WorldWideScience

Sample records for professional development settings

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

    Directory of Open Access Journals (Sweden)

    Nicolene de Jager

    2016-10-01

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

  2. Developing professional habits of hand hygiene in intensive care settings: An action-research intervention.

    Science.gov (United States)

    Battistella, Giuseppe; Berto, Giuliana; Bazzo, Stefania

    2017-02-01

    To explore perceptions and unconscious psychological processes underlying handwashing behaviours of intensive care nurses, to implement organisational innovations for improving hand hygiene in clinical practice. An action-research intervention was performed in 2012 and 2013 in the intensive care unit of a public hospital in Italy, consisting of: structured interviews, semantic analysis, development and validation of a questionnaire, team discussion, project design and implementation. Five general workers, 16 staff nurses and 53 nurse students participated in the various stages. Social handwashing emerged as a structured and efficient habit, which follows automatically the pattern "cue/behaviour/gratification" when hands are perceived as "dirty". The perception of "dirt" starts unconsciously the process of social washing also in professional settings. Professional handwashing is perceived as goal-directed. The main concern identified is the fact that washing hands requires too much time to be performed in a setting of urgency. These findings addressed participants to develop a professional "habit-directed" hand hygiene procedure, to be implemented at beginning of workshifts. Handwashing is a ritualistic behaviour driven by deep and unconscious patterns, and social habits affect professional practice. Creating professional habits of hand hygiene could be a key solution to improve compliance in intensive care settings. Copyright © 2016. Published by Elsevier Ltd.

  3. Developing the Role of a Health Information Professional in a Clinical Research Setting

    Directory of Open Access Journals (Sweden)

    Helen M. Seeley

    2010-06-01

    Full Text Available Objective ‐ This paper examines the role of a health information professional in a large multidisciplinary project to improve services for head injury.Methods ‐ An action research approach was taken, with the information professional acting as co‐ordinator. Change management processes were guided by theory and evidence. The health information professional was responsible for an ongoing literature review on knowledge management (clinical and political issues, data collection and analysis (from patient records, collating and comparing data (to help develop standards, and devising appropriate dissemination strategies.Results ‐ Important elements of the health information management role proved to be 1 co‐ordination; 2 setting up mechanisms for collaborative learning through information sharing; and 3 using the theoretical frameworks (identified from the literature review to help guide implementation. The role that emerged here has some similarities to the informationist role that stresses domain knowledge, continuous learning and working in context (embedding. This project also emphasised the importance of co‐ordination, and the ability to work across traditional library information analysis (research literature discovery and appraisal and information analysis of patient data sets (the information management role.Conclusion ‐ Experience with this project indicates that health information professionals will need to be prepared to work with patient record data and synthesis of that data, design systems to co‐ordinate patient data collection, as well as critically appraise external evidence.

  4. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

    Science.gov (United States)

    Shanks, Joyce

    2016-01-01

    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  5. Structured Mentoring for Workforce Engagement and Professional Development in Public Health Settings.

    Science.gov (United States)

    Dopson, Stephanie A; Griffey, Sue; Ghiya, Neelam; Laird, Susan; Cyphert, Aubrey; Iskander, John

    2017-05-01

    Mentoring is commonly used to facilitate professional growth and workforce development in a variety of settings. Organizations can use mentoring to help achieve broader personnel goals including leadership development and succession planning. While mentorship can be incorporated into training programs in public health, there are other examples of structured mentoring, with time commitments ranging from minutes to months or longer. Based on a review of the literature in public health and aggregated personal subject matter expertise of existing programs at the Centers for Disease Control and Prevention, we summarize selected mentoring models that vary primarily by time commitments and meeting frequency and identify specific work situations to which they may be applicable, primarily from the federal job experience point of view. We also suggest specific tasks that mentor-mentee pairs can undertake, including review of writing samples, practice interviews, and development of the mentee's social media presence. The mentor-mentee relationship should be viewed as a reciprocally beneficial one that can be a source of learning and personal growth for individuals at all levels of professional achievement and across the span of their careers.

  6. Use of Motivational Interviewing by Nurse Leaders: Coaching for Performance, Professional Development, and Career Goal Setting.

    Science.gov (United States)

    Niesen, Cynthia R; Kraft, Sarah J; Meiers, Sonja J

    Motivational interviewing (MI) is a mentoring style used in various health care settings to guide patients toward health promotion and disease management. The aims of this project were (1) to identify evidence supporting the application of MI strategies and principles by nurse leaders to promote healthful leadership development among direct-report staff and (2) to report outcomes of an educational pilot project regarding MI use for new nurse leaders. Correlations between MI and the American Organization of Nurse Executives nurse executive competencies are reviewed and summarized. These competencies shape the roles, responsibilities, and skills required for nurse executives to function proficiently and successfully within health care organizations. Survey responses were gathered from new nurse supervisors and nurse managers following the MI educational session for nurse leaders. The results show acceptability for MI use in professional development of direct-report staff and in other aspects of nursing leadership roles.

  7. Professional Skills Development in a Resource-Poor Setting: The Case of Pharmacy in Malawi

    Science.gov (United States)

    Lim, Zoe; Anderson, C.; McGrath, S.

    2012-01-01

    The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills…

  8. The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

    Science.gov (United States)

    Newsome, Demetria Lynn

    Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors

  9. 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

  10. Partnering to develop a continuing professional development program in a low-resource setting: Cambodia.

    Science.gov (United States)

    Mack, Heather G; Meng, Ngy; Parsons, Tanya; Schlenther, Gerhard; Murray, Neil; Hart, Richard

    2017-08-01

    To design and implement a continuing professional development (CPD) program for Cambodian ophthalmologists. Partnering (twinning) between the Royal Australian and New Zealand College of Ophthalmologists (RANZCO) and the Cambodian Ophthalmological Society (COS). Practicing ophthalmologists in Cambodia. A conjoint committee comprising 4 ophthalmologists from RANZCO and 3 ophthalmologists from COS was established, supported by a RANZCO administrative team experienced in CPD administration. CPD requirements and recording were adapted from the RANZCO CPD framework. Cambodian ophthalmologists were surveyed during program implementation and after handover to COS. At the end of the 3-year program at handover to COS, a CPD program and online recording system was established. All 47 (100%) practicing ophthalmologists in Cambodia were registered for CPD, and 21/47 (45%) were actively participating in the COS CPD program online recording. Surveys of attitudes toward CPD demonstrated no significant change. Partnering was moderately effective in establishing a CPD program for Cambodian ophthalmologists. Uptake of CPD may have been limited by lack of a requirement for CPD for continuing medical licensure in Cambodia. Follow-up will be necessary to demonstrate CPD program longevity. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

  11. 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…

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

    Science.gov (United States)

    Morokhovets, Halyna Yu; Lysanets, Yuliia V

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

  13. 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.

  14. The Impact of Adapting a General Professional Development Framework to the Constraints of In-Service Professional Development on the Next Generation Science Standards in Urban Settings

    Science.gov (United States)

    McGee, Steven; Nutakki, Nivedita

    2017-01-01

    Urban school districts face a dilemma in providing professional development support for teachers in transition to the Next Generation Science Standards (NGSS). Districts need to maximize the quality and amount of professional development within practical funding constraints. In this paper, we discuss preliminary results from a…

  15. Teachers' Sensemaking about Implementation of an Innovative Science Curriculum Across the Settings of Professional Development and Classroom Enactment

    Science.gov (United States)

    de los Santos, Xeng

    Designing professional development that effectively supports teachers in learning new and often challenging practices remains a dilemma for teacher educators. Within the context of current reform efforts in science education, such as the Next Generation Science Standards, teacher educators are faced with managing the dilemma of how to support a large number of teachers in learning new practices while also considering factors such as time, cost, and effectiveness. Implementation of educative, reform-aligned curricula is one way to reach many teachers at once. However, one question is whether large-scale curriculum implementation can effectively support teachers in learning and sustaining new teaching practices. To address this dilemma, this study used a comparative, multiple case study design to investigate how secondary science teachers engaged in sensemaking about implementation of an innovative science curriculum across the settings of professional development and classroom enactment. In using the concept of sensemaking from organizational theory, I focused specifically on how teachers' roles in social organizations influenced their decisions to implement the curriculum in particular ways, with differing outcomes for their own learning and students' engagement in three-dimensional learning. My research questions explored: (1) patterns in teachers' occasions of sensemaking, including critical noticing of interactions among themselves, the curriculum, and their students; (2) how teachers' social commitments to different communities influenced their sensemaking; and, (3) how sustained sensemaking over time could facilitate teacher learning of rigorous and responsive science teaching practices. In privileging teachers' experiences in the classroom using the curriculum with their students, I used data generated primarily from teacher interviews with their case study coaches about implementation over the course of one school year. Secondary sources of data included

  16. Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Nareerat Rakwichitkul

    2017-06-01

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

  17. 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…

  18. 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

  19. Evaluating professional development

    CERN Document Server

    Guskey, Thomas R

    2000-01-01

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

  20. 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…

  1. 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…

  2. 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...

  3. 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.

  4. Development and Use of a Goal Setting/Attainment Process Designed To Measure a Teacher's Ability To Engage in Professional Growth and Leadership Initiatives.

    Science.gov (United States)

    Minix, Nancy; And Others

    The process used to evaluate progress in identifying the goals to be used in evaluating teacher performance under the Kentucky Career Ladder Program is described. The process pertains to two areas of teacher development: (1) professional growth and development, and (2) professional leadership and initiative. A total of 1,650 individuals were asked…

  5. Turning the Table on Professional Development in Mathematics by Setting the Stage for Teacher-Led Inquiry: An Action Research Study

    Science.gov (United States)

    McCullough, Sabrina D.

    2016-01-01

    This action research study investigated the change in professional development model in the acquisition of content knowledge for fourth-grade math teachers. The current professional development atmosphere is a traditional "sit and get" opportunity. However, research offers that teachers should be active participants in their learning.…

  6. 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,…

  7. 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)

  8. 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

  9. 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.…

  10. Exploring Professional Development Needs of Digital Immigrant and Digital Native Teachers for the Successful Integration of Technology in a Jewish Elementary Education Setting

    Science.gov (United States)

    Salomon, Anna M.

    2014-01-01

    Today's teachers are tasked with the integration of technology in their curriculum and their classrooms. In order to do that, teachers require professional development/training and support. Further, schools are encountering a unique landscape of teaching with digital natives becoming teachers alongside digital immigrants. This study aimed to…

  11. Developing professional competence

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2015-01-01

    The purpose of university programs for professionals is to qualify the students to act competently in a subsequent job situation. Practical experiences as well as comprehensive research studies have shown that only a limited part of what is learned during the coursework is applied in the subsequent...

  12. Definition of Professional Development

    Science.gov (United States)

    Learning Forward, 2015

    2015-01-01

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

  13. 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…

  14. 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…

  15. 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.

  16. Perceived Focus of Professional Mentoring for Goal Setting and ...

    African Journals Online (AJOL)

    This paper therefore, perceives professional mentoring as one of the essential coaching services required by business education graduate employees to excel in this responsibility. The paper centred on the perceived focus of professional mentoring for goal setting and improved performance of business education graduate ...

  17. 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,…

  18. Professional mobile application development

    CERN Document Server

    McWherter, Jeff

    2012-01-01

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

  19. Professional Tizen application development

    CERN Document Server

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

    2014-01-01

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

  20. Professional Sitecore Development

    CERN Document Server

    West, John

    2012-01-01

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

  1. Applying Intersubjectivity for Professional Development

    Directory of Open Access Journals (Sweden)

    Uvaldina Montoya Janecek

    2016-03-01

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

  2. Professional Development Needs of Online Teachers

    Science.gov (United States)

    Roy, Mamta; Boboc, Marius

    2016-01-01

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

  3. 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

  4. Information professionals: core competencies and professional development

    Directory of Open Access Journals (Sweden)

    Flávia Ferreira

    2007-01-01

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

  5. 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 ...

  6. 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.

  7. [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.

  8. 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

  9. Classroom Research and Professional Development

    Directory of Open Access Journals (Sweden)

    Omaira Vergara Luján

    2009-04-01

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

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

    Science.gov (United States)

    Earley, Peter; Bubb, Sara

    2004-01-01

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

  11. "Analysing Genre: Language Use in Professional Settings." A Review.

    Science.gov (United States)

    Drury, Helen

    1995-01-01

    "Analysing Genre," by Vijay K. Bhatia, is a timely addition to the literature on genre analysis in English for specific purposes. It is divided into three parts: the first provides theoretical background; the second explains how genre analysis works in different academic and professional settings; and the third exemplifies the…

  12. Professional WordPress Plugin Development

    CERN Document Server

    Williams, Brad; Tadlock, Justin

    2011-01-01

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

  13. 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...

  14. 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.

  15. 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.

  16. 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.

  17. 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…

  18. Healthcare professional versus patient goal setting in intermittent allergic rhinitis.

    Science.gov (United States)

    O'Connor, J; Seeto, C; Saini, B; Bosnic-Anticevich, S; Krass, I; Armour, C; Smith, L

    2008-01-01

    To examine the impact of healthcare professional versus patient goal setting for the self-management of intermittent allergic rhinitis (AR) on symptom severity and quality of life. This was a 6 week, parallel group study. Group A participants, with pharmacist facilitation, nominated personally relevant goals and strategies relating to their AR. Group B participants had their goals and strategies set by the pharmacist. The main outcome measures used included perceived symptom severity and quality of life. In addition, goals and strategies data from participants of both groups were collected and analysed. Both groups demonstrated significant improvements in symptom severity and quality of life scores however Group B symptom severity scores improved more. Group B set a greater number of goals and strategies which were better structured and more task specific. This is the first study to investigate the impact of goal setting on patient behaviour in a chronic yet episodic illness. Our results suggest that self-management goals set by the healthcare professional which are clinically indicated but tailored to the patient's nominated symptoms yields better outcomes than goals nominated by the patient. A brief, structured intervention, tailored to patient symptoms, can enhance self-management of intermittent allergic rhinitis.

  19. 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…

  20. 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.)

  1. 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

  2. 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 &…

  3. Develop a Professional Learning Plan

    Science.gov (United States)

    Journal of Staff Development, 2013

    2013-01-01

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

  4. 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.

  5. Competency-based continuing professional development.

    Science.gov (United States)

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

    2010-01-01

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

  6. Continuing professional development for general practitioners

    DEFF Research Database (Denmark)

    Tulinius, Charlotte; Hølge-Hazelton, Bibi

    2010-01-01

    OBJECTIVES: The profession of medicine has long been characterised by virtues such as authorisation, specialisation, autonomy, self-regulation and adherence to an ethical code of practice, and its complexity has granted it the privilege of self-regulation. Studies have shown continuing professional...... development (CPD) for general practitioners (GPs) to be most effective when it is set up within a multi-method design. This paper reports a research-based evaluation of a 2-year educational CPD project for 21 GPs. METHODS: The project focused on the issue of 'children in need' and was delivered through group...

  7. Professional development in college science teaching

    Science.gov (United States)

    Thomas, Aimee Kathryn

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

  8. Involving healthcare professionals and family carers in setting research priorities for end-of-life care.

    Science.gov (United States)

    Diffin, Janet; Spence, Michael; Spencer, Rebecca; Mellor, Peter; Grande, Gunn

    2017-02-02

    It is important to ensure regional variances are considered when setting future end-of-life research priorities, given the differing demographics and service provision. This project sought to identify end-of-life research priorities within Greater Manchester (United Kingdom). Following an initial scoping exercise, six topics within the 10 national priorities outlined by The Palliative and end-of-life care Priority Setting Partnership were selected for exploration. A workshop involving 32 healthcare professionals and a consultation process with 26 family carers was conducted. Healthcare professionals and carers selected and discussed the topics important to them. The topics selected most frequently by both healthcare professionals and carers were 'Access to 24 hour care', 'Planning end-of-life care in advance' and 'Staff and carer education'. Healthcare professionals also developed research questions for their topics of choice which were refined to incorporate carers' views. These questions are an important starting point for future end-of-life research within Greater Manchester.

  9. 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.

  10. 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

  11. 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.

  12. Stress and burnout among healthcare professionals working in a mental health setting in Singapore.

    Science.gov (United States)

    Yang, Suyi; Meredith, Pamela; Khan, Asaduzzaman

    2015-06-01

    International literature suggests that the experience of high levels of stress by healthcare professionals has been associated with decreased work efficiency and high rates of staff turnover. The aims of this study are to identify the extent of stress and burnout experienced by healthcare professionals working in a mental health setting in Singapore and to identify demographic characteristics and work situations associated with this stress and burnout. A total of 220 Singaporean mental health professionals completed a cross-sectional survey, which included measures of stress, burnout (exhaustion and disengagement), participants' demographic details, and working situation. Independent t-tests and one-way ANOVAs were used to examine between-group differences in the dependent variables (stress and burnout). Analyses revealed that healthcare professionals below the age of 25, those with less than five years experience, and those with the lowest annual income, reported the highest levels of stress and burnout. No significant differences were found with other demographic or work situation variables. Findings suggest that healthcare professionals working in a mental health setting in Singapore are experiencing relatively high levels of stress and burnout. It is important that clinicians, administrators and policy makers take proactive steps to develop programs aimed at reducing stress and burnout for healthcare professionals. These programs are likely to also increase the well-being and resilience of healthcare professionals and improve the quality of mental health services in Singapore. Copyright © 2015 Elsevier B.V. All rights reserved.

  13. 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.

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

    Science.gov (United States)

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

    2015-01-01

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

  15. Educating for Professional Identity Development

    NARCIS (Netherlands)

    C.P. Tan (Chin Peil)

    2014-01-01

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

  16. Developing Opportunities for Professional Counselors.

    Science.gov (United States)

    Vacc, Nicholas A.

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

  17. Integrating Personal and Professional Development.

    Science.gov (United States)

    Lippitt, Gordon L.

    1980-01-01

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

  18. 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

  19. 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…

  20. #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…

  1. 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…

  2. 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,…

  3. 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…

  4. 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…

  5. 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…

  6. ITS professional capacity building: setting strategic direction 2010-2014.

    Science.gov (United States)

    2011-03-18

    This document describes the strategy that the ITS Professional Capacity Building (PCB) Program is pursuing to create a 21st century learning environment and build an ITS professional that leads the world in the innovative use of ITS technologies. The...

  7. 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....

  8. 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....

  9. 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

  10. 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.

  11. Exploring reflective 'critical incident' documentation of professionalism lapses in a medical undergraduate setting

    Directory of Open Access Journals (Sweden)

    McLachlan John C

    2009-07-01

    Full Text Available Abstract Background Measuring professionalism in undergraduate medical students is a difficult process, and no one method has currently emerged as the definitive means of assessment in this field. Student skills in reflection have been shown to be highly important in the development of professional behaviours. By studying student reflections on lapses in professional judgement, recorded as 'critical incidents', it is possible to explore themes which are significant for the development of professional behaviour in an undergraduate setting. Methods We examined critical incident reporting combined with optional written student reflection as a method for exploring professionalism in undergraduate medical students. 228 students split between Year 1 and 2 of one academic year of undergraduate medicine were studied retrospectively and a grounded theory approach to analysis was employed. Results This year generated 16 critical incident reports and corresponding student reflections, all of which were considered. In addition to identifying the nature of the critical incidents, 3 principal themes emerged. These were the impact and consequences of the report having been made, student reactions to the events (both positive and negative, and student responses regarding future actions. Conclusion This study indicates that unprofessional behaviour can be identified and challenged by both the faculty and the students involved, and suggests that positive behavioural changes might be made with the aim of preventing future occurrences. We provide a low cost approach of measuring and recording professional behaviour.

  12. 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 ...

  13. 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 ...

  14. 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…

  15. 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;…

  16. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

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

  17. 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] ...

  18. 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 ...

