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Sample records for professional learning model

  1. Model United Nations and Deep Learning: Theoretical and Professional Learning

    Science.gov (United States)

    Engel, Susan; Pallas, Josh; Lambert, Sarah

    2017-01-01

    This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl's (2001) four levels of knowledge or…

  2. A Professionalism Curricular Model to Promote Transformative Learning Among Residents.

    Science.gov (United States)

    Foshee, Cecile M; Mehdi, Ali; Bierer, S Beth; Traboulsi, Elias I; Isaacson, J Harry; Spencer, Abby; Calabrese, Cassandra; Burkey, Brian B

    2017-06-01

    Using the frameworks of transformational learning and situated learning theory, we developed a technology-enhanced professionalism curricular model to build a learning community aimed at promoting residents' self-reflection and self-awareness. The RAPR model had 4 components: (1) R ecognize : elicit awareness; (2) A ppreciate : question assumptions and take multiple perspectives; (3) P ractice : try new/changed perspectives; and (4) R eflect : articulate implications of transformed views on future actions. The authors explored the acceptability and practicality of the RAPR model in teaching professionalism in a residency setting, including how residents and faculty perceive the model, how well residents carry out the curricular activities, and whether these activities support transformational learning. A convenience sample of 52 postgraduate years 1 through 3 internal medicine residents participated in the 10-hour curriculum over 4 weeks. A constructivist approach guided the thematic analysis of residents' written reflections, which were a required curricular task. A total of 94% (49 of 52) of residents participated in 2 implementation periods (January and March 2015). Findings suggested that RAPR has the potential to foster professionalism transformation in 3 domains: (1) attitudinal, with participants reporting they viewed professionalism in a more positive light and felt more empathetic toward patients; (2) behavioral, with residents indicating their ability to listen to patients increased; and (3) cognitive, with residents indicating the discussions improved their ability to reflect, and this helped them create meaning from experiences. Our findings suggest that RAPR offers an acceptable and practical strategy to teach professionalism to residents.

  3. Teachers' Self-Initiated Professional Learning through Personal Learning Networks

    Science.gov (United States)

    Tour, Ekaterina

    2017-01-01

    It is widely acknowledged that to be able to teach language and literacy with digital technologies, teachers need to engage in relevant professional learning. Existing formal models of professional learning are often criticised for being ineffective. In contrast, informal and self-initiated forms of learning have been recently recognised as…

  4. 3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

    Science.gov (United States)

    Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.

    2017-12-01

    In spite of the presumed controversy over the evidence for climate change, the recently released Next Generation Science Standards (NGSS) for K-12 include a focus on climate literacy and explicitly use the term `climate change.' In addition to the increased focus on climate change, the NGSS are also built upon a new three dimensional framework for teaching and learning science. Three dimensional learning has students engaging in scientific and engineering practices (Dimension 1), while using crosscutting concepts (Dimension 2) to explore and explain natural phenomena using disciplinary core ideas (Dimension 3). The adoption of these new standards in many states across the nation has created a critical need for on-going professional learning as in-service science educators begin to implement both climate change instruction and three dimensional teaching and learning in their classrooms. In response to this need, we developed an innovative professional learning model for preparing teachers to effectively integrate climate change into their new curriculum and engage students in three dimensional learning. Our professional learning model utilized ideas that have emerged from recent science education research and include: a) formative assessment probes for three dimensional learning that monitor students' progress; b) collaboration with scientists with expertise in climate science to understand the domain specific ways of doing science; and c) development of a community of practice for in-service teachers to provide feedback to each other on their implementation. In this poster presentation, we will provide details on the development of this professional learning model and discuss the affordances and challenges of implementing this type of professional learning experience.

  5. Implementing a New Model for Teachers' Professional Learning in Papua New Guinea

    Science.gov (United States)

    Honan, Eileen; Evans, Terry; Muspratt, Sandy; Paraide, Patricia; Reta, Medi; Baroutsis, Aspa

    2012-01-01

    This article reports on a study that investigates the possibilities of developing a professional learning model based on action research that could lead to sustained improvements in teaching and learning in schools in remote areas of Papua New Guinea. The issues related to the implementation of this model are discussed using a critical lens that…

  6. Beyond Performativity: A Pragmatic Model of Teacher Professional Learning

    Science.gov (United States)

    Lloyd, Margaret; Davis, James P.

    2018-01-01

    The intent and content of teacher professional learning has changed in recent times to meet the demands of performativity. In this article, we offer and demonstrate a pragmatic way to map teacher professional learning that both meets current demands and secures a place for teacher-led catalytic learning. To achieve this, we position identified…

  7. A professional learning community model: a case study of primary teachers community in west Bandung

    Science.gov (United States)

    Sari, A.; Suryadi, D.; Syaodih, E.

    2018-05-01

    The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

  8. Professional Learning through Everyday Work: How Finance Professionals Self-Regulate Their Learning

    Science.gov (United States)

    Littlejohn, Allison; Milligan, Colin; Fontana, Rosa Pia; Margaryan, Anoush

    2016-01-01

    Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper…

  9. The Challenge of Four-Status Model of eLearning: Principles Toward a New Understanding for Healthcare Professionals

    OpenAIRE

    Turnbull, Niruwan; Wills, Gary; Gobbi, Mary

    2011-01-01

    This paper presents the critical reviews of the advantages and disadvantages of eLearning for healthcare professionals. The impact of learning on healthcare professionals is explored; the focus is on healthcare professionals in rural Thailand. Literature suggests that there are four main topics related to the drivers and barriers in eLearning, they are: Infrastructure; Finance; Policies; and Culture (IF-PC). IF-PC model of barriers and drivers of eLearning is being adopted as a template for t...

  10. TADALURING Microteaching Learning Model (TMLM: Preparing Professional Teacher by Pre-Service Training

    Directory of Open Access Journals (Sweden)

    Arifmiboy

    2018-01-01

    Full Text Available As a certified professional, teacher forms indispensable roles in achieving the learning objectives. The complexity of teacher’s profession decidedly requires the teacher to master a number of competencies and skills. One of them is to master the basic teaching skills. Realizing the complexities of the teacher’s profession and the requirement of teacher’s profession, LPTK –Faculty of Teacher Training and Education– which produces professional teacher, requires enhancing the teacher’s quality and creativity through pre-service teaching and training. Microteaching is one of the efforts to prepare the candidate for a professional teacher in higher education. The growth of a number of students being served with the availability of micro teaching laboratories is, however, disproportionate. Consequently, the problems faced are the time management, the laboratory utilization, the availability of sufficient microteaching infrastructures as well as the implementation of micro teaching itself. One of the ways to solve the problems is to develop a microteaching model adapting the force driving sophisticated ICT named TADALURING Microteaching Learning Model (TMLM. The Instructional Systems Design (ISD made use of developing the model is Borg and Gall procedures. The cyclical phases of conducting the research were preliminary research, development, field-testing, and dissemination. The research finding indicates that the trial-tested model is stated valid, practical, and effective. The TADALURING Microteaching Learning Model (TMLM is essentially accentuated on a face-to-face classroom, online and offline practices.

  11. 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,…

  12. Professional Learning of Instructors in Vocational and Professional Education

    Science.gov (United States)

    Hoekstra, Annemarieke; Kuntz, Jeff; Newton, Paul

    2018-01-01

    This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-to-day practice.…

  13. Networked professional learning

    NARCIS (Netherlands)

    Sloep, Peter

    2013-01-01

    Sloep, P. B. (2013). Networked professional learning. In A. Littlejohn, & A. Margaryan (Eds.), Technology-enhanced Professional Learning: Processes, Practices and Tools (pp. 97–108). London: Routledge.

  14. 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...

  15. 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…

  16. Model of Supervision Based on Primary School Teacher Professional Competency in Tematic Learning in Curriculum 2013

    Directory of Open Access Journals (Sweden)

    Meilani Hartono

    2017-08-01

    Full Text Available This study aims to find the Supervision Model Based on Primary Teacher Professional Competence which effective on integrated learning. This study use research and development with qualitative approach which will be carried out in the Palmerah, West Jakarta. The techniques used to collect data are interviews, questionnaires, observation and documentation. Data v alidity is tested with credibility, transferability, dependability, and comfortability. The model developed will be validated using the Delphi technique. The result of this research is the discovery of the model and device-based supervision model of professional competence of primary teachers in integrated learning. The long-term goal of this research is to improve the teachers’ competence and the supervision quality for primary teachers in integrated learning

  17. Investigating the experience: A case study of a science professional development program based on Kolb's experiential learning model

    Science.gov (United States)

    Davis, Brian L.

    Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb's experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are (1) What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? (2) How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb's (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.

  18. 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…

  19. Comparison of Flipped Model to Traditional Classroom Learning in a Professional Pharmacy Course

    Directory of Open Access Journals (Sweden)

    Colleen McCabe

    2017-09-01

    Full Text Available The flipped classroom is an approach to incorporate active learning that is being used in secondary education, higher education, and professional schools. This study investigates its impact on student learning and confidence in a professional degree program course. A quasi-experimental study was conducted to evaluate pharmacy students enrolled in a semester-long didactic traditional classroom course compared to students learning the same material using a flipped model through online self-study modules in a hands-on experiential learning course. Before and after each learning experience, students of each group completed a 16-item knowledge assessment on four topic areas and rated their level of confidence with each topic area on a Likert scale. There was a significant difference in knowledge with students in the traditional course scoring higher than students using flipped approach in the experiential course. Furthermore, the flipped experiential course students did not improve assessment scores from pre-test to post-test. For confidence rating, the traditional course group ranked confidence higher than the flipped experiential group for all topics. These findings challenge the notion that the flipped model using self-study in an experiential setting can be a substitution for didactic delivery of pharmacy education.

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

    Science.gov (United States)

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

    2011-01-01

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

  1. E-learning for health professionals.

    Science.gov (United States)

    Vaona, Alberto; Banzi, Rita; Kwag, Koren H; Rigon, Giulio; Cereda, Danilo; Pecoraro, Valentina; Tramacere, Irene; Moja, Lorenzo

    2018-01-21

    The use of e-learning, defined as any educational intervention mediated electronically via the Internet, has steadily increased among health professionals worldwide. Several studies have attempted to measure the effects of e-learning in medical practice, which has often been associated with large positive effects when compared to no intervention and with small positive effects when compared with traditional learning (without access to e-learning). However, results are not conclusive. To assess the effects of e-learning programmes versus traditional learning in licensed health professionals for improving patient outcomes or health professionals' behaviours, skills and knowledge. We searched CENTRAL, MEDLINE, Embase, five other databases and three trial registers up to July 2016, without any restrictions based on language or status of publication. We examined the reference lists of the included studies and other relevant reviews. If necessary, we contacted the study authors to collect additional information on studies. Randomised trials assessing the effectiveness of e-learning versus traditional learning for health professionals. We excluded non-randomised trials and trials involving undergraduate health professionals. Two authors independently selected studies, extracted data and assessed risk of bias. We graded the certainty of evidence for each outcome using the GRADE approach and standardised the outcome effects using relative risks (risk ratio (RR) or odds ratio (OR)) or standardised mean difference (SMD) when possible. We included 16 randomised trials involving 5679 licensed health professionals (4759 mixed health professionals, 587 nurses, 300 doctors and 33 childcare health consultants).When compared with traditional learning at 12-month follow-up, low-certainty evidence suggests that e-learning may make little or no difference for the following patient outcomes: the proportion of patients with low-density lipoprotein (LDL) cholesterol of less than 100 mg

  2. Mobile learning for teacher professional learning: benefits, obstacles and issues

    OpenAIRE

    Aubusson, Peter; Schuck, Sandy; Burden, Kevin

    2009-01-01

    This paper reflects on the role of mobile learning in teachers’ professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, c...

  3. A Professional Learning Community Journey

    Directory of Open Access Journals (Sweden)

    Diana Maliszewski

    2008-06-01

    Full Text Available Four teachers (three classroom teachers and a teacher-librarian explain how their school applied a professional learning community framework to its operational practices. They discuss the process, the benefits, and the challenges of professional learning communities.

  4. A blended-learning programme regarding professional ethics in physiotherapy students.

    Science.gov (United States)

    Aguilar-Rodríguez, Marta; Marques-Sule, Elena; Serra-Añó, Pilar; Espí-López, Gemma Victoria; Dueñas-Moscardó, Lirios; Pérez-Alenda, Sofía

    2018-01-01

    In the university context, assessing students' attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students' attitude, knowledge and opinions towards learning professional ethics. Research design and participants: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students' attitudes, knowledge and opinions towards learning professional ethics were assessed. Ethical considerations: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students' attitudes, knowledge and opinions towards learning professional ethics.

  5. Learning Pelvic Examination with Professional Patients

    Directory of Open Access Journals (Sweden)

    S Shrestha

    2010-03-01

    Full Text Available Performing pelvic examination is a vital skill to learn during gynecological and obstetrical training. It's a difficult maneuver to master as there is very little to see and more to feel and interpret. In addition, learning PE in usual clinical set-up has been found to induce lot of stress and anxiety among both the patients and the students. Students fear of hurting the patients and being judged inept, whereas patients feel embarrassed having to expose their most intimate body parts for learning purpose. This hampers effective learning. Learning PE on sedated women before surgery or on mannequins has been practiced as alternative learning models. But, they have been found to miss out on teaching the communication skills, which are as important as the palpation skills. However, there exists another model of learning PE--the professional patients, who are specially trained to act as patients and also guide the students on how to make a proper PE. They provide stress-free environment for the students to learn PE and at the same time, provide immediate feedback on each of their maneuvers. They form a complete learning model and help students to see patients as partner and not just a person seeking help. Keywords: learning model, pelvic examination, stress, students.

  6. Viewpoint: learning professionalism: a view from the trenches.

    Science.gov (United States)

    Brainard, Andrew H; Brislen, Heather C

    2007-11-01

    The authors, medical students immersed in learning professionalism, observe that most of the professionalism literature misses the mark. Their views on professionalism education, although not the result of qualitative research, were gained from four years of conversations with students from a dozen medical schools, plus online student discussions, focus groups, and meetings with supervisors from five schools. The authors propose that the chief barrier to medical professionalism education is unprofessional conduct by medical educators, which is protected by an established hierarchy of academic authority. Students feel no such protection, and the current structure of professionalism education and evaluation does more to harm students' virtue, confidence, and ethics than is generally acknowledged. The authors maintain that deficiencies in the learning environment, combined with the subjective nature of professionalism evaluation, can leave students feeling persecuted, unfairly judged, and genuinely and tragically confused. They recommend that administrators, medical educators, residents, and students alike must show a personal commitment to the explicit professionalism curriculum and address the hidden curriculum openly and proactively. Educators must assure transparency in the academic process, treat students respectfully, and demonstrate their own professional and ethical behavior. Students overwhelmingly desire to become professional, proficient, and caring physicians. They seek professional instruction, good role models, and fair evaluation. Students struggle profoundly to understand the disconnect between the explicit professional values they are taught and the implicit values of the hidden curriculum. Evaluation of professionalism, when practiced in an often unprofessional learning environment, invites conflict and compromise by students that would otherwise tend naturally toward avowed professional virtues.

  7. Pedagogical innovation from the perspective of professional learning communities

    Directory of Open Access Journals (Sweden)

    Sánchez-Cortés, Ana María

    2016-12-01

    Full Text Available This study aimed to verify the relationship between the participation of teachers in professional learning communities and the teaching practices related to the socio-constructivist model. For this purpose, a quantitative non-experimental model with a cross-sectional design was implemented, using the results of the survey entitled "Teaching and learning international survey", which was applied by the OECD in 2008 in 24 countries. The results of the conducted study determined that the dimensions of professional learning communities have a weak positive relationship with the categories of teaching practices. Additionally, the investigation addressed the differences in the responses of teachers according to variables, such as age, gender, teaching experience, and level of education.

  8. Interconnecting Networks of Practice for Professional Learning

    Directory of Open Access Journals (Sweden)

    Julie Mackey

    2011-03-01

    Full Text Available The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers’ perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study.The article extends the concepts of Lave and Wenger’s (1991 communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked learning and for emphasising the role of the learner in defining their learning pathways.

  9. Professional development as learning in relationships

    OpenAIRE

    Noworolnik-Mastalska, Monika

    2013-01-01

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

  10. Modelling self-efficacy, self-regulation, self-directed learning and career processes of adult professionals and relations with learning outcomes and labour market success

    NARCIS (Netherlands)

    Bijker, Monique; Van der Klink, Marcel; Boshuizen, Els

    2010-01-01

    Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2010, 25-27 August). Modelling self-efficacy, self-regulation, self-directed learning and career processes of adult professionals and relations with learning outcomes and labour market success. Paper presented at the 5th EARLI-SIG14

  11. Mobile learning for teacher professional learning: benefits, obstacles and issues

    Directory of Open Access Journals (Sweden)

    Peter Aubusson

    2009-12-01

    Full Text Available This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning.

