questionnaires, content tests, and authentic assessments including products using GIS. Content tests were the same for teachers and students and included spatial reasoning, data analysis, and Earth science content. Data was also collected on teacher perception of professional development delivery and self-reported confidence in teaching with PBI and geospatial technology. Student assessments show that improvement occurred in all areas on the content test. Possible factors

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.

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…

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

Teaching matters-academic professional development in the early 21st century.

Science.gov (United States)

Fahnert, Beatrix

2015-10-01

Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. © FEMS 2015. All rights reserved.

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…

PROFESSIONAL COMMUNITIES AND HIGH SCHOOL: TO FIND INTERACTION

Directory of Open Access Journals (Sweden)

M. V. Artamonova

2015-01-01

Full Text Available Discusses the issue of development of professionally-oriented educational programs on the basis of requirements for the competence of graduates of higher educational institutions as a way to improve the quality of education and higher education model adaptation to modern conditions. Analyzes the experience of interaction between higher education institutions and professional associations in the formation of professional standards.

Union Contracts and Teacher Professional Development

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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.

Actions for Professional Development to Enhance Competence in Communicating Scientific Results

Directory of Open Access Journals (Sweden)

Alexeis Ruíz-Díaz

2017-04-01

Full Text Available The main goal of this research is to propose an action plan for professional development to enhance competence in communicating scientific results in teachers of municipal secondary schools. The research is part of a complementary methodological approach that combines different quantitative and qualitative methods based on specific objectives. The diagnosis was made at the Municipal University Center of Sagua La Grande, with a sample of 25 teachers who are members of the Industrial Engineering career staff at the institution, attached to the Central University “Marta Abreu” of Las Villas, Cuba. Regularities were found from the stage of the initial diagnosis of professional development needs and the level in which the “competence in communicating scientific results” variable was. With this information justifying the purposes of this research, a process was designed following a systemic approach, and the practical result was the proposal of the organization and design of an action plan for development through postgraduate education forms during the implementation phase.

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…

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.

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;…

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.

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…

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...

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.

CONTINUING PROFESSIONAL DEVELOPMENT – A PREREQUISITE FOR THE DEVELOPMENT OF AN ORGANISATION IN THE CONTEXT OF THE KNOWLEDGE SOCIETY

Directory of Open Access Journals (Sweden)

Carmen SANDU (TODERAȘCU

2014-12-01

Full Text Available The option for a knowledge-based society requires investment in the development of human resources so as to encourage employees to acquire new skills and accept occupational mobility. At the same time, it is important to promote work quality during recruitment and develop learning strategies and continuing professional development ones for the benefit of the many. The work shows the most important results of the analysis conducted on the topic of continuing professional development – as a sine qua non condition for the development of organizations. By using a complex methodology that included various research instruments and by investigating multiple categories of actors, we aimed at a theoretical analysis of the policy framework, the means to implement them and the impact categories of continuing professional development in the context of a knowledge - based society. Our approach particularly focuses on the formation experience of employees (public and private institutions and will be further completed by the perspective of other types of beneficiaries. At the moment, the problem of human resources competitiveness is a main area of intervention on the short term against the background of Romania’s efforts to counteract the effects of the world crisis.

The influence of an inquiry professional development program on secondary science teachers' conceptions and use of inquiry teaching

Science.gov (United States)

Lotter, Christine

2005-11-01

This research investigated nine secondary science teachers' conceptions and use of inquiry teaching throughout a year-long professional development program. The professional development program consisted of a two-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Teachers' conceptions of inquiry teaching were established through both qualitative interviews and a quantitative instrument given before and after the summer institute and again at the end of the academic year. Videotapes of all nine teachers presenting inquiry lessons in their own classrooms were evaluated using an observation protocol that measured the teachers' degree of reform teaching. Three of the teachers were chosen for an in-depth case study of their classroom teaching practices. Data collected from each of the case study teachers included videotapes from classroom observations, responses to an inquiry survey, and transcripts from two additional qualitative interviews. Students' responses to their teachers' use of inquiry teaching were also investigated in the case study classrooms. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that the teachers' knowledge of inquiry was necessary but not sufficient for their implementation of inquiry teaching practices. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education were found to have a direct effect on the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that

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…

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…

Teacher Learning in a Mathematics and Science Inquiry Professional Development Program: First Steps in Emergent Teacher Leadership

Science.gov (United States)

Yow, Jan A.; Lotter, Christine

2016-01-01

This study investigates the role of an inquiry professional development institute in empowering middle school mathematics and science teachers to develop as teacher leaders. Teachers and coaches jointly attended content sessions and participated in practice teaching sessions with students. The coaches led reflection sessions following the practice…

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

2016-11-01

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 classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.

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…

THE PROBLEMS OF PROFESSIONAL PUBLIC ACCREDITATION OF ADDITIONAL PROFESSIONAL EDUCATION PROGRAMS AND THE PROSPECTS OF ITS IMPLEMENTATION

Directory of Open Access Journals (Sweden)

Tatyana V. Matveeva

2015-01-01

Full Text Available Leading role in the process of development and improvement of modern Russian education plays an additional professional education, which, to the greatest extent, responds to the qualitative changes in the socio-economic relations in a rapidly changing world. The aim of this paper is to identify the organizational and legal problems of professional and public accreditation of additional professional education programs in Russia and the opportunities development of this institution in modern conditions. The scientific research problem was to justify the need for professional and public accreditation of additional professional education programs of modern universities on the basis of delegation of procedures for evaluating the quality of education by public authorities to the public expert organizations, which ensure the independence and objectivity of the decisions made by qualified experts using a standardized assessment tools and tech to meet the needs of all parties concerned for highly qualified professionals. Methods. Empirical and theoretical methods were applied in the process of solving the problems in the scientific work to achieve the objectives of the study and test the hypothesis of an integrated methodology. Theoretical research methods involve: analysis of different literary sources (including legislative and regulatory enactments of the Higher Authorities of the Russian Federation, regulatory enactments of the Ministry of General and Vocational Education of the Russian Federation, compilation, synthesis of empirical data, comparative analysis, and others. Empirical research methods include: observation, testing, interview, questionnaire, ranking, pedagogical experiment, analysis of the products of activity, method of expert evaluations, methods of mathematical statistics, and other. Results. The expediency of independent accreditation procedures is proved. The goals that need to be solved to enhance the competitiveness of

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

Lessons from a Train-the-Trainer Professional Development Program: The Sustainable Trainer Engagement Program (STEP)

Science.gov (United States)

Shupla, Christine; Gladney, Alicia; Dalton, Heather; LaConte, Keliann; Truxillo, Jeannette; Shipp, Stephanie

2015-11-01

The Sustainable Trainer Engagement Program (STEP) is a modified train-the-trainer professional development program being conducted by the Lunar and Planetary Institute (LPI). STEP has provided two cohorts of 6-8th grade science specialists and lead teachers in the Houston region with in-depth Earth and Space Science (ESS) content, activities, and pedagogy over 15 days each, aligned with Texas science standards. This project has two over-arching goals: to improve middle school ESS instruction, and to create and test an innovative model for Train-the-Trainer.This poster will share details regarding STEP’s activities and resources, program achievements, and its main findings to date. STEP is being evaluated by external evaluators at the Research Institute of Texas, part of the Harris County Department of Education. External evaluation shows an increase after one year in STEP participants’ knowledge (cohort 1 showed a 10% increase; cohort 2 showed a 20% increase), confidence in teaching Earth and Space Science effectively (cohort 1 demonstrated a 10% increase; cohort 2 showed a 20% increase), and confidence in preparing other teachers (cohort 1 demonstrated a 12% increase; cohort 2 showed a 20% increase). By September 2015, STEP participants led (or assisted in leading) approximately 40 workshops for about 1800 science teachers in Texas. Surveys of teachers attending professional development conducted by STEP participants show very positive responses, with averages for conference workshop evaluations ranging from 3.6 on a 4 point scale, and other evaluations averaging from 4.1 to 5.0 on a 5 point scale.Main lessons for the team on the train-the-trainer model include: a lack of confidence by leaders in K-12 science education in presenting ESS professional development, difficulties in arranging for school or district content-specific professional development, the minimal duration of most school and district professional development sessions, and uncertainties in

Investing in Professional Development: Building and Sustaining a Viable 4-H Youth Workforce for the Future

Directory of Open Access Journals (Sweden)

Kirk A. Astroth

2008-09-01

Full Text Available Positive youth development outcomes are influenced by a competent, highly trained work force that enjoys their work with young people. The youth work field has struggled with how to keep and motivate front line youth workers given the heavy workloads, low pay, lack of recognition and irregular time demands to compete with family responsibilities. Professional development is a key strategy for retaining and motivating youth workers. A model of professional development called the Western 4-H Institute has been developed and held now for two sessions. Results from participants indicate that this strategy can have a positive influence on job satisfaction, competencies, and retention. In fact, only 10 percent of participants had left during the intervening 5 years, and job satisfaction had increased significantly over time. Organizational loyalty among participants is not high, but with early career professionals, they may still be trying to find their niche. A regional training model has shown itself to be effective in supporting 4-H youth professionals and is building a sustainable workforce for the future.

Development of analytical competencies and professional identities through school-based learning in Denmark

Science.gov (United States)

Andresen, Bent B.

2015-12-01

This article presents the main results of a case study on teachers' professional development in terms of competence and identity. The teachers involved in the study are allocated time by their schools to participate in professional "affinity group" meetings. During these meetings, the teachers gather and analyse school-based data about factors which persistently create and sustain challenges in effective student education (grade K-10). This process improves their understanding and undertaking of job-related tasks. The affinity group meetings also influence the teachers' professional identity. The research findings thus illustrate the fact that the analytical approach of affinity groups, based on the analysis of the difficulties in their daily job, provides good results in terms of competencies and identity perception. In general, as a result of meeting in affinity groups, adult learners develop professional competencies and identities which are considered crucial in rapidly changing schools characterised by an increased focus on, among other things, lifelong learning, social inclusion, school digitalisation, and information literacy. The research findings are thus relevant for ministries and school owners, teacher-trainers and supervisors, schools and other educational institutions, as well as teachers and their organisations worldwide.

Teaching practices and professional development of biology professors at small, private, liberal arts colleges in the Southeast

Science.gov (United States)

Mallory, Sarah Elizabeth Bradford

Science teaching in pre-college institutions has been undergoing reform in recent years, particularly since 1996, when the National Science Education Standards were published. This reform includes inquiry-based teaching, student-centered classrooms, authentic assessment, and collaborative learning. Professional development is also recommended in the Standards document as the means for preparing teachers for reform-based teaching in pre-college classrooms. In post-secondary institutions, there is no curriculum-governing body to institute reform, and college faculty have devised their own standards and methods for teaching science, most often in the form of lecture and traditional procedure-driven laboratory exercises. This study was conducted to find examples of reform-based biology teaching in small, private, liberal arts colleges in the Southeast, where teaching innovations may be more likely to occur due to the size and independence of the schools. Professional development opportunities were also examined, since these would be important in the development of new curricula and methods of teaching. Data were collected from 151 participants, representing 78.3% of these colleges in eight southeastern states, by survey and from three volunteers by on-site interviews. Teaching was the main responsibility reported by all respondents, with both lower and upper level biology courses taught by all participants. Significant differences were found in the use of reform-based teaching in lower level biology courses versus upper level biology courses. Overall average use of inquiry-based teaching was 70.5%, while student-centered learning was reported on average by 57% of respondents, authentic assessment was reported on average by 56.6% of respondents, and collaborative learning was reported on average by 56% of respondents. Professional development opportunities most frequently used were reported to be journal, books, and videotapes. Multivariate regression analyses revealed

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.

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,…

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…

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".…

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.

Effects of workplace policy on continuing professional development: the case of occupational therapy in Nova Scotia, Canada.