  19. 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.

  20. 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.

  1. 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.

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

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

    2016-09-01

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

  4. A set of professional working ability indicators of military operators

    Directory of Open Access Journals (Sweden)

    Mykola Korchahin

    2017-08-01

    Full Text Available Purpose: determination of indicators of professional work capacity and their impact on the success of professional activity of military operators in the cycle of alert duty. Material & Methods: indicators of the professional capacity of military operators were determined through theoretical analysis, systematization and generalization of data from scientific and methodological sources, medical-biological, psycho-diagnostic methods and mathematical methods of processing the results of the study. Result: it is determined that the most informative indirect indicators of the professional capacity of military operators of the contract service of the Air Forces of the Armed Forces of Ukraine is: physical condition, psycho-emotional state, physical performance, aerobic endurance, static endurance of back muscles, neck and the abs, the speed of perception, memory, concentration and shifting attention. The correlation dependence of the level of professional preparedness of military operators on indirect indices of professional work capacity: physical fitness (r=0,58, psycho-emotional state (r=0,51, physical performance (r=0,34, aerobic endurance (r=0.59, static endurance of the muscles of the back and neck (r=0,52, static endurance of the abs muscles (r=0,48, simple sensorimotor reaction (r=0,44, short-term (operational memory (r=0,40, concentration and attention switching (r=0,46. Conclusion: a complex characteristic of the indicators of psycho-physiological functions of the body of a specialist can be used to assess the dynamics and prediction of the professional capacity of military operators of the Air Force in the cycle of alert duty.

  5. 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.

  6. Professional Flash Lite Mobile Development

    CERN Document Server

    Anderson, J G

    2010-01-01

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

  7. Professional Development through Formative Evaluation

    Science.gov (United States)

    Nsibande, Rejoice; Garraway, James

    2011-01-01

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

  8. Union Contracts and Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Paul V. Bredeson

    2001-07-01

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

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

    African Journals Online (AJOL)

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

  10. 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…

  11. 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…

  12. Nurse practitioner organizational climate in primary care settings: implications for professional practice.

    Science.gov (United States)

    Poghosyan, Lusine; Nannini, Angela; Stone, Patricia W; Smaldone, Arlene

    2013-01-01

    The expansion of the nurse practitioner (NP) workforce in primary care is key to meeting the increased demand for care. Organizational climates in primary care settings affect NP professional practice and the quality of care. This study investigated organizational climate and its domains affecting NP professional practice in primary care settings. A qualitative descriptive design, with purposive sampling, was used to recruit 16 NPs practicing in primary care settings in Massachusetts. An interview guide was developed and pretested with two NPs and in 1 group interview with 7 NPs. Data collection took place in spring of 2011. Individual interviews lasted from 30-70 minutes, were audio recorded, and transcribed. Data were analyzed using Atlas.ti 6.0 software by 3 researchers. Content analysis was applied. Three previously identified themes, NP-physician relations, independent practice and autonomy, and professional visibility, as well as two new themes, organizational support and resources and NP-administration relations emerged from the analyses. NPs reported collegial relations with physicians, challenges in establishing independent practice, suboptimal relationships with administration, and lack of support. NP contributions to patient care were invisible. Favorable organizational climates should be promoted to support the expanding of NP workforce in primary care and to optimize recruitment and retention efforts. © 2013.

  13. 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…

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

    Science.gov (United States)

    Avidov-Ungar, Orit

    2016-01-01

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

  15. 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

  16. 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.

  17. Promoting professional development through poster presentations.

    Science.gov (United States)

    Durkin, Gregory

    2011-01-01

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

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

    African Journals Online (AJOL)

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

  19. Relational Dynamics in Teacher Professional Development

    Science.gov (United States)

    Finkelstein, Carla

    2013-01-01

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

  20. Developing Moral Responsibleness through Professional Education.

    Science.gov (United States)

    Strom, Sharon M.; Tennyson, W. Wesley

    1989-01-01

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

  1. Mediating Artifact in Teacher Professional Development

    Science.gov (United States)

    Svendsen, Bodil

    2015-01-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best…

  2. Assessing an Academic Library Professional Development Program

    Science.gov (United States)

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

    2018-01-01

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

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

    African Journals Online (AJOL)

    1991-01-01

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

  4. Research and professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2006-01-01

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

  5. When Every Day Is Professional Development Day

    Science.gov (United States)

    Tienken, Christopher H.; Stonaker, Lew

    2007-01-01

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

  6. 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.

  7. Teachers' professional development: Awareness of literacy practices

    African Journals Online (AJOL)

    Hennie

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

  8. Making Professional Development Flexible: A Case Study.

    Science.gov (United States)

    Forsyth, Rachel

    2002-01-01

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

  9. Moving toward Teamwork through Professional Development Activities

    Science.gov (United States)

    Fitzgerald, Meghan M.; Theilheimer, Rachel

    2013-01-01

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

  10. Infusing Neuroscience into Teacher Professional Development

    Science.gov (United States)

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

    2013-01-01

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

  11. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Brouns, Francis; Sloep, Peter

    2009-01-01

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

  12. Professional Development in Tough Financial Times

    Science.gov (United States)

    Gandel, Paul B.; Golden, Cynthia

    2004-01-01

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

  13. Learning Strategies at Work and Professional Development

    Science.gov (United States)

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

    2017-01-01

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

  14. Meaningful Professional Development: A Personal Journey

    Science.gov (United States)

    Shore, Rebecca Ann

    2012-01-01

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

  15. Science teachers’ foreground for continued professional development

    DEFF Research Database (Denmark)

    Daugbjerg, Peer

    2015-01-01

    There is a lack of studies that are dedicated to qualify our understanding of the significance of lived experiences as well as foregrounds for science teachers’ participation in professional development. Seven Danish science teachers were interviewed and observed. Three of these teachers exemplify...

  16. Give Your Professional Development a Second Life

    Science.gov (United States)

    Sheehy, Peggy

    2009-01-01

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

  17. Teacher Professional Development through Digital Content Evaluation

    Science.gov (United States)

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

    2017-01-01

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

  18. Preservice Teachers' Microblogging: Professional Development via Twitter

    Science.gov (United States)

    Carpenter, Jeffrey

    2015-01-01

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

  19. Professional Development to Promote Teacher Adaptability

    Science.gov (United States)

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

    2016-01-01

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

  20. Sustainable school development: professional learning communities

    NARCIS (Netherlands)

    Prof.Dr. E. Verbiest

    2008-01-01

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

  1. Development Professionals at Religiously Based Nonprofit Organizations

    Directory of Open Access Journals (Sweden)

    Jim Pinder

    2012-09-01

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

  2. 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.

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

    Science.gov (United States)

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

    2011-01-01

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

  4. 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…

  5. 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…

  6. Manifesto for the Software Development Professionalization

    Directory of Open Access Journals (Sweden)

    Red Latinoamericana en Ingeniería de Software (RedLatinaIS

    2013-12-01

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

  7. Health professionals' experience of teamwork education in acute hospital settings: a systematic review of qualitative literature.

    Science.gov (United States)

    Eddy, Kylie; Jordan, Zoe; Stephenson, Matthew

    2016-04-01

    standardized critical appraisal tool the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) was used to assess the methodological quality of included papers. Data that included statements and text of interest was extracted from papers included in the study using the standardized data extraction tool from JBI-QARI. Qualitative research findings were pooled using JBI-QARI. This involved the aggregation and synthesis of findings to generate a set of statements that represented that aggregation. In total, 116 papers were selected for analysis of full text, 11 papers were selected for critical appraisal and seven papers were selected for data synthesis. This resulted in 44 findings. The findings were assigned to 16 categories based on identified similarities across the papers. The categories were integrated into six meta-syntheses. These were: Meta-synthesis One: It is important to recognize that organizational culture and expectations have an impact on health professionals' participation and experience of teamwork education. Meta-synthesis Two: Understanding how successful teams function is central to the development of teamwork education programs and the experience of participants. Meta-synthesis Three: A health professional's experience of teamwork education will be influenced by his/her starting point of learning. Meta-synthesis Four: Participants highly value teamwork education programs that are implemented by facilitators who create practical authentic learning opportunities and foster reflection and debriefing for participants. Meta-synthesis Five: High fidelity simulation used with specific communication strategies provides a powerful learning opportunity for health professions to practice teamwork skills. Meta-synthesis Six: Participants have increased confidence and are motivated to apply their newly learnt teamwork skills into their daily practice. The review identified qualitative evidence that can guide organizations and education

  8. Professional identity development: Learning and journeying together.

    Science.gov (United States)

    Bridges, Stephanie J

    2018-03-01

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

  9. Goal Setting as Teacher Development Practice

    Science.gov (United States)

    Camp, Heather

    2017-01-01

    This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set…

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

    Science.gov (United States)

    Al Asmari, AbdulRahman

    2016-01-01

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

  11. The relative age effect in a professional football club setting.

    Science.gov (United States)

    Mujika, Iñigo; Vaeyens, Roel; Matthys, Stijn P J; Santisteban, Juanma; Goiriena, Juan; Philippaerts, Renaat

    2009-09-01

    The relative age effect is an uneven distribution of birth date favouring subjects born in the initial months of a selection year. This study compared the birth-date distributions between several subgroups of Basque football players to identify whether the relative age effect is influenced by age and/or skill level. The study comprised 13,519 players including 114 senior professionals from the Spanish league's AC Bilbao over 21 seasons; over the season 2005-2006, it comprised elite youth (n=189) from the same club's academy; regional youth (n=4382) U11-U14 locally federated players; school youth (n=8834) U10-U11 locally registered school district players. Differences between the observed and expected birth-date distributions were tested based on data from the general Basque male population. Significant chi-square values were followed up by calculating odds ratios and 95% confidence intervals (CI) for the quartile and half-year distributions to examine subgroup differences in the relative age effect. Birth-date distributions of all groups of players showed a significant bias towards early birth in the selection year compared with the reference population (senior, chi-2(3) = 24.4, P talent.

  12. Building up STEM education professional learning community in school setting: Case of Khon Kaen Wittayayon School

    Science.gov (United States)

    Thana, Aduldej; Siripun, Kulpatsorn; Yuenyong, Chokchai

    2018-01-01

    The STEM education is new issue of teaching and learning in school setting. Building up STEM education professional learning community may provide some suggestions for further collaborative work of STEM Education from grounded up. This paper aimed to clarify the building up STEM education learning community in Khon Kaen Wittayayon (KKW) School setting. Participants included Khon Kaen University researchers, Khon Kaen Wittayayon School administrators and teachers. Methodology regarded interpretative paradigm. The tools of interpretation included participant observation, interview and document analysis. Data was analyzed to categories of condition for building up STEM education professional learning community. The findings revealed that the actions of developing STEM learning activities and research showed some issues of KKW STEM community of inquiry and improvement. The paper will discuss what and how the community learns about sharing vision of STEM Education, supportive physical and social conditions of KKW, sharing activities of STEM, and good things from some key STEM teachers' ambition. The paper may has implication of supporting STEM education in Thailand school setting.

  13. Professional development needs of nurse managers.

    Science.gov (United States)

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

    2015-06-01

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

  14. Professional Development Programs for Teachers of English

    Directory of Open Access Journals (Sweden)

    Singgih Widodo

    2016-02-01

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

  15. A QUEST for sustainable continuing professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2017-01-01

    Continuing Professional Development (CPD) can be crucial in improving teaching, and student learning. Extant research suggests consensus pertaining to the core features of effective CPD including content focus, active learning, coherence, duration and collaborative activities. This chapter reports...... organized by the local PLC, and individual enactments in the teachers’ own classrooms. This “rhythm” has now been institutionalized, and even though the project has come to an end, there is still networking across schools and PLC activities continue in all five municipalities. In order to assess...... on a large-scale, long-term Danish CPD project for which all the activities were created with these consensus criteria in mind. The overall purpose has been to develop a sustainable model for CPD that acknowledges teachers’ situated learning in professional learning communities (PLCs), supports bottom...

  16. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

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

  17. Assessing a GTA professional development program

    OpenAIRE

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

    2018-01-01

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

  18. Nursing Professional Development Organizational Value Demonstration Project.

    Science.gov (United States)

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

    2016-01-01

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

  19. Professional SharePoint 2010 Development

    CERN Document Server

    Rizzo, Tom; Fried, Jeff

    2010-01-01

    Learn to leverage the features of the newest version of SharePoint, in this update to the bestseller. More than simply a portal, SharePoint is Microsoft's popular content management solution for building intranets and Web sites or hosting wikis and blogs. Offering broad coverage on all aspects of development for the SharePoint platform, this comprehensive book shows you exactly what SharePoint does, how to build solutions, and what features are accessible within SharePoint. Written by one of the most recognized names in SharePoint development, Professional SharePoint 2010 Development offers an

  20. 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.

  1. Professional and organizational commitment in paediatric occupational therapists: the influence of practice setting.

    Science.gov (United States)

    Seruya, Francine M; Hinojosa, Jim

    2010-09-01

    The professional and organizational commitment of paediatric occupational therapists working in two distinct practice settings, schools and medically based settings, was investigated. A web-based survey program was used to administer a questionnaire to occupational therapists employed in New York, New Jersey and Connecticut. The study employed social identity theory as a guiding perspective in understanding therapists' professional and organizational commitment. One hundred and fifty-seven paediatric therapists responded to the Professional Commitment Questionnaire and the Organizational Commitment Questionnaire to gauge their commitment to both the profession and their employing organizations. Results indicated that paediatric therapists, regardless of employment setting, have high professional commitment. Paediatric occupational therapists employed in medically based settings indicated statistically significant higher organizational commitment than their school-based counterparts. For therapists that work in school settings, the presence of a professional cohort did not influence professional commitment scores. As the study employed a web-based survey methodology, only individuals who were members of associations and had access to a computer and the Internet were able to participate. Further study might include widening the participant pool as well as adding additional instruments to explore both professional and organizational commitment on a more national scale. Copyright 2010 John Wiley & Sons, Ltd.

  2. 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…

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

    Science.gov (United States)

    Perry, Emily; Boylan, Mark

    2018-01-01

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

  4. Professional WordPress design and development

    CERN Document Server

    Williams, Brad; Stern, Hal

    2014-01-01

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

  5. Maintaining Professional Commitment as a Newly Credentialed Athletic Trainer in the Secondary School Setting.

    Science.gov (United States)

    Mazerolle, Stephanie M; Myers, Sarah L; Walker, Stacy E; Kirby, Jessica

    2018-03-01

    Professional commitment, or one's affinity and loyalty to a career, has become a topic of interest in athletic training. The expanding research on the topic, however, has omitted newly credentialed athletic trainers (ATs). For an impressionable group of practitioners, transitioning to clinical practice can be stressful.   To explore the professional commitment of newly credentialed ATs in the secondary school setting.   Secondary school.   Qualitative study.   A total of 31 newly credentialed ATs (6 men, 25 women; mean age = 24 ± 3 years) participated. Of these, 17 ATs (4 men, 13 women; mean age = 25 ± 4 years) were employed full time in the secondary school setting, and 14 ATs (2 men, 12 women; mean age = 23.0 ± 2.0 years) were graduate assistant students in the secondary school setting.   All participants completed semistructured interviews, which focused on their experiences in the secondary school setting and transitioning into the role and setting. Transcripts were analyzed using the phenomenologic approach. Creditability was established by peer review, member checks, and researcher triangulation.   Four main findings related to the professional commitment of newly credentialed ATs in the secondary school setting were identified. Work-life balance, professional relationships formed with the student-athletes, enjoyment gained from working in the secondary school setting, and professional responsibility emerged as factors facilitating commitment.   Affective commitment is a primary facilitator of professional commitment. Newly credentialed ATs who enjoy their jobs and have time to engage in nonwork roles are able to maintain a positive professional commitment. Our findings align with the previous literature and help strengthen our understanding that rejuvenation and passion are important to professional commitment.

  6. Policy on professional support in return-to-work: Occupational health professionals' experiences in a Canadian setting.

    Science.gov (United States)

    Maiwald, Karin; Meershoek, Agnes; de Rijk, Angelique; Nijhuis, Frans J N

    2015-01-01

    In Canada and other countries, sickness-based absences among workers is an economic and sociological problem. Return-to-work (RTW) policy developed by both employer and worker' representatives (that is, bipartite policy) is preferred to tackle this problem. The intent was to examine how this bipartite agreed-upon RTW policy works from the perspective of occupational health professionals (those who deliver RTW services to workers with temporary or permanent disabilities) in a public healthcare organization in Canada. In-depth interviews were held with 9 occupational health professionals and transcribed verbatim. A qualitative, social constructivist, analysis was completed. The occupational health professionals experienced four main problems: 1) timing and content of physicians' medical advice cannot be trusted as a basis for RTW plans; 2) legal status of the plans and thus needing workers' consent and managers' approval can create tension, conflict and delays; 3) limited input and thus little fruitful inference in transdisciplinary meetings at the workplace; and yet 4) the professionals can be called to account for plans. Bipartite representation in developing RTW policy does not entirely delete bottlenecks in executing the policy. Occupational health professionals should be offered more influence and their professionalism needs to be enhanced.

  7. 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…

  8. Fieldwork Using the Professional Development Schools Model: Developing a Social Justice Orientation and Multicultural Competency

    Science.gov (United States)

    Cook, Amy L.; Krell, Megan M.; Hayden, Laura A.; Gracia, Robert; Denitzio, Kari

    2016-01-01

    Practicum fieldwork was conducted in an urban high school setting using a Professional Development Schools (PDS) model, with a focus on multicultural and social justice counseling competencies (MSJCC). Interpretative phenomenological analysis was used to analyze the journal responses of 16 counseling students to ascertain MSJCC development during…

  9. European projects as Continuous Professional Development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    Recent years have seen an increased awareness of the need for Continuous Professional Development (CPD) of academic staff teaching international programmes to diverse student audiences. At the same time, many academic units are under pressure from the university leadership teams to demonstrate...... the impact it has had on partner representatives’ awareness of the key issues related to the teaching and learning in the multilingual and multicultural learning space. Moreover, it demonstrates to which extent they have changed their behavior as a result of what they, personally, have learned while working...

  10. Three Cases of Hashtags Used as Learning and Professional Development Environments

    Science.gov (United States)

    Veletsianos, George

    2017-01-01

    Hashtags offer exciting opportunities for professional development, teaching, and learning. However, their use reflects users' needs and desires. To illustrate and problematize the ways hashtags are used in professional development settings, this study reports on users' participation patterns, users' roles, and content contributed to three unique…

  11. The Process of Professional School Counselor Multicultural Competency Development: A Grounded Theory

    Science.gov (United States)

    Berry, Jessica L.

    2013-01-01

    Professional School Counselors who work in schools with a range of student diversity are posed with a unique set of challenges which require them to develop their multicultural competencies. The following qualitative study examined the process of developing multicultural competence for four professional school counselors. The four professional…

  12. 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.

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

    Science.gov (United States)

    Alicea-Munoz, Emily

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

  14. 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,…

  15. 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…

  16. Transformation and Framework of Teacher Professional Development in Taiwan

    Science.gov (United States)

    Huang, Bo-Ruey

    2016-01-01

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

  17. 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".…

  18. 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…

  19. 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…

  20. The Patient-Healthcare Professional Relationship and Communication in the Oncology Outpatient Setting

    DEFF Research Database (Denmark)

    Prip, Anne; Møller, Kirsten Alling; Nielsen, Dorte Lisbet

    2017-01-01

    and communication with healthcare professionals during chemotherapy in the oncology outpatient setting. METHODS: The systematic literature review was carried out according to PRISMA guidelines and the PICO framework, and a systematic search was conducted in MEDLINE, CINAHL, The Cochrane Library, and Joanna Briggs...... on satisfaction of care, that hope and positivity are both a need and a strategy for patients with cancer and were facilitated by healthcare professionals, and that outpatient clinic visits framed and influenced communication and relationships. CONCLUSIONS: The relationship and communication between patients...... and healthcare professionals in the outpatient setting were important for the patients' ability to cope with cancer. IMPLICATIONS FOR PRACTICE: Healthcare professionals need to pay special attention to the relational aspects of communication in an outpatient clinic because encounters are often brief. More...