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

    Directory of Open Access Journals (Sweden)

    Kathleen P. King

    2011-12-01

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

  13. Myths about Technology-Supported Professional Learning

    Science.gov (United States)

    Killion, Joellen; Treacy, Barbara

    2014-01-01

    The future of professional learning is shaped by its present and past. As new technologies emerge to increase affordability, access, and appropriateness of professional learning, three beliefs are visible in current practices related to online learning. Each contains a premise that merits identification and examination. The authors call these…

  14. Understanding teachers’ professional learning goals from their current professional concerns

    NARCIS (Netherlands)

    Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

    In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers’ current professional concerns. Also, teachers in different professional life phases

  15. 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…

  16. Collaborative Professional Learning: Contributing to the Growth of Leadership, Professional Identity and Professionalism

    Science.gov (United States)

    Colmer, Kaye

    2017-01-01

    This article contributes to understanding of professionalism in early childhood education and argues that in working to implement a mandated curriculum framework, professional identity and professionalism can be enhanced. While primarily focused on examining the nature of leadership practice during professional development and learning to…

  17. Professional Practice of Medical Training in the E-Learning System: The Conceptual Model Based on a Critical Review

    Directory of Open Access Journals (Sweden)

    Zohrehsadat Mirmoghtadaie

    2017-04-01

    Full Text Available Background and Purpose: In education of medical science courses, there has been a growing orientation towards replacing traditional teaching in with E-learning education. Since the modern system of education is based on self-directed learning, e-learning requires special powers to deal with new-emerging challenges and professionally encounter the learning environment. The purpose of the present research is to explain and provide a conceptual model for professional competency in this system.Methods: In this review, different internet and library resources, indexed in Scirus, Pre Quest, Scopus, IEEE, SID, Magiran, Eric, Taylor and Francis, and Google Scholar from 1990 to 2015 were searched using the following keywords: function, manner, ethics, conduct disposition, netiquette, values, academic fraud, moral professionalism, and behavior ine-learning in combination and separately. The Critical Review methodology and Carnwell and Randolph structures were used. The most recent and richest resources that were more relevant to the issue were selected and their information was extracted.Results: Among review of 98 articles, documents of 34 relevant and valid articles were extracted. Based on the results, Digital Literacy, study skills, Cyber Ethics, and Netiquette were considered the main components of scientific and ethical competency in e-learning. 40 components were included in these dimensions.Conclusions: Although there is general interest in e-learning, the target population (learners are not prepared to use such an environment and require strong support. In this paper, we provided a summarized scheme and conceptual pattern fore-learners to move towards promotion of learning.Keywords: PROFESSIONAL FUNCTION, E-LEARNER, E-LEARNING, CRITICAL REVIEW

  18. 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

  19. 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...

  20. THE LET ME LEARN PROFESSIONAL LEARNING PROCESS FOR TEACHER TRANSFORMATION

    OpenAIRE

    Calleja, Colin

    2013-01-01

    This research set out to explore how a group of nine educators from a Catholic Church school in Malta, who have attended the Let Me Learn professional Learning process (LMLpLp), experienced personal and professional transformation. This study investigates those factors influencing participants in their transformative learning journey. It also explores the dynamics of transformative learning and whether individual transformation affects the school’s transformative learning experience. More spe...

  1. 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.

  2. Patterns in Teacher Learning in Different Phases of the Professional Career

    Science.gov (United States)

    Vermunt, Jan D.; Endedijk, Maaike D.

    2011-01-01

    This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about…

  3. Deep Learning versus Professional Healthcare Equipment: A Fine-Grained Breathing Rate Monitoring Model

    Directory of Open Access Journals (Sweden)

    Bang Liu

    2018-01-01

    Full Text Available In mHealth field, accurate breathing rate monitoring technique has benefited a broad array of healthcare-related applications. Many approaches try to use smartphone or wearable device with fine-grained monitoring algorithm to accomplish the task, which can only be done by professional medical equipment before. However, such schemes usually result in bad performance in comparison to professional medical equipment. In this paper, we propose DeepFilter, a deep learning-based fine-grained breathing rate monitoring algorithm that works on smartphone and achieves professional-level accuracy. DeepFilter is a bidirectional recurrent neural network (RNN stacked with convolutional layers and speeded up by batch normalization. Moreover, we collect 16.17 GB breathing sound recording data of 248 hours from 109 and another 10 volunteers to train and test our model, respectively. The results show a reasonably good accuracy of breathing rate monitoring.

  4. Professional learning versus interprofessional learning

    DEFF Research Database (Denmark)

    Nielsen, Cathrine Sand

    2014-01-01

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

  5. A Collaborative Action Research Approach to Professional Learning

    Science.gov (United States)

    Bleicher, Robert E.

    2014-01-01

    The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR)…

  6. Learning Nursing in the Workplace Community: The Generation of Professional Capital

    Science.gov (United States)

    Gobbi, Mary

    This chapter explores the connections between learning, working and professional communities in nursing. It draws on experiences and research in nursing practice and education, where not only do isolated professionals learn as a result of their actions for patients and others, but those professionals are part of a community whose associated networks enable learning to occur. Several characteristics of this professional community are shared with those found in Communities of Practice (CoPs) (Lave and Wenger, 1991; Wenger, 1998), but the balance and importance of many elements can differ. For instance, whilst Lave and Wenger (1991) describe many aspects of situated learning in CoPs that apply to nurses, their model is of little help in understanding the ways in which other professions as well as patients/clients and carers influence the development of nursing practice. Therefore, I shall argue that it is not just the Community of Practice that we need to consider

  7. Understanding Teachers' Professional Learning Goals from Their Current Professional Concerns

    Science.gov (United States)

    Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

    2018-01-01

    In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional…

  8. Professional Learning in Higher Education: Making Good Practice Relevant

    Science.gov (United States)

    Daniels, Jeannie

    2017-01-01

    Professionals working in a range of contexts are increasingly expected to engage in ongoing professional learning to maintain their skills and develop their practices. In this paper, I focus on professional learning in Higher Education and challenge the standardisation of professional learning that is becoming prevalent in a number of countries. I…

  9. Professional Learning and Collaboration

    OpenAIRE

    Greer, Janet Agnes

    2012-01-01

    The American education system must utilize collaboration to meet the challenges and demands our culture poses for schools. Deeply rooted processes and structures favor teaching and learning in isolation and hinder the shift to a more collaborative paradigm. Professional learning communities (PLCs) support continuous teacher learning, improved efficacy, and program implementation. The PLC provides the framework for the development and enhancement of teacher collaboration and teacher collaborat...

  10. 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.

  11. Wanted: role models - medical students’ perceptions of professionalism

    Directory of Open Access Journals (Sweden)

    Byszewski Anna

    2012-11-01

    Full Text Available Abstract Background Transformation of medical students to become medical professionals is a core competency required for physicians in the 21st century. Role modeling was traditionally the key method of transmitting this skill. Medical schools are developing medical curricula which are explicit in ensuring students develop the professional competency and understand the values and attributes of this role. The purpose of this study was to determine student perception of professionalism at the University of Ottawa and gain insights for improvement in promotion of professionalism in undergraduate medical education. Methods Survey on student perception of professionalism in general, the curriculum and learning environment at the University of Ottawa, and the perception of student behaviors, was developed by faculty and students and sent electronically to all University of Ottawa medical students. The survey included both quantitative items including an adapted Pritzker list and qualitative responses to eight open ended questions on professionalism at the Faculty of Medicine, University of Ottawa. All analyses were performed using SAS version 9.1 (SAS Institute Inc. Cary, NC, USA. Chi-square and Fischer’s exact test (for cell count less than 5 were used to derive p-values for categorical variables by level of student learning. Results The response rate was 45.6% (255 of 559 students for all four years of the curriculum. 63% of the responses were from students in years 1 and 2 (preclerkship. Students identified role modeling as the single most important aspect of professionalism. The strongest curricular recommendations included faculty-led case scenario sessions, enhancing interprofessional interactions and the creation of special awards to staff and students to “celebrate” professionalism. Current evaluation systems were considered least effective. The importance of role modeling and information on how to report lapses and breaches was

  12. Contextual complexity: The professional learning experiences of seven classroom teachers when engaged in “quality teaching”

    Directory of Open Access Journals (Sweden)

    Ken Edge

    2015-12-01

    Full Text Available This research study interrogates the self-reported perceptions of seven experienced Human Society and Its Environment (HSIE teachers about the professional learning influencing their classroom teaching after being involved in a number of initiatives to improve their teaching in New South Wales (Australia. The results indicated that the teachers’ professional learning experiences, ways of thinking about professional learning and responses to implementation of new approaches to professional learning were dominated by traditional training models even while operating under a new state-wide professional learning model (Quality Teaching approach. While the teachers acknowledged the value of reflective practice, collaborative networking and teaming, they found that difficulties in implementing these strategies within faculties and across schools lessened their impact. It was apparent that local institutional history, context and politics had an enormous impact on the success of the professional learning programme. The findings of this study are significant because leadership aimed at acknowledging and addressing the teaching context at the school level is a critical factor if we are to develop twenty-first-century teachers.