Science.gov (United States)

Townsend, Elizabeth; Sheffield, Suzanne Le-May; Stadnyk, Robin; Beagan, Brenda

2006-04-01

Continuing professional development is essential for professionals to remain competent, and for effective recruitment and retention. This paper reports a qualitative study of the effects of workplace policy on continuing professional development on a small, dispersed profession in a resource-challenged province, using the case example of occupational therapy in Nova Scotia. The study used a multi-methods design, theoretically based on institutional ethnography. Methods were critical appraisal of the literature, interview and focus group data collection with 28 occupational therapists and 4 health services administrators, and a review of workplace policy. The study identified a policy wall. Notable policies were those which defined who is responsible for continuing professional development, and which limited employee benefits and work flexibility options for those with family duties. It appears that a female-dominated profession, such as occupational therapy, may also face gender-based challenges. Suggestions are offered for workplace policy makers, unions, provincial regulatory organizations, and health professionals. The findings are generally applicable to any small, dispersed health profession operating in resource-challenged conditions.

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,…

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…

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.

The Influence of Creativity Level on Overcoming the Barriers of Teachers’ Professional Development

Directory of Open Access Journals (Sweden)

E. F. Zeer

2012-01-01

Full Text Available The paper summarizes the research findings concerning the influence of creativity on overcoming the barriers of teachers’ professional development. The re- search subject includes defining the interrelations between the creativity and profes- sional burn-out. The aim of the studies is to find out the influencing factors of creativ- ity eliminating the destructive trends of professional pedagogic activity. The methodology is based on the E. E. Simanyuk’s concept describing the de- structive tendencies of teachers’ professional formation and the constructive overcom- ing strategies. The teachers’ refresher course at Sverdlovsk Regional Institute of Education De- velopment was taken as the experimental ground for the research. The diagnostics of the psychological constructs relating to the discussed phenomena was carried out by using tests of high validity and reliability. The modern methods of mathematical statis- tics were applied. The research outputs are of high practical importance both for designing the content of teachers’ professional development and upgrading their readiness for educa- tional innovations. 

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)

Exploring the Influence of Student Focus Groups in Their Professional and Personal Development

Science.gov (United States)

Hosseini, S.; Hut, R.

2014-12-01

A scientific career is often more than a 9-to-5 commitment, both in terms of time and passion. An important factor that fuels this passion is engaging with the community on many levels. In the history of education and professional development, there are numerous studies that emphasis the importance of surrounding groups and like-minded peers in one's professional and personal development in a less constrained environment. In our experience, in modern days where students are surrounded with too much information and yet too little clear signal, the idea of mentor and advisor can no longer limit to one or two people. We strongly feel it is imperative to have the opportunity to share expertise on scientific issues, career options, develop presenting and writing skills, participate in professional volunteer activities with alike and advanced colleagues, share future opportunities, and successfully navigating life both inside and outside of graduate school in a relaxed environment. Most of the professional scientific and engineering communities put a lot of effort to create and maintain professional groups in masters and Ph.D. levels but the dynamics within these groups prove it to be very different and it is challenging to maintain both momentum and productivity. Authors of this report would present their experience in creating, running and maintaining various student groups in the discipline of physics, astronomy, planetary science, hydrology, and optical engineering in US, Europe and Middle East. The common factors and differences based on the supportive community, location, and the educational level would be discussed. An outline of potential helpful factors within the academic institutes and professional communities would be presented based on the examination on various successful and unsuccessful experiences.

Professional Knowledge and Everyday Practice

DEFF Research Database (Denmark)

Schmidt, Camilla

their professional knowledge with regards to collective reflection and creating coherent practices and everyday lives for children and families. I propose an alternative perspective on development of professional knowledge, which takes aspects of professional knowledge and everyday practice......Professional care work in preschools in Denmark is faced with a knowledge crisis, due to increasing influence by regulations from state and market. As a consequence the professionals seem more inclined to focus on how to meet demands for documentation, rather than focusing on developing...... and professional knowledge must involve an understanding of the importance of routines, habits and practical tasks. The analysis takes its point of departure in observations and interviews in a daycare institution with a combined nursery and preschool (age 0-6 years) In order to grasp the knowledge quality...

Two-Year Institution Part-Time Nurse Faculty Experiences During Role Transition and Identity Development: A Phenomenological Study.

Science.gov (United States)

Owens, Rhoda A

This study explored two-year institution part-time nurse faculty's perceptions of their experiences during their role transitions from nurses in clinical practice to part-time clinical instructors. Part-time nurse faculty enter academia as expert clinicians, but most have little or no training in the pedagogy of effective student learning. A phenomenological study was used to explore the faculty role transition experiences. Findings support the proposition that six participants transitioned from their expert clinician to instructor identities; however, two continue in the process. Critical to this process are relationships with individuals in their environments, past and present experiences, the incentive to learn to be better instructors, and the importance of support and training. A model emerged, Process of Role Transition and Professional Identity Formation for Part-Time Clinical Instructors at Two-Year Institutions, that is potentially useful for administrators in developing individualized orientation and professional development programs.

Professional Development Opportunities for Two-Year College Geoscience Faculty: Issues, Opportunities, and Successes

Science.gov (United States)

Baer, E. M.; Macdonald, H.; McDaris, J. R.; Granshaw, F. D.; Wenner, J. M.; Hodder, J.; van der Hoeven Kraft, K.; Filson, R. H.; Guertin, L. A.; Wiese, K.

2011-12-01

Two-year colleges (2YCs) play a critical role in geoscience education in the United States. Nearly half of the undergraduate students who take introductory geoscience do so at a 2YC. With awide reach and diverse student populations, 2YCs may be key to producing a well-trained, diverse and sufficiently large geoscience workforce. However, faculty at 2YCs often face many barriers to professional development including lack of financial resources, heavy and inflexible teaching loads, lack of awareness of opportunities, and few professional development resources/events targeted at their needs. As an example, at the 2009 GSA meeting in Portland, fewer than 80 of the 6500 attendees were from community colleges, although this was more than twice the 2YC faculty attendance the previous year. Other issues include the isolation described by many 2YC geoscience faculty who may be the only full time geoscientist on a campus and challenges faced by adjunct faculty who may have even fewer opportunities for professional development and networking with other geoscience faculty. Over the past three years we have convened several workshops and events for 2YC geoscience faculty including technical sessions and a workshop on funding opportunities for 2YC faculty at GSA annual meetings, a field trip and networking event at the fall AGU meeting, a planning workshop that examined the role of 2YCs in geoscience education and in broadening participation in the geosciences, two workshops supporting use of the 'Math You Need, When You Need It' educational materials that included a majority of 2YC faculty, and marine science summer institutes offered by COSEE-Pacific Partnerships for 2YC faculty. Our experience indicates that 2YC faculty desire professional development opportunities when the experience is tailored to the needs and character of their students, programs, and institutions. The content of the professional development opportunity must be useful to 2YC faculty -workshops and

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…

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.

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 ...

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.

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 ...

Collective Professional Development for the Integration of ICT in Higher Education

DEFF Research Database (Denmark)

Castro Guzman, Willy

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...... 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...

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

Health care professionals from developing countries report educational benefits after an online diabetes course.

Science.gov (United States)

Wewer Albrechtsen, Nicolai J; Poulsen, Kristina W; Svensson, Lærke Ø; Jensen, Lasse; Holst, Jens J; Torekov, Signe S

2017-05-31

Medical education is a cornerstone in the global combat against diseases such as diabetes and obesity which together affect more than 500 million humans. Massive Open Online Courses (MOOCs) are educational tools for institutions to teach and share their research worldwide. Currently, millions of people have participated in evidence-based MOOCs, however educational and professional benefit(s) for course participants of such initiatives have not been addressed sufficiently. We therefore investigated if participation in a 6 week open online course in the prevention and treatment of diabetes and obesity had any impact on the knowledge, skills, and career of health care professionals contrasting participants from developing countries versus developed countries. 52.006 participants signed up and 29.469 participants were active in one of the three sessions (2014-2015) of Diabetes - a Global Challenge. Using an online based questionnaire (nine sections) software (Survey Monkey), email invitations were send out using a Coursera based database to the 29.469 course participants. Responses were analyzed and stratified, according to the United Nations stratification method, by developing and developed countries. 1.303 (4.4%) of the 29.469 completed the questionnaire. 845 of the 1303 were defined as health care professionals, including medical doctors (34%), researchers (15%), nurses (11%) and medical students (8%). Over 80% of the health care participants report educational benefits, improved knowledge about the prevention and treatment therapies of diabetes and furthermore improved professional life and practice. Over 40% reported that their professional network expanded after course participation. Study participants who did not complete all modules of the course reported similar impact as the ones that completed the entire course(P = 0.9). Participants from developing countries gained more impact on their clinical practice (94%) compared to health care professionals from

Exploring professional development needs of educators in the health sciences professions.

Science.gov (United States)

Schönwetter, Dieter J; Hamilton, Joanne; Sawatzky, Jo-Ann V

2015-02-01

An increasing number of institutions of higher education are clustering their health sciences schools into a common unit. Therefore, it is imperative that the individual faculty development units assume new mandates to meet faculty development needs for stakeholders across these disciplines. Critical to providing current and relevant professional development activities is an awareness of the needs of academicians, including common as well as discipline-specific needs. Hence, the aim of this study was to explore the extent to which factors such as discipline, rank, gender, education, and years as an academician impact on perceived needs for faculty development. In February 2012, a cross-sectional survey of the perceived faculty development needs of academicians in the health sciences unit of a Canadian university was conducted using an online assessment tool. A total of 133 out of 1,409 potential participants completed the survey, for a response rate of 9.4%. The findings revealed more similarities than differences in terms of perceived faculty development needs. In addition, differences were found across all health professions schools and in factors such as discipline, academic rank, education, gender, and years as an academician. These findings suggest that faculty development and educational specialists should understand the shared as well as the unique needs of the individual health sciences schools in planning their professional development services.

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…

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.

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.

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).

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.

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

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.

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…

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.

Leadership Development of Rehabilitation Professionals in a Low-Resource Country: A Transformational Leadership, Project-Based Model

OpenAIRE

Pascal, Maureen Romanow; Mann, Monika; Dunleavy, Kim; Chevan, Julia; Kirenga, Liliane; Nuhu, Assuman

2017-01-01

Background and rationale This paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development course offered to physiotherapists in a low-resource country. Previous studies have provided examples of the benefits of such programs in medicine and nursing, but this has yet to be documented in the rehabilitation literature. The prototype of leadership development presented may provide guidance for similar tra...

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.

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,…

#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…

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…

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 ...

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)

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…

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…

Early-Career Professional Development Training for Stakeholder-Relevant, Interdisciplinary Research

Science.gov (United States)

Rosendahl, D. H.; Bamzai, A.; Mcpherson, R. A.

2015-12-01

There are many challenges to conducting inter- or multi-disciplinary research because basic research, applied research, management processes, disciplines, and even sub-disciplines have been "siloed" for so long that many research and management professionals find it difficult to communicate common interests and research needs. It is clear that the next generation of researchers must overcome these disciplinary biases and engage in more open dialogue with other disciplines and the management community in order to be better positioned to collaborate, speak a common language, and understand each other's needs. The U.S. Department of the Interior's South Central Climate Science Center recently conducted a professional development workshop for 28 early-career researchers involved in climate-related research across the South-Central U.S. The participants consisted of graduate students, postdocs, and junior faculty representing 17 different natural and social science disciplines and seven Universities/Institutions. The workshop provided the participants with guidance and instruction on how to overcome the identified challenges in conducting "actionable" research and how to better navigate multi-institutional and multi- or inter-disciplinary research. The workshop was comprised of: (1) a series of instructional presentations organized into themed sessions; (2) two keynote addresses to provide a broader perspective; (3) a real-world case study activity; (4) individual and group projects/presentations; and (5) field trips. In addition, we purposely created informal opportunities for participants to network, which met the goal of facilitating interdisciplinary interactions. An overview of the workshop experience will be provided, including a focus on those aspects leading to its ultimate success and recommendations for how to develop and implement a similar early-career workshop for your own purposes.