  1. New Zealand archaeology professional development cell

    International Nuclear Information System (INIS)

    Phillips, C.; Low, M.

    2015-01-01

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

  2. Nuclear power - Sustainable development - Professional skill

    International Nuclear Information System (INIS)

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

    2002-01-01

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

  3. The professional perspective on patient involvement in the development of quality indicators: a qualitative analysis using the example of chronic heart failure in the German health care setting

    Directory of Open Access Journals (Sweden)

    Pohontsch NJ

    2015-01-01

    Full Text Available Nadine Janis Pohontsch,1 Heidrun Herzberg,2 Stefanie Joos,3 Felix Welti,4 Martin Scherer,1 Eva Blozik1 1Department of Primary Medical Care, University Medical Center Hamburg-Eppendorf, Hamberg, Germany; 2Faculty of Health, Nursing, Management, Neubrandenburg University of Applied Sciences, Neubrandenburg, Germany; 3Department of General Practice and Health Services Research, Heidelberg University Hospital, Heidelberg, Germany; 4Faculty of Human Sciences, University of Kassel, Kassel, Germany Purpose: There is an international consensus that quality indicators (QIs of health care ought to represent patient-relevant aspects. Therefore, patient involvement in the development process is essential. However, there is no methodological gold standard for involving patients in QI development. The aim of this study is to explore experts’ views on the representation of patient-relevant aspects in the QI development process using the QIs developed in the context of the German National Disease Management Guideline for Heart Failure as an example. Methods: Semi-structured, open telephone interviews were conducted with 15 German experts (patient representatives, physicians, researchers, and methodologists involved in guideline development or quality assessment. Interview themes were the relevance of the exemplary set of QIs for patients, as well as the legitimacy of, competence of, and collaboration with the patient representative who participated in the development process. Interviews were fully transcribed and content analyzed. Deductive categories derived from the research questions were supplemented by inductively formed categories during the review of the interview material.Results: The qualitative analysis suggests a discrepancy between the guidelines’ QIs and those relevant to patients from an expert’s point of view, such as physician-patient communication and quality of counseling. Experts reported only minor communication and cooperation

  4. 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...

  5. Organizational impact of nurse supply and workload on nurses continuing professional development opportunities: an integrative review.

    Science.gov (United States)

    Coventry, Tracey H; Maslin-Prothero, Sian E; Smith, Gilly

    2015-12-01

    To identify the best evidence on the impact of healthcare organizations' supply of nurses and nursing workload on the continuing professional development opportunities of Registered Nurses in the acute care hospital. To maintain registration and professional competence nurses are expected to participate in continuing professional development. One challenge of recruitment and retention is the Registered Nurse's ability to participate in continuing professional development opportunities. The integrative review method was used to present Registered Nurses perspectives on this area of professional concern. The review was conducted for the period of 2001-February 2015. Keywords were: nurs*, continuing professional development, continuing education, professional development, supply, shortage, staffing, workload, nurse: patient ratio, barrier and deterrent. The integrative review used a structured approach for literature search and data evaluation, analysis and presentation. Eleven international studies met the inclusion criteria. Nurses are reluctant or prevented from leaving clinical settings to attend continuing professional development due to lack of relief cover, obtaining paid or unpaid study leave, use of personal time to undertake mandatory training and organizational culture and leadership issues constraining the implementation of learning to benefit patients. Culture, leadership and workload issues impact nurses' ability to attend continuing professional development. The consequences affect competence to practice, the provision of safe, quality patient care, maintenance of professional registration, job satisfaction, recruitment and retention. Organizational leadership plays an important role in supporting attendance at continuing professional development as an investment for the future. © 2015 John Wiley & Sons Ltd.

  6. Implementing augmentative and alternative communication in critical care settings: Perspectives of healthcare professionals.

    Science.gov (United States)

    Handberg, Charlotte; Voss, Anna Katarina

    2018-01-01

    To describe the perspectives of healthcare professionals caring for intubated patients on implementing augmentative and alternative communication (AAC) in critical care settings. Patients in critical care settings subjected to endotracheal intubation suffer from a temporary functional speech disorder and can also experience anxiety, stress and delirium, leading to longer and more complicated hospitalisation and rehabilitation. Little is known about the use of AAC in critical care settings. The design was informed by interpretive descriptive methodology along with the theoretical framework symbolic interactionism, which guided the study of healthcare professionals (n = 48) in five different intensive care units. Data were generated through participant observations and 10 focus group interviews. The findings represent an understanding of the healthcare professionals' perspectives on implementing AAC in critical care settings and revealed three themes. Caring Ontology was the foundation of the healthcare professionals' profession. Cultural Belief represented the actual premise in the interactions during the healthcare professionals' work, saving lives in a biomedical setting whilst appearing competent and efficient, leading to Triggered Conduct and giving low priority to psychosocial issues like communication. Lack of the ability to communicate puts patients at greater risk of receiving poorer treatment, which supports the pressuring need to implement and use AAC in critical care. It is documented that culture in biomedical paradigms can have consequences that are the opposite of the staffs' ideals. The findings may guide staff in implementing AAC strategies in their communication with patients and at the same time preserve their caring ontology and professional pride. Improving communication strategies may improve patient safety and make a difference in patient outcomes. Increased knowledge of and familiarity with AAC strategies may provide healthcare professionals

  7. Governance of professional nursing practice in a hospital setting: a mixed methods study

    Directory of Open Access Journals (Sweden)

    José Luís Guedes dos Santos

    2015-12-01

    Full Text Available Objective: to elaborate an interpretative model for the governance of professional nursing practice in a hospital setting. Method: a mixed methods study with concurrent triangulation strategy, using data from a cross-sectional study with 106 nurses and a Grounded Theory study with 63 participants. The quantitative data were collected through the Brazilian Nursing Work Index - Revised and underwent descriptive statistical analysis. Qualitative data were obtained from interviews and analyzed through initial, selective and focused coding. Results: based on the results obtained with the Brazilian Nursing Work Index - Revised, it is possible to state that nurses perceived that they had autonomy, control over the environment, good relationships with physicians and organizational support for nursing governance. The governance of the professional nursing practice is based on the management of nursing care and services carried out by the nurses. To perform these tasks, nurses aim to get around the constraints of the organizational support and develop management knowledge and skills. Conclusion: it is important to reorganize the structures and processes of nursing governance, especially the support provided by the organization for the management practices of nurses.

  8. Governance of professional nursing practice in a hospital setting: a mixed methods study.

    Science.gov (United States)

    dos Santos, José Luís Guedes; Erdmann, Alacoque Lorenzini

    2015-01-01

    To elaborate an interpretative model for the governance of professional nursing practice in a hospital setting. A mixed methods study with concurrent triangulation strategy, using data from a cross-sectional study with 106 nurses and a Grounded Theory study with 63 participants. The quantitative data were collected through the Brazilian Nursing Work Index - Revised and underwent descriptive statistical analysis. Qualitative data were obtained from interviews and analyzed through initial, selective and focused coding. Based on the results obtained with the Brazilian Nursing Work Index - Revised, it is possible to state that nurses perceived that they had autonomy, control over the environment, good relationships with physicians and organizational support for nursing governance. The governance of the professional nursing practice is based on the management of nursing care and services carried out by the nurses. To perform these tasks, nurses aim to get around the constraints of the organizational support and develop management knowledge and skills. It is important to reorganize the structures and processes of nursing governance, especially the support provided by the organization for the management practices of nurses.

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

    Science.gov (United States)

    Wermke, Wieland

    2011-01-01

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

  10. 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…

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

    Science.gov (United States)

    Kirsten, Nils; Wermke, Wieland

    2017-01-01

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

  12. 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…

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

    Science.gov (United States)

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

    2010-01-01

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

  14. 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…

  15. 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 ...

  16. A QUEST for sustainable continuing professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2017-01-01

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

  17. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest that t...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions.......The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...

  18. 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.

  19. The provision of neuropsychological services in rural/regional settings: professional and ethical issues.

    Science.gov (United States)

    Allott, Kelly; Lloyd, Susan

    2009-07-01

    Despite rapid growth of the discipline of clinical neuropsychology during recent times, there is limited information regarding the identification and management of professional and ethical issues associated with the practice of neuropsychology within rural settings. The aim of this article is to outline the characteristics unique to practicing neuropsychology in rural communities and to describe the potential professional and ethical dilemmas that might arise. Issues are illustrated using examples from neuropsychological practice in a rural/regional setting in Victoria, Australia. Relative to urban regions, there is an inequality in the distribution of psychologists, including neuropsychologists, in rural areas. The unique characteristics of rural and regional communities that impact on neuropsychological practice are: 1) limited resources in expertise, technology, and community services, 2) greater travel distances and costs, 3) professional isolation, and 4) beliefs about psychological services. These characteristics lower the threshold for particular ethical issues. The ethical issues that require anticipation and careful management include: 1) professional competence, 2) multiple relationships, and 3) confidentiality. Through increased awareness and management of rural-specific professional and ethical issues, rural neuropsychologists can experience their work as rewarding and enjoyable. Specific guidelines for identifying, managing, and resolving ethically and professionally challenging situations that may arise during rural practice are provided.

  20. Development of a Goal Setting Process and Instrumentation for Teachers and Principals.

    Science.gov (United States)

    Minix, Nancy; And Others

    A pilot program, the Career Ladder Plan, was developed in Kentucky to evaluate a teacher's performance in terms of professional growth and development and professional leadership/initiative based on that teacher's performance on a setting/goal attainment process. Goals jointly selected by the teacher and his/her principal must contribute to school…

  1. 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…

  2. Continuing professional development and ICT: target practice.

    Science.gov (United States)

    Eaton, K A; Reynolds, P A

    2008-07-26

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

  3. 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...

  4. The Problem of Developing Professional Mobility of Teachers in the Works of Foreign Scholars

    Science.gov (United States)

    Pavlenko, Marina

    2017-01-01

    The article analyzes the positions of foreign and domestic scholars on the problem of developing professional mobility of teachers. It has been stated that today professional mobility is a necessary component of training a skilled worker. It has been indicated that the teacher possesses an appropriate set of competences that provide an opportunity…

  5. 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.

  6. Einsatz von E-Portfolios bei der Qualifizierung pädagogischer Professionals in restriktiven Settings

    Directory of Open Access Journals (Sweden)

    Dirk Jahn

    2010-05-01

    Full Text Available Der Beitrag zeigt den Einsatz von E-Portfolios bei der Qualifizierung pädagogischer Professionals in der beruflichen Bildung auf. Dabei werden als Referenz die Theorie der Selbstreflexion, des kritischen Denkens sowie des Konzeptwandels zugrunde gelegt. Es werden Möglichkeiten aufgezeigt, wie E-Portfolios auch in restriktiven Settings eingesetzt werden können. Bislang dominiert in der Literatur der Einsatz von E-Portfolios in der Schule bzw. in der Bildung von Lehrkräften. Restriktive Settings sind Settings, die für das formale Lernen nur kurze Zeiträume eröffnen, mit heterogenen Zielgruppen verbunden sind und die zum Teil ungünstige motivationale und kognitive Ausgangsvoraussetzungen mitbringen. Die dargestellten Ergebnisse fussen auf der Entwicklung, Erprobung und Erforschung eines solchen Settings, nämlich der Erprobung eines Qualifizierungskonzepts für pädagogische Professionals im Einzelhandel.

  7. Stimulating teachers' professional development using video feedback with reciprocal peer coaching.

    NARCIS (Netherlands)

    dr Rita Schildwacht; Dr. S. Bolhuis; J. van den Akker

    2007-01-01

    Our research aims to formulate design guidelines for stimulating teachers' professional development using video feedback in collaborative settings. The study investigates guidelines concerning video feedback in peer coaching settings and focuses on a setting with three roles (of trainee, coach and

  8. Developing Pokemon AI For Finding Comfortable Settings

    OpenAIRE

    Panumate, Chetprayoon; Iida, Hiroyuki

    2016-01-01

    This paper explores an innovative way to find a comfortable setting of video games. Pokemon is chosen as benchmark and game refinement measure is employed for the assessment. The number of Pokemon that one trainer can carry (i.e., setting with n=6) has never been changed after the first episode of Pokemon was released in 1996. Pokemon battle is simulated and various AIs are developed for the experiments. The results show that the original setting is the best for many players of various levels.

  9. 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…

  10. 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…

  11. 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…

  12. Creating pedagogical spaces for developing doctor professional identity.

    Science.gov (United States)

    Clandinin, D Jean; Cave, Marie-Therese

    2008-08-01

    Working with doctors to develop their identities as technically skilled as well as caring, compassionate and ethical practitioners is a challenge in medical education. One way of resolving this derives from a narrative reflective practice approach to working with residents. We examine the use of such an approach. This paper draws on a 2006 study carried out with four family medicine residents into the potential of writing, sharing and inquiring into parallel charts in order to help develop doctor identity. Each resident wrote 10 parallel charts over 10 weeks. All residents met bi-weekly as a group with two researchers to narratively inquire into the stories told in their charts. One parallel chart and the ensuing group inquiry about the chart are described. In the narrative reflective practice process, one resident tells of working with a patient and, through writing, sharing and inquiry, integrates her practice and how she learned to be a doctor in one cultural setting into another cultural setting; another resident affirms her relational way of practising medicine, and a third resident begins to see the complexity of attending to patients' experiences. The process shows the importance of creating pedagogical spaces to allow doctors to tell and retell, through narrative inquiry, their stories of their experiences. This pedagogical approach creates spaces for doctors to individually develop their own stories by which to live as doctors through narrative reflection on their interwoven personal, professional and cultural stories as they are shaped by, and enacted within, their professional contexts.

  13. 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…

  14. 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…

  15. Health professional perspectives on lifestyle behaviour change in the paediatric hospital setting: a qualitative study.

    Science.gov (United States)

    Elwell, Laura; Powell, Jane; Wordsworth, Sharon; Cummins, Carole

    2014-03-13

    Research exists examining the challenges of delivering lifestyle behaviour change initiatives in practice. However, at present much of this research has been conducted with primary care health professionals, or in acute adult hospital settings. The purpose of this study was to identify barriers and facilitators associated with implementing routine lifestyle behaviour change brief advice into practice in an acute children's hospital. Thirty-three health professionals (nurses, junior doctors, allied health professionals and clinical support staff) from inpatient and outpatient departments at a UK children's hospital were interviewed about their attitudes and beliefs towards supporting lifestyle behaviour change in hospital patients and their families. Responses were analysed using thematic framework analysis. Health professionals identified a range of barriers and facilitators to supporting lifestyle behaviour change in a children's hospital. These included (1) personal experience of effectiveness, (2) constraints associated with the hospital environment, (3) appropriateness of advice delivery given the patient's condition and care pathway and (4) job role priorities, and (5) perceived benefits of the advice given. Delivery of lifestyle behaviour change advice was often seen as an educational activity, rather than a behaviour change activity. Factors underpinning the successful delivery of routine lifestyle behaviour change support must be understood if this is to be implemented effectively in paediatric acute settings. This study reveals key areas where paediatric health professionals may need further support and training to achieve successful implementation.

  16. 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…

  17. The Patient-Healthcare Professional Relationship and Communication in the Oncology Outpatient Setting: A Systematic Review.

    Science.gov (United States)

    Prip, Anne; Møller, Kirsten Alling; Nielsen, Dorte Lisbet; Jarden, Mary; Olsen, Marie-Helene; Danielsen, Anne Kjaergaard

    2017-07-27

    Today, cancer care and treatment primarily take place in an outpatient setting where encounters between patients and healthcare professionals are often brief. The aim of this study was to summarize the literature of adult patients' experiences of and need for relationships and communication with healthcare professionals during chemotherapy in the oncology outpatient setting. The systematic literature review was carried out according to PRISMA guidelines and the PICO framework, and a systematic search was conducted in MEDLINE, CINAHL, The Cochrane Library, and Joanna Briggs Institute Evidence Based Practice Database. Nine studies were included, qualitative (n = 5) and quantitative (n = 4). The studies identified that the relationship between patients and healthcare professionals was important for the patients' ability to cope with cancer and has an impact on satisfaction of care, that hope and positivity are both a need and a strategy for patients with cancer and were facilitated by healthcare professionals, and that outpatient clinic visits framed and influenced communication and relationships. The relationship and communication between patients and healthcare professionals in the outpatient setting were important for the patients' ability to cope with cancer. Healthcare professionals need to pay special attention to the relational aspects of communication in an outpatient clinic because encounters are often brief. More research is needed to investigate the type of interaction and intervention that would be the most effective in supporting adult patients' coping during chemotherapy in an outpatient clinic.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.

  18. Defense Threat Reduction Agency > Careers > Professional Development

    Science.gov (United States)

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

  19. Interprofessional simulation of birth in a non-maternity setting for pre-professional students.

    Science.gov (United States)

    McLelland, Gayle; Perera, Chantal; Morphet, Julia; McKenna, Lisa; Hall, Helen; Williams, Brett; Cant, Robyn; Stow, Jill

    2017-11-01

    Simulation-based learning is an approach recommended for teaching undergraduate health professionals. There is a scarcity of research around interprofessional simulation training for pre-professional students in obstetric emergencies that occur prior to arrival at the maternity ward. The primary aims of the study were to examine whether an interprofessional team-based simulated birth scenario would improve undergraduate paramedic, nursing, and midwifery students' self-efficacy scores and clinical knowledge when managing birth in an unplanned location. The secondary aim was to assess students' satisfaction with the newly developed interprofessional simulation. Quasi-experimental descriptive study with repeated measures. Simulated hospital emergency department. Final year undergraduate paramedic, nursing, and midwifery students. Interprofessional teams of five students managed a simulated unplanned vaginal birth, followed by debriefing. Students completed a satisfaction with simulation survey. Serial surveys of clinical knowledge and self-efficacy were conducted at three time points. Twenty-four students participated in one of five simulation scenarios. Overall, students' self-efficacy and confidence in ability to achieve a successful birth outcome was significantly improved at one month (psimulation experience was high (M=4.65/5). Results from this study indicate that an interprofessional simulation of a birth in an unplanned setting can improve undergraduate paramedic, nursing and midwifery students' confidence working in an interprofessional team. There was a significant improvement in clinical knowledge of the nursing students (who had least content about managing birth in their program). All students were highly satisfied with the interprofessional simulation experience simulation. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. 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.

  1. 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...

  2. The ICF as a common language for rehabilitation goal-setting: comparing client and professional priorities

    Directory of Open Access Journals (Sweden)

    van der Merwe Aletia

    2011-10-01

    Full Text Available Abstract Background Joint rehabilitation goals are an important component for effective teamwork in the rehabilitation field. The activities and participation domain of the ICF provides a common language for professionals when setting these goals. Involving clients in the formulation of rehabilitation goals is gaining momentum as part of a person-centred approach to rehabilitation. However, this is particularly difficult when clients have an acquired communication disability. The expressive communication difficulties negatively affect the consensus building process. As a result, obtaining information regarding rehabilitation goals from professionals and their clients warrants further investigation for this particular population. Methods This comparative study investigated clients and their assigned rehabilitation professionals' perception of the importance of ICF activities and participation domains for inclusion in their rehabilitation program. Twelve clients in an acute rehabilitation centre and twenty of their corresponding rehabilitation professionals participated in an activity using the Talking Mats™ visual framework for goal setting. Each participant rated the importance of the nine activities and participation domains of the ICF for inclusion in their current rehabilitation program. Results The ICF domains which consistently appear as very important across these groups are mobility, self-care and communication. Domains which consistently appear in the lower third of the rankings include spare time, learning and thinking and domestic life. Results indicate however that no statistical significant differences exist in terms of the individual domains across each of the participant groups. Within group differences however indicated that amongst the speech-language therapists and physiotherapists there was a statistical significant difference between spare time activities and communication and mobility. Conclusions Findings indicate that

  3. 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.