  13. Teaching language teachers scaffolding professional learning

    CERN Document Server

    Maggioli, Gabriel Diaz

    2012-01-01

    Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

  14. Self-regulatory Behaviors and Approaches to Learning of Arts Students: A Comparison Between Professional Training and English Learning.

    Science.gov (United States)

    Tseng, Min-Chen; Chen, Chia-Cheng

    2017-06-01

    This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between students' professional training and English learning. The participants consisted of 344 arts majors. The Academic Self-Regulation Questionnaire and the Revised Learning Process Questionnaire were adopted to examine students' self-regulatory behaviors and their approaches to learning. The results show that a positive and significant correlation was found in students' self-regulatory behaviors between professional training and English learning. The results indicated that increases in using self-regulatory behaviors in professional training were associated with increases in applying self-regulatory behaviors in learning English. Seeking assistance, self-evaluation, and planning and organizing were significant predictors for learning English. In addition, arts students used the deep approach more often than the surface approach in both their professional training and English learning. A positive correlation was found in DA, whereas a negative correlation was shown in SA between students' self-regulatory behaviors and their approaches to learning. Students with high self-regulation adopted a deep approach, and they applied the surface approach less in professional training and English learning. In addition, a SEM model confirmed that DA had a positive influence; however, SA had a negative influence on self-regulatory behaviors.

  15. Analyzing Learning in Professional Learning Communities: A Conceptual Framework

    Science.gov (United States)

    Van Lare, Michelle D.; Brazer, S. David

    2013-01-01

    The purpose of this article is to build a conceptual framework that informs current understanding of how professional learning communities (PLCs) function in conjunction with organizational learning. The combination of sociocultural learning theories and organizational learning theories presents a more complete picture of PLC processes that has…

  16. An organisational perspective on professionals' learning

    DEFF Research Database (Denmark)

    Elkjær, Bente; Brandi, Ulrik

    2014-01-01

    that they are connected with. These are a behavioural, a cognitive and a practice-based perspective on organisational learning respectively. We propose that these lenses on organisations and learning may help us see professionals’ learning as contextualised in both their work practices and their places of work, i......The purpose and contribution of our chapter is to provide a vision for professionals’ learning in the light of the field of organisational learning, and through this lens to incorporate various understandings of the organisational dynamics that professionals work and learn in and through. Inspired...... by some of the founding fathers of the field of organisational learning, Chris Argyris and Donald Schön (Argyris & Schön, 1978; 1996: 3), we ask: “what is an organisation that professionals may learn?” We answer this question by introducing three understandings of organisations and the learning theories...

  17. Transformative Learning and Professional Identity Formation During International Health Electives: A Qualitative Study Using Grounded Theory.

    Science.gov (United States)

    Sawatsky, Adam P; Nordhues, Hannah C; Merry, Stephen P; Bashir, M Usmaan; Hafferty, Frederic W

    2018-03-27

    International health electives (IHEs) are widely available during residency and provide unique experiences for trainees. Theoretical models of professional identity formation and transformative learning may provide insight into residents' experiences during IHEs. The purpose of this study was to explore transformative learning and professional identity formation during resident IHEs and characterize the relationship between transformative learning and professional identity formation. The authors used a constructivist grounded theory approach, with the sensitizing concepts of transformative learning and professional identity formation to analyze narrative reflective reports of residents' IHEs. The Mayo International Health Program supports residents from all specialties across three Mayo Clinic sites. In 2015, the authors collected narrative reflective reports from 377 IHE participants dating from 2001-2014. Reflections were coded and themes were organized into a model for transformative learning during IHEs, focusing on professional identity. Five components of transformative learning were identified during IHEs: a disorienting experience; an emotional response; critical reflection; perspective change; and a commitment to future action. Within the component of critical reflection three domains relating to professional identity were identified: making a difference; the doctor-patient relationship; and medicine in its "purest form." Transformation was demonstrated through perspective change and a commitment to future action, including continued service, education, and development. IHEs provide rich experiences for transformative learning and professional identity formation. Understanding the components of transformative learning may provide insight into the interaction between learner, experiences, and the influence of mentors in the process of professional identity formation.

  18. Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development

    Directory of Open Access Journals (Sweden)

    Joyce Yukawa

    2009-06-01

    Full Text Available Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative.Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development. Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes

  19. 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

  20. Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning

    Science.gov (United States)

    Gaudioso, Jennifer A.

    2017-01-01

    Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning Jennifer Gaudioso Principal Professional Learning Communities (PPLCs) have emerged as a vehicle for professional development of principals, but there is little research on how principals experience PPLCs or how districts can support…

  1. New Standards Put the Spotlight on Professional Learning

    Science.gov (United States)

    Mizell, Hayes; Hord, Shirley; Killion, Joellen; Hirsh, Stephanie

    2011-01-01

    Learning Forward introduces new Standards for Professional Learning. This is the third iteration of standards outlining the characteristics of professional learning that lead to effective teaching practices, supportive leadership, and improved student results. The standards are not a prescription for how education leaders and public officials…

  2. Holding the Reins of the Professional Learning Community: Eight Themes from Research on Principals' Perceptions of Professional Learning Communities

    Science.gov (United States)

    Cranston, Jerome

    2009-01-01

    Using a naturalistic inquiry approach and thematic analysis, this paper outlines the findings of a research study that examined 12 Manitoba principals' conceptions of professional learning communities. The study found that these principals consider the development of professional learning communities to be a normative imperative within the…

  3. In the Round: Supporting Teachers' Authentic Professional Learning

    Science.gov (United States)

    Strand, Matt

    2013-01-01

    This is a study of teachers' authentic professional learning at a public school in Poudre School District in northern Colorado. At Polaris Expeditionary Learning School, teachers and administrators have developed a form of school-based instructional rounds referred to herein as PLC rounds (professional learning community rounds). In PLC rounds,…

  4. Professional International Service Learning as an International Service Learning Opportunity Appropriate for Graduate or Professional Students

    Science.gov (United States)

    Lightfoot, Elizabeth; Lee, Hee Yun

    2015-01-01

    Graduate and professional schools are increasingly using short-term international study abroad courses as one way for internationalizing their curriculum. While international service learning can be a means for improving students' engagement in international learning experiences and providing a structure for learning, it is difficult to design…

  5. Harnessing the Power of Learning Management Systems: An E-Learning Approach for Professional Development.

    Science.gov (United States)

    White, Meagan; Shellenbarger, Teresa

    E-learning provides an alternative approach to traditional professional development activities. A learning management system may help nursing professional development practitioners deliver content more efficiently and effectively; however, careful consideration is needed during planning and implementation. This article provides essential information in the selection and use of a learning management system for professional development.

  6. The Future of Professional Learning

    Science.gov (United States)

    Burns, Mary

    2013-01-01

    What will technology-based teacher professional development look like in the next few years? In this article, teacher training curriculum designer Mary Burns presents her 5 top picks from the professional learning technologies now emerging around the world: (1) IPTV; (2) Immersive Environments; (3) Video; (4) Social Media; and (5) Mobile…

  7. "Follow" Me: Networked Professional Learning for Teachers

    Science.gov (United States)

    Holmes, Kathryn; Preston, Greg; Shaw, Kylie; Buchanan, Rachel

    2013-01-01

    Effective professional learning for teachers is fundamental for any school system aiming to make transformative and sustainable change to teacher practice. This paper investigates the efficacy of Twitter as a medium for teachers to participate in professional learning by analysing the tweets of 30 influential users of the popular medium. We find…

  8. 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…

  9. Supporting Professional Learning in a Massive Open Online Course

    Science.gov (United States)

    Milligan, Colin; Littlejohn, Allison

    2014-01-01

    Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs),…

  10. Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning

    Science.gov (United States)

    Peters, Vanessa L.; Songer, Nancy Butler

    2013-10-01

    This paper reports the results of a three-stage usability test of a modeling tool designed to support learners' deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students' task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students' mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students' productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students' use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning.