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....

Supporting students in professional socialisation: Guidelines for professional nurses and educators

Directory of Open Access Journals (Sweden)

Hester Cathrina (Rina de Swardt

2017-01-01

Full Text Available Professional socialisation of nursing students involves learning skills, attitudes, behaviour and professional roles, largely in the clinical area. During clinical accompaniment and reflective discussions with a group of undergraduate Baccalaureate nursing students in South Africa, students reported negative professional socialisation experiences, primarily in the clinical area. Such experiences could influence the quality of patient care. The objective of this study was to develop and validate guidelines to support professional nurses and educators in the professional socialisation of student nurses. Evidence was generated from an exploration and description of the perceptions of professional nurses regarding their role in the professional socialisation of students, the perceptions of nurse educators regarding the teaching and facilitation of professional socialisation of students, and the socialisation experiences of students. Following a sequential mixed-methods design, qualitative data guided the collection of quantitative data. All data and literature directed the development of these guidelines, which experts reviewed and validated according to a set of criteria. These guidelines focus on the clinical, nursing educational institution environment and values and beliefs of the nursing profession. Facilitation of sound work ethics, professional behaviour, cultural and gender awareness, role modelling and the application of a range of teaching strategies is proposed.

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.

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.

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

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…

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…

A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey.

Science.gov (United States)

Kitts, Robert Li; Koleoglou, Kyle John; Holland, Jennifer Elysia; Hutchinson, Eliza Haapaniemi; Nang, Quincy Georgdie; Mehta, Clare Marie; Tran, Chau Minh; Fishman, Laurie Newman

2015-11-02

Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. To address the needs of these future health professionals, a novel program-Program for Research Assistant Development and Achievement (PRADA)-was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. High response rate and favorable outlook among respondents

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.

A Collaborative Diagonal Learning Network: The role of formal and informal professional development in elementary science reform

Science.gov (United States)

Cooke-Nieves, Natasha Anika

Science education research has consistently shown that elementary teachers have a low self-efficacy and background knowledge to teach science. When they teach science, there is a lack of field experiences and inquiry-based instruction at the elementary level due to limited resources, both material and pedagogical. This study focused on an analysis of a professional development (PD) model designed by the author known as the Collaborative Diagonal Learning Network (CDLN). The purpose of this study was to examine elementary school teacher participants pedagogical content knowledge related to their experiences in a CDLN model. The CDLN model taught formal and informal instruction using a science coach and an informal educational institution. Another purpose for this research included a theoretical analysis of the CDLN model to see if its design enabled teachers to expand their resource knowledge of available science education materials. The four-month-long study used qualitative data obtained during an in-service professional development program facilitated by a science coach and educators from a large natural history museum. Using case study as the research design, four elementary school teachers were asked to evaluate the effectiveness of their science coach and museum educator workshop sessions. During the duration of this study, semi-structured individual/group interviews and open-ended pre/post PD questionnaires were used. Other data sources included researcher field notes from lesson observations, museum field trips, audio-recorded workshop sessions, email correspondence, and teacher-created artifacts. The data were analyzed using a constructivist grounded theory approach. Themes that emerged included increased self-efficacy; increased pedagogical content knowledge; increased knowledge of museum education resources and access; creation of a professional learning community; and increased knowledge of science notebooking. Implications for formal and informal

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…

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…

Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool

Science.gov (United States)

Olmstead, Alice; Turpen, Chandra

2016-12-01

Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty. Initial evidence suggests that workshop leaders often overlook central tenets of education research that are well established in classroom contexts, such as the role of interactivity in enabling student learning [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]. As such, there is a need to develop more robust, evidence-based models of how best to support faculty learning in professional development contexts, and to actively support workshop leaders in relating their design decisions to familiar ideas from other educational contexts. In response to these needs, we have developed an observation tool, the real-time professional development observation tool (R-PDOT), to document the form and focus of faculty engagement during workshops. In this paper, we describe the motivation and methodological considerations behind the development of the R-PDOT, justify our decisions to highlight particular aspects of workshop sessions, and demonstrate how the R-PDOT can be used to analyze three sessions from the Physics and Astronomy New Faculty Workshop. We also justify the accessibility and potential utility of the R-PDOT output as a reflective tool using preliminary data from interviews with workshop leaders, and consider the roles the R-PDOT could play in supporting future research on faculty professional development.

The Impact of a Professional Development Model on Middle School Science Teachers' Efficacy and Implementation of Inquiry

Science.gov (United States)

Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee

2016-01-01

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and…

SOME ASPECTS OF FOREIGN LANGUAGE COMPETENCE DEVELOPMENT IN THE SYSTEM OF CONTINUED PROFESSIONAL EDUCATION

Directory of Open Access Journals (Sweden)

A. G. Gorbunov

2017-01-01

Full Text Available Introduction. The system of continued professional education in modern Russia is aimed at raising the level of professional workers’ ability for competition at the global vocational market. Among the most required competences we put an emphasis on the ability for efficient communication in the native and foreign languages pursuing social, cultural and professional interaction. The practical experience proves that students of various courses of study within the system of continued professional education have difficulties while communicating in a foreign language because of a low level of their foreign language communication competence that is based on ability for decoding and producing a discourse. Aim. The article considers the factors to develop students’ ability for decoding and producing a discourse in the format of reflexive positional discussion. Methodology and research methods. Development of the advanced and high level of foreign language competence is possible via introduction of institutional discursive practices into the educational process. Development of foreign language competence in the system of continued professional education is being discussed from the point of synergy of pedagogical science and applied linguistics. System-synergetic, communicative-activity, discursive and technological approaches have been chosen as the methodological base to develop the system of criteria of students’ preparedness and ability to communicate in a foreign language. Methods of analysis and synthesis have been used during the work as well. Results and scientific novelty. The materials presented in the publication make a contribution to the theory and methodology of continued professional education regarding effective experts’ foreign language mastering, and skills acquisition for the most productive interpersonal and professional-oriented communication. Methodologically-based definition and description of the components of subject and

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.

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...

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.

Mechanical circulatory assist device development at the Texas Heart Institute: a personal perspective.

Science.gov (United States)

Frazier, O H

2014-01-01

In December 2013, we performed our 1000th ventricular assist device implantation at the Texas Heart Institute. In my professional career, I have been fortunate to see the development of numerous mechanical circulatory support devices for the treatment of patients with advanced heart failure. In fact, most of the cardiac pumps in wide use today were developed in the Texas Heart Institute research laboratories in cooperation with the National Heart, Lung and Blood Institute or device innovators and manufacturers and implanted clinically at our partner St. Luke's Episcopal Hospital. My early involvement in this field was guided by my mentors, Dr Michael E. DeBakey and, especially, Dr Denton A. Cooley. Also, many of the advances are directly attributable to my ongoing clinical experience. What I learned daily in my surgical practice allowed me to bring insights to the development of this technology that a laboratory researcher alone might not have had. Young academic surgeons interested in this field might be well served to be active not only in laboratory research but also in clinical practice. Copyright © 2014 Elsevier Inc. All rights reserved.

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 ...

Developing an occupational skills profile for the emerging profession of "big-data-enabled professional"

Science.gov (United States)

Kastens, K. A.; Malyn-Smith, J.; Ippolito, J.; Krumhansl, R.

2014-12-01

In August of 2014, the Oceans of Data Institute at Education Development Center, Inc. (EDC) is convening an expert panel to begin the process of developing an occupational skills profile for the "big-data-enabled professional." We define such a professional as an "individual who works with large complex data sets on a regular basis, asking and answering questions, analyzing trends, and finding meaningful patterns, in order to increase the efficiency of processes, make decisions and predictions, solve problems, generate hypotheses, and/or develop new understandings." The expert panel includes several geophysicists, as well as data professionals from engineering, higher education, analytical journalism, forensics, bioinformatics, and telecommunications. Working with experienced facilitators, the expert panel will create a detailed synopsis of the tasks and responsibilities characteristic of their profession, as well as the skills, knowledge and behaviors that enable them to succeed in the workplace. After the panel finishes their work, the task matrix and associated narrative will be vetted and validated by a larger group of additional professionals, and then disseminated for use by educators and employers. The process we are using is called DACUM (Developing a Curriculum), adapted by EDC and optimized for emergent professions, such as the "big-data-enabled professional." DACUM is a well-established method for analyzing jobs and occupations, commonly used in technical fields to develop curriculum and training programs that reflect authentic work tasks found in scientific and technical workplaces. The premises behind the DACUM approach are that: expert workers are better able to describe their own occupation than anyone else; any job can be described in terms of the tasks that successful workers in the occupation perform; all tasks have direct implications for the knowledge, skills, understandings and attitudes that must be taught and learned in preparation for the

From student to steward: the Interdisciplinary Program in Neuroscience at Georgetown University as a case study in professional development during doctoral training.

Science.gov (United States)

Ullrich, Lauren; Dumanis, Sonya B; Evans, Tanya M; Jeannotte, Alexis M; Leonard, Carrie; Rozzi, Summer J; Taylor, Caitlin M; Gale, Karen; Kanwal, Jagmeet S; Maguire-Zeiss, Kathleen A; Wolfe, Barry B; Forcelli, Patrick A

2014-01-01

A key facet of professional development is the formation of professional identity. At its most basic level, professional identity for a scientist centers on mastery of a discipline and the development of research skills during doctoral training. To develop a broader understanding of professional identity in the context of doctoral training, the Carnegie Initiative on the Doctorate (CID) ran a multi-institutional study from 2001 to 2005. A key outcome of the CID was the development of the concept of 'stewards of the discipline'. The Interdisciplinary Program in Neuroscience (IPN) at Georgetown University participated in CID from 2003 to 2005. Here, we describe the IPN and highlight the programmatic developments resulting from participation in the CID. In particular, we emphasize programmatic activities that are designed to promote professional skills in parallel with scientific development. We describe activities in the domains of leadership, communication, teaching, public outreach, ethics, collaboration, and mentorship. Finally, we provide data that demonstrate that traditional metrics of academic success are not adversely affected by the inclusion of professional development activities in the curricula. By incorporating these seven 'professional development' activities into the required coursework and dissertation research experience, the IPN motivates students to become stewards of the discipline.

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

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

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.

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.

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...

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.

Experiencing professional strains of nurses, radiation engineers and physicians working at the Institute of oncology in Ljubljana

International Nuclear Information System (INIS)

Skufca Smrdel, A.C.

2003-01-01

Background. Since 1974 the term burnout is used in psychology. Burnout describes the end result of stress and has been described by Maslach comprising three basic components: emotional exhaustion, depersonalization and low personal accomplishment. In this paper we would like to describe some aspects of burnout experiences of the employees of the Institute of Oncology in Ljubljana. Subjects and methods. We used Questionnaire of professional stress, created by Zunter Nagy and Kocmur. In our research 137 health workers from four professional groups participated: physicians, graduated nurses, nurses and radiation engineers, representing 38% of all employees. Results. We found out that in the experience the professional stressof all four professional groups is relatively equalized. The most prominent feelings are of fatigue, irritability and work overload. There were no signs of depersonalization - as described by Maslach - reported in our group. In nurses and in radiation engineers a distress is significantly more often displayed due to poorer personal income and poorer material status. Nurses reported significantly more often the intention to change work position (51%), institution (57%) or job (47%). Conclusions. Workstress impacts on the experience and on the thought patterns in those participating in the study. We can describe those signs as burnout signs. However, there are more new questions opening in the future as well as the need to a longitudinal approach to the research of this more and more prominent field. (author)

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...