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

    National Research Council Canada - National Science Library

    Johnson, Craig

    1997-01-01

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

  5. The Effects of Teaching Abroad on Personal and Professional Development

    Directory of Open Access Journals (Sweden)

    Hamdi Serin

    2017-09-01

    Full Text Available With increasing global change, schools have become more culturally diverse recently. Teachers must address the needs of students from diverse backgrounds to create an effective learning environment through personal and professional development. They need to increase their cultural awareness, and develop their teaching skills to create a learning setting in which students respect each other. Working abroad help teachers expose to innovative learning styles, educational materials and curricula which play key roles in the development of their teaching practice. Furthermore, living in a different culture enables teachers to gain new skills and knowledge which they can integrate into their own teaching strategies. This article presents the benefits of working abroad in many aspects.

  6. 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…

  7. 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 ...

  8. 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)

  9. 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.

  10. 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…

  11. 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…

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

    Science.gov (United States)

    Fellenz, Martin R.

    2016-01-01

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

  13. 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...

  14. 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.

  15. Duty to speak up in the health care setting a professionalism and ethics analysis.

    Science.gov (United States)

    Topazian, Rachel J; Hook, C Christopher; Mueller, Paul S

    2013-11-01

    Staff and students working in health care settings are sometimes reluctant to speak up when they perceive patients to be at risk for harm. In this article, we describe four incidents that occurred at our institution (Mayo Clinic). In two of them, health care professionals failed to speak up, which resulted in harm; in the other two, they did speak up, which prevented harm and improved patient care. We analyzed each scenario using the Physician's Charter on Medical Professionalism and prima facie ethics principles to determine whether principles were violated or upheld. We conclude that anyone who works in a health care setting has a duty to speak up when a patient faces harm. We also provide guidance for health care institutions on promoting a culture in which speaking up is encouraged and integrated into routine practice.

  16. The Development of Professional Values of Journalists.

    Science.gov (United States)

    Becker, Lee B.; And Others

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

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

    Science.gov (United States)

    Bargagliotti, Anna E.; Anderson, Celia Rousseau

    2017-01-01

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

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

    Science.gov (United States)

    Ashraf, Hamid; Kafi, Zahra H.

    2017-01-01

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

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

    Science.gov (United States)

    Beavers, Amy

    2009-01-01

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

  20. Professional Development Needs of English Language Teachers in Malaysia

    Science.gov (United States)

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

    2011-01-01

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

  1. 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

  2. Delivering Online Professional Development in Mathematics to Rural Educators

    Science.gov (United States)

    Cady, Jo; Rearden, Kristin

    2009-01-01

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

  3. 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…

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

    Science.gov (United States)

    Trede, Franziska; Macklin, Rob; Bridges, Donna

    2012-01-01

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

  5. 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…

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

    Science.gov (United States)

    Maher, Damian; Prescott, Anne

    2017-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  8. 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…

  9. Facilitating Professional Development for Teachers of English Language Learners

    Science.gov (United States)

    Molle, Daniella

    2013-01-01

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

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

    Science.gov (United States)

    Elliott, Joshua C.

    2017-01-01

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

  11. 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

  12. Extended professional development for systemic curriculum reform

    Science.gov (United States)

    Kubitskey, Mary Elizabeth

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

  13. Relevance of the international spinal cord injury basic data sets to youth: an Inter-Professional review with recommendations.

    Science.gov (United States)

    Carroll, A; Vogel, L C; Zebracki, K; Noonan, V K; Biering-Sørensen, F; Mulcahey, M J

    2017-09-01

    Mixed methods, using the Modified Delphi Technique and Expert Panel Review. To evaluate the utility and relevance of the International Spinal Cord Injury (SCI) Core and Basic Data Sets for children and youth with SCI. International. Via 20 electronic surveys, an interprofessional sample of healthcare professionals with pediatric SCI experience participated in an iterative critical review of the International SCI Data Sets, and submitted suggestions for modifications for use with four pediatric age groups. A panel of 5 experts scrutinized the utility of all data sets, correlated any modifications with the developing National Institute of Neurological Disorders and Stroke (NINDS) pediatric SCI Common Data Elements (CDE) and distributed final recommendations for modifications required to the adult data sets to the International SCI Data Set Committee and the associated Working Groups. Two International SCI Data Sets were considered relevant and appropriate for use with children without any changes. Three were considered not appropriate or applicable for use with children, regardless of age. Recommendations were made for five data sets to enhance their relevance and applicability to children across the age groups, and recommendations for seven data sets were specific to infants and younger children. The results of this critical review are significant in that substantive recommendations to align the International SCI Core and Basic Data Sets to pediatric practice were made. This project was funded by the Rick Hansen Institute Grant# 2015-27.

  14. 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.

  15. Setting clear expectations for safety basis development

    International Nuclear Information System (INIS)

    MORENO, M.R.

    2003-01-01

    DOE-RL has set clear expectations for a cost-effective approach for achieving compliance with the Nuclear Safety Management requirements (10 CFR 830, Nuclear Safety Rule) which will ensure long-term benefit to Hanford. To facilitate implementation of these expectations, tools were developed to streamline and standardize safety analysis and safety document development resulting in a shorter and more predictable DOE approval cycle. A Hanford Safety Analysis and Risk Assessment Handbook (SARAH) was issued to standardized methodologies for development of safety analyses. A Microsoft Excel spreadsheet (RADIDOSE) was issued for the evaluation of radiological consequences for accident scenarios often postulated for Hanford. A standard Site Documented Safety Analysis (DSA) detailing the safety management programs was issued for use as a means of compliance with a majority of 3009 Standard chapters. An in-process review was developed between DOE and the Contractor to facilitate DOE approval and provide early course correction. As a result of setting expectations and providing safety analysis tools, the four Hanford Site waste management nuclear facilities were able to integrate into one Master Waste Management Documented Safety Analysis (WM-DSA)

  16. A Systematic Review on Communication and Relations between Health Care Professionals and Patients with Cancer in Outpatient Settings Matter

    DEFF Research Database (Denmark)

    Prip, Anne

    2017-01-01

    Background: The development in cancer care has shifted towards shorter hospital stays and more outpatient treatment. Today, cancer care and treatment predominantly takes place in outpatient settings where encounters between patients and health care professionals are often brief. This development...... will probably continue internationally as the global cancer burden seems to be growing significantly. Furthermore, the number of patients who require ambulatory treatments such as chemotherapy is increasing. Research has shown there is a possible risk of overlooking cancer patients´ needs when the time allotted...

  17. Developing a Data-Set for Stereopsis

    Directory of Open Access Journals (Sweden)

    D.W Hunter

    2014-08-01

    Full Text Available Current research on binocular stereopsis in humans and non-human primates has been limited by a lack of available data-sets. Current data-sets fall into two categories; stereo-image sets with vergence but no ranging information (Hibbard, 2008, Vision Research, 48(12, 1427-1439 or combinations of depth information with binocular images and video taken from cameras in fixed fronto-parallel configurations exhibiting neither vergence or focus effects (Hirschmuller & Scharstein, 2007, IEEE Conf. Computer Vision and Pattern Recognition. The techniques for generating depth information are also imperfect. Depth information is normally inaccurate or simply missing near edges and on partially occluded surfaces. For many areas of vision research these are the most interesting parts of the image (Goutcher, Hunter, Hibbard, 2013, i-Perception, 4(7, 484; Scarfe & Hibbard, 2013, Vision Research. Using state-of-the-art open-source ray-tracing software (PBRT as a back-end, our intention is to release a set of tools that will allow researchers in this field to generate artificial binocular stereoscopic data-sets. Although not as realistic as photographs, computer generated images have significant advantages in terms of control over the final output and ground-truth information about scene depth is easily calculated at all points in the scene, even partially occluded areas. While individual researchers have been developing similar stimuli by hand for many decades, we hope that our software will greatly reduce the time and difficulty of creating naturalistic binocular stimuli. Our intension in making this presentation is to elicit feedback from the vision community about what sort of features would be desirable in such software.

  18. 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 ...

  19. 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.

  20. 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

  1. INTERNSHIP ROLES IN TRAINING AND PROFESSIONAL DEVELOPEMENT OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Munteanu Anca-Ioana

    2012-07-01

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

  2. 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.

  3. 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…

  4. 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,

  5. The Motherhood Penalty and the Professional Credential: Inequality in Career Development for Those with Professional Degrees

    Science.gov (United States)

    Berggren, Caroline; Lauster, Nathanael

    2014-01-01

    Transitions from education to work constitute a distinct set of situations where discrimination is likely to occur. Gender beliefs generally disadvantage women, and when coupled with beliefs regarding parental responsibility, tend to heavily disadvantage mothers. Yet we suggest that professional credentials create a divided labour market, with…

  6. Misprescribing controlled substances: An evaluation of a professional development program.

    Science.gov (United States)

    Dewey, Charlene M; Ghulyan, Marine V; Swiggart, William H

    2016-01-01

    Controlled prescription drug (CPD) abuse has reached epidemic proportions in the United States. Most physicians attending a 3-day continuing medical education (CME) professional development program (PDP) lack training in identifying risk and in managing patients who misuse CPDs. To address this issue, the authors conducted an evaluation of a PDP that trains physicians on proper prescribing, identifying substance abuse, utilizing screening, brief intervention, and referral to treatment (SBIRT), and implementing motivational interviewing (MI). The authors conducted a program evaluation to assess the efficacy and impact of the PDP on physicians' knowledge and prescribing behaviors. Participants (N = 174) were typically middle-aged (average age of 53 years), male (89%), and physicians (82%) and other health care professionals (18%). Many physicians practice in solo primary care settings (46%). Course evaluations were completed by n = 155 (89%) participants who rated the course and presenters highly (mean 4.8/5 respectively). Physicians' knowledge scores on pre/post assessments increased significantly: pretest (M = 58.7, SD = 13.12) and posttest (M = 78.28, SD = 9.83) (t(173) = 20.06, P ≤ .0001, 95% confidence interval, CI: [-21.51, -17.65]). Almost half of the participants, n = 83/174 (48%), completed the follow-up survey, and 93% agreed/strongly agreed (A/SA) they made professional practice changes. Of participants practicing with an active DEA (Drug Enforcement Administration) registration (n = 57), most agreed/strongly agreed they implemented changes to align their practices with current guidelines (89%), used CPD more appropriately (87%), implemented office policies on prescribing (81%), identified and referred more substance abuse patients to treatment (80%), shared new information/experience from course with other 25 health professionals (93%), and felt the course positively impacted their behaviors personally and professionally (90% and 96%, respectively

  7. 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.

  8. Setting a new paradigm in cognitive science information: contributions to the process of knowing the information professional

    Directory of Open Access Journals (Sweden)

    Paula Regina Dal' Evedove

    2013-05-01

    Full Text Available Introduction: Studies about human cognition represent a relevant perspective in information science, considering the subjective actions of information professionals and dialogic process that should permeate the activity of subjects dealing with the organization and representation of information.Objective: Explore the approach of the cognitive perspective in information science and their new settings by contemporary needs of information to reflect on the process of meeting the professional information through the social reality that permeates the contexts of information.Methodology: Reflection on theoretical aspects that deal with the cognitive development to discuss the implications of the cognitive approach in information science and its evolution in the scope of the representation and processing of information.Results: Research in Information Science must consider issues of cognitive and social order that underlie information processing and the process of knowing the information professional as knowledge structures must be explained from the social context of knowing subjects.Conclusions: There is a need to investigate the process of knowing the information professional in the bias of socio-cognitive approach, targeting new elements for the understanding of the relationship information (cognitive manifestations and its implications on the social dimension.

  9. Determinants of Client-Professional Relationship Quality in the Financial Planning Setting

    Directory of Open Access Journals (Sweden)

    Katherine Hunt

    2011-06-01

    Full Text Available Advice provided by financial planners has the potential to impact the financial and emotional well being ofclients. Despite the outcomes of quality financial planning relationships, there is little direct evidence tosupport the importance of ‘relationship quality’ in financial planning. Previous research has emphasised theimportance of relationship quality in psychology, nursing, and business settings. This research investigatesdeterminants of client-professional relationship quality in financial planning, measured in a survey of clientsand financial planners regarding relationship factors of trust, engagement, empowerment, ownership, clientactivity and commitment. Ratings for relationship dimensions were compared between clients and financialplanners, with financial planners found to overestimate their clients’ levels of trust and commitment andunderestimate their client’s levels of empowerment. The relationship dimension of ‘trust’ was found to becritical for client-professional relationship quality.

  10. Teacher Activist Organizations and the Development of Professional Agency

    Science.gov (United States)

    Quinn, Rand; Carl, Nicole Mittenfelner

    2015-01-01

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

  11. 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…

  12. 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…

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

    Science.gov (United States)

    Sofras, Pamela Anderson; Emory-Maier, Ambre

    2005-01-01

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

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

    Science.gov (United States)

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

    2008-01-01

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

  15. The Impact of Professional Development Schools on Teacher Leadership

    Science.gov (United States)

    Cosenza, Michael N.

    2010-01-01

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

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

    Science.gov (United States)

    Wildy, Helen; Wallace, John

    1998-01-01

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

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

    Science.gov (United States)

    Prestridge, Sarah; Tondeur, Jo

    2015-01-01

    This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Gurney, Laura; Liyanage, Indika

    2016-01-01

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

  20. System Administrator for LCS Development Sets

    Science.gov (United States)

    Garcia, Aaron

    2013-01-01

    The Spaceport Command and Control System Project is creating a Checkout and Control System that will eventually launch the next generation of vehicles from Kennedy Space Center. KSC has a large set of Development and Operational equipment already deployed in several facilities, including the Launch Control Center, which requires support. The position of System Administrator will complete tasks across multiple platforms (Linux/Windows), many of them virtual. The Hardware Branch of the Control and Data Systems Division at the Kennedy Space Center uses system administrators for a variety of tasks. The position of system administrator comes with many responsibilities which include maintaining computer systems, repair or set up hardware, install software, create backups and recover drive images are a sample of jobs which one must complete. Other duties may include working with clients in person or over the phone and resolving their computer system needs. Training is a major part of learning how an organization functions and operates. Taking that into consideration, NASA is no exception. Training on how to better protect the NASA computer infrastructure will be a topic to learn, followed by NASA work polices. Attending meetings and discussing progress will be expected. A system administrator will have an account with root access. Root access gives a user full access to a computer system and or network. System admins can remove critical system files and recover files using a tape backup. Problem solving will be an important skill to develop in order to complete the many tasks.

  1. Agency in Professional Self-Determination of Adolescentswith Special Social Situations of Development

    Directory of Open Access Journals (Sweden)

    Aron I.S.,

    2017-12-01

    Full Text Available The article explains the importance of agency in professional identity formation as a conscious, independent, active, responsible, professional choice relevant in modern society. Psychological readiness for agency is considered its integral indicator which includes cognitive, activity, motivational, and personality components. The paper presents outcomes of a research on the specifics of psychological readiness to professional self-determination in adolescents with special social situations of development. This research involved 211 adolescents including orphans, teenagers with deviant behavior, and gifted teenagers. A set of techniques used in the research consisted of five standard techniques and a questionnaire developed by the author. The obtained results revealed that there is a lack of readiness for professional self-determination in all adolescent groups: orphans and teenagers with deviant behaviors showed insufficient rates for all four components of readiness, while gifted adolescents showed low rates for activity and personal components. The results of this research may help develop differentiated, person-centered technologies for promoting agency in professional self-determination of adolescents with special social situations of development. The author links the prospects of further investigations with the study of positive characteristics of psychological readiness of young people with special social situations of development to professional self-determination; these characteristics can serve as a compensatory and developmental potential of agency in professional self-determination in the context of specific social contexts and limited agency-based resources of professional self-determination.

  2. 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

  3. 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.

  4. 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...

  5. programme to the professional development of teachers

    African Journals Online (AJOL)

    open-ended questions was held with a learning facilitator from the provincial ... of change in schools, success in education depends on the effectiveness of ..... know learners in an informal setting and how to manage learners in groups. Skills.

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

    Directory of Open Access Journals (Sweden)

    AbdulRahman Al Asmari

    2016-06-01

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

  7. 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...

  8. 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).

  9. Professional autonomy and work setting as contributing factors to depression and absenteeism in Canadian nurses.

    Science.gov (United States)

    Enns, Victoria; Currie, Shawn; Wang, JianLi

    2015-01-01

    The prevalence of major depression in Canadian nurses is double the national average for working women. The present study sought to delineate the role of professional autonomy, health care setting, and work environment characteristics as risk factors for depression and absenteeism in female nurses. A cross-sectional, secondary analysis was conducted on a large representative sample of female nurses working in hospitals and other settings across Canada (N = 17,437). Univariate and multivariate analyses were used to test the hypothesis that work environment factors are significant determinants of major depression and absenteeism in female nurses after accounting for other risk factors. Experiencing a major depressive episode in the past 12 months was significantly associated with lower autonomy (odds ratio [OR] = 0.93), higher job strain (OR = 2.2), being a licensed practical nurse (OR = 0.82), and working in a nonhospital setting (OR = 1.5). Higher absenteeism was associated with the same variables as well as having less control over one's work schedule. Efforts to increase autonomy of nurses and reduce job strain may help to address the high prevalence of major depression in this professional group. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Lindsay, Hilary

    2016-01-01

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

  11. 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.

  12. Examining the design features of a communication-rich, problem-centred mathematics professional development

    Science.gov (United States)

    de Araujo, Zandra; Orrill, Chandra Hawley; Jacobson, Erik

    2018-04-01

    While there is considerable scholarship describing principles for effective professional development, there have been few attempts to examine these principles in practice. In this paper, we identify and examine the particular design features of a mathematics professional development experience provided for middle grades teachers over 14 weeks. The professional development was grounded in a set of mathematical tasks that each had one right answer, but multiple solution paths. The facilitator engaged participants in problem solving and encouraged participants to work collaboratively to explore different solution paths. Through analysis of this collaborative learning environment, we identified five design features for supporting teacher learning of important mathematics and pedagogy in a problem-solving setting. We discuss these design features in depth and illustrate them by presenting an elaborated example from the professional development. This study extends the existing guidance for the design of professional development by examining and operationalizing the relationships among research-based features of effective professional development and the enacted features of a particular design.

  13. Orchestrating Professional Development for Baby Room Practitioners: Raising the Stakes in New Dialogic Encounters

    Science.gov (United States)

    Goouch, Kathleen; Powell, Sacha

    2013-01-01

    This article has emerged from a research and development project, The Baby Room, which was designed to examine how babies are cared for in daycare settings. Within the project, a form of professional development was created which designated a central space for dialogic encounter, primarily to enable the baby room practitioners who participated in…

  14. Feasibility of an Online Professional Development Program for Early Intervention Practitioners

    Science.gov (United States)

    Kyzar, Kathleen B.; Chiu, Caya; Kemp, Peggy; Aldersey, Heather Michelle; Turnbull, Ann P.; Lindeman, David P.