  11. Designing Professional Learning Communities through Understanding the Beliefs of Learning

    Science.gov (United States)

    Ke, Jie; Kang, Rui; Liu, Di

    2016-01-01

    This study was designed to initiate the process of building professional development learning communities for pre-service math teachers through revealing those teachers' conceptions/beliefs of students' learning and their own learning in China. It examines Chinese pre-service math teachers' conceptions of student learning and their related…

  12. Understanding the Context of Learning in an Online Social Network for Health Professionals' Informal Learning.

    Science.gov (United States)

    Li, Xin; Gray, Kathleen; Verspoor, Karin; Barnett, Stephen

    2017-01-01

    Online social networks (OSN) enable health professionals to learn informally, for example by sharing medical knowledge, or discussing practice management challenges and clinical issues. Understanding the learning context in OSN is necessary to get a complete picture of the learning process, in order to better support this type of learning. This study proposes critical contextual factors for understanding the learning context in OSN for health professionals, and demonstrates how these contextual factors can be used to analyse the learning context in a designated online learning environment for health professionals.

  13. Establishing Time for Professional Learning

    Science.gov (United States)

    Journal of Staff Development, 2013

    2013-01-01

    Time for collaborative learning is an essential resource for educators working to implement college- and career-ready standards. The pages in this article include tools from the workbook "Establishing Time for Professional Learning." The tools support a complete process to help educators effectively find and use time. The following…

  14. E-learning and professional development--never too old to learn.

    Science.gov (United States)

    Gill, Anthony

    A growing concern among healthcare professionals is the need to continually update knowledge and skills in order to enhance clinical practice. It is recognized that there are major concerns about recruitment and retention of staff within health care, and an increasing need for greater emphasis on valuing the existing workforce. This article contributes to the debate about the role of e-learning in conjunction with continuing professional development (CPD) and personal professional development. It describes how healthcare professionals utilized an innovative, self-managed, pick-up and put-down distance learning module delivered online or by CD-ROM. Staff enrolled on the module were encouraged to complete a questionnaire online or by post upon completion of each unit; to enhance validity, telephone interviews were also conducted with selected staff. Results indicate that participants showed some improvement in all categories, especially patient care where 90% of staff reported some improvement after completing the course. This particular method of teaching and learning was shown to be favoured by staff as a method of CPD, and thus has the potential to enhance patient care.

  15. Planning for Technology Integration in a Professional Learning Community

    Science.gov (United States)

    Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth

    2017-01-01

    Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…

  16. [Adult learning, professional autonomy and individual commitment].

    Science.gov (United States)

    Pardell-Alentá, H

    The concept of 'andragogy' is the basis of the adult education which is different from pedagogy in several aspects, particularly in the autonomy of the adult learner in choosing the educational programmes and the methodologies and sites in where learning occurs. This happens very often in the worksite. The professionals have to learn permanently during their active lives in order to maintain their competence updated. In this sense, continuing education correlates with continuing professional development, which is an attempt to enlarge the traditional domains of continuing education. Continuing education must be clearly differentiated from formal education, which is a requirement for granting professional degrees or titles. Very often it arises from the changing health needs and for this reason is necessary to avoid the institutionalization of continuing education programmes. Professional associations should be actively involved in providing and accrediting continuing education-continuing professional development programmes, because this involvement is an essential component of the professionals' self-regulation in the context of the current medical professionalism ideology.

  17. 5 CFR 551.208 - Learned professionals.

    Science.gov (United States)

    2010-01-01

    ... chemistry. However, the learned professional exemption is not applicable to occupations that customarily may... engineers, and performs work using knowledge acquired through on-the-job and classroom training rather than... will not qualify as exempt professionals. (f) Engineering. Engineers generally meet the duties...

  18. OBSERVATIONS ON ENGLISH LEARNING MOTIVATION IN PROFESSIONAL COLLEGES

    Institute of Scientific and Technical Information of China (English)

    GuoShixiang

    2004-01-01

    The study was carried out on 78 students majoring in tourism in a professional college based on their fourth-term final English achievements. A small scale questionnaire investigated students' English learning motivation. The study reveals that:1) Most of the professional college students English learning motivation is instrumental motivation or certificate motivation.2)Successful learners have intrinsic motivation.3)unsuccessfull earners have extrinsic motivation.4)Both successful learners and unsuccessful learners spend nearly the same time learning English. In the light of social constructivism,the thesis analyzes the students' English learning motivation in professional colleges on the basis of the result of the investigation. It also illustrates causes of formed motivation. Four education suggestions are put forward based on the study.

  19. Professional Learning 101: A Syllabus of Seven Protocols

    Science.gov (United States)

    Fogarty, Robin; Pete, Brian

    2010-01-01

    Seven elements found in professional development research are necessary for successful professional development programs. High-quality professional learning must be sustained, job-embedded, collegial, interactive, integrative, practical, and results-oriented.

  20. Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students

    Directory of Open Access Journals (Sweden)

    Esa Virkkula

    2017-09-01

    Full Text Available One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.

  1. The challenge to the four-status eLearning model for healthcare professionals: a critique on a developing world case study

    OpenAIRE

    Turnbull, Niruwan; Wills, Gary; Gobbi, Mary

    2010-01-01

    This paper presents the critical reviews of the advantages and disadvantages of eLearning for health professionals. The impact of eLearning on healthcare professionals is explored; the focus is on health professionals in rural Thailand. Literature suggests that there are four main topics related to the drivers and barriers in eLearning, they are: Infrastructure; Finance; Policies; and Culture (IFPC). Because of the reports of online learning success and the growing use in all areas of higher ...

  2. GP and pharmacist inter-professional learning - a grounded theory study.

    Science.gov (United States)

    Cunningham, David E; Ferguson, Julie; Wakeling, Judy; Zlotos, Leon; Power, Ailsa

    2016-05-01

    Practice Based Small Group Learning (PBSGL) is an established learning resource for primary care clinicians in Scotland and is used by one-third of general practitioners (GPs). Scottish Government and UK professional bodies have called for GPs and pharmacists to work more closely together to improve care. To gain GPs' and pharmacists' perceptions and experiences of learning together in an inter-professional PBSGL pilot. Qualitative research methods involving established GP PBSGL groups in NHS Scotland recruiting one or two pharmacists to join them. A grounded theory method was used. GPs were interviewed in focus groups by a fellow GP, and pharmacists were interviewed individually by two researchers, neither being a GP or a pharmacist. Interviews were audio-recorded, transcribed and analysed using grounded theory methods. Data saturation was achieved and confirmed. Three themes were identified: GPs' and pharmacists' perceptions and experiences of inter-professional learning; Inter-professional relationships and team-working; Group identity and purpose of existing GP groups. Pharmacists were welcomed into GP groups and both professions valued inter-professional PBSGL learning. Participants learned from each other and both professions gained a wider perspective of the NHS and of each others' roles in the organisation. Inter-professional relationships, communication and team-working were strengthened and professionals regarded each other as peers and friends.

  3. Coaching Discourse: Supporting Teachers' Professional Learning

    Science.gov (United States)

    Heineke, Sally F.

    2013-01-01

    Although coaching is used in many schools to facilitate teachers' professional learning, few studies look closely at coaching discourse. Exploring how coaching facilitates teachers' professional development, this study used tape-recorded coaching sessions and individual post-interviews to examine the one-on-one coaching interactions of 4…

  4. Professional development in sport psychology : relating learning experiences to learning outcomes

    NARCIS (Netherlands)

    Hutter, R. I. (Vana); Oldenhof-Veldman, Tanja; Pijpers, J. R. (Rob); Oudejans, Raôul R.D.

    2017-01-01

    To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences

  5. Effective Strategies for Sustaining Professional Learning Communities

    Science.gov (United States)

    Bennett, Patricia R.

    2010-01-01

    Professional Learning Communities (PLCs), in which educators work collaboratively to improve learning for students, need effective strategies to sustain them. PLCs promote continuous improvement in student learning and build academic success with increased teacher expertise. Grounded in organizational systems theory, participative leadership…

  6. Workplace Learning in Dual Higher Professional Education

    Science.gov (United States)

    Poortman, Cindy L.; Reenalda, Marloes; Nijhof, Wim J.; Nieuwenhuis, Loek F. M.

    2014-01-01

    Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In this study we explore workplace learning in dual…

  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. Workplace Learning in Dual Higher Professional Education

    NARCIS (Netherlands)

    Poortman, Cindy Louise; Reenalda, Marloes; Nijhof, W.J.; Nieuwenhuis, Loek

    2014-01-01

    Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In

  9. Workplace Learning in Dual Higher Professional Education

    NARCIS (Netherlands)

    Reenalda, Marloes; Poortman, Cindy; Nijhof, Wim; Nieuwenhuis, Loek

    2018-01-01

    Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In

  10. Relationships Between the External and Internal Training Load in Professional Soccer: What Can We Learn From Machine Learning?