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…

Elm Street School:A Case Study of Professional Development Expenditures

Directory of Open Access Journals (Sweden)

H. Alix Gallagher

2002-05-01

Full Text Available This article addresses the question of how much is spent on teachers' professional development.  A review of the literature finds two problems that have frequently led to inaccurate estimates of professional development spending: 1 the accounting codes that are used in many studies provide little description of spending, and 2 studies generally focus on district or state expenditures for professional development, but do not collect data on school-level spending.  These problems are compounded by the fact that studies define professional development spending differently, and thus it is difficult to compare findings across studies.  In an effort to begin to address this problem, this study utilizes a detailed cost structure to analyze both district and school site expenditures on professional development across cost categories.  The study found that school-level expenditures were a significant source of professional development for teachers.  This has implications for the methodologies used to estimate current professional development expenditures and what level of expenditures would be necessary to generate dramatic improvements in student achievement.

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…

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…

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.

Professional Development in Teacher Digital Competence and Improving School Quality from the Teachers' Perspective: A Case Study

Science.gov (United States)

Cervera, Mercè Gisbert; Cantabrana, José L. Lázaro

2015-01-01

Professional development in ICT for teachers, in addition to being necessary given the dynamic nature of technology, also improves the institutional quality of schools. This work, based on action research, provides evidence that the school itself is capable of organising and designing a training plan as part of a broader process to improve quality…

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…

Professional Education: Key to Transformation

National Research Council Canada - National Science Library

Reoyo, Paul

2002-01-01

The Army, as an institution must face up to the new challenges of the 21st century and transform professional education with the same urgency and energy it is applying to develop the Objective Force...

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: ...

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.

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

Developing a parent-professional team leadership model in group work: work with families with children experiencing behavioral and emotional problems.

Science.gov (United States)

Ruffolo, Mary C; Kuhn, Mary T; Evans, Mary E

2006-01-01

Building on the respective strengths of parent-led and professional-led groups, a parent-professional team leadership model for group interventions was developed and evaluated for families of youths with emotional and behavioral problems. The model was developed based on feedback from 26 parents in focus group sessions and recommendations from mental health professionals in staff meetings. Evaluations of an implementation of the model in a support, empowerment, and education group intervention (S.E.E. group) have demonstrated the usefulness of this approach in work with families of children with behavioral and emotional problems. This article discusses the challenges of instituting the model in an S.E.E. group. It explores how parents and professionals build the team leadership model and the strengths of this approach in working with parents of youths with serious emotional disturbances.

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.

Support for teachers in improving science instruction and building a professional culture: An investigation

Science.gov (United States)

Morris, Meg

Teachers, already working in a demanding and complex occupation, face new challenges posed by current recommendations for changes in science teaching. Reform challenges that teachers face today and principles for professional development suggested by Judith Warren Little are used as a conceptual framework for this study. The study examines one professional development opportunity, the South Coast Science Project (SCSP) which is one site of the statewide California Science Project. In 1995 twenty-eight teachers of grades K--12 participated in the SCSPs four week summer institute and six follow-up days during the next two school years. Responses to open-ended questions on questionnaires answered by each teacher and my observation as a participant were used to study teachers' experiences in the institute. In classroom observations and interviews I gathered data about teaching practice and leadership activities of the teachers after the institute. Findings show that after the institute participating teachers made changes in teaching practice and leadership activities congruent with the aims of the SCSP. Important factors in the institute's success in supporting teachers to make changes include: the institute's mission, design, principles, and aims are in agreement with Little's (1993) suggested principles for professional development; investigations in an inquiry method are used to emphasize teaching science, rather than separating science and teaching; teacher leadership was enhanced by modeling and opportunities for the participants to practice leadership; a non-elitist model gave all teachers access to this learning opportunity. The method used for this study shows a way to better understand how professional development can have an impact on classroom practice. By collecting data in both the contexts---the learning opportunity and the subsequent classroom applications---the impact of the professional development can be traced. Findings for this study show that well

Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

Energy Technology Data Exchange (ETDEWEB)

Anne Seifert; Louis Nadelson

2011-06-01

Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivation for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a

Professional learning versus interprofessional learning

DEFF Research Database (Denmark)

Nielsen, Cathrine Sand

2014-01-01

to improve quality in the Danish healthcare system (1). Cooperation between patients and professionals is challenged when patients are transferred between department, hospitals or sectors (2). Sharing and developing knowledge inter-professionally and in particular across sectors is inadequate (3......, which is necessary for development of the future undergraduate health professional education programmes. The PhD project intends to generate knowledge of: - the contributions of InterTværs to the quality of future health professional education programmes and to the future healthcare system....... The transition challenges in the healthcare system do not seem to only affect patients and knowledge, but also the students and learning. References: (1) Institute for Quality and Accreditation in Healthcare. 2012. The Danish Healthcare Quality Programme. Accreditation Standards for Hospitals (2) Siemsen IMD...

The Potential of eLearning in the Spatial Information Sciences: a resource for Continuing Professional Development.

OpenAIRE

Mooney, Kevin; Martin, Audrey

2004-01-01

National mapping agencies have at their disposal a number of resources for the continuing professional development of their staff. These range from attendance at full-time University programmes to short in-house tutorials and workshops. The Dublin Institute of Technology has recently developed an eLearning course in ‘Co-ordinate reference systems for spatial information’ and piloted it with staff of Ordnance Survey Ireland and the Department of Lands and Surveys, Nicosia, Cyprus. This paper e...

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,…

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

Science.gov (United States)

Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. PMID:26033870

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…

Scholarly productivity and professional advancement of junior researchers receiving KL2, K23, or K08 awards at a large public research institution.

Science.gov (United States)

Amory, John K; Louden, Diana K N; McKinney, Christy; Rich, Joanne; Long-Genovese, Stacy; Disis, Mary L

2017-04-01

How the productivity and careers of KL2 scholars compare with scholars receiving individual K-awards is unknown. The productivity of KL2 scholars (n=21) at our institution was compared with that of K08 (n=34) and K23 (n=26) scholars. KL2 and K23 scholars had greater productivity than K08 scholars ( p =0.01). Professional advancement was similar among groups. At our institution, scholarly productivity and professional advancement did not differ by type of K-award.

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.

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…

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

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.

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...

2002 activities report of the welding institute

International Nuclear Information System (INIS)

Anon.

2003-01-01

Here is given the 2002 activities report of the welding institute. Are described into details: -the welding institute group -the risk management -the industrial research and development -the standardization -the certification -the inspection and control -the higher education -the professional training -the services -the documentation. (O.M.)

[The problems of professional competence in the complementary professional forensic medical expertise programs of advanced training and professional requalification].

Science.gov (United States)

Shadymov, A B; Fominykh, S A; Dik, V P

This article reports the results of the analysis of the new tendencies and normatives of the working legislation in the field of additional professional education in the speciality of «forensic medical expertise» and the application of the competency-based approach to the training of specialists in the framework of professional requalification and advanced training programs. Special attention is given to the problems of organization of the educational process and the elaboration of additional training programs based on the competency approach to the training of specialists at the Department of Forensic Medicine and Law with the professor V.N. Kryukov Course of Advanced Professional Training and Professional Requalification of Specialists at the state budgetary educational Institution of higher professional education «Altai State Medical University», Russian Ministry of Health. The study revealed the problems pertaining to the development of professional competencies in the framework of educational programs for the professional requalification and advanced training in the speciality «forensic medical expertise». The authors propose the legally substantiated approaches to the solution of these problems.

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…

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…

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…

The Role of Empathy in Developing Professional Identity of would-be Economists in the home Reading Classroom

Directory of Open Access Journals (Sweden)

Maria V. Grineva

2014-01-01

Full Text Available Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as one of the major trends in the process of enhancing foreign languages curriculum at higher education institutions which specialize in training non-linguistic students majoring in various fields of international relations. Professionally oriented foreign language teaching implies using the foreign language classroom as a source of forming a wide range of professionally meaningful competences (both linguistic and non-linguistic of would-be specialists along with developing their sense of professional identity. Despite the fact that professional identity - usually interpreted as individuals' perception of themselves as members of a certain profession - is the culmination of a long process of professional development, its cultivation with future specialists should be seen as a priority as early as at a higher education level - a college or university. Referring to psychological research, the author states that emotional factors play a decisive role in shaping professional identity at early stages of a person's professional development. It reveals the importance of analyzing the potential of literary texts in a foreign language in terms of their ability to contribute to developing prospective specialists' professional identity, as such texts represent a valuable text material which provokes readers' powerful emotional response and thus triggers empathy. The novel "The Firm" byJ. Grisham and "The Headhunter" byj. Mead were selected by the author for the home reading classroom with would-be economists, as coupled with a competence-based learning aid they allow teachers to create a unique discourse, which facilitates the process of developing students' professional competences and their professional identity. Along with their clear professional content, they appeal to students, as the problems raised in them are relevant to those of

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…

Scripting Professional Identities

DEFF Research Database (Denmark)

Bévort, Frans; Suddaby, Roy

2016-01-01

on a longitudinal ethnography of professionals in a Big Four accounting firm we analyse the process by which individual professionals make sense of their new roles and integrate the conflicting demands of professional and managerial logics. We find that individuals are active authors of their own identity scripts......This article examines how individual accountants subjectively interpret competing logics of professionalism as they transform from practicing accountants to managerial roles and as their organizations transform from traditional professional partnerships to more corporate organizational forms. Based....... We further observe considerable interpretive variation in how identity scripts are reproduced and enacted. We contribute to the emerging understanding of institutions as ‘inhabited’ by individuals and extend this literature by demonstrating that the institutional work of reinterpreting competing...

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 ...

Competence Model and Modern Trends of Development of the Russian Institute of Technical Customer

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Mishlanova Marina

2017-01-01

Full Text Available Article considers modern maintenance and development of the management actor by the investment-construction projects of the technical customer. Urgent problems of the formation of Institute of the technical customer establishment are allocated. Elementary competence model is presented: based competences of technical customer, model of the primary competence, example of the operational level of the model. Analysis of the development of the Institute of the technical customer was performed: compliance with current realities of investment-construction activities, improvement of contractual relations, compliance with international standards, state participation, creation of the single technical customer. Necessity of development of competence models for the urgent justification of professional standards is assessed. The possibility of modeling of the competencies and functions of technical customer in approach to the FIDIC-model was revealed. Possibility of usage of the competence model of the technical customer on the stage of building in terms of public-private partnership. Results show the direction for further researches.

Not Business-as-Usual: Resetting Expectations for Recruitment, Engagement & Professional Development of Today's URM in Geosciences

Science.gov (United States)

Auzenne, K.; Teranes, J. L.

2017-12-01

"The significant problems we have cannot be solved at the same level of thinking with which we created them." - Albert Einstein. In order to successfully recruit and retain today's URM in geosciences, we must think critically and strategically about how opportunities for professional engagement and skills-building are marketed, structured and implemented at various stages of an individual's career, and how those opportunities may be viewed and/or experienced differently by URM students and professionals. This presentation will discuss how modern professional development strategies for URMs should include: (1) clearly defined expectations that acknowledge cultural differences and challenges; (2) supportive exposure to experiences and individuals, such as role models, mentors and potential advisors; (3) constructive skill-building experiences that foster confidence and a sense of belonging, and (4) a demonstrated institutional commitment to diversity and inclusion from leadership that translates into visible resources and support. The presentation will highlight examples of these efforts and outcomes at the Scripps Institution of Oceanography, including the Scripps Undergraduate Research Fellowship (SURF) Program, a NSF-funded Research Experiences for Undergraduates (REU). With a commitment to enhancing diversity and inclusion, the SURF program has used the strategies above to help recruit and retain URM, women and veterans in graduate school and careers in the geosciences.

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.

FPG Child Development Institute

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... 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 ...

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…

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 ...