    2014-01-01

    This article reports findings from 2 studies situated within a larger scope of design research on a professional development program, "Early Years," for Part C early intervention practitioners, working with families in home and community settings. Early Years includes online modules and onsite mentor coaching, and its development has…

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

    Directory of Open Access Journals (Sweden)

    Kathleen P. King

    2011-12-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    NARCIS (Netherlands)

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

    2018-01-01

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

  18. Enabling adaptive system leadership: teachers leading professional development

    OpenAIRE

    Boylan, Mark

    2018-01-01

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

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

    Directory of Open Access Journals (Sweden)

    LAVINIA ELISABETA POPP

    2012-01-01

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

  20. Role Strain, Part 2: Perceptions Among Athletic Trainers Employed in the Professional Practice Setting.

    Science.gov (United States)

    Romero, Manuel G; Pitney, William A; Mazerolle, Stephanie M; Brumels, Kirk

    2018-02-01

      Athletic trainers (ATs) employed in the professional sport setting (ATPSSs) demonstrate moderate to high degrees of role strain. The experiences and perceptions of these ATs provide insight regarding the sources of role strain as well as ways to reduce it.   To investigate the perceptions of ATPSSs regarding role strain.   Qualitative study.   From a purposeful sampling of 389 ATs employed in the 5 major sport leagues (Major League Baseball, Major League Soccer, National Basketball Association, National Football League, and National Hockey League), we identified 34 participants willing to participate in phone interviews. Data Collection and Procedures:  Semistructured phone interviews. Inductive data analysis was based on a grounded theory approach. Credibility was addressed with member checks and a peer debriefing.   Three first-order emergent themes materialized from the data: (1) sources of role strain, (2) consequences of role strain, and (3) strategies to alleviate role strain in ATPSSs. Participants described the antecedents of role strain as emerging from the competing expectations of the professional athlete, the organization, and the sport league. Consequences of role strain included effects on direct patient care and work-life imbalance. Improving organizational factors such as inadequate staffing and poor communication within the organization were strategies described by participants for decreasing role strain in the professional sports setting.   Our participants discussed experiencing role strain, which was facilitated by trying to meet the competing demands placed on them with limited time and often with an inadequate support staff. Participant role strain affected health care and contributed to work-life imbalance. Participants described changing the organizational factors that contributed to role strain as a strategy to alleviate the perceived stress.

  1. Vertical integration in medical settings: A brief introduction to its potential effects on professional psychology.

    Science.gov (United States)

    Sumerall, S W; Oehlert, M E; Trent, D D

    1995-12-01

    Vertical integration in medical settings typically involves the merging of independent physicians, physician groups, and hospitals to render an organized health care network. Such systems are considered to be vertical, as they may allow for a seamless continuation of services throughout the range of needs a patient may require. Mergers often result in the redefining of professional services offered in the acquired facility or across the network. As such, mergers have the potential of adversely impacting psychological practices. Professional psychology needs to take a proactive stance in this changing health care landscape. Research regarding empirically validated treatments and effects of psychological interventions on overall health-care costs needs to be properly disseminated to health care administrators to assure their knowledge of the utility of psychological services in the medical setting. Training psychologists to assume leadership positions in health-care institutions, gaining representation on hospital staff boards, and linking psychologists and physicians through collaborative training, to provide improved care, may allow for psychology to influence health care delivery.

  2. Early Years Educators' Perceptions of Professional Development in England: An Exploratory Study of Policy and Practice

    Science.gov (United States)

    Ingleby, Ewan

    2018-01-01

    This article explores the perceptions of professional development held by a selection of early years educators who have experience of working in statutory and private early years settings in the north of England. The research participants (n = 20) reflected on their experiences of professional development in early years. The research process is…

  3. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

    User

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

  4. Constructing Occupational Identities: How Female Preschool Teachers Develop Professionalism

    Science.gov (United States)

    Kim, Mina

    2013-01-01

    This study explores how female teachers construct their occupational identities as teachers within early childhood education (ECE) settings. The combination of feminist scholarship and the use of teacher life history method allow these women to describe themselves as professionally trained and educated teachers who love teaching and children even…

  5. Development and psychometric evaluation of the Professional Practice Environment (PPE) scale.

    Science.gov (United States)

    Erickson, Jeanette Ives; Duffy, Mary E; Gibbons, M Patricia; Fitzmaurice, Joan; Ditomassi, Marianne; Jones, Dorothy

    2004-01-01

    To describe the Professional Practice Environment (PPE) scale, its conceptual development and psychometric evaluation, and its uses in measuring eight characteristics of the professional practice environment in an acute care setting. The 38-item PPE Scale was validated on a sample of 849 professional practice staff at the Massachusetts General Hospital in Boston. Psychometric analysis included: item analysis, principal components analysis (PCA) with varimax rotation and Kaiser normalization, and internal consistency reliability using Cronbach's alpha coefficient. Eight components were shown, confirming the original conceptually derived model's structure and accounting for 61% of explained variance. Cronbach's alpha coefficients for the eight PPE subscales ranged from .78 to .88. Findings showed the 38-item PPE Scale was reliable and valid for use in health outcomes research to examine the professional practice environment of staff working in acute care settings.

  6. 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.

  7. 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.

  8. Health service changes to address diabetes in pregnancy in a complex setting: perspectives of health professionals.

    Science.gov (United States)

    Kirkham, R; Boyle, J A; Whitbread, C; Dowden, M; Connors, C; Corpus, S; McCarthy, L; Oats, J; McIntyre, H D; Moore, E; O'Dea, K; Brown, A; Maple-Brown, L

    2017-08-03

    Australian Aboriginal and Torres Strait Islander women have high rates of gestational and pre-existing type 2 diabetes in pregnancy. The Northern Territory (NT) Diabetes in Pregnancy Partnership was established to enhance systems and services to improve health outcomes. It has three arms: a clinical register, developing models of care and a longitudinal birth cohort. This study used a process evaluation to report on health professional's perceptions of models of care and related quality improvement activities since the implementation of the Partnership. Changes to models of care were documented according to goals and aims of the Partnership and reviewed annually by the Partnership Steering group. A 'systems assessment tool' was used to guide six focus groups (49 healthcare professionals). Transcripts were coded and analysed according to pre-identified themes of orientation and guidelines, education, communication, logistics and access, and information technology. Key improvements since implementation of the Partnership include: health professional relationships, communication and education; and integration of quality improvement activities. Focus groups with 49 health professionals provided in depth information about how these activities have impacted their practice and models of care for diabetes in pregnancy. Co-ordination of care was reported to have improved, however it was also identified as an opportunity for further development. Recommendations included a central care coordinator, better integration of information technology systems and ongoing comprehensive quality improvement processes. The Partnership has facilitated quality improvement through supporting the development of improved systems that enhance models of care. Persisting challenges exist for delivering care to a high risk population however improvements in formal processes and structures, as demonstrated in this work thus far, play an important role in work towards improving health outcomes.

  9. Using social media to enhance career development opportunities for health promotion professionals.

    Science.gov (United States)

    Roman, Leah A

    2014-07-01

    For health promotion professionals, social media offers many ways to engage with a broader range of colleagues; participate in professional development events; promote expertise, products, or services; and learn about career-enhancing opportunities such as funding and fellowships. Previous work has recommended "building networking into what you are already doing." This article provides updated and new social media resources, as well as practical examples and strategies to promote effective use of social media. Social media offers health promotion professionals cost-effective opportunities to enhance their career by building communities of practice, participating in professional development events, and enriching classroom learning. Developing the skills necessary to use social media for networking is important in the public health workforce, especially as social media is increasingly used in academic and practice settings. © 2014 Society for Public Health Education.

  10. Professional SharePoint 2013 development

    CERN Document Server

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

    2013-01-01

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

  11. 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

  12. Changing professional autonomy through quality development?

    DEFF Research Database (Denmark)

    Jespersen, Peter Kragh

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

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

    African Journals Online (AJOL)

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

  14. 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...

  15. 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.

  16. 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.

  17. Professional NFC application development for Android

    CERN Document Server

    Coskun, Vedat; Ozdenizci, Busra

    2013-01-01

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

  18. Professional JavaScript for Web Developers

    CERN Document Server

    Zakas, Nicholas C

    2011-01-01

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

  19. IMPACT ON DEVELOPMENT AGE AND GENDER CHARACTERISTICS PROFESSIONAL PERSON

    Directory of Open Access Journals (Sweden)

    Avdeyeva Irina Olegovna

    2013-04-01

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

  20. 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

  1. Professional Development Strategies to Enhance Nurses' Knowledge and Maintain Safe Practice.

    Science.gov (United States)

    Bindon, Susan L

    2017-08-01

    Maintaining competence is a professional responsibility for nurses. Individual nurses are accountable for their practice, as outlined in the American Nurses Association's Nursing: Scope and Standards of Practice. Nurses across clinical settings face the sometimes daunting challenge of staying abreast of regulatory mandates, practice changes, equipment updates, and other workplace expectations. In the complex, evolving perioperative setting, professional development is a priority, and the need for ongoing education is critical. However, nurses' efforts to engage in their own development can be hampered by a lack of time, limited access to educational resources, or cost concerns. This article provides an overview of nursing professional development and offers some resources to help individual nurses maintain or enhance their knowledge, skills, and attitudes. Copyright © 2017 AORN, Inc. Published by Elsevier Inc. All rights reserved.

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

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

    2017-08-28

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

  3. Writing a continuing professional development article for publication.

    Science.gov (United States)

    Price, Bob

    2014-07-01

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

  4. MOOCs as a Professional Development Tool for Librarians

    Directory of Open Access Journals (Sweden)

    Meghan Ecclestone

    2013-11-01

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

  5. 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

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

    Science.gov (United States)

    Christensen, Judith; And Others

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

  7. Mentoring and Professional Development in Rural Head Start Classrooms

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Silverman, Jason

    2017-01-01

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

  9. Work accidents and self-esteem of nursing professional in hospital settings

    Directory of Open Access Journals (Sweden)

    Sérgio Valverde Marques dos Santos

    Full Text Available Abstract Objective: to analyze the occurrence of work accidents and the self-esteem of nurses in hospitals of a municipality of Minas Gerais. Method: descriptive-analytical and cross-sectional study developed with 393 nursing professionals from three hospitals of a municipality in southern Minas Gerais. The Rosenberg Self-Esteem Scale and a questionnaire to characterize the population and work accidents were used for data collection. Data analysis was performed using Person's chi-squared test, Fisher's exact test, Cronbach's alpha, odds ratio and logistic regression. Results: of the professionals studied, 15% had suffered an accident at work and 70.2% presented high self-esteem. Through the analysis, it was observed that smoking, religious belief and an outstanding event in the career were significantly associated with work accidents. In relation to self-esteem, family income, length of time working in the profession and an outstanding event in the career presented significant associations. Conclusion: factors such as smoking, religious belief, family income, length of time working in the profession and an outstanding event in the career can cause professionals to have accidents and/or cause changes in self-esteem, which can compromise their physical and mental health and their quality of life and work.

  10. Work accidents and self-esteem of nursing professional in hospital settings

    Science.gov (United States)

    dos Santos, Sérgio Valverde Marques; Macedo, Flávia Ribeiro Martins; da Silva, Luiz Almeida; Resck, Zelia Marilda Rodrigues; Nogueira, Denismar Alves; Terra, Fábio de Souza

    2017-01-01

    Abstract Objective: to analyze the occurrence of work accidents and the self-esteem of nurses in hospitals of a municipality of Minas Gerais. Method: descriptive-analytical and cross-sectional study developed with 393 nursing professionals from three hospitals of a municipality in southern Minas Gerais. The Rosenberg Self-Esteem Scale and a questionnaire to characterize the population and work accidents were used for data collection. Data analysis was performed using Person's chi-squared test, Fisher's exact test, Cronbach's alpha, odds ratio and logistic regression. Results: of the professionals studied, 15% had suffered an accident at work and 70.2% presented high self-esteem. Through the analysis, it was observed that smoking, religious belief and an outstanding event in the career were significantly associated with work accidents. In relation to self-esteem, family income, length of time working in the profession and an outstanding event in the career presented significant associations. Conclusion: factors such as smoking, religious belief, family income, length of time working in the profession and an outstanding event in the career can cause professionals to have accidents and/or cause changes in self-esteem, which can compromise their physical and mental health and their quality of life and work. PMID:28443993

  11. Work accidents and self-esteem of nursing professional in hospital settings.

    Science.gov (United States)

    Santos, Sérgio Valverde Marques Dos; Macedo, Flávia Ribeiro Martins; Silva, Luiz Almeida da; Resck, Zelia Marilda Rodrigues; Nogueira, Denismar Alves; Terra, Fábio de Souza

    2017-04-20

    to analyze the occurrence of work accidents and the self-esteem of nurses in hospitals of a municipality of Minas Gerais. descriptive-analytical and cross-sectional study developed with 393 nursing professionals from three hospitals of a municipality in southern Minas Gerais. The Rosenberg Self-Esteem Scale and a questionnaire to characterize the population and work accidents were used for data collection. Data analysis was performed using Person's chi-squared test, Fisher's exact test, Cronbach's alpha, odds ratio and logistic regression. of the professionals studied, 15% had suffered an accident at work and 70.2% presented high self-esteem. Through the analysis, it was observed that smoking, religious belief and an outstanding event in the career were significantly associated with work accidents. In relation to self-esteem, family income, length of time working in the profession and an outstanding event in the career presented significant associations. factors such as smoking, religious belief, family income, length of time working in the profession and an outstanding event in the career can cause professionals to have accidents and/or cause changes in self-esteem, which can compromise their physical and mental health and their quality of life and work.

  12. Medication therapy management clinic: perception of healthcare professionals in a University medical center setting

    Directory of Open Access Journals (Sweden)

    Shah M

    2013-09-01

    Full Text Available Objective: To determine the overall perception and utilization of the pharmacist managed medication therapy management (MTM clinic services, by healthcare professionals in a large, urban, university medical care setting.Methods: This was a cross-sectional, anonymous survey sent to 195 healthcare professionals, including physicians, nurses, and pharmacists at The University of Illinois Outpatient Care Center to determine their perception and utilization of the MTM clinic. The survey consisted of 12 questions and was delivered through a secure online application. Results: Sixty-two healthcare professionals (32% completed the survey. 82% were familiar with the MTM clinic, and 63% had referred patients to the clinic. Medication adherence and disease state management was the most common reason for referral. Lack of knowledge on the appropriate referral procedure was the prominent reason for not referring patients to the MTM clinic. Of the providers that were aware of MTM services, 44% rated care as ‘excellent’, 44% as ‘good’, 5% as ‘fair’, and 0% stated ‘poor’. Strengths of MTM clinic identified by healthcare providers included in-depth education to patients, close follow-up, and detailed medication reconciliation provided by MTM clinic pharmacists. Of those familiar with MTM clinic, recommendations included; increase marketing efforts to raise awareness of the MTM clinic service, create collaborative practice agreements between MTM pharmacists and physicians, and ensure that progress notes are more concise.Conclusion: In a large, urban, academic institution MTM clinic is perceived as a valuable resource to optimize patient care by providing patients with in-depth education as it relates to their prescribed medications and disease states. These identified benefits of MTM clinic lead to frequent patient referrals specifically for aid with medication adherence and disease state management.

  13. Characteristics of effective professional development for early career science teachers

    Science.gov (United States)

    Simon, Shirley; Campbell, Sandra; Johnson, Sally; Stylianidou, Fani

    2011-04-01

    The research reported here set out to investigate the features in schools and science departments that were seen as effective in contributing to the continuing professional development (CPD) of early career science teachers. Ten schools took part in the study, selected on the basis of their reputation for having effective CPD practices. To gain different perspectives from within the organisations we conducted interviews with senior members of staff, heads of science departments and early career teachers. A thematic analysis of the interviews is presented, drawing on findings from across the 10 schools, and exemplified in more detail by a vignette to show specific features of effective CPD practice. The study has revealed a wealth of practice across the 10 schools, which included a focus on broadening experience beyond the classroom, having an open, sharing, non-threatening culture and systemic procedures for mentoring and support that involved ring-fenced budgets. The schools also deployed staff judiciously in critical roles that model practice and motivate early career science teachers. Early career teachers were concerned primarily with their overall development as teachers, though some science specific examples such as observing practical work and sessions to address subject knowledge were seen as important.

  14. Designing Education for Professional Expertise Development

    Science.gov (United States)

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

    2017-01-01

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

  15. Special Education Professional Development Needs in Zimbabwe

    Science.gov (United States)

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

    2017-01-01

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

  16. 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.

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

    Science.gov (United States)

    Halabi, Abdel K.

    2014-01-01

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

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

    NARCIS (Netherlands)

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

    2013-01-01

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

  19. 77 FR 6096 - Applications for New Awards; Indian Education-Professional Development Grants Program

    Science.gov (United States)

    2012-02-07

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

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

    Directory of Open Access Journals (Sweden)

    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

  1. Technical solutions for mitigating security threats caused by health professionals in clinical settings.

    Science.gov (United States)

    Fernandez-Aleman, Jose Luis; Belen Sanchez Garcia, Ana; Garcia-Mateos, Gines; Toval, Ambrosio

    2015-08-01

    The objective of this paper is to present a brief description of technical solutions for health information system security threats caused by inadequate security and privacy practices in healthcare professionals. A literature search was carried out in ScienceDirect, ACM Digital Library and IEEE Digital Library to find papers reporting technical solutions for certain security problems in information systems used in clinical settings. A total of 17 technical solutions were identified: measures for password security, the secure use of e-mail, the Internet, portable storage devices, printers and screens. Although technical safeguards are essential to the security of healthcare organization's information systems, good training, awareness programs and adopting a proper information security policy are particularly important to prevent insiders from causing security incidents.

  2. Texts, Structure, and Collaboration: Reflections of a Professional Development Addressing Homophobia in Secondary Schools

    Science.gov (United States)

    Jones, Joseph R.

    2015-01-01

    Homophobia is an incredible problem within educational settings. Therefore, we must begin examining how we can address the challenge in an effective manner. Researchers postulate professional development (PD) discussing homophobia is an appropriate method to address the problem. To date, there is little published literature that discusses how a PD…

  3. American Business Meets American Gothic: Professional Development in the Art Museum

    Science.gov (United States)

    Sullivan, Brendan; Morse, Annie

    2011-01-01

    Professional development in the art museum setting represents an opportunity for corporate and for-profit enterprises to enhance employees' skills in observation, creative thinking, teamwork, and sensitivity in diversity. Using original works of art as a point of departure for in-depth discussion of what appears as narrative content, participants…

  4. Game-Based Learning in Professional Development for Practicing Educators: A Review of the Literature

    Science.gov (United States)

    Meredith, Tamara R.

    2016-01-01

    Many game-based learning (GBL) researchers working in K-12 educational settings have supported the incorporation of gaming technologies into classroom practice, but little has been communicated about the effect of incorporating GBL into practicing K-12 educators' professional development. This review is a critical appraisal of the quantity and…

  5. 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…

  6. Professional Development: A Capacity-Building Model for Juvenile Correctional Education Systems

    Science.gov (United States)

    Mathur, Sarup R.; Clark, Heather Griller; Schoenfeld, Naomi A.

    2009-01-01

    Youth in correctional facilities experience a broad range of educational, psychological, medical, and social needs. Professional development, a systemic process that improves the likelihood of student success by enhancing educator abilities, is a powerful way to positively affect student outcomes in correctional settings. This article offers a…

  7. Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms

    Science.gov (United States)

    Barry, Colleen

    2016-01-01

    Federal mandates require teachers to implement evidence-based strategies in their classrooms; however, due to gaps between research and practice, these evidence-based practices are inconsistently implemented across educational settings. Although intended to address this, teacher professional developments are most commonly delivered in a…

  8. Physical Activity Based Professional Development for Teachers: The Importance of Whole School Involvement

    Science.gov (United States)

    Till, Jude; Ferkins, Lesley; Handcock, Phil

    2011-01-01

    Objective: This study sought to investigate teachers' perceptions of a physical activity-related professional development intervention. Design: Interview-based qualitative approach founded on the interpretive paradigm. Setting: Purposive selection of one high-rated independent, and one low-rated public primary school from Auckland, New Zealand.…

  9. Effects of Continuing Professional Development on Group Work Practices in Scottish Primary Schools

    Science.gov (United States)

    Thurston, A.; Christie, D.; Howe, C. J.; Tolmie, A.; Topping, K. J.