    Science.gov (United States)

    Jaspers, Arne; Beéck, Tim Op De; Brink, Michel S; Frencken, Wouter G P; Staes, Filip; Davis, Jesse J; Helsen, Werner F

    2017-12-28

    Machine learning may contribute to understanding the relationship between the external load and internal load in professional soccer. Therefore, the relationship between external load indicators and the rating of perceived exertion (RPE) was examined using machine learning techniques on a group and individual level. Training data were collected from 38 professional soccer players over two seasons. The external load was measured using global positioning system technology and accelerometry. The internal load was obtained using the RPE. Predictive models were constructed using two machine learning techniques, artificial neural networks (ANNs) and least absolute shrinkage and selection operator (LASSO), and one naive baseline method. The predictions were based on a large set of external load indicators. Using each technique, one group model involving all players and one individual model for each player was constructed. These models' performance on predicting the reported RPE values for future training sessions was compared to the naive baseline's performance. Both the ANN and LASSO models outperformed the baseline. Additionally, the LASSO model made more accurate predictions for the RPE than the ANN model. Furthermore, decelerations were identified as important external load indicators. Regardless of the applied machine learning technique, the group models resulted in equivalent or better predictions for the reported RPE values than the individual models. Machine learning techniques may have added value in predicting the RPE for future sessions to optimize training design and evaluation. Additionally, these techniques may be used in conjunction with expert knowledge to select key external load indicators for load monitoring.

  11. ECLIPPx: an innovative model for reflective portfolios in life-long learning.

    Science.gov (United States)

    Cheung, C Ronny

    2011-03-01

    For healthcare professionals, the educational portfolio is the most widely used component of lifelong learning - a vital aspect of modern medical practice. When used effectively, portfolios provide evidence of continuous learning and promote reflective practice. But traditional portfolio models are in danger of becoming outmoded, in the face of changing expectations of healthcare provider competences today. Portfolios in health care have generally focused on competencies in clinical skills. However, many other domains of professional development, such as professionalism and leadership skills, are increasingly important for doctors and health care professionals, and must be addressed in amassing evidence for training and revalidation. There is a need for modern health care learning portfolios to reflect this sea change. A new model for categorising the health care portfolios of professionals is proposed. The ECLIPPx model is based on personal practice, and divides the evidence of ongoing professional learning into four categories: educational development; clinical practice; leadership, innovation and professionalism; and personal experience. The ECLIPPx model offers a new approach for personal reflection and longitudinal learning, one that gives flexibility to the user whilst simultaneously encompassing the many relatively new areas of competence and expertise that are now required of a modern doctor. © Blackwell Publishing Ltd 2011.

  12. Course redesign for blended learning: modern optics for technical professionals.

    NARCIS (Netherlands)

    Collis, Betty; Bruijstens, Huib; van der Veen, Jan Kees

    2003-01-01

    Philips Centre for Technical Training (CTT) is responsible for the on-going professional education of scientific staff in Philips Research Laboratories worldwide. This article addresses the 'why' and 'how' of an evolution toward more flexible learning at the CTT in which various models for blended

  13. 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.

  14. Closer to Learning: Social Networks, Trust, and Professional Communities

    Science.gov (United States)

    Liou, Yi-Hwa; Daly, Alan J.

    2014-01-01

    Researchers, educators, and policymakers suggest the use of professional learning communities as one important approach to the improvement of teaching and learning. However, relatively little research examines the interplay of professional interactions (structural social capital) around instructional practices and key elements of professional…

  15. Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences

    OpenAIRE

    Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne

    2017-01-01

    The study identifies the relationships between active learning, student teachers’ self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well a...

  16. A Coterminous Collaborative Learning Model: Interconnectivity of Leadership and Learning

    Directory of Open Access Journals (Sweden)

    Ilana Margolin

    2012-05-01

    Full Text Available This qualitative ethnographic study examines a collaborative leadership model focused on learning and socially just practices within a change context of a wide educational partnership. The study analyzes a range of perspectives of novice teachers, mentor teachers, teacher educators and district superintendents on leadership and learning. The findings reveal the emergence of a coalition of leaders crossing borders at all levels of the educational system: local school level, district level and teacher education level who were involved in coterminous collaborative learning. Four categories of learning were identified as critical to leading a change in the educational system: learning in professional communities, learning from practice, learning through theory and research and learning from and with leaders. The implications of the study for policy makers as well as for practitioners are to adopt a holistic approach to the educational environment and plan a collaborative learning continuum from initial pre-service programs through professional development learning at all levels.

  17. The State of Educators' Professional Learning in Canada. Executive Summary

    Science.gov (United States)

    Campbell, Carol; Osmond-Johnson, Pamela; Faubert, Brenton; Zeichner, Kenneth; Hobbs-Johnson, Audrey

    2016-01-01

    Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada. "The State of Educators' Professional Learning in Canada" was researched by a team led by Carol Campbell, Associate Professor of Leadership and Educational…

  18. Democratic learning in the Aalborg Model

    DEFF Research Database (Denmark)

    Qvist, Palle

    A democratic learning system can be defined as a system where decisions, processes and behaviour related to learning are established through argumentation (discussion) or negotiation (dialog), voting or consensus (alone or in combination) between those affected by the decision simultaneously...... reaching the learning outcomes, the technical and professional knowledge and insight. In principle the participants must be equal with equal rights and feel committed to the values of rationality and impartiality. The Aalborg Model is an example of a democratic learning system although not 100% democratic......, processes and behaviour related to learning can be established through argumentation (discussion) or negotiation (dialog), voting or consensus (alone or in combination) within the group simultaneously reaching the learning outcomes, the technical and professional knowledge and insight. This article...

  19. Using John M. Keller's MVP Model in Teaching Professional Values and Behaviors

    Science.gov (United States)

    Theall, Michael; Graham, DeBorah D.

    2017-01-01

    This chapter discusses teaching and learning in the affective domain and the development of beliefs, values, and behaviors common in professional school education. We use Keller's MVP model as the basis for designing a teacher education course where professional "dispositions" are critical learning outcomes.

  20. Barriers to Change: Findings from Three Literacy Professional Learning Initiatives

    Science.gov (United States)

    Parsons, Allison Ward; Parsons, Seth A.; Morewood, Aimee; Ankrum, Julie W.

    2016-01-01

    In this article, we describe lessons learned from three separate literacy professional learning initiatives that took place in elementary schools in three different locations: high-poverty urban, medium-poverty rural, and low-poverty suburban. The professional learning initiatives were also diverse in scope: one was a three-year, school-wide…

  1. Supporting Evidence Use in Networked Professional Learning: The Role of the Middle Leader

    Science.gov (United States)

    LaPointe-McEwan, Danielle; DeLuca, Christopher; Klinger, Don A.

    2017-01-01

    Background: In Canada, contemporary collaborative professional learning models for educators utilise multiple forms of evidence to inform practice. Commonly, two forms of evidence are prioritised: (a) research-based evidence and (b) classroom-based evidence of student learning. In Ontario, the integration of these two forms of evidence within…

  2. Professional Vision and the Politics of Teacher Learning

    Science.gov (United States)

    Lefstein, Adam; Snell, Julia

    2011-01-01

    This article explores the political dimensions of teacher learning, both in theoretical work on teacher professional vision, and in an empirical study of video-based teacher professional development. Theoretically, we revisit the origins of "professional vision" in linguistic anthropology and trace the concept's evolution in teacher…

  3. Transfer of Online Professional Learning to Teachers' Classroom Practice

    Science.gov (United States)

    Herrington, Anthony; Herrington, Jan; Hoban, Garry; Reid, Doug

    2009-01-01

    Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. However, it is not clear how well the approach impacts on teachers' classroom practices. This…

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

    Science.gov (United States)

    Williams, B

    2001-04-01

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

  6. Blogging for educators writing for professional learning

    CERN Document Server

    Sackstein, Starr

    2015-01-01

    Join the education blogosphere with this easy, go-to guide! This engaging, all-in-one resource from expert blogger Starr Sackstein takes educators by the hand and guides them through the easy, step-by-step process of blogging. You'll quickly turn snippets of writing time into a tool for reflective and collaborative professional growth. With instructive sample blog posts from sites like Blogger and Wordpress and generous examples and resource listings, this guide helps busy educators learn: The value of blogging for professional learning Best practices for safe digital citizenship How to deal w

  7. The Game Enhanced Learning Model

    DEFF Research Database (Denmark)

    Reng, Lars; Schoenau-Fog, Henrik

    2016-01-01

    will describe the levels of the model, which is based on our experience in teaching professional game development at university level. Furthermore, we have been using the model to inspire numerous educators to improve their students’ motivation and skills. The model presents various game-based learning...... activities, and depicts their required planning and expected outcome through eight levels. At its lower levels, the model contains the possibilities of using stand-alone analogue and digital games as teachers, utilizing games as a facilitator of learning activities, exploiting gamification and motivating......In this paper, we will introduce the Game Enhanced learning Model (GEM), which describes a range of gameoriented learning activities. The model is intended to give an overview of the possibilities of game-based learning in general and all the way up to purposive game productions. In the paper, we...