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

From the Organizational Operations to Explore the Development of Institutional Citizen Journalism in Taiwan: Using Four News Organizations as Examples

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Yu-Ling Lin

2015-04-01

Full Text Available This study adopts multiple methods to examine four different-operated citizen websites of news organizations in Taiwan, in order to understand the development of institutional citizen journalism. It finds that structural factors of news organizations (such as orientation of the company, ownership, production model, staffing, etc. will affect the design and operation of citizen websites. On the surface, no matter what size of company, four news organizations accord with the ideal of citizen journalism-- citizens have the right of access to media and the freedom of expression, they allow citizen journalists to publish their news without editorial review. Based on the actual operation, news organizations separate the citizen journalism from professional journalism; once entering the professional field, citizen-produced news is still edited by professional editors. Moreover, news organizations also try to use a variety of means (e.g., education training, incentives, etc. as implicit ways to affect the performance of citizen reporters. Therefore, the development of citizen journalism within a news organization, citizen reporters are to some extent still subject to the “brand” of and institutional procedures of the organization.

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

2017-01-01

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…

STEM professional development: What's going on from the presenters' and participants' perspectives?

Science.gov (United States)

Williams, Randi

This study was designed to explore elementary STEM professional development viewed from the presenters' and participants' perspectives. Numerous committees and educational organizations recommend investing in STEM professional development at the local, state, and national level. This investment must begin with research that inquires how STEM professional development is structured and what is needed for teacher and student success. Since there is a recent STEM education push in schools, elementary teachers need effective professional development in order to gain the necessary content, skills, confidence, and pedagogy required for those changing demands. This qualitative study embraced. Yin's case study methodology by observing short-duration STEM professional development for elementary teachers within a large metropolitan school system and an educational professional development agency. The study discussed the analysis and findings in the context of Bandura's sources of efficacy and Desimone's critical features of professional development. Data were gathered form professional development observations, presenter interviews, and participant interviews. The research questions for this study included: (a) based on Desimone's (2009) framework for professional development, what does content focused, active learning, coherence, duration, and collective participation look like in initial STEM professional development for elementary teachers? (b) are Bandura's (1997) four sources of self- efficacy: mastery experiences, vicarious experiences, social persuasion, and affective states evidenced within the short duration professional development? and (c) how do these two frameworks align between presenter and participant thoughts and actions? This study uncovered additional sources of efficacy are present in short-duration STEM professional development. These found sources include coherence, content, and active learning delivered in a definitive order. The findings of this study

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

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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…

Lessons learnt from comprehensive evaluation of community-based education in Uganda: a proposal for an ideal model community-based education for health professional training institutions

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Atuyambe Lynn

2011-03-01

Full Text Available Abstract Background Community-based education (CBE can provide contextual learning that addresses manpower scarcity by enabling trainees acquire requisite experiences, competence, confidence and values. In Uganda, many health professional training institutions conduct some form of community-based education (CBE. However, there is scanty information on the nature of the training: whether a curriculum exists (objectives, intended outcomes, content, implementation strategy, administration and constraints faced. The objective was to make a comprehensive assessment of CBE as implemented by Ugandan health professional training institutions to document the nature of CBE conducted and propose an ideal model with minimum requirements for health professional training institutions in Uganda. Methods We employed several methods: documentary review of curricula of 22 institutions, so as to assess the nature, purpose, outcomes, and methods of instruction and assessment; site visits to these institutions and their CBE sites, to assess the learning environment (infrastructure and resources; in-depth interviews with key people involved in running CBE at the institutions and community, to evaluate CBE implementation, challenges experienced and perceived solutions. Results CBE was perceived differently ranging from a subject, a course, a program or a project. Despite having similar curricula, institutions differ in the administration, implementation and assessment of CBE. Objectives of CBE, the curricula content and implementation strategies differ in similar institutions. On collaborative and social learning, most trainees do not reside in the community, though they work on group projects and write group reports. Lectures and skills demonstrations were the main instruction methods. Assessment involved mainly continuous assessment, oral or written reports and summative examination. Conclusion This assessment identified deficiencies in the design and implementation

Technology Professional Developer Conceptions and Misconceptions of Knowledge Required for the Educational Technology Specialist Certification, and Their Use of the Elements of Effective Professional Development

Science.gov (United States)

Marr, John P.

2011-01-01

Professional development has been a focus of public education since World War II, yet, it was not until the passage of the Goals 2000: Educate America Act in 1994 that professional development became federally mandated. The infusion of educational technology at the start of Goals 2000 created a natural connection with professional development. In…

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...

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

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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.

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...

Insights From the Development of an Environmental Science Professional Development Field Course for Undergraduates from Two-Year and Four-Year Colleges.

Science.gov (United States)

Schmidt, C. M.; Hall, S. R.; Walker, B.; Paul, J.

2017-12-01

Existing STEM retention and diversity programs have identified access to field and professional experiences as critical to helping students identify as scientists, form networks, and gain important skills necessary for employment. This program reimagines the traditional geology field course as a professional development experience for students at 2-year and 4-year institutions interested in environmental careers. Students participate in a summer field course in the Sierra Nevada of California, during which time they complete geology, geomorphology, hydrology, and ecology field projects designed to compliment the curriculum of Environmental Geoscience, Environmental Science, and Environmental Studies programs. During the course students interact with local professionals in the environmental sector and work to earn badges based on the skills demonstrated during field projects. Badges create transparent documentation of skill mastery for students and provide a new way for students to understand and market their skills and competencies to potential employers. We will report on the curriculum development, implementation and assessment of the first cohort of students to participate in the program. Preliminary results of formative and summative assessments and their implications for student success and program design will be addressed.

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

Faculty professional development in emergent pedagogies for instructional innovation in dental education.

Science.gov (United States)

Zheng, M; Bender, D; Nadershahi, N

2017-05-01

Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The 4-H Youth Development Professionals Workload Relationship to Job Satisfaction

Directory of Open Access Journals (Sweden)

Carrie Stark

2012-09-01

Full Text Available A study to determine what job responsibilities Extension 4-H youth development professionals (n=241 chose to spend their work time doing and how the workload related to their job satisfaction and burnout is discussed in this paper. Workload was determined using the 4-H Professional, Research, Knowledge, and Competencies (4-H PRKC. Professionals identified their level of job satisfaction and burnout. Based on the previous research on workload, burnout, and job satisfaction, 4-H youth development professionals are prime candidates for experiencing low job satisfaction and increased burnout, which may lead to professionals leaving the organization early. 4-H youth development professionals reported being satisfied with their job and felt very little burnout. Even with the positive job satisfaction and low burnout, there are strategies shared for each of the 4-H PRKC domains to help 4-H professionals continue to have a high level of job satisfaction and low burnout. Many of the strategies that are shared in this paper are applicable to not only 4-H youth development professionals but to any professional who works in the field of youth development.

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.

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…

Institutional Design for Strategic Environmental Assessment on Urban Economic and Social Development Planning in China

International Nuclear Information System (INIS)

Song Guojun; Zhou Li; Zhang Lei

2011-01-01

The National Economic and Social Development Plans (NESDPs) of cities in China, given their comprehensive, integrated and strategic nature, have significant and profound impacts on the development of cities and their embedded ecological environments. Strategic Environmental Assessments (SEAs) on city NESDPs have the potential to improve environmental policy integration at strategic level and to safeguard the sustainable development of cities. However, these plans are normally exempted from the current SEA requirement in China. We argue that it is more feasible to apply SEAs on city NESDPs before SEAs are expanded to higher level NESDPs in China. This article attempts to propose a China-specific institutional design for SEAs on city NESDPs based on experiments in selected cities and within the current legal framework. To obtain a holistic view about the long-term development of cities, more qualitative and descriptive analysis-based assessment methods should be adopted to broaden participation, to encourage the exchange of information and to reach consensus. - Highlights: → National Economic and Social Development Plans for Cities (NESDPs) in China is a very popular and significant decision made by municipal government. → We propose a institutional framework to conduct strategic environmental assessment to NESDPs. → The key features of the institutional framework are the independent SEA approval committee and a professional consulting agency.

Manifesto for the Software Development Professionalization

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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.

Benchmarking Professional Development Practices across Youth-Serving Organizations: Implications for Extension

Science.gov (United States)

Garst, Barry A.; Baughman, Sarah; Franz, Nancy

2014-01-01

Examining traditional and contemporary professional development practices of youth-serving organizations can inform practices across Extension, particularly in light of the barriers that have been noted for effectively developing the professional competencies of Extension educators. With professional development systems changing quickly,…

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'…

Team-Based Professional Development Interventions in Higher Education: A Systematic Review.

Science.gov (United States)

Gast, Inken; Schildkamp, Kim; van der Veen, Jan T

2017-08-01

Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.

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

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…

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.

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.

On the development of professional standards of specialist in the field of educational psychology (psycho-pedagogical students support

Directory of Open Access Journals (Sweden)

Yu.M. Zabrodin

2013-10-01

Full Text Available We discuss two models (two types of organizations of educational psychological service, which has a fundamental difference in the workplace of a school psychologist: at school (educational institution or out of school (in counseling centers, PPMS center, PMPC, psychologist’s office in district or city departments of local authorities. We prove that the currently being developed professional standards of specialist in the field of educational psychology (activity on psychological and pedagogical support of students aimed at the development of a national counseling service in Russia, should provide a combination of both models and ensure interactions between psychologists working within an institution with experts from the district (city psychological centers, offices or counseling centers.

Case studies of individualized professional development at an outdoor education center

Science.gov (United States)

Pearsall, Marjorie

various activities and lessons while at the center, and the assessment of the student's learning following the experience. The staff works with each teacher to prepare them to use transdisciplinary science lessons which were planned to satisfy and enrich state, district, and school expectations (Outdoor Education Guidebook, 1997). The staff members believe that if the teachers are prepared to do these things, not only will the current students learn more, but that the teacher will experience growth professionally and this will impact more children over time. The teachers gain science content knowledge and learn constructivist teaching strategies while learning how to use the facilities and equipment safely and confidently. Ideas for preparatory and follow-up activities are made available. This study looked closely at the individualization of the professional development provided by this informal science institution. Data from observations of professional development sessions as well as the on-site experiences with the children were used in the study. Teachers were asked to reflect on the degree to which the Arlington Echo approach to professional development was beneficial in building their confidence about providing science-based, interdisciplinary experiences for their students, with comparisons made between the responses of veteran teachers and those of teachers with fewer years of experience. Through the reflections of the participant teachers, it was possible to gather data about whether their beliefs about science and about how science is best taught were modified by this experience.

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

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…

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…

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.

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…

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)

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.)

How we developed a role-based portfolio for teachers' professional development.

Science.gov (United States)

Pyörälä, Eeva

2014-09-01

Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.

[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.

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] ...

Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation

Science.gov (United States)

Su, Yahui; Feng, Liyia; Hsu, Chang-Hui

2017-01-01

The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…

An investigation of a professional development model in science education: A systems approach

Science.gov (United States)

Bell, Glenda Love

The Mathematics and Science Cooperative (MSEC), a four year longevity model of professional development education for in-service teachers, is closely aligned with the spirit and tenets of science for all. This partnership of a university, a school district, and a higher education coordinating board, seeks to promote and improve science and mathematics achievement for underserved and underrepresented populations. This study sought to explore how this model affects elementary in-service teachers' feelings of self-efficacy toward science and science teaching. Interactive Qualitative Research (IQR), a systems approach of natural inquiry, was used for this study. Theory is grounded in the data collected and analyzed through group processes. A core group of teachers, key teachers representing grades one through six and lead teachers the campus contact representatives, received professional development education from university professors in semi-monthly after school workshops and in a three week summer science institute held on-site. In this study, (N = 18) key and lead teachers participated in a focus group, a picture board exercise (a projective type exercise), interviews, and classroom observations. Within the system of the MSEC professional development model, cause and effect relationships among eleven phenomena were identified which had the greatest impact on the teachers' feelings of self-efficacy and science teaching practices. Changed teaching practices were indicated by inquiry-based science lessons with students as active learners. Five principles of self-efficacy: (1) efficacy; (2) goals setting; (3) values; (4) expectancy; and, (5) control beliefs were used to evaluate efficacy beliefs. Findings from the data collection and analysis identified two phenomena, the university instructional leadership role and teacher time commitments and time constraints, both internally and externally imposed, which seemed to have the greatest impact on elementary teachers

Professionalism, Portfolios and the Development of School Leaders.