    2008-01-01

    The present study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils,…

  10. Implementing an Early Childhood Professional Development Course across 10 Sites and 15 Sections: Lessons Learned

    Science.gov (United States)

    LoCasale-Crouch, Jennifer; Kraft-Sayre, Marcia; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Leach, Allison; Burchinal, Margaret; Howes, Carollee; La Paro, Karen; Scott-Little, Catherine

    2011-01-01

    In this article we describe the design and implementation of the National Center for Research on Early Childhood Education's (NCRECE's) college-level course and its delivery to teachers across 10 settings and 15 instructional sections. This professional development intervention, found effective in changing teachers' beliefs, knowledge, and actual…

  11. 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

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

    Science.gov (United States)

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

    2018-01-01

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

  13. Professional SharePoint 2010 Development

    CERN Document Server

    Rizzo, Tom; Fried, Jeff; Swider, Paul J; Hillier, Scot; Schaefer, Kenneth

    2012-01-01

    Updated guidance on how to take advantage of the newest features of SharePoint programmability More than simply a portal, SharePoint is Microsoft's popular content management solution for building intranets and websites or hosting wikis and blogs. Offering broad coverage on all aspects of development for the SharePoint platform, this comprehensive book shows you exactly what SharePoint does, how to build solutions, and what features are accessible within SharePoint. Written by a team of SharePoint experts, this new edition offers an extensive selection of field-tested best practices that shows

  14. Enabling professional development in mental health nursing: the role of clinical leadership.

    Science.gov (United States)

    Ennis, G; Happell, B; Reid-Searl, K

    2015-10-01

    Clinical leadership is acknowledged as important to the nursing profession. While studies continue to identify its significance in contributing to positive outcomes for consumers, the role that clinical leadership has in enabling and supporting professional development in mental health nursing is poorly understood. This study utilized a grounded theory methodology to explore the characteristics clinicians consider important for clinical leadership and its significance for mental health nursing in day-to-day clinical practice. Individual face-to-face, semi-structured interviews were conducted with nurses working in mental health settings. Participants described the important role that clinical leaders play in enabling professional development of others through role modelling and clinical teaching. They describe how nurses, whom they perceive as clinical leaders, use role modelling and clinical teaching to influence the professional development of nursing staff and undergraduate nursing students. Attributes such as professionalism and honesty were seen, by participants, as enablers for clinical leaders in effectively and positively supporting the professional development of junior staff and undergraduate nurses in mental health nursing. This paper examines clinical leadership from the perspective of mental health nurses delivering care, and highlights the important role of clinical leaders in supporting professional development in mental health nursing. © 2015 John Wiley & Sons Ltd.

  15. Teacher professional development: articulation between contexts and dispositions

    Directory of Open Access Journals (Sweden)

    Elisabeth Barolli

    2018-05-01

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

  16. Teacher Professional Development in Laredo, TX

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

    Purpose: The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers' professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools…

  18. Te Kotahitanga: Culturally Responsive Professional Development for Teachers

    Science.gov (United States)

    Bishop, Russell; Berryman, Mere

    2010-01-01

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

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

    NARCIS (Netherlands)

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

    2016-01-01

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

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

    Science.gov (United States)

    Bailey, Moira

    2015-01-01

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

  1. Saudi Continuous Professional Development and Leadership Skills Awareness

    Science.gov (United States)

    Alsughayyer, Arwa

    2016-01-01

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

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

    Science.gov (United States)

    Harland, John; Kinder, Kay

    2014-01-01

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

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

    Science.gov (United States)

    Morgan, Arthur; Cullinane, Joanne; Pye, Michael

    2008-01-01

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

  4. Factors That Develop Effective Professional Learning Communities in Taiwan

    Science.gov (United States)

    Chen, Peiying; Lee, Che-Di; Lin, Hongda; Zhang, Chun-Xi

    2016-01-01

    This research aimed to investigate the key factors of developing effective professional learning communities (PLCs) within the Taiwanese context. Four constructs--supportive and shared leadership, shared visions, collegial trust, and shared practices--were adopted and developed into an instrument for measuring PLC function. A stratified random…

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

    Science.gov (United States)

    Letourneau, Tanya Misner

    2002-01-01

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

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

    Science.gov (United States)

    Griswold, Wendy

    2017-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  8. 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.

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

    Directory of Open Access Journals (Sweden)

    Rosario Mérida Serrano

    2017-06-01

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

  10. CLIL Teacher Professional Development for Content Teachers in Thailand

    Directory of Open Access Journals (Sweden)

    Punwalai Kewara

    2018-01-01

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

  11. Professional competencies in health promotion and public health: what is common and what is specific? Review of the European debate and perspectives for professional development.

    Science.gov (United States)

    Mereu, Alessandra; Sotgiu, Alessandra; Buja, Alessandra; Casuccio, Alessandra; Cecconi, Rosaria; Fabiani, Leila; Guberti, Emilia; Lorini, Chiara; Minelli, Liliana; Pocetta, Giancarlo; Contu, Paolo

    2015-01-01

    According to the Nairobi Call to Action, the growth of practitioners' skills can be favoured by setting accreditation standards and by reorienting professional competencies of current and future health workers. This will make it possible to develop a critical mass of competent practitioners, foster training, and increase visibility of the professional field. Through a review of the literature, the authors offer an overview of competency-based strategies for professional development in health promotion. The main research questions discussed were as follows: Is there a shared definition of public health?; Is there a shared definition of health promotion?; Who are the main stakeholders for public health and health promotion in Europe?; What is the meaning of professional competencies in education and practice for public health and health promotion?; Is there a shared system of professional core competencies in public health and health promotion?;What is common and what is specific between the two systems of professional competencies?; Is it useful and feasible to create specific strategies of professional development for public health and health promotion? A transformative use of competencies makes it possible to inform students, professionals, employers, and political decision-makers about what is expected from a specific profession and its values.

  12. A Discussion of Professional Identity Development in Nursing Students

    Directory of Open Access Journals (Sweden)

    Cathy Maginnis

    2018-04-01

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

  13. Professional Development of Older Employees in Small and Medium Enterprises

    Directory of Open Access Journals (Sweden)

    Renata Trochimiuk

    2015-03-01

    Full Text Available Purpose: The aim of the paper is to present and assess professional development opportunities for older employees in SME. Methodology: In the process of desk research, the author has discerned a number of characteristics of training activities conducted by SMEs. The management of older employees’ professional development is discussed on the basis of selected research findings, i.a. CATI and CAPI surveys conducted in the framework of the “Comprehensive program of activation of people aged 50+” project carried out by the Department of Human Resource Management at Kozminski University in 2010–2012. Findings: The first part of the paper discusses the specificity of training measures undertaken in SMEs. According to a large body research results available, these include: informality, reactivity, short-term perspective, focus on solving current problems, “learning by doing”, focus on the development of specific skills and organizational knowledge, lack of professional organization of trainings. The core part of the paper focuses on the management of professional development of older employees in SMEs. The majority of surveyed firms have declared providing their older and younger employees with the same access to training. However, it does not always mean training is organised, or that employees aged 50+ participate in it. Moreover, the survey has proven the existence of significant differences in assessments and opinions among entrepreneurs and employees. Originality/value: This paper discusses professional development of older SME employees, which is a relatively new problem; it is based on an extensive body of research. Managing professional development of older workers is one of the most important challenges faced by SMEs in the twentyfirst century and it shall require extensive and thorough research in the future.

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

    Science.gov (United States)

    Wood, Annette

    2016-06-01

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

  15. A strategy to improve priority setting in developing countries.

    Science.gov (United States)

    Kapiriri, Lydia; Martin, Douglas K

    2007-09-01

    Because the demand for health services outstrips the available resources, priority setting is one of the most difficult issues faced by health policy makers, particularly those in developing countries. Priority setting in developing countries is fraught with uncertainty due to lack of credible information, weak priority setting institutions, and unclear priority setting processes. Efforts to improve priority setting in these contexts have focused on providing information and tools. In this paper we argue that priority setting is a value laden and political process, and although important, the available information and tools are not sufficient to address the priority setting challenges in developing countries. Additional complementary efforts are required. Hence, a strategy to improve priority setting in developing countries should also include: (i) capturing current priority setting practices, (ii) improving the legitimacy and capacity of institutions that set priorities, and (iii) developing fair priority setting processes.

  16. PROFESSIONAL DEVELOPMENT IN IT INDUSTRY: STATUS AND CHALLENGES

    Directory of Open Access Journals (Sweden)

    А О Полушкина

    2015-12-01

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

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

    Science.gov (United States)

    Neighbors, Marianne; Barta, Kathleen

    2004-06-01

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

  18. Nutritional screening for improving professional practice for patient outcomes in hospital and primary care settings.

    Science.gov (United States)

    Omidvari, Amir-Houshang; Vali, Yasaman; Murray, Susan M; Wonderling, David; Rashidian, Arash

    2013-06-06

    Given the prevalence of under-nutrition and reports of inadequate nutritional management of patients in hospitals and the community, nutritional screening may play a role in reducing the risks of malnutrition. Screening programmes can invoke costs to health systems and patients. It is therefore important to assess the effectiveness of nutritional screening programmes. To examine the effectiveness of nutritional screening in improving quality of care (professional practice) and patient outcomes compared with usual care. We searched the following databases: CENTRAL (The Cochrane Library), MEDLINE, EMBASE and CINAHL up to June 2012 to find relevant studies. Randomised controlled studies, controlled clinical trials, controlled before-after studies and interrupted time series studies assessing the effectiveness of nutritional screening were eligible for inclusion in the review. We considered process outcomes (for example patient identification, referral to dietitian) and patient outcomes (for example mortality, change in body mass index (BMI)). Participants were adult patients aged 16 years or over. We included studies conducted in different settings, including hospitals, out-patient clinics, primary care or long term care settings. We independently assessed the risk of bias and extracted data from the included studies. Meta-analysis was considered but was not conducted due to the discrepancies between the studies. The studies were heterogeneous in their design, setting, intervention and outcomes. We analysed the data using a narrative synthesis approach. After conducting initial searches and screening the titles and abstracts of the identified literature, 77 full text papers were retrieved and read. Ultimately three studies were included. Two controlled before-after studies were conducted in hospital settings (one in the UK and one in the Netherlands) and one cluster randomised controlled trial was conducted in a primary care setting (in the USA).The study conducted in

  19. How can continuing professional development better promote shared decision-making? Perspectives from an international collaboration

    Directory of Open Access Journals (Sweden)

    Labrecque Michel

    2011-07-01

    Full Text Available Abstract Background Shared decision-making is not widely implemented in healthcare. We aimed to set a research agenda about promoting shared decision-making through continuing professional development. Methods Thirty-six participants met for two days. Results Participants suggested ways to improve an environmental scan that had inventoried 53 shared decision-making training programs from 14 countries. Their proposed research agenda included reaching an international consensus on shared decision-making competencies and creating a framework for accrediting continuing professional development initiatives in shared decision-making. Conclusions Variability in shared decision-making training programs showcases the need for quality assurance frameworks.

  20. Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals.

    Science.gov (United States)

    Scott, Karen M; Baur, Louise; Barrett, Jenny

    2017-01-01

    Increasingly, health professional training involves the use of educational technologies through what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication. It offers many benefits for learning and teaching, whether used on its own or in conjunction with face-to-face teaching through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and place that is convenient to them, so learners living in geographically dispersed locations can access standardized courses. To realize these potential benefits, we recommend that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation. To that end, we propose 10 principles: clarify purpose and conduct a needs assessment; allocate adequate time and technology; incorporate proven approaches to improve learning; consider the need for a skills component; enable interaction between learners and with others; create different resources for different groups; pilot before implementing; incorporate measures to retain learners; provide opportunities for revision to aid retention; and evaluate learning outcomes, not just satisfaction.

  1. Development of a Postnatal Educational Program for Breastfeeding Mothers in Community Settings: Intervention Mapping a useful guide

    DEFF Research Database (Denmark)

    Kronborg, Hanne; Kok, Gerjo

    2011-01-01

    Inconsistency in how professionals can best support the breastfeeding mother after discharge call on further investigation. The authors describe how intervention mapping was used to develop a postnatal breastfeeding support intervention for mothers in community settings. Breastfeeding cessation...

  2. Clinical laboratory technologist professional development in Camagüey

    Directory of Open Access Journals (Sweden)

    Mercedes Caridad García González

    2015-05-01

    Full Text Available The paper describes the results of research aimed at assessing the current conditions related to clinical laboratory technologist professional development. A descriptive cross study covering the period between November 2013 and January 2014 is presented. Several techniques for identifying and hierarchically arranging professional developmental related problems were used to study a sample at the Faculty of Health Technology of the Medical University “Carlos Juan Finlay”. The study involved heads of teaching departments and methodologists of health care technology specialties; moreover a survey and a content test were given graduate clinical laboratory technicians. The authors reached at the conclusion that clinical laboratory technologist professional development is limited and usually underestimate the necessities and interests of these graduates. Likewise, a lack of systematization and integration of the biomedical basic sciences contents and the laboratory diagnosis is noticeable.

  3. Analysis of health professional security behaviors in a real clinical setting: an empirical study.

    Science.gov (United States)

    Fernández-Alemán, José Luis; Sánchez-Henarejos, Ana; Toval, Ambrosio; Sánchez-García, Ana Belén; Hernández-Hernández, Isabel; Fernandez-Luque, Luis

    2015-06-01

    The objective of this paper is to evaluate the security behavior of healthcare professionals in a real clinical setting. Standards, guidelines and recommendations on security and privacy best practices for staff personnel were identified using a systematic literature review. After a revision process, a questionnaire consisting of 27 questions was created and responded to by 180 health professionals from a public hospital. Weak passwords were reported by 62.2% of the respondents, 31.7% were unaware of the organization's procedures for discarding confidential information, and 19.4% did not carry out these procedures. Half of the respondents (51.7%) did not take measures to ensure that the personal health information on the computer monitor could not be seen by unauthorized individuals, and 57.8% were unaware of the procedure established to report a security violation. The correlation between the number of years in the position and good security practices was not significant (Pearson's r=0.085, P=0.254). Age was weakly correlated with good security practices (Pearson's r=-0.169, P=0.028). A Mann-Whitney test showed no significant difference between the respondents' security behavior as regards gender (U=2536, P=0.792, n=178). The results of the study suggest that more efforts are required to improve security education for health personnel. It was found that both preventive and corrective actions are needed to prevent health staff from causing security incidents. Healthcare organizations should: identify the types of information that require protection, clearly communicate the penalties that will be imposed, promote security training courses, and define what the organization considers improper behavior to be and communicate this to all personnel. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  4. The "Shape" of Teacher Professionalism in England: Professional Standards, Performance Management, Professional Development and the Changes Proposed in the 2010 White Paper

    Science.gov (United States)

    Evans, Linda

    2011-01-01

    Teacher professionalism in England may be considered to have been shaped by the set of professional standards, and the accompanying statutory performance management system, introduced by the Labour government in 2007. More recently the coalition government's 2010 White Paper, "The Importance of Teaching", announced reforms that will…

  5. A professional development model for medical laboratory scientists working in the microbiology laboratory.

    Science.gov (United States)

    Amerson, Megan H; Pulido, Lila; Garza, Melinda N; Ali, Faheem A; Greenhill, Brandy; Einspahr, Christopher L; Yarsa, Joseph; Sood, Pramilla K; Hu, Peter C

    2012-01-01

    The University of Texas M.D. Anderson Cancer Center, Division of Pathology and Laboratory Medicine is committed to providing the best pathology and medicine through: state-of-the art techniques, progressive ground-breaking research, education and training for the clinical diagnosis and research of cancer and related diseases. After surveying the laboratory staff and other hospital professionals, the Department administrators and Human Resource generalists developed a professional development model for Microbiology to support laboratory skills, behavior, certification, and continual education within its staff. This model sets high standards for the laboratory professionals to allow the labs to work at their fullest potential; it provides organization to training technologists based on complete laboratory needs instead of training technologists in individual areas in which more training is required if the laboratory needs them to work in other areas. This model is a working example for all microbiology based laboratories who want to set high standards and want their staff to be acknowledged for demonstrated excellence and professional development in the laboratory. The PDM model is designed to focus on the needs of the laboratory as well as the laboratory professionals.

  6. Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe

    DEFF Research Database (Denmark)

    Skirton, Heather; Lewis, Celine; Kent, Alastair

    2010-01-01

    in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human...... and professions has resulted in an adaptable framework for both pre-registration and continuing professional education. This competence framework has the potential to improve the quality of genetic health care for patients globally.......The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences...

  7. 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.

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

    Directory of Open Access Journals (Sweden)

    Hocking Paul

    2000-12-01

    Full Text Available Abstract Background Improving the quality and effectiveness of clinical practice is becoming a key task within all health services. Primary medical care, as organised in the UK is composed of clinicians who work in independent partnerships (general practices that collaborate with other health care professionals. Although many practices have successfully introduced innovations, there are no organisational development structures in place that support the evolution of primary medical care towards integrated care processes. Providing incentives for attendance at passive educational events and promoting 'teamwork' without first identifying organisational priorities are interventions that have proved to be ineffective at changing clinical processes. A practice and professional development plan feasibility study was evaluated in Wales and provided the experiential basis for a summary of the lessons learnt on how best to guide organisational development systems for primary medical care. Results Practice and professional development plans are hybrids produced by the combination of ideas from management (the applied behavioural science of organisational development and education (self-directed adult learning theories and, in conceptual terms, address the lack of effectiveness of passive educational strategies by making interventions relevant to identified system wide needs. In the intervention, each practice participated in a series of multidisciplinary workshops (minimum 4 where the process outcome was the production of a practice development plan and a set of personal portfolios, and the final outcome was a realised organisational change. It was apparent during the project that organisational admission to a process of developmental planning needed to be a stepwise process, where initial interest can lead to a fuller understanding, which subsequently develops into motivation and ownership, sufficient to complete the exercise. The advantages of

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

    African Journals Online (AJOL)

    This article considers the possible contribution of the 'kids in parks' programme offered at Golden Gate Highlands National Park to the professional development of teachers. Focus group interviews were held with teachers who participated in the programme, and an interview with open-ended questions was held with a ...

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

    Science.gov (United States)

    Cochrane, Thomas; Narayan, Vickel

    2013-01-01

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

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

    Science.gov (United States)

    Feldhues, Katherine; Epley, Hannah K.

    2018-01-01

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

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

    Science.gov (United States)

    Basile, Carole G., Ed.

    2009-01-01

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

  13. Evaluating Mathematics Teachers' Professional Development Motivations and Needs

    Science.gov (United States)

    Caddle, Mary C.; Bautista, Alfredo; Brizuela, Bárbara M.; Sharpe, Sheree T.

    2016-01-01

    While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers' motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD…

  14. Steps to Successful Professional Development in Head Start

    Science.gov (United States)

    Trivette, Carol M.; Raab, Melinda; Dunst, Carl J.