  8. Designing Dialogic E-Learning in Pharmacy Professionalism Using Calibrated Feedback Loops (CFLs

    Directory of Open Access Journals (Sweden)

    Sue Roff

    2013-09-01

    Full Text Available The feedback analytics of online software including Articulate and Bristol Online Surveys can be used to facilitate dialogic learning in a community of practice such as Pharmacy and, thereby, promote reflective learning by the creation of formative calibrated feedback loops. Based on work with medical, dental, nursing, osteopathic, and social work students, trainees, and registrants, the paper shows how an online learning community can be created along the continuum from undergraduate to registrant to develop authentic dialogic e-learning around standards of Professionalism. The Dundee PolyProfessionalism inventories and Situational Judgement Scenarios (SJSs can be customised for Pharmacy Professionalism learning to support evidence-based curriculum design along benchmarked learning curves and to profile Professionalism learning in individuals and cohorts.

  9. Teacher Collaboration and Student Learning in a Professional Learning Community

    Science.gov (United States)

    Vaughan, Mary Elaine

    2013-01-01

    Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…

  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. Doping Among Professional Athletes in Iran: A Test of Akers's Social Learning Theory.

    Science.gov (United States)

    Kabiri, Saeed; Cochran, John K; Stewart, Bernadette J; Sharepour, Mahmoud; Rahmati, Mohammad Mahdi; Shadmanfaat, Syede Massomeh

    2018-04-01

    The use of performance-enhancing drugs (PED) is common among Iranian professional athletes. As this phenomenon is a social problem, the main purpose of this research is to explain why athletes engage in "doping" activity, using social learning theory. For this purpose, a sample of 589 professional athletes from Rasht, Iran, was used to test assumptions related to social learning theory. The results showed that there are positive and significant relationships between the components of social learning theory (differential association, differential reinforcement, imitation, and definitions) and doping behavior (past, present, and future use of PED). The structural modeling analysis indicated that the components of social learning theory accounts for 36% of the variance in past doping behavior, 35% of the variance in current doping behavior, and 32% of the variance in future use of PED.

  12. Storytelling and Professional Learning

    Science.gov (United States)

    Doecke, Brenton

    2015-01-01

    This essay explores the role that storytelling might play in the professional learning of English teachers. It begins by reflecting on the ways that stories shape our everyday lives, and then considers how the meaning-making potential of storytelling might enable us to gain insights into our work as educators. This is in contradistinction to the…

  13. Learning in professionally 'distant' contexts: opportunities and challenges.

    Science.gov (United States)

    Mausz, Justin; Tavares, Walter

    2017-08-01

    The changing nature of healthcare education and delivery is such that clinicians will increasingly find themselves practicing in contexts that are physically and/or conceptually different from the settings in which they were trained, a practice that conflicts on some level with socio-cultural theories of learning that emphasize learning in context. Our objective was therefore to explore learning in 'professionally distant' contexts. Using paramedic education, where portions of training occur in hospital settings despite preparing students for out-of-hospital work, fifty-three informants (11 current students, 13 recent graduates, 16 paramedic program faculty and 13 program coordinators/directors) took part in five semi-structured focus groups. Participants reflected on the value and role of hospital placements in paramedic student development. All sessions were audio recorded, transcribed verbatim and analyzed using inductive thematic analysis. In this context six educational advantages and two challenges were identified when using professionally distant learning environments. Learning could still be associated with features such as (a) engagement through "authenticity", (b) technical skill development, (c) interpersonal skill development, (d) psychological resilience, (e) healthcare system knowledge and (f) scaffolding. Variability in learning and misalignment with learning goals were identified as potential threats. Learning environments that are professionally distant from eventual practice settings may prove meaningful by providing learners with foundational and preparatory learning experiences for competencies that may be transferrable. This suggests that where learning occurs may be less important than how the experience contributes to the learner's development and the meaning or value he/she derives from it.

  14. Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

    Science.gov (United States)

    Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

    2016-01-01

    This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

  15. Active Learning and Self-Regulation Enhance Student Teachers' Professional Competences

    Science.gov (United States)

    Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne

    2017-01-01

    The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey…

  16. Professional Learning Experiences and Administrator Practice: Is There a Connection?

    Science.gov (United States)

    Bickmore, Dana L.

    2012-01-01

    This study identified the formal and informal professional learning experiences in which school administrators engaged and the relationship between these professional learning experiences and administrator practice. The researcher developed an instrument that solicited school administrators' engagement and perceived value of formal and informal…

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

    Science.gov (United States)

    Longhurst, Max L.

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

  18. Exploring informal workplace learning in primary healthcare for continuous professional development.

    Science.gov (United States)

    Joynes, Viktoria; Kerr, Micky; Treasure-Jones, Tamsin

    2017-07-01

    All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes. Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups. Three observations of multi-disciplinary team meetings were used to establish potential team-based learning activities. Triggers for informal workplace learning included patients presenting challenging or unusual conditions; exposure to others' professional practice; and policy driven changes through revised guidance and protocols. By exploring how these triggers were acted upon, we identified mechanisms through which the primary care workplace supports or restricts informal learning through working practices, existing technologies and inter-professional structures. Informal workplace learning was identified as arising from both opportunistic encounters and more planned activities, which are both supported and restricted through a variety of mechanisms. Maximising informal learning opportunities and removing barriers to doing so should be a priority for primary care practitioners, managers and educators.

  19. Organizational Learning: A Review of the Literature with Implications for HRD Professionals.

    Science.gov (United States)

    Dixon, Nancy M.

    1992-01-01

    A model of organizational learning includes information acquisition, information distribution/interpretation, meaning making, organizational memory, and information retrieval. Human resource development professionals have techniques for increasing competence in individuals, but they must also do so for organizations. (SK)

  20. The State of Educators' Professional Learning in British Columbia: Executive Summary

    Science.gov (United States)

    Brown, Sherri; Hales, Anne; Kuehn, Larry; Steffensen, Karen

    2016-01-01

    Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada entitled "The State of Educators' Professional Learning in Canada." A research team led by Carol Campbell, Associate Professor of Leadership and Educational…

  1. Vocational Teachers and Professionalism - A Model Based on Empirical Analyses

    DEFF Research Database (Denmark)

    Duch, Henriette Skjærbæk; Andreasen, Karen E

    Vocational Teachers and Professionalism - A Model Based on Empirical Analyses Several theorists has developed models to illustrate the processes of adult learning and professional development (e.g. Illeris, Argyris, Engeström; Wahlgren & Aarkorg, Kolb and Wenger). Models can sometimes be criticized...... emphasis on the adult employee, the organization, its surroundings as well as other contextual factors. Our concern is adult vocational teachers attending a pedagogical course and teaching at vocational colleges. The aim of the paper is to discuss different models and develop a model concerning teachers...... at vocational colleges based on empirical data in a specific context, vocational teacher-training course in Denmark. By offering a basis and concepts for analysis of practice such model is meant to support the development of vocational teachers’ professionalism at courses and in organizational contexts...

  2. Global Blended Learning Practices for Teaching and Learning, Leadership and Professional Development

    Science.gov (United States)

    Hilliard, Ann Toler

    2015-01-01

    Blended learning is a combination of online and face-to-face activities for classroom instruction or other training modalities to help develop new knowledge and skills that can be transferred to the workplace environment. The use of blended learning is expanding globally (Vaughn, 2007). Blended learning is evident in professional development…

  3. A Professional Learning Community Approach

    African Journals Online (AJOL)

    This paper provides insights into how Life Sciences teachers in the Eastern Cape can be supported through professional learning communities (PLCs) as a potential approach to enhancing their biodiversity knowledge. PLCs are communities that provide the setting and necessary support for groups of classroom teachers to ...