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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…

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...

THE DEVELOPMENT OF PROFESSIONAL SUBJECTIVE POSITION OF MANAGEMENT HUMAN RESOURCES FOR HEALTH

Directory of Open Access Journals (Sweden)

Ol'ga L. Zadvornaya

2016-01-01

Full Text Available The article is devoted to the problem of development of professional-subjective position of managerial staff of health care in the system of continuous professional education in the conditions of optimization of activities of the health system. Professional and subject position reflects the position of individual managers in a professional environment, its relationship to the quality of professional activity, to himself, to patients and colleagues to level their skills.Purpose/objectives: analysis of core competencies, forming the professional and subject position of heads of medical organizations; identify possible ways of development of professional-subjective position of managerial staff of the public health based on the use of modern technologies and active methods of training in system of continuous professional education. Methodology. In conducting the present study used data from official sources, literature review, scientific methods of analysis and synthesis, comparative analysis and modeling. The results of the study indicate the necessity of actualization of the subject position of heads of medical organizations. Conclusions /Significance. The necessity of formation and development of professional subjective position of the heads due to the needs of society and the health care system with modern requirements for quality management training of health. Professional and subject position is a characteristic feature of a highly qualified specialist in the area of governance, reflecting its active attitude toward self and professional activity, factor of efficiency of activity of medical organizations. The real practice of activity of medical organizations requires improved approaches in the preparation of healthcare managers. Most of the leaders are having difficulties, associated not only with necessity of development of universal and professional competences, but also the necessity of development of professional-subjective position

Delivering Online Professional Development in Mathematics to Rural Educators

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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'…

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

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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…

Adoption, adaptation, and abandonment: Appropriation of science education professional development learning

Science.gov (United States)

Longhurst, Max L.

Understanding factors that impact teacher utilization of learning from professional development is critical in order maximize the educational and financial investment in teacher professional learning. This study used a multicase mixed quantitative and qualitative methodology to investigate the factors that influence teacher adoption, adaption, or abandonment of learning from science teacher professional development. The theoretical framework of activity theory was identified as a useful way to investigate the phenomenon of teacher appropriation of pedagogical practices from professional development. This framework has the capacity to account for a multitude of elements in the context of a learning experience. In this study educational appropriation is understood through a continuum of how an educator acquires and implements both practical and conceptual aspects of learning from professional development within localized context. The variability associated with instructional changes made from professional development drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify two participants from a group of eighth-grade science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in integrated science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting eight factors that influence conceptual and practical tools with the development of ownership of pedagogical practices in the appropriation hierarchy. Recommendations are shared with professional development developers, providers, and participants in anticipation that future science teaching experiences might be informed by findings from this study.

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

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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…

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

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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.

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

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Lisa Shamchuk

2015-06-01

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

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…

Professional Development Needs of English Language Teachers in Malaysia

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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…

Facilitating Professional Development for Teachers of English Language Learners

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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).…

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 ...

Professional development and exposure to geriatrics: medical student perspectives from narrative journals.

Science.gov (United States)

Shield, Renée R; Farrell, Timothy W; Campbell, Susan E; Nanda, Aman; Wetle, Terrie

2015-01-01

Teaching professionalism is an important goal in American medical education. With the aging of the U.S. population, it is critical to understand how medical students develop professional behaviors when caring for older adults. Exposure to geriatrics and older patients can enhance students' professional development with patients of all ages and across different specialties. Medical students learn explicit and implicit messages during their education. In addition to helping to evaluate curricula, reflective journaling encourages individual development and helps in revealing how medical students become professionals. In this study, medical student volunteers described their responses to new geriatrics content in their curriculum, encounters with older patients in clinical settings, and their evolving physician identities. Multidisciplinary team analysis elicited 10 themes regarding: evaluation of geriatrics within the curriculum, recognition of geriatrics principles, and attitudes regarding aging and professional development over time. This article focuses on the impact of geriatrics exposure on students' professional development, revealing ways that students think about professionalism and older patients. Medical educators should consider journaling to help foster and gauge students' professional development.

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...

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.

The Structural Model of Future Employees̕ Personal and Professional Self-Development

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Zhanna G. Garanina

2017-12-01

Full Text Available Introduction: the main purpose of this paper is to present the theoretical and practical aspects of professional and personal self-development of future professionals, the construction of the structural model and the determination of levels of self-development. The study of personal and professional self-development attributes of future professionals is of special interest to modern researchers, as well as for practicing psychologists studying the problem of self-realization and self-improvement in their professional fields. This article discusses the theoretical approaches to the study of the model and structure of personal and professional self- development. It analyses the results of the comparative empirical study of the features of students self-development with various levels of formation of motivational-semantic sphere. The authors carried out the detailed theoretical analysis of the problem of personal and professional self-development. They offer the structural model of the process, including the set of interrelated value-semantic, reflexive and regulatory components. The study revealed that the personal and professional self-development is a comprehensive system based on the active personal transformation being carried out in the course of behavior and activities self-regulation of their behavior, designed to achieve personal and professional goals. Materials and Methods: diagnostic methods were used to identify the level of self-development and personal qualities of students. Processing of the data was carried out by means of correlation, factor and cluster analysis. Results: this article considers the results of the empirical study conducted with the help of psycho-diagnostic methods aimed at identifying the level of self-development of future professionals, its structure and features. The scientifically valid results are obtained, allowing to identify the levels of self-development of students as well as to identify factors af

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

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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…

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

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…

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...

Development of experts for radiation emergency medicine. An experience at the National Institute of Radiological Sciences

International Nuclear Information System (INIS)

Tatsuzaki, H.; Hachiya, M.

2016-01-01

The National Institute of Radiological Sciences has been conducting many training courses on radiation emergency medicine, both for Japanese and foreigners. Medical professionals working in hospitals and first responders who deal with victims have been main participants of these courses for Japanese. Typically, these courses include table top exercises and/or practical drills, which give unique features to our courses, in addition to lectures. Apart from training courses, some medical professionals came to work as a staff member of NIRS for a long term, such as two years, to learn about radiation emergency medicine. Some foreigners also stayed in NIRS as short to middle term visitors to learn about the fields. Courses for foreigners were organized sometimes in cooperation with international organizations. Participants were mainly from Asian countries, and some courses targeted one country. For example, courses for Korean professionals were organized nine times. The NIRS will continue to contribute to human development in radiation emergency medicine with training courses and other methods of education. (author)

[Continuing education in ethics: from clinical ethics to institutional ethics].

Science.gov (United States)

Brazeau-Lamontagne, Lucie

2012-01-01

The mandate of the Ethics Committee of the Conseil de médecins, dentistes et pharmaciens (CMDP) at the Centre hospitalier universitaire de Sherbrooke (CHUS), Sherbrooke, Quebec is three-fold: to guide the clinical decision; to address the institutional ethical function; to create the program for continuing education in ethics (Formation éthique continue or FEC). Might FEC be the means of bridging from individual ethics to institutional ethics at a hospital? To take the FEC perspectives considered appropriate for doctors and consider them for validation or disproving in the context of those of other professionals. Situate the proposed FEC mandate in a reference framework to evaluate (or triangulate) the clinical decision and the institutional ethic. CONVICTION: Sustainable professional development for doctors (DPD) includes ethics; it cannot be ignored. Without constant attention to upgrading one's abilities in professional ethics, these suffer the same fate as other professional aptitudes and competences (for example, techniques and scientific knowledge): decay.

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…

Researching the Professional-Development Needs of Community-Engaged Scholars in a New Zealand University

Directory of Open Access Journals (Sweden)

Kerry Shephard

2017-07-01

Full Text Available We explored the processes adopted by university teachers who engage with communities with a focus on asking how and why they became community-engaged, and an interest in what promotes and limits their engagement and how limitations may be addressed. As part of year-long research project we interviewed 25 community-engaged colleagues and used a general inductive approach to identify recurring themes within interview transcripts. We found three coexisting and re-occurring themes within our interviews. Community-engaged scholars in our institution tended to emphasise the importance of building enduring relationships between our institution and the wider community; have personal ambitions to change aspects of our institution, our communities, or the interactions between them and identified community engagement as a fruitful process to achieve these changes; and identified the powerful nature of the learning that comes from community engagement in comparison with other more traditional means of teaching. Underlying these themes was a sense that community engagement requires those involved to take risks. Our three themes and this underlying sense of risk-taking suggest potential support processes for the professional development of community-engaged colleagues institutionally.

Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan

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Dayoub, Ruba; Bashiruddin, Ayesha

2012-01-01

This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were…

New Directions for New Professionals.

Science.gov (United States)

Dowling, Elizabeth J.; Eaker, Michelle A.

Institutions of higher education spend considerable resources in the recruiting, screening, and hiring processes, yet often pay little attention to acclimating new professionals to their surroundings. This document presents a step-by-step outline of how to orient new employees. The success of the new professional/institution relationship depends…

Faculty development to enhance humanistic teaching and role modeling: a collaborative study at eight institutions.

Science.gov (United States)

Branch, William T; Chou, Calvin L; Farber, Neil J; Hatem, David; Keenan, Craig; Makoul, Gregory; Quinn, Mariah; Salazar, William; Sillman, Jane; Stuber, Margaret; Wilkerson, LuAnn; Mathew, George; Fost, Michael

2014-09-01

There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare. We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls. Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire. Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program. Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions. The main outcome was the aggregate score of the ten items on the questionnaire at all institutions. The aggregate score favored participants over controls (P = 0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills. Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools.

From Novice to Seasoned Practitioner: a Qualitative Investigation of Genetic Counselor Professional Development.

Science.gov (United States)

Zahm, Kimberly Wehner; Veach, Patricia McCarthy; Martyr, Meredith A; LeRoy, Bonnie S

2016-08-01

Research on genetic counselor professional development would characterize typical developmental processes, inform training and supervision, and promote life-long development opportunities. To date, however no studies have comprehensively examined this phenomenon. The aims of this study were to investigate the nature of professional development for genetic counselors (processes, influences, and outcomes) and whether professional development varies across experience levels. Thirty-four genetic counselors participated in semi-structured telephone interviews exploring their perspectives on their professional development. Participants were sampled from three levels of post-degree genetic counseling experience: novice (0-5 years), experienced (6-14 years), and seasoned (>15 years). Using modified Consensual Qualitative Research and grounded theory methods, themes, domains, and categories were extracted from the data. The themes reflect genetic counselors' evolving perceptions of their professional development and its relationship to: (a) being a clinician, (b) their professional identity, and (c) the field itself. Across experience levels, prevalent influences on professional development were interpersonal (e.g., experiences with patients, genetic counseling colleagues) and involved professional and personal life events. Common developmental experiences included greater confidence and less anxiety over time, being less information-driven and more emotion-focused with patients, delivering "bad news" to patients remains challenging, and individuals' professional development experiences parallel genetic counseling's development as a field. With a few noteworthy exceptions, professional development was similar across experience levels. A preliminary model of genetic counselor professional development is proposed suggesting development occurs in a non-linear fashion throughout the professional lifespan. Each component of the model mutually influences the others, and there

Novel demands on the professionals – how internationalization may be a path to support the development of professional reflectivity and professional imagination

DEFF Research Database (Denmark)

Eriksen, Kathrine Krageskov

Currently new demands on the (health) professionals may be identified following massive changes to both their work and societal role. Increased use of technological solutions including tele-medicine and ambient assisted living technology; a strengthened focus on inter-professional and cross-secto...... and teachers with possibilities to experience different approaches across countries to both education and the professional practice – and internationalization of education may hence be perceived as a “short-cut” for stimulating especially the development of professional imagination....