    2012-01-01

    This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding…

  15. Deterrents to Women's Participation in Continuing Professional Development

    Science.gov (United States)

    Chuang, Szu-Fang

    2015-01-01

    This study was designed to explore and define key factors that deter women from participating in continuing professional development (CPD) in the workplace. Four dimensions of deterrents that are caused by women's social roles, gender inequality and gender dimensions are discussed: family and time constraints, cost and work constraints, lack of…

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

    Science.gov (United States)

    Antonek, Janis L.; And Others

    1997-01-01

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

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

    Science.gov (United States)

    Lee, Kent; Lee, Hikyoung

    2017-01-01

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

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

    Science.gov (United States)

    Millwater, Jan; Yarrow, Allan

    1997-01-01

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

  19. Teachers' Professional Development from the Perspective of Teaching Reflection Levels

    Science.gov (United States)

    Zhao, Mingren

    2012-01-01

    This paper is a case study based on Habermas's theory of knowledge and human interest. We analyzed the written reflections of four teachers employed at a school and found that the teachers who had experienced advanced professional development tended to engage in practical and critical reflection, whereas those who had experienced average…

  20. Biology Teachers' Professional Development Needs for Teaching Evolution

    Science.gov (United States)

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

    2016-01-01

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

  1. Teacher Research as Professional Development for P-12 Music Teachers

    Science.gov (United States)

    Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

    2014-01-01

    The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

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

    Science.gov (United States)

    Chien, Chin-Wen

    2012-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    NARCIS (Netherlands)

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

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

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

    NARCIS (Netherlands)

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

    2010-01-01

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

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

    Science.gov (United States)

    Kul, Umit

    2018-01-01

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

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

    Science.gov (United States)

    Oliver, Kevin M.

    2016-01-01

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

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

    NARCIS (Netherlands)

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

    2014-01-01

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

  9. The Tale of Two Virtual Teacher Professional Development Modules

    Science.gov (United States)

    Keown, Paul

    2009-01-01

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

  10. Organizational Ethics Development and the Human Resource Professional.

    Science.gov (United States)

    Petrick, Joseph A.

    1992-01-01

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

  11. The Teachers' Perspective on Teacher Professional Development Evaluation

    Science.gov (United States)

    Chen, Yu-Fen

    2013-01-01

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

  12. The Bowie State University Professional Development Schools Network Partnership

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Sakamoto, Nami

    2011-01-01

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

  14. Q&A: Lead Pipe on Professional Development

    Directory of Open Access Journals (Sweden)

    Editorial Board

    2012-02-01

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

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

    African Journals Online (AJOL)

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

  16. Self-assessment of professional development at work.

    NARCIS (Netherlands)

    Evers, Arnoud

    2018-01-01

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

  17. Continuing Professional Development and Learning in Primary Science Classrooms

    Science.gov (United States)

    Fraser, Christine A.

    2010-01-01

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

  18. Persistent Teaching Practices after Geospatial Technology Professional Development

    Science.gov (United States)

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

    2016-01-01

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

  19. Inclusion Professional Development Model and Regular Middle School Educators

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Simegn, Birhanu

    2014-01-01

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

  1. Elite Professional Education and Problems of Regional Development

    Science.gov (United States)

    Gavrikov, A. L.

    2012-01-01

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

  2. Supporting Novice Special Education Teachers through Quality Professional Development

    Science.gov (United States)

    Tate, Mary E.

    2013-01-01

    The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research…

  3. The Learning Effects of a Multidisciplinary Professional Development Programme

    NARCIS (Netherlands)

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

    2013-01-01

    Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers’ daily school practice (Hunzicker in Prof Dev Educ 37:177–179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature,

  4. Great Expectations: Teacher Learning in a National Professional Development Programme

    Science.gov (United States)

    Armour, Kathleen M.; Makopoulou, Kyriaki

    2012-01-01

    This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and "collective participation" were positive factors. Research participants reported difficulties, however, in…

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

    Science.gov (United States)

    Avshenyuk, Natalia; Kostina, Lyudmyla

    2014-01-01

    Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the…

  6. Engagement through Microblogging: Educator Professional Development via Twitter

    Science.gov (United States)

    Carpenter, Jeffrey P.; Krutka, Daniel G.

    2015-01-01

    Traditional, top-down professional development (PD) can render teachers mere implementers of the ideas of others, but there is some hope that the participatory nature of social media such as Twitter might support more grassroots PD. To better understand Twitter's role in education, we conducted a survey of K-16 educators regarding their use of the…

  7. The Use of Twitter for Professional Growth and Development

    Science.gov (United States)

    Gerstein, Jackie

    2011-01-01

    Twitter, the micro blogging tool, has seen unprecedented growth in the past year and is expected to continue into the future. Twitter's power, engagement, and popularity lie in its endless networking opportunities. Its potential as a venue for professional growth and development needs to be explored, discussed, and ultimately used as such. A brief…

  8. Black Female Faculty Success and Early Career Professional Development

    Science.gov (United States)

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

    2013-01-01

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

  9. Teaching L2 Pragmatics: Opportunities for Continuing Professional Development

    Science.gov (United States)

    Vellenga, Heidi

    2011-01-01

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

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

    Science.gov (United States)

    St-Jean, Etienne

    2012-01-01

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

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

    Science.gov (United States)

    Noonan, James

    2016-01-01

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

  12. Reflective Journaling: A Tool for Teacher Professional Development

    Science.gov (United States)

    Dreyer, Lorna M.

    2015-01-01

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

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

    Science.gov (United States)

    Hinson, Janice M.; LaPrairie, Kimberely N.

    2005-01-01

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

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

    Science.gov (United States)

    Green, Tanya R.; Allen, Mishaleen

    2015-01-01

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

  15. Teacher Perceptions about Value and Influence of Professional Development

    Science.gov (United States)

    Martin, Tami S.; González, Gloriana

    2017-01-01

    We used a situative perspective to examine teachers' perceptions of a professional development intervention that integrated lesson study, video clubs, and animation discussions. The analysis of interviews with the five geometry teachers who participated in the intervention during two consecutive years showed three characteristics of professional…

  16. Professional Development Recognizing Technology Integration Modeled after the TPACK Framework

    Science.gov (United States)

    McCusker, Laura

    2017-01-01

    Public school teachers within a Pennsylvania intermediate unit are receiving inadequate job-embedded professional development that recognizes knowledge of content, pedagogy, and technology integration, as outlined by Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK) framework (2006). A school environment where teachers are…

  17. Exploring Change in EFL Teachers' Perceptions of Professional Development

    Science.gov (United States)

    Mohammadi, Mohammad; Moradi, Khaled

    2017-01-01

    Continuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers' perceptions could be a significant endeavor as teachers' beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed…

  18. Principals' Perceptions of Public Schools' Professional Development Changes during NCLB

    Science.gov (United States)

    Wieczorek, Douglas

    2017-01-01

    This study investigated public school principals' reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals' reported changes in levels…

  19. Teachers' Professional Development in Schools: Rhetoric versus Reality

    Science.gov (United States)

    Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco

    2014-01-01

    Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…

  20. Collaborative Online Professional Development for Teachers in Higher Education

    Science.gov (United States)

    Teräs, Hanna

    2016-01-01

    Enhancing teaching quality has become a priority for many universities. The need for high-quality professional development for university teachers is therefore crucial. Earlier research has indicated that isolated workshops often fail to result in significant changes in teaching practice. It has been suggested that the desired transformation…

  1. Federal Consulting: Strategies and Tools for the Career Development Professional.

    Science.gov (United States)

    Kahnweiler, Jennifer B.; Pressman, Sue

    The Federal Government is America's largest employer and is expanding consulting opportunities for career development professionals. Increased Federal mandates for outsourcing have opened wide doors for the entrepreneurial-spirited career counselors and created new challenges for traditional methods of offering career services. As consultants who…

  2. Policy alienation of public professionals: The development of a scale

    NARCIS (Netherlands)

    L.G. Tummers (Lars)

    2009-01-01

    textabstractToday, many public professionals feel estranged from the policy programs they implement. That is, they experience ‘policy alienation’. This is of concern as, for satisfactory implementation, some identification with the policy is required. We develop a quantitative scale to measure

  3. Online Knowledge Communities: Meeting places for continuing professional development.

    NARCIS (Netherlands)

    de Vries, Sjoerd A.; van Weert, Tom J.; Munro, Robert K.

    2003-01-01

    This paper describes the concept of Online Knowledge Communities (okc) as meeting places for continuing professional development (cpd). An okc is defined as a social network of members, who are online and are organized by making use of an online knowledge center. The okc has a particular group

  4. Professional Development of Sustainability Competences in Higher Education

    Science.gov (United States)

    Lambrechts, Wim; Verhulst, Elli; Rymenams, Sara

    2017-01-01

    Purpose: This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach: The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and…

  5. Arts Integration as Potentiality for Professional Development for Teachers

    DEFF Research Database (Denmark)

    Jensen, Julie Borup; McCandless, Peggy

    2013-01-01

    This paper investigates the potentialities for professional development, when teachers work with integration of arts and academic subjects in the classroom. The idea of integrating arts and academic subjects can be seen as a way of experimenting with teaching. Experiments in the classroom as a wa...

  6. CLASS Reliability Training as Professional Development for Preschool Teachers

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Jenkins, Ruth

    2015-06-01

    In this article, guest writer Ruth Jenkins from Berkshire Heathcare Foundation Trust reflects on two conferences she attended in 2014, LILAC and SLA. Through the process of reflection, she considers the benefits that attending conferences can have to library and information professionals in the health sector. In particular, she discusses the opportunities and areas for learning and professional development that conferences can offer including evidence-based practice and current awareness, gaining new knowledge and objectivity, and networking and the unexpected benefits of conferences. Ruth also offers some practical hints and tips on ways to facilitate your attendance at conferences, including through awards and funding. H.S. © 2015 Health Libraries Group.

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

    Science.gov (United States)

    Dayoub, Ruba; Bashiruddin, Ayesha

    2012-01-01

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

  9. Social Media Training for Professional Identity Development in Undergraduate Nurses.

    Science.gov (United States)

    Mather, Carey; Cummings, Elizabeth; Nichols, Linda

    2016-01-01

    The growth of social media use has led to tension affecting the perception of professionalism of nurses in healthcare environments. The aim of this cross-sectional study was to explore first and final year undergraduate student use of social media to understand how it was utilised by them during their course. Descriptive statistical analysis was undertaken to compare differences between first and final year student use. No difference indicated there was a lack of development in the use of social media, particularly concerning in relation to expanding their professional networks. There is a need for the curriculum to include opportunities to teach student nurses methods to ensure the appropriate and safe use of social media. Overt teaching and modelling of desired behaviour to guide and support the use of social media to positively promote professional identity formation, which is essential for work-readiness at graduation, is necessary.

  10. The development of professional and ethical competence of public servants

    Directory of Open Access Journals (Sweden)

    Angela ZELENSCHI

    2017-09-01

    Full Text Available In this article the author addresses the issue of the development of professional and ethical competence of public workers in the context of public administration reform. The concept of competence is complex, being approached them different perspectives. There are two main approaches in researching this phenomenon: sociological and psychological. Each of the theories analyzed in this paper contribute to the understanding of a range of aspects of competence. A main objective of the government of the Republic of Moldova at this stage is the management of human resource because professional and management training of public workers is a condition the lack which would render public administration incapable to face current challenges. A major role in the education and professional formation of public workers is played by the Academy of Public Administration.

  11. 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.

  12. Setting Foundations for Developing Disaster Response Metrics.

    Science.gov (United States)

    Abir, Mahshid; Bell, Sue Anne; Puppala, Neha; Awad, Osama; Moore, Melinda

    2017-08-01

    There are few reported efforts to define universal disaster response performance measures. Careful examination of responses to past disasters can inform the development of such measures. As a first step toward this goal, we conducted a literature review to identify key factors in responses to 3 recent events with significant loss of human life and economic impact: the 2003 Bam, Iran, earthquake; the 2004 Indian Ocean tsunami; and the 2010 Haiti earthquake. Using the PubMed (National Library of Medicine, Bethesda, MD) database, we identified 710 articles and retained 124 after applying inclusion and exclusion criteria. Seventy-two articles pertained to the Haiti earthquake, 38 to the Indian Ocean tsunami, and 14 to the Bam earthquake. On the basis of this review, we developed an organizational framework for disaster response performance measurement with 5 key disaster response categories: (1) personnel, (2) supplies and equipment, (3) transportation, (4) timeliness and efficiency, and (5) interagency cooperation. Under each of these, and again informed by the literature, we identified subcategories and specific items that could be developed into standardized performance measures. The validity and comprehensiveness of these measures can be tested by applying them to other recent and future disaster responses, after which standardized performance measures can be developed through a consensus process. (Disaster Med Public Health Preparedness. 2017;11:505-509).

  13. Setting the Greater Mekong Subregion - Development Analysis ...

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

    The funding will support the first stage of a two-stage research program in ... Inclusive development in basic education and health in Cambodia : final report ... New website will help record vital life events to improve access to services for all.

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

    DEFF Research Database (Denmark)

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

    2017-01-01

    as demonstrated by pre-tests in the outcomes of interest but excluding studies using an instrumental variable approach), including studies using regression discontinuity design. We will search substantively for studies in the fields of education, social welfare and crime and justice.......The quality of the professional development of education and welfare professionals working with children and young people (for example, pre-school teachers or ‘pedagogues’, school teachers, teaching assistants, social workers, psychologists, police officers etc.) is of key importance to policy...... makers and practitioners in these fields. The general wellbeing of a country’s citizens and the provision of better opportunities in terms of educational and social welfare outcomes (for example, participation in higher education and reduction of anti-social behaviour) have been linked to the quality...

  15. The Professional Development of High School Chemistry Coordinators

    Science.gov (United States)

    Hofstein, Avi; Carmeli, Miriam; Shore, Relly

    2004-02-01

    The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The year-long program was designed so that the chemistry teachers who enrolled in the program were able to develop in three interrelated aspects: content knowledge, pedagogical content knowledge, and leadership ability. Several strategies for the development of these aspects were adopted from Loucks-Horsley, Hewson, Love, & Stiles (1998). The evaluation of the program focused on the changes that participating teachers underwent regarding their personal beliefs and their functioning as school chemistry coordinators in their schools.

  16. A marriage of continuance: professional development for mathematics lecturers

    Science.gov (United States)

    Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike

    2015-06-01

    In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their "ROGs". We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department.

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

    DEFF Research Database (Denmark)

    Stenov, Vibeke; Wind, Gitte; Skinner, Timothy

    2017-01-01

    engagement. The aim of this study was to explore the potential of a self-assessment tool to identify healthcare professionals’ strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education. Methods: The study entails of two components......: 1) Field observations of five different educational settings including 49 persons with diabetes and 13 healthcare professionals, followed by interviews with 5 healthcare professionals and 28 persons with type 2 diabetes. 2) One professional development workshop involving 14 healthcare professionals...

  18. The Current of Continuing Professional Development for Product Designers

    OpenAIRE

    山内, 勉; Yamauchi, Tsutomu

    2010-01-01

    Product Designers are required some skills and knowledge in the product development. Based on my professional career, I presumed three skills, they are, Technical skills, Conceptual skills and Human skills. In this study, I interviewed some Product Designers to make sure what skills are needed in the product development process. It emerged that Product Designers are expected to improve their Conceptual and Human skills besides Technical skills for playing a part at the upper and lower stage o...

  19. Teachers' professional development needs in data handling and probability

    OpenAIRE

    Nieuwoudt, Hercules David; Wessels, Helena

    2011-01-01

    Poor Trends in International Mathematics and Science Study (TIMMS) results and widespread disappointing mathematics results in South Africa necessitate research-based and more efficient professional development for in-service mathematics teachers. This article reports on the profiling of mathematics teachers’ statistical knowledge, beliefs and confidence in order to inform the development of in-service teacher education programmes in statistics for Grade 8 and Grade 9 teachers. Ninety mathema...

  20. 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…

  1. 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

    2016-01-01

    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.…

  2. Developing practical knowledge content of emergency nursing professionals.

    Science.gov (United States)

    Chu, Wen; Hsu, Li-Ling

    2011-06-01

    There is a paucity of published research on clinical or practical nursing knowledge. The ways that nurses acquire, develop, and maintain emergency room (ER) nursing care skills is a research area, in particular, that deserves further investigation. This study examined clinical setting learning processes to better understand the practical knowledge content of ER nurses. This study used a phenomenological approach and in-depth interviews of 10 nurses. Each participant had at least 3 years of ER experience. Researchers used Moustakas' method to analyze interview data. Findings were checked for credibility, transferability, dependability, and confirmability. The authors identified four major practical knowledge themes for ER professionals. These were (a) basic emergency treatment procedure routines and symptom management; (b) disease mechanisms, pharmacodynamics, and treatment responses; (c) newly identified diseases, updated emergency treatments and techniques, and medical treatment discussions; and (d) identifying nursing values including nursing attitudes and continuing patient care. Participants in this study had experience with the first three themes and successfully combined various types of nursing knowledge in their nursing care duties. Only few participants indicated experience with the fourth theme. Findings clarify that clinical or practical knowledge in ER nurses evolves first from declarative knowledge (e.g., basic emergency treatment routines and operating procedures) to procedural knowledge (e.g., instructions from supervisors, actual practice, and drills) to conditional knowledge (e.g., observation and treatment involving direct interactions with patients). Nurses should combine and apply the various knowledge types in their nursing practice to assess comprehensively each patient's condition and administer effective treatment and service.

  3. Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe

    DEFF Research Database (Denmark)

    Skirton, Heather; Lewis, Celine; Kent, Alastair

    2010-01-01

    in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human...... Genetics Education Committee agreed that a pragmatic solution to the need to establish common standards for education and practice in genetic health care was to agree to a set of core competences that could apply across Europe. These were agreed through an exhaustive process of consultation with relevant......The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences...

  4. Factors Contributing to EFL Teachers' Professional Development in Indonesia

    Directory of Open Access Journals (Sweden)

    Muhammad Amin

    2016-12-01

    Full Text Available This study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher’s professionalism, both prior to and after their induction into EFL teaching. Prior to the induction, two of the personal factors were identified: an early interest in English and a high aptitude, although early exposure to English may also be considered an environmental factor. After induction, their professional development is affected by: the level of job satisfaction, commitment to their own learning and student learning, communication skills, and resilience as personal factors, and students, school facilities, teacher colleagues, curriculum change, school leadership, and the supervisory system as environmental factors.

  5. Professional development of medical students: problems and promises.

    Science.gov (United States)

    Wear, D

    1997-12-01

    Observers and critics of the medical profession, both within and without, urge that more attention be paid to the moral sensibilities, the characters, of medical students. Passing on particular moral values and actions to physicians has always been an essential core of medical training, and this call for renewal is not new in modern medicine. Some of the structures and characteristics of modern medical education, however, often work directly against the professionalism that the education espouses. For example, medical students are socialized into a hierarchy that has broad implications for relations among health care professionals, other health care workers, and patients, and academic medicine has not promoted and taught critical reflection about the values and consequences of this hierarchy. Further, behind the formal curriculum lies the "hidden curriculum" of values that are unconsciously or half-consciously passed on from the faculty and older trainees. Two resources for thinking anew about professional development for medical students are feminist standpoint theory and critical multicultural theory, each of which raises important and fundamental questions about defining the role of medicine in society and the role of the physician in medicine. The author discusses these two theories and their implications for medical education, showing how they can be used to move discussions of professional development into analysis of the widespread social consequences of how a society organizes its health care and into critical reflection on the nature of medical knowledge.

  6. Fostering Professional Nursing Careers in Hospitals: The Role of Staff Development, Part 2.

    Science.gov (United States)

    Sovie, Margaret D.

    1983-01-01

    Building on the model of professional nursing careers presented in Part 1, the author discusses the aspects of professional maturation and professional mastery, focusing on the vital role of staff development for career advancement. (SK)

  7. Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

    Directory of Open Access Journals (Sweden)

    Lawrence Ingvarson

    2005-01-01

    Full Text Available This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003 studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support, structural features of programs (e.g. ,length, process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up, a mediating variable (level of professional community generated, and four outcome measures (knowledge; practice; student learning and efficacy. Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

  8. Collaboration between colleagues in teaching professional development programs

    Directory of Open Access Journals (Sweden)

    Patrícia Meyer

    2018-05-01

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

  9. How Instructors Develop Their Beliefs, Knowledge, and Practice as They Teach Online Professional Development (OPD) Courses

    Science.gov (United States)

    Kang, Jung Jin

    2013-01-01

    This study investigated how three instructors developed their professional learning of beliefs, knowledge, and practice by examining their professional learning processes using constructive, social constructive, and transformative theoretical perspectives on learning. It also focused on their challenges and supports in developing their…

  10. 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…

  11. Science Professional Learning Communities: Beyond a singular view of teacher professional development

    Science.gov (United States)

    Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah

    2013-07-01

    Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

  12. Professional development needs of nurse educators. An Australian case study.

    Science.gov (United States)

    Oprescu, Florin; McAllister, Margaret; Duncan, David; Jones, Christian

    2017-11-01

    Because there is a global shortage of nurse educators, highly productive and committed nurse educators are needed to supply a rapidly expanding and changing health landscape. To support the aforementioned effort professional development needs of nurse educators must be systematically identified. This study explores practical issues around professional development needs of nurse educators. One hundred and thirty eight Australian nurse educators based in Queensland answered an online survey around professional development needs. Results indicate that 83% (n = 115) of the respondents were enthusiastic about nurse education yet only 45% (n = 62) were confident in their skills and less than 10% (n = 13) saw themselves as expert nurse educators. The most desired areas of future development in teaching were information technology skills, assessment and technical knowledge. There seems to be a shared need for developing global online and offline support resources and communities of practice to support nurse educators in their teaching and research endeavours. Copyright © 2017 Elsevier Ltd. All rights reserved.

  13. Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

    Science.gov (United States)

    Cisterna Alburquerque, Dante Igor

    This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote

  14. Transforming Professionalism: Relational Bureaucracy and Parent-Teacher Partnerships in Child Care Settings

    Science.gov (United States)

    Douglass, Anne; Gittell, Jody Hoffer

    2012-01-01

    Dramatic shifts in early childhood policy in the US are increasing the bureaucratic nature of early childhood programs and influencing the field's definition of professionalism. Despite the many benefits of professionalizing the child care field, the current trend toward formalization and standardization may have unintended negative consequences…

  15. A Research Design for NASA-Funded Professional Development Projects

    Science.gov (United States)

    Bleicher, R. E.; Lambert, J.; Getty, S. R.

    2011-12-01

    This proposal outlines a research plan designed to measure gains in student learning resulting from their teachers participating in professional development. Project Description Misconceptions about global climate change (GCC) are prevalent in the general public (Kellstedt, Zahran, & Vedlitz, 2008; Washington & Cook, 2011). One solution is to provide high school students with a better grounding in the basic science and data that underlie GCC. The overarching goal of a NASA-funded project, Promoting Educational Leadership in Climate Change Literacy (PEL), is to increase GCC literacy in high school students. Research Design The research design is interpretative (Erickson, 2006), framed within a multi-method design, synthesizing both quantitative and qualitative data sources (Morse, 2003). Overall, the data will provide rich information about the PEL's impact on curriculum development, teacher pedagogical knowledge, and student learning. The expectancy-value theory of achievement motivation (E-V-C) (Fan, 2011; Wigfield & Eccles, 1994) provides a theoretical foundation for the research. Expectancy is the degree to which a teacher or student has reason to expect that they will be successful in school. Value indicates whether they think that performance at school will be worthwhile to them. Cost is the perceived sacrifices that must be undertaken, or factors that can inhibit, a successful performance at school. For students, data from an embedded E-V-C investigation will help articulate how E-V-C factors relate to student interest in science, continuing to study science, or embarking on STEM related careers. For teachers, the E-V-C measures will give insight into a key mediating variable on student achievement in science. The evaluation will seek to address research questions at the student and teacher levels. Table 1 presents a sample of research questions and data sources. This is a sample of a much larger set of questions that will be addressed in the project. Data

  16. "Flipping" educational technology professional development for K-12 educators

    Science.gov (United States)

    Spencer, Daniel

    As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

  17. 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.

  18. Effective Practices in Providing Online, In-Service Training to Health Professionals in Low-Resource Settings

    Science.gov (United States)

    Chio, Karen Sherk

    2012-01-01

    As doctors, nurses and public health professionals are promoted into management and leadership positions in resource-poor countries around the world, they are tasked with leading teams and managing drugs and financial and material resources. These responsibilities require a set of skills and knowledge different from that needed for their clinical…

  19. Intervention workshop with youth worker professionals and social in- and exclusion of danish youth in educational settings

    DEFF Research Database (Denmark)

    Andersen, Tim Vikær; Kaas, Lise Aagaard

    This paper is part of the research project conducted by UCC on social communities and their relation to education among youth in institutional settings. A key objective of the research project is to investigate how professionals may cooperate to facilitate inclusive environments to ensure...

  20. The professional competence profile of Finnish nurses practising in a forensic setting.

    Science.gov (United States)

    Koskinen, L; Likitalo, H; Aho, J; Vuorio, O; Meretoja, R

    2014-05-01

    Forensic nurses in Finland work in the two state-maintained forensic hospitals. The main function of these hospitals is to perform forensic psychiatric evaluation and provide treatment for two groups of patients: violent offenders found not guilty by reason of insanity, and those too dangerous or difficult to be treated in regional hospitals. Although the forensic nurses work with the most challenging psychiatric patients, they do not have any preparatory special education for the work. This paper describes the development of nurses who participated in a 1-year further education programme that was tailored to them. The nurses experienced that the 1-year education had a significant impact on their overall competence level. They found that their skills for observing, helping, teaching and caring for their patients had increased during the education. Conversely, it was found that the nurses collaborated little with their patients' family members. They were also not familiar with utilizing research findings in improving their care of patients. Forensic nursing is a global and relatively young profession that combines nursing care and juridical processes. There are, however, significant differences in the qualifications of forensic nurses internationally. The aim of the study was to describe the professional competence profile of practising forensic nurses in Finland and to explore the effects of a 1-year further education programme on that competence profile. The data were collected in 2011-2012 using the Nurse Competence Scale comprising seven competence categories, and analysed using the software package SPSS version 19.0 (SPSS, Inc., Armonk, NY, USA). The participants were 19 forensic nurses and their 15 head nurses. The assessed overall scores from both informant groups indicated a high level of competence across the seven categories. The nurses felt that the overall competence level had increased during the education programme. The increase seen by the head nurses

  1. Uncovering a Hidden Professional Agenda for Teacher Educators: A Mixed Method Study on Flemish Teacher Educators and Their Professional Development

    Science.gov (United States)

    Tack, Hanne; Valcke, Martin; Rots, Isabel; Struyven, Katrien; Vanderlinde, Ruben

    2018-01-01

    Taking into account the pressing need to understand more about what teacher educators' professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators' professional development needs and opportunities. Analysis results of a large-scale survey study with 611…

  2. The teaching portfolio as a professional development tool for anaesthetists.

    Science.gov (United States)

    Sidhu, N S

    2015-05-01

    A teaching portfolio (TP) is a document containing a factual description of a teacher's teaching strengths and accomplishments, allowing clinicians to display them for examination by others. The primary aim of a TP is to improve quality of teaching by providing a structure for self-reflection, which in turn aids professional development in medical education. Contents typically include a personal statement on teaching, an overview of teaching accomplishments and activities, feedback from colleagues and learners, a reflective component and some examples of teaching material. Electronic portfolios are more portable and flexible compared to paper portfolios. Clinicians gain the most benefit from a TP when it is used as a tool for self-reflection of their teaching practice and not merely as a list of activities and achievements. This article explains why and how anaesthetists might use a TP as a tool for professional development in medical education.

  3. Astronomy on Tap as a Professional Development Tool

    Science.gov (United States)

    Rice, Emily; Burtnyk, Kimberly; Silverman, Jeffrey; Popinchalk, Mark; Constellation of Astronomy On Tap Host Stars

    2018-01-01

    We lured scientists, educators, and other astronomy enthusiasts into bars around the world with promises of fun public outreach, but we secretly provided them with networking opportunities and taught them how to be better communicators! Astronomy on Tap (AoT) events began in New York City in 2013, and since then nearly 400 events (featuring 1-6 presenters each) have been organized by over 100 people in over 30 locations across the U.S. and around the world. Implicit in the design of typical AoT events are opportunities for professional development in several areas, most prominently in networking and science communication. We surveyed organizers and presenters to assess the extent to which they have benefited from these opportunities. We report results from that survey and present plans for codifying professional development aspects of AoT events for future implementation.

  4. Learning Design for Sustainable Educational and Professional Development

    DEFF Research Database (Denmark)

    Godsk, Mikkel; Bjælde, Ole Eggers; Caspersen, Michael E.

    2015-01-01

    This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transformi...... modules. Both DiLD and the STREAM model have proven to be effective for encouraging educators across all career steps to embrace the potential of educational technology in science higher education and for improving teaching and learning.......This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transforming...

  5. 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.

  6. Aiming for a holistic integrated service for men diagnosed with prostate cancer - Definitions of standards and skill sets for nurses and allied healthcare professionals.

    Science.gov (United States)

    Lamb, Alastair D; Thompson, Sue; Kinsella, Netty; Gerbitz, Ingmar; Chapman, Elaine; Putt, Lisa; Bennett, Sophie; Thankappannair, Vineetha; Geoghegan, Lisa; Wright, Naomi; Stirton-Croft, Alison; Nixon, Penny; Styling, Andrew; Whitney, Diane; Hodgson, Lindsay; Punt, Lisa; Longmore, Jenny; Carter, Mike; Petch, Bill; Rimmer, Yvonne; Russell, Simon; Hughes-Davies, Luke; Mazhar, Danish; Shah, Nimish C; Gnanapragasam, Vincent J; Doble, Andrew; Bratt, Ola; Kastner, Christof

    2017-08-01

    To establish a comprehensive set of recommendations for the service structure and skill set of nurses and allied healthcare professionals in prostate cancer care. Using components of formal consensus methodology, a 30-member multidisciplinary panel produced 53 items for discussion relating to the provision of care for prostate cancer patients by specialist nurses and allied healthcare professionals. Items were developed by two rounds of email correspondence in which, first, items were generated and, second, items refined to form the basis of a consensus meeting which constituted the third round of review. The fourth and final round was an email review of the consensus output. The panel agreed on 33 items that were appropriate for recommendations to be made. These items were grouped under categories of "Environment" and "Patient Pathway" and included comments on training, leadership, communication and quality assessment as well as specific items related to prostate diagnosis clinics, radical treatment clinics and follow-up survivor groups. Specialist nurses and allied healthcare professionals play a vital role alongside urologists and oncologists to provide care to men with prostate cancer and their families. We present a set of standards and consensus recommendations for the roles and skill-set required for these practitioners to provide gold-standard prostate cancer care. These recommendations could form the basis for development of comprehensive integrated prostate cancer pathways in prostate cancer centres as well as providing guidance for any units treating men with prostate cancer. Copyright © 2017. Published by Elsevier Ltd.

  7. Experiences and shared meaning of teamwork and interprofessional collaboration among health care professionals in primary health care settings: a systematic review.

    Science.gov (United States)

    Sangaleti, Carine; Schveitzer, Mariana Cabral; Peduzzi, Marina; Zoboli, Elma Lourdes Campos Pavone; Soares, Cassia Baldini

    2017-11-01

    focused on qualitative data including designs such as phenomenology, grounded theory, ethnography, action research and feminist research. A three-step search strategy was utilized. Ten databases were searched for papers published from 1980 to June 2015. Studies published in English, Portuguese and Spanish were considered. Methodological quality was assessed using the Qualitative Assessment and Review Instrument developed by the Joanna Briggs Institute. All included studies received a score of at least 70% the questions in the instrument, 11 studies did not address the influence of the researcher on the research or vice-versa, and six studies did not present a statement locating the researcher culturally or theoretically. Qualitative findings were extracted using the Joanna Briggs Institute Qualitative Assessment and Review Instrument. Qualitative research findings were pooled using a pragmatic meta-aggregative approach and the Joanna Briggs Institute Qualitative Assessment and Review Instrument software. This review included 21 research studies, representing various countries and healthcare settings. There were 223 findings, which were aggregated into 15 categories, and three synthesized findings: CONCLUSIONS: This review shows that health professionals experience teamwork and interprofessional collaboration as a process in primary health care settings; its conditions, consequences (benefits and barriers), and finally shows its determinants. Health providers face enormous ideological, organizational, structural and relational challenges while promoting teamwork and interprofessional collaboration in primary health care settings. This review has identified possible actions that could improve implementation of teamwork and interprofessional collaboration in primary health care.

  8. WEBINARS AS A MEANS TO PROFESSIONAL DEVELOPMENT OF TEACHERS

    Directory of Open Access Journals (Sweden)

    Nataliia V. Morze

    2014-09-01

    Full Text Available The article describes the possibilities of using webinar-oriented platforms as a means of professional development of teachers and gives examples of using the webinars based on Lync 2013. There is studied the educational component of webinars, namely – interactive method. The authors considered advantages and prospects of using webinars in the implementation of the distance form of researchers and teachers training in higher education and worked out for them guidelines for organizing and conducting webinars.

  9. 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

  10. Developing Secure Power Systems Professional Competence: Alignment and Gaps in Workforce Development Programs—Summary Report

    Energy Technology Data Exchange (ETDEWEB)

    O' Neil, Lori Ross; Assante, Michael; Tobey, D. H.; Conway, T. J.; Vanderhorst, Jr, T. J.; Januszewski, III, J.; Leo, R.; Perman, K.

    2013-07-01

    This document is a summarization of the report, Developing Secure Power Systems Professional Competence: Alignment and Gaps in Workforce Development Programs, the final report for phase 2 of the SPSP (DOE workforce study) project.

  11. 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

  12. Building the field of population health intervention research: The development and use of an initial set of competencies

    Directory of Open Access Journals (Sweden)

    Barbara Riley

    2015-01-01

    This initial set of competencies, released in 2013, may be used to develop graduate student curriculum, recruit trainees and faculty to academic institutions, plan non-degree professional development, and develop job descriptions for PHIR-related research and professional positions. The competencies provide some initial guideposts for the field and will need to be adapted as the PHIR field matures and to meet unique needs of different jurisdictions.

  13. Contributions of blended learning training to teacher professional development

    Directory of Open Access Journals (Sweden)

    Ana Duarte Hueros

    2018-01-01

    Full Text Available The central theme of this study is the analysis of a balanced integrated teaching methodology (face-to-face and virtual, as blended learning and the extent of its implementation in teacher training, as well as the importance of leadership in planning, supervising and coordinating this process. We began with a systematic review of the literature of the last 15 years (2002-2017 on the Web of Science (WOS, the most highly rated database in the scientific community. We identified 190 studies related to blended learning, professional teaching development and leadership in education. We then selected 163 documents that fell specifically into the educational research category, of which 75 were articles. We further fine-tuned the search by excluding those articles related to research fields other than teachers’ professional development, and arrived at 35 articles that fulfilled our preliminary criteria. We reduced the sample to the 24 articles that contained all the features required by our investigation. The results show that blended learning is a valuable training tool that enables teachers to acquire competences and which can aid their professional development; it can also foment collaborative work, augment teachers’ technical and didactic skills around technology, promote interdisciplinary experiences and help teachers to share innovations, etc., among other potential outcomes.

  14. Facilities as teaching tools: A transformative participatory professional development experience

    Science.gov (United States)

    Wilson, Eric A.

    Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living. Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability. Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-a-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.

  15. 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...

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

    Directory of Open Access Journals (Sweden)

    Hazel Owen

    2014-05-01

    Full Text Available The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD program that was instigated in October 2009 by the NZ Ministry of Education, who also funded the project. The findings from the pilot of the VPLD program in 2010 indicated that when professional learning was situated within the practitioner's context, and with complementary, easily-accessible opportunities for sharing of practice within an online Community of Practice, participants demonstrated high levels of engagement as well as changes in their own teaching practice. The VPLD Programme was facilitated and researched again during 2011, building on findings from 2010. Findings to date suggest that the educators developed a sense of self-efficacy that motivated them to trial alternative approaches, and to initiate iterative cycles of trial, error, and improvement.

  17. The development of professional practice standards for Australian general practice nurses.

    Science.gov (United States)

    Halcomb, Elizabeth; Stephens, Moira; Bryce, Julianne; Foley, Elizabeth; Ashley, Christine

    2017-08-01

    The aim of this study was to explore the current role of general practice nurses and the scope of nursing practice to inform the development of national professional practice standards for Australian general practice nurses. Increasing numbers of nurses have been employed in Australian general practice to meet the growing demand for primary care services. This has brought significant changes to the nursing role. Competency standards for nurses working in general practice were first developed in Australia in 2005, but limited attention has been placed on articulating the contemporary scope of practice for nurses in this setting. Concurrent mixed methods design. Data collection was conducted during 2013-2014 and involved two online surveys of Registered and Enrolled Nurses currently working in general practice, a series of 14 focus groups across Australia and a series of consultations with key experts. Data collection enabled the development of 22 Practice Standards separated into four domains: (i) Professional Practice; (ii) Nursing Care; (iii) General Practice Environment and (iv) Collaborative Practice. To differentiate the variations in enacting these Standards, performance indicators for the Enrolled Nurse, Registered Nurse and Registered Nurse Advanced Practice are provided under each Standard. The development of national professional practice standards for nurses working in Australian general practice will support ongoing workforce development. These Standards are also an important means of articulating the role and scope of the nurses' practice for both consumers and other health professionals, as well as being a guide for curriculum development and measurement of performance. © 2017 John Wiley & Sons Ltd.

  18. How School Leadership Development Evolves: Crossing Timescales and Settings

    Science.gov (United States)

    Jensen, Ruth; Vennebo, Kirsten Foshaug

    2016-01-01

    Purpose: This paper aims to address workplace learning in terms of investigating school leadership development in an inter-professional team (the team) in which principals, administrators and researchers work together on a local school improvement project. The purpose is to provide an enriched understanding of how school leadership development…

  19. PROFESSIONAL AMBITION: AMBITION AS A MOTIVE OF PROFESSIONAL AND CAREER DEVELOPMENT OF PERSON

    Directory of Open Access Journals (Sweden)

    Oksana V. Barsukova

    2014-04-01

    Full Text Available The article reveals the content of ambition as a motive, guiding the professional growth and career advancement of the person. Ambition in this case fulfils the function of achieving the social recognition, which is specified in getting the deserved recognition due to the professional achievements of the person. Professional ambition - is the human desire to get deserved recognition of the professional community as a professional for real progress and achievements in the chosen field. Professional ambition is discussed in more detail on the example of pedagogical ambition and moral aspect –on the example of ambitions of scientists and criminals.

  20. Goal setting and action planning in the rehabilitation setting: development of a theoretically informed practice framework.

    Science.gov (United States)

    Scobbie, Lesley; Dixon, Diane; Wyke, Sally

    2011-05-01

    Setting and achieving goals is fundamental to rehabilitation practice but has been criticized for being a-theoretical and the key components of replicable goal-setting interventions are not well established. To describe the development of a theory-based goal setting practice framework for use in rehabilitation settings and to detail its component parts. Causal modelling was used to map theories of behaviour change onto the process of setting and achieving rehabilitation goals, and to suggest the mechanisms through which patient outcomes are likely to be affected. A multidisciplinary task group developed the causal model into a practice framework for use in rehabilitation settings through iterative discussion and implementation with six patients. Four components of a goal-setting and action-planning practice framework were identified: (i) goal negotiation, (ii) goal identification, (iii) planning, and (iv) appraisal and feedback. The variables hypothesized to effect change in patient outcomes were self-efficacy and action plan attainment. A theory-based goal setting practice framework for use in rehabilitation settings is described. The framework requires further development and systematic evaluation in a range of rehabilitation settings.