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

A CONSTRUCTIVIST APPROACH TO THE DESIGN AND DELIVERY OF AN ONLINE PROFESSIONAL DEVELOPMENT COURSE: A CASE OF THE iEARN ONLINE COURSE

Directory of Open Access Journals (Sweden)

Lockias Chitanana

2012-01-01

Full Text Available This study examined the International Education and Resource Network Science Technology and Math (iEARN-STM online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions of a cohort of participants in the course. The participants were 28 educators enrolled in the course, who were either teacher educators or teachers, working in different educational institutions in different countries throughout the world. The purpose of the study was to understand how the iEARN online professional development course supported teachers’ learning through effective discourse in an online environment and to identify the constructivist learning principles that were behind the success of the course. The design of the course appeared to have a positive impact on participants’ collaboration with peers. Results of the study confirms earlier research findings that the constructivist approach to course design and delivery provides a powerful structure for creating learning environments conducive to the development of professional skills among educators. Results of this study can be used to assist professional development coordinators and administrators to plan effective professional development. The results of the study are also expected to contribute to improvements in the design of professional development course content, instruction, delivery and administration, focusing on factors such as program model, delivery, contextual factors or best practices.

Professional development and poststructural analysis: Stories of African-American science teachers

Science.gov (United States)

Moore, Felicia Michelle

2003-10-01

This interpretivist study focused on the professional development of three African American science teachers from a small rural school district, Carver School District (pseudonym), in the southeastern United States. Stories teachers shared of their experiences in teaching and learning science and in their professional development were analyzed using a feminist poststructural analysis of power, knowledge/meaning, language, and difference. For science teaching, power was viewed as a form of ownership or possession and also as effect and processes that impact teaching, learning, and professional development. Teachers through instructional practices exerted a certain amount of power in their classrooms. Teaching practices heavily influenced student learning in science classrooms. For teacher professional development, power was viewed as effecting relationships between administration, peers, and students as a shifting force within different social contexts. Science teachers were perceived as objects of the system and as active social agents who in particular relations of power acted in their best interests as they developed as science teachers. Teachers negotiated for themselves certain power relations to do as they wished for teaching science and for participating in teacher professional development activities. Power was an inherent and critically important aspect in understanding what science teachers do in their classrooms, in teaching and learning science, and in developing as science teachers. Knowledge was closely tied to relations of power in that teachers acquired knowledge about themselves, their teaching of science, and their students from their past experiences and professional development activities. Through language, interactions between teachers and students enabled or disabled access to the culture of power via instructional practices. Language was implicated in teacher professional development as a powerful force for advancing or hindering teachers

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.

Developing critical reflection for professional practice through problem-based learning.

Science.gov (United States)

Williams, B

2001-04-01

To explore the influence of current learning traditions in nursing on the development of reflection and critical reflection as professional practice skills and to offer suggestions for nursing education that will specifically facilitate the development of critical reflection. ORGANIZATIONAL CONSTRUCTS: Mezirow's transformative learning theory, Barrows conceptualization of problem-based learning (PBL). Integrative literature review of published literature related to nursing, health science education and professional education from 1983-2000. Professional education scholars concur that specialized knowledge is clearly essential for professional practice, however, they also suggest that self-consciousness (reflection) and continual self-critique (critical reflection) are crucial to continued competence. While strategies to facilitate reflection have been outlined in the literature, specific strategies to facilitate the development of critical reflection and implications for nursing education are much less clear. Advocates of reflective and critically reflective practice suggest that the development of these abilities should be inextricably linked to professional development and can be developed through active repeated guided practice. In health care, PBL based on constructivism, has been identified as one way to facilitate the development of these skills. Nursing learners exposed to PBL develop the ability to be reflective and critically reflective in their learning and acquire the knowledge and skill within the discipline of nursing by encountering key professional practice situations as the stimulus and focus of their classroom learning. The learners' ability to be both reflective and critically reflective in their learning is developed by critical questioning of the faculty tutor during situational analysis, learning need determination, application of knowledge, critique of resources and personal problem-solving processes, and summarization of what was learned.

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

Healthcare professionals' perspectives on environmental sustainability.

Science.gov (United States)

Dunphy, Jillian L

2014-06-01

shift to environmentally responsible practice without support from institutions and professional associations. Professional development is required to support this endeavour. The poor transference of pro-ecological behaviour from one setting to another is likely to have international implications for healthcare practice. © The Author(s) 2013.

Emergency Medicine Resident Perceptions of Medical Professionalism.

Science.gov (United States)

Jauregui, Joshua; Gatewood, Medley O; Ilgen, Jonathan S; Schaninger, Caitlin; Strote, Jared

2016-05-01

Medical professionalism is a core competency for emergency medicine (EM) trainees; but defining professionalism remains challenging, leading to difficulties creating objectives and performing assessment. Because professionalism is dynamic, culture-specific, and often taught by modeling, an exploration of trainees' perceptions can highlight their educational baseline and elucidate the importance they place on general conventional professionalism domains. To this end, our objective was to assess the relative value EM residents place on traditional components of professionalism. We performed a cross-sectional, multi-institutional survey of incoming and graduating EM residents at four programs. The survey was developed using the American Board of Internal Medicine's "Project Professionalism" and the Accreditation Council of Graduate Medical Education definition of professionalism competency. We identified 27 attributes within seven domains: clinical excellence, humanism, accountability, altruism, duty and service, honor and integrity, and respect for others. Residents were asked to rate each attribute on a 10-point scale. We analyzed data to assess variance across attributes as well as differences between residents at different training levels or different institutions. Of the 114 residents eligible, 100 (88%) completed the survey. The relative value assigned to different professional attributes varied considerably, with those in the altruism domain valued significantly lower and those in the "respect for others" and "honor and integrity" valued significantly higher (p<0.001). Significant differences were found between interns and seniors for five attributes primarily in the "duty and service" domain (p<0.05). Among different residencies, significant differences were found with attributes within the "altruism" and "duty and service" domains (p<0.05). Residents perceive differences in the relative importance of traditionally defined professional attributes and this may

Measuring Return on Investment for Professional Development Activities: Implications for Practice.

Science.gov (United States)

Opperman, Cathleen; Liebig, Debra; Bowling, Judith; Johnson, Carol Susan; Harper, Mary

2016-01-01

What is the return on investment (ROI) for the time and resources spent for professional development activities? This is Part 2 of a two-part series to report findings and demonstrate how financial analysis of educational activities can drive decision-making. The resources consumed for professional development activities need to be identified and quantified to be able to determine the worth of such activities. This article defines terms and formulas for financial analysis for nursing professional development practitioners to use in analysis of their own programs. Three fictitious examples of common nursing professional development learning activities are provided with financial analysis. This article presents the "how to" for the busy practitioner.

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

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…

METHODOLOGICAL FOUNDATIONS OF FORMING FUTURE TECHNOLOGY TEACHERS’ PROFESSIONAL IMAGE IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATIONAL INSTITUTION

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Volodymyr Bondarenko

2017-04-01

Full Text Available The article singles out modern scientific and methodological approaches to forming future technology teachers’ professional image in the educational process at the university. The basic position and acmeological and axiological approaches are analyzed. They are the basis for the system of the future technology teachers’ professional image forming and they will ensure its effectiveness. The personal “terminal” values of vocational and professional development and cultural identity of a future technology teacher are classified. The internal “terminal” values (the components of the image “I” as a person and professional and external “terminal” values (the components of the image of external characteristics are determined. From axiological position all target reference points of the future technology teachers’ vocational and professional and cultural identity as terminal values are classified into three groups: 1 values – aims of the competence level; 2 values – aims of the basic cultural level (this includes professional image values; 3 values – aims of the acmeological level. The second group is determined as the key values, these are the aims, the core of which is the category of “technology teacher’s basic professional culture”. Acmeological approach allows to identify a set of methodologically educated future technology teacher’s competences, which should be the new components of his image of "I" as a professional at the highest level of his/her development: the ability to self-actualization and self-realization in professional pedagogical and social activities; the ability to realize the highest meaning of the technology teacher’s pedagogical activity with the phenomenological reduction tools; readiness for the continuous humanization of technology lessons; ability to professional pedagogical reflection at the conceptual level; polymodality of pedagogical thinking, the ability to master artistic and

Financial institutions as an example of institutions of public trust

OpenAIRE

Agata Jakubowska

2013-01-01

Financial institutions are commonly known as institutions of public trust and they are fundamental for activities of other economic entities. The level of trust determines the competitive position of financial institutions. That is why care about the best standards is the most important task for these institutions. Financial institutions are called institutions of public trust and thus high professionalism and more responsibility is demanded from them. This article presents basic problems con...

Electronic patient records in action: Transforming information into professionally relevant knowledge.

Science.gov (United States)

Winman, Thomas; Rystedt, Hans

2011-03-01

The implementation of generic models for organizing information in complex institutions like those in healthcare creates a gap between standardization and the need for locally relevant knowledge. The present study addresses how this gap can be bridged by focusing on the practical work of healthcare staff in transforming information in EPRs into knowledge that is useful for everyday work. Video recording of shift handovers on a rehabilitation ward serves as the empirical case. The results show how extensive selections and reorganizations of information in EPRs are carried out in order to transform information into professionally relevant accounts. We argue that knowledge about the institutional obligations and professional ways of construing information are fundamental for these transitions. The findings point to the need to consider the role of professional knowledge inherent in unpacking information in efforts to develop information systems intended to bridge between institutional and professional boundaries in healthcare. © The Author(s) 2011.

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

Science.gov (United States)

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

2017-09-01

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

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...

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…

Effective model development of internal auditors in the village financial institution

Science.gov (United States)

Arsana, I. M. M.; Sugiarta, I. N.

2018-01-01

Designing an effective audit system is complex and challenging, and a focus on examining how internal audit drive improvement in three core performance dimensions ethicality, efficiency, and effectiveness in organization is needed. The problem of research is how the desain model and peripheral of supporter of effective supervation Village Credit Institution? Research of objectives is yielding the desain model and peripheral of supporter of effective supervation Village Credit Institution. Method Research use data collecting technique interview, observation and enquette. Data analysis, data qualitative before analysed to be turned into quantitative data in the form of scale. Each variable made to become five classificat pursuant to scale of likert. Data analysed descriptively to find supervation level, Structural Equation Model (SEM) to find internal and eksternal factor. So that desain model supervation with descriptive analysis. Result of research desain model and peripheral of supporter of effective supervation Village Credit Institution. The conclusion desain model supported by three sub system: sub system institute yield body supervisor of Village Credit Institution, sub system standardization and working procedure yield standard operating procedure supervisor of Village Credit Institution, sub system education and training yield supervisor professional of Village Credit Institution.

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

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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…

Does Professional Development Change Teaching Practice? Results from a Three-Year Study.

Science.gov (United States)

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

This report, the third in a series of reports from the longitudinal evaluation of the Eisenhower Professional Development Program, examines the effects of professional development on improving classroom teaching practice. The Eisenhower Professional Development Program, Title II of the Elementary and Secondary Education Act, is the federal…

Practicing Professional Values: Factors Influencing Involvement in Social Work Student Organizations

Science.gov (United States)

Martindale, Dorothy; Olate, René; Anderson, Keith A.

2017-01-01

One of the most promising avenues for the development of professional values is involvement in professional student organizations. A convenience sample of baccalaureate social work students (n = 482) was drawn from 15 institutions. Regression analyses revealed several predictors of involvement in social work student organizations, including…

LPIC-1 Linux Professional Institute certification study guide exam 101-400 and exam 102-400

CERN Document Server

Bresnahan, Christine

2015-01-01

Thorough LPIC-1 exam prep, with complete coverage and bonus study tools LPIC-1Study Guide is your comprehensive source for the popular Linux Professional Institute Certification Level 1 exam, fully updated to reflect the changes to the latest version of the exam. With 100% coverage of objectives for both LPI 101 and LPI 102, this book provides clear and concise information on all Linux administration topics and practical examples drawn from real-world experience. Authoritative coverage of key exam topics includes GNU and UNIX commands, devices, file systems, file system hierarchy, user interf

Science Teachers' Conceptualizations and Implications for the Development of the Professional Development Programs

Science.gov (United States)

Kaymakamoglu, Sibel Ersel

2017-01-01

This study aimed to investigate the two primary school science teachers' conceptions of professional development, their perceptions of self-improvement and the factors influencing their professional development. In this investigation, a case study approach was adopted. The participant teachers were given a semi-structured interview and the data…

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...

Utilisation of an electronic portfolio to engage rehabilitation professionals in continuing professional development: results of a provincial survey.

Science.gov (United States)

Foucault, Marie-Lyse; Vachon, Brigitte; Thomas, Aliki; Rochette, Annie; Giguère, Charles-Édouard

2018-06-01

ePortfolios are frequently used to support continuing professional development (CPD) of rehabilitation professionals. Though this tool is now widely implemented in many professions by regulatory organisations, very few studies have investigated the use and impact among rehabilitation professionals. Implementation of comprehensive ePortfolios that are centred on the needs of rehabilitation professionals requires documenting their level of use and perceived outcomes. The objectives were to describe how occupational therapists use a mandatory ePortfolio that has been recently implemented by a regulatory organisation in Quebec (Canada) and the perceived outcomes of this requirement on continuing professional development and practice change. An online survey was sent to all registered occupational therapists in Quebec using the ePortfolio. The survey content was developed based on a literature review and expert consultation. Results were analysed using descriptive statistics. A total of 546 respondents completed the survey. Results show relatively high levels of ease and satisfaction with the tool, but a limited perception of the tool's impacts on the improvement of professional competencies and change in practices. Occupational therapists reported that use of the ePortfolio supports their engagement in CPD but has limited impact on practice. Promotion of work-based learning, team use and mentor support could increase its meaningfulness for professionals. Implications for Rehabilitation To improve attitudes and beliefs about benefits related to portfolio use, rehabilitation practitioners need a very clear understanding of the purpose and usefulness of a portfolio in clinical practice. Most of the respondents saw the ePortfolio as helping them develop and implement a continuing professional development plan and reflect on the changes needed in their practice. Portfolio use in teams and productive reflection should be promoted in order to target shared objectives for

Emergency Medicine Resident Perceptions of Medical Professionalism

Directory of Open Access Journals (Sweden)

Joshua Jauregui

2016-05-01

Full Text Available Introduction: Medical professionalism is a core competency for emergency medicine (EM trainees; but defining professionalism remains challenging, leading to difficulties creating objectives and performing assessment. Because professionalism is dynamic, culture-specific, and often taught by modeling, an exploration of trainees’ perceptions can highlight their educational baseline and elucidate the importance they place on general conventional professionalism domains. To this end, our objective was to assess the relative value EM residents place on traditional components of professionalism. Methods: We performed a cross-sectional, multi-institutional survey of incoming and graduating EM residents at four programs. The survey was developed using the American Board of Internal Medicine’s “Project Professionalism” and the Accreditation Council of Graduate Medical Education definition of professionalism competency. We identified 27 attributes within seven domains: clinical excellence, humanism, accountability, altruism, duty and service, honor and integrity, and respect for others. Residents were asked to rate each attribute on a 10-point scale. We analyzed data to assess variance across attributes as well as differences between residents at different training levels or different institutions. Results: Of the 114 residents eligible, 100 (88% completed the survey. The relative value assigned to different professional attributes varied considerably, with those in the altruism domain valued significantly lower and those in the “respect for others” and “honor and integrity” valued significantly higher (p<0.001. Significant differences were found between interns and seniors for five attributes primarily in the “duty and service” domain (p<0.05. Among different residencies, significant differences were found with attributes within the “altruism” and “duty and service” domains (p<0.05. Conclusion: Residents perceive differences in

Exemplary Programs Supporting Teacher Professional Development in the U.S.A.

Science.gov (United States)

Passow, Michael J.

2015-04-01

By Law, there is no national curriculum in the U.S.A., so each State sets its own regulations for teacher certification and professional development. The Next Generation Science Standards (NGSS, http://www.nextgenscience.org/next-generation-science-standards) provide guidelines for teacher training and curriculum development in Earth Science, Life Science, and the physical sciences (chemistry and biology). Presented here are examples of effective programs designed to support in-service Earth Science teachers, especially at the middle school and high school level (grades 6 - 12, ages 12 - 18). The Earth2Class Workshops for Teachers at the Lamont-Doherty Earth Observatory of Columbia University (E2C) provides monthly gatherings of research scientists and teachers to learn about cutting-edge investigations in a wide variety of fields, and develop lesson plans to share these discoveries. The E2C website, www.earth2class.org/site, also provides a wide variety of educational resources used by teachers and students to learn about the planet. The National Earth Science Teachers Association (www.nestanet.org) is the largest professional society focused on pre-college Earth Science education. Together with its partner, Windows to the Universe (www.windows2universe.org), NESTA offers workshops and other programs at national and regional teacher conferences, a quarterly journal designed for classroom use, monthly E-Newsletters, and one of the largest collection of web resources in education. For more than twenty years, the American Meteorological Society has trained teachers across the country through its online courses: DataStreme Weather, DataStreme Ocean, and DataStreme Earth's Climate System (www.ametsoc.org/amsedu). Informal science education institutions also provide strong in-person and web-based professional development programs. Among these are the American Museum of Natural History's "Seminars on Science" (http://www.amnh.org/learn/) and many programs for educators

Professional SharePoint 2010 Development

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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

The Oncology Nursing Society Leadership Competency project: developing a road map to professional excellence.

Science.gov (United States)

Day, Donald D; Hand, Mikel W; Jones, Ann R; Harrington, Nancy Kay; Best, Robyn; LeFebvre, Kristine B

2014-08-01

Combining the recommendations of the Institute of Medicine's report on the future of nursing, an Oncology Nursing Society (ONS) leadership think tank, and current evidence, the ONS Leadership Competencies were developed to provide all nurses with a pathway to advance their leadership skills and abilities. Generated through a systematic approach of literature review, data synthesis, and peer and expert review, the ONS Leadership Competencies are divided into five domains: vision, knowledge, interpersonal effectiveness, systems thinking, and personal mastery. Each of the competencies can be measured at the individual, group, and governance levels. They serve as a means of self-assessment, growth, future planning, and professional development. This article describes the process used to develop the ONS Leadership Competencies and offers examples of how they may be used in practice.

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…

Perceived learned skills and professional development of graduates from a master in dental public health programme.

Science.gov (United States)

Aslam, S; Delgado-Angulo, E K; Bernabé, E

2017-02-01

Assessing the impact of a training programme is important for quality assurance and further development. It also can helps with accountability and marketing purposes. This study evaluated the impact of King's College London (KCL) Master of Science programme in Dental Public Health in terms of graduates' perceived learned skills and professional development. An online questionnaire was sent to individuals who completed successfully the KCL Master of Science programme in Dental Public Health and had a valid email address. Participants provided information on demographic characteristics, perceived learned skills (intellectual, practical and generic) and professional development (type of organisation, position in the organisation and functions performed at work before and after the programme). Learned skills' scores were compared by demographic factors in multiple linear regression models, and the distribution of responses on career development was compared using nonparametric tests for paired groups. Although all scores on learned skills were on the favourable side of the Likert scale, graduates reported higher scores for practical skills, followed by intellectual and generic skills. No differences in scores were found by sex, age, nationality or time since graduation. In terms of career development, there were significantly higher proportions of graduates working in higher education institutions and taking leadership/managerial roles in organisations as well as greater number and variety of functions at work after than before the programme. This online survey shows that the programme has had a positive impact on graduates in terms of perceived learned skills and professional development. © 2015 The Authors. European Journal of Dental Education Published by John Wiley & Sons Ltd.

Learning Outcomes in Professional Contexts in Higher Education

Science.gov (United States)

Prøitz, Tine S.; Havnes, Anton; Briggs, Mary; Scott, Ian

2017-01-01

With the policy of developing a transparent and competitive European higher education sector, learning outcomes (LOs) are attributed a foundation stone role in policy and curriculum development. A premise for their implementation is that they bear fundamental similarities across national, institutional or professional/disciplinary contexts. In…

Modern Trends of Additional Professional Education Development for Mineral Resource Extracting

Science.gov (United States)

Borisova, Olga; Frolova, Victoria; Merzlikina, Elena

2017-11-01

The article contains the results of development of additional professional education research, including the field of mineral resource extracting in Russia. The paper describes the levels of education received in Russian Federation and determines the place and role of additional professional education among them. Key factors influencing the development of additional professional education are identified. As a result of the research, the authors proved the necessity of introducing additional professional education programs on educational Internet platforms for mineral resource extracting.

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.

COMPREHENSION AS A COMPONENT OF THE FUTURE LEADER’S PROFESSIONAL COMPETENCE IN THE FIELD OF INNOVATIVE MANAGEMENT OF EDUCATIONAL INSTITUTION (AS FAR AS THE LEADERS` ACTIVITY AT EDUCATIONAL INSTITUTIONS OF THE CARPATHIANS

Directory of Open Access Journals (Sweden)

Natalia Sas

2015-04-01

Full Text Available The author analyses philosophical, linguistic, psychological, sociological and management approaches to the content of comprehension and peculiarities of comprehension as a constituent of the future leader`s professional competence in the innovative management of the educational institution. The problem under consideration is sure to be relevant due to the question elaboration connected with the implementation of the innovative management means the exact awareness of the specific character of practical application of the new management forms at the educational institution. The question of general terms is a constituent of the problem of comprehension. According to the national Frame of skills competence is a person`s ability to perform particular kind of activity via knowledge, comprehension, skills, values and other personal qualities. In other words it is a dynamic combination of knowledge, comprehension, skills, values and other personal qualities. From this it can be concluded that comprehension alongside knowledge, skills and values is the component of innovative management competence. Psychology treats comprehension as a complex analytic-synthatic mental activity which tends to reveal and realise the inner essence of the objects, processes and phenomena as well as links, relations, and dependence reflected in it. In the innovative management of educational institutions management decisions and problem solving activity, setting new objectives, tasks and methods presuppose the necessity for changing the leader`s way of thinking. The subject of comprehensive sociology is adeliberateaction, connected with the subjective predictable sense. The development of the innovative e management competence is determined by the appropriate realization of all the aspects of the professional management. The Carpathians are famous for natural, ecological, technical, organizational, economic, social, cultural and ethnic peculiarities. The specific ones are

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.

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

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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…

Integrating Professional Development across the Curriculum: An Effectiveness Study

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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…

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

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Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the

Teachers as Learners: Implications of Adult Education for Professional Development

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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…

Professional Identity Development: A Review of the Higher Education Literature

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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,…

Professional Development for Rural and Remote Teachers Using Video Conferencing

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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…

Implementing a Process to Measure Return on Investment for Nursing Professional Development.

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Garrison, Elisabeth; Beverage, Jodie

Return on investment (ROI) is one way to quantify the value that nursing professional development brings to the organization. This article describes a process to begin tracking ROI for nursing professional development. Implementing a process of tracking nursing professional development practitioners' ROI increased awareness of the financial impact and effectiveness of the department.

Assessing the professional development needs of public health educators in light of changing competencies.

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Demers, Anne Roesler; Mamary, Edward

2008-10-01