  4. The future of e-learning in healthcare professional education: some possible directions

    Directory of Open Access Journals (Sweden)

    Kieran Walsh

    2014-12-01

    Full Text Available E-learning in healthcare professional education still seems like it is a new innovation but the reality is that e-learning has been around for as long as the internet has been around. This is approximately twenty years and so it is probably appropriate to now take stock and consider what the future of e-learning in healthcare professional education might be. One likely occurrence is that there will be more formats, more interactive technology, and sometimes game-based learning. Another future of healthcare professional education will likely be in simulation. Like other forms of technology outside of medicine, the cost of e-learning in healthcare professional education will fall rapidly. E-learning will also become more adaptive in the future and so will deliver educational content based on learners' exact needs. The future of e-learning will also be mobile. Increasingly in the future e-learning will be blended with face to face education.

  5. Aligning Professional Skills and Active Learning Methods: An Application for Information and Communications Technology Engineering

    Science.gov (United States)

    Llorens, Ariadna; Berbegal-Mirabent, Jasmina; Llinàs-Audet, Xavier

    2017-01-01

    Engineering education is facing new challenges to effectively provide the appropriate skills to future engineering professionals according to market demands. This study proposes a model based on active learning methods, which is expected to facilitate the acquisition of the professional skills most highly valued in the information and…

  6. Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations.

    Science.gov (United States)

    Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

    2016-01-01

    Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.

  7. Chinese Preservice Teachers’ Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations

    Science.gov (United States)

    Zhang, Yan; Hawk, Skyler T.; Zhang, Xiaohui; Zhao, Hongyu

    2016-01-01

    Professional identity is a key issue spanning the entirety of teachers’ career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model. PMID:27199810

  8. Workplace Learning Strategies and Professional Competencies in Innovation Contexts in Brazilian Hospitals

    Directory of Open Access Journals (Sweden)

    Antonio Isidro-Filho

    2013-04-01

    Full Text Available Competencies mobilized by service providers form an element of hospital services insofar as scientific and technological procedures that are part of the service become tangible. In view of the fact that hospitals have adopted Information and Communication Technologies (ICT, it would be logical to assume that learning contributes towards acquiring competencies related to changes in hospitals resulting from the adoption of new technologies. This paper aims to analyze relationships between workplace learning strategies and professional competencies after the adoption of innovations supported ICT in hospitals. Eleven interviews were carried out with professionals from three different hospitals and identifying the professional competencies resulting from innovations supported by ICT. This was followed by a cross-sectional survey involving 425 employees at the hospitals surveyed. The data analysis was undertaken by means of structural equation modeling (SEM. The results confirm the hypothesis and indicate that the performance of professional competences based on new ICT is determined by the way the respondents think, change and apply their knowledge, skills and attitudes in the workplace by use of new information and communication technologies.

  9. Bridging the Gap from Classroom-based Learning to Experiential Professional Learning: A Hong Kong Case

    Directory of Open Access Journals (Sweden)

    Bertha Du-Babcock

    2016-12-01

    Full Text Available This paper describes and evaluates a funded longitudinal teaching development project that aims to bridge the gap from classroom-based theory learning to experiential professional learning, and thereby prepare ideal and competent world class graduates. To align with the University's shared mission to foster links with the business community, the design of the internship program has a threefold purpose and was implemented in stages. It intends to enhance students' professional awareness-knowledge-skills through a multi-leveled approach integrating classroom learning with professional practice. A debriefing mechanism was also built in enabling students to share their learning and professional challenges, and theory application to problem-solving scenarios. A 360 degree multiple evaluation procedure were used to measure the project effectiveness, including the use of industry consultants, student interns, hosts, and academic supervisors.   The project has proved to promote closer ties with the business community and enhance students' professional competencies to increase future success in the competitive job market. The impact of the internship program is significant in two aspects.  From the perspective of student learning, the internship allows students to understand how they can improve business efficiency by applying communications theories.  From the teaching perspective, the successful and unsuccessful intern experiences can be drawn upon in developing class-room teaching. These lessons can focus on preparing students to solve real-world business communication problems.

  10. The Use of Twitter in the Creation of Educational Professional Learning Opportunities

    Science.gov (United States)

    Ross, Carrie R.; Maninger, Robert M.; LaPrairie, Kimberly N.; Sullivan, Sam

    2015-01-01

    This study sought to examine how educators are using Twitter to increase their professional learning opportunities beyond the boundaries of traditional professional development offers, and whether educators feel a greater sense of fulfillment receiving professional development through networking and community learning than they do through…

  11. Designing effective eLearning for healthcare professionals

    International Nuclear Information System (INIS)

    Delf, P.

    2013-01-01

    Overview: eLearning has been identified as a versatile, economic method of delivering education, adopted by many education providers. Yet, little research has been undertaken into its impact as a sole method of delivery and effectiveness for imparting new knowledge or skills. This may have particular implications for busy healthcare practitioners wishing to access an educational programme to maintain, or extend their knowledge base in response to service needs. Aims and methodology: Following an action research approach and using an instructional design methodology, a discrete eLearning resource was devised and constructed to prepare non-medical healthcare practitioners to report radionuclide bone scans. Volunteers were recruited from across the UK to assess and establish the feasibility and efficacy of the module. Results: In terms of versatility, access, design and content, the module achieved resonance, with knowledge gains and transferability demonstrated, particularly amongst less experienced volunteers, suggesting a positive influence of the eLearning approach. Conclusions: Owing to the small-scale nature of the study, the capability of eLearning, as a sole educational medium to establish emergent skills, can only be cautiously expressed. However, as a tool for blended learning, continuing professional development, or audit purposes, it demonstrated its potential, confirming the place for this type of resource within the professional learning arena

  12. Practice stories in natural resource management continuing professional education: springboards for learning

    DEFF Research Database (Denmark)

    Stummann, Cathy Brown

    2014-01-01

    in supporting professional learning of new concepts. These uses of practice stories are not evident in public natural resource management (NRM) continuing professional education. In light of greater public involvement in NRM practice over the last 20 years, however, the use of practice stories could now...... practice. Feedback from workshop participants suggests that practice stories may be able to support NRM professionals in reflecting on previous experiences, learning from colleague's practice experiences and serving as a springboard for learning by fostering linkages between social science knowledge......The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial...

  13. Reflections of health care professionals on e-learning resources for patient safety.

    Science.gov (United States)

    Walsh, Kieran

    2018-01-01

    There is a paucity of evidence on how health care professionals view e-learning as a means of education to achieve safer health care. To address this gap, the reflections of health care professionals who used the resources on BMJ Learning were captured and analyzed. Key themes emerged from the analysis. Health care professionals are keen to put their e-learning into action to achieve safer health care and to learn how to follow guidelines that will help them achieve safer health care. Learners wanted their learning to remain grounded in reality. Finally, many commented that it was difficult for their individual learning to have a real impact when the culture of the organization did not change.

  14. Professional Development Design Considerations in Climate Change Education: Teacher Enactment and Student Learning

    Science.gov (United States)

    Drewes, Andrea; Henderson, Joseph; Mouza, Chrystalla

    2018-01-01

    Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology,…

  15. Learning about Teacher Professional Learning: Case Studies of Schools at Work in New South Wales

    Science.gov (United States)

    McCulla, Norman; Gereige-Hinson, Josephine

    2005-01-01

    The extent of the human and financial resources that teachers have access to for their professional development, and the extent to which they have the capacity to determine when, how and with whom learning takes place, are key factors in determining the quality of professional learning that results. The New South Wales Department of Education and…

  16. 841 Square Miles of Commitment: Districtwide Plan Makes Professional Learning a Priority

    Science.gov (United States)

    Slabine, Nancy Ames

    2012-01-01

    Without adequate time and resources, it is impossible for school districts and schools to support professional learning that leads to effective teaching practices, supportive leadership, and improved student results. That's why one of the seven new standards in Learning Forward's Standards for Professional Learning focuses specifically on…

  17. Exploring Practice-Research Networks for Critical Professional Learning

    Science.gov (United States)

    Appleby, Yvon; Hillier, Yvonne

    2012-01-01

    This paper discusses the contribution that practice-research networks can make to support critical professional development in the Learning and Skills sector in England. By practice-research networks we mean groups or networks which maintain a connection between research and professional practice. These networks stem from the philosophy of…

  18. Aligning professional skills and active learning methods: an application for information and communications technology engineering

    Science.gov (United States)

    Llorens, Ariadna; Berbegal-Mirabent, Jasmina; Llinàs-Audet, Xavier

    2017-07-01

    Engineering education is facing new challenges to effectively provide the appropriate skills to future engineering professionals according to market demands. This study proposes a model based on active learning methods, which is expected to facilitate the acquisition of the professional skills most highly valued in the information and communications technology (ICT) market. The theoretical foundations of the study are based on the specific literature on active learning methodologies. The Delphi method is used to establish the fit between learning methods and generic skills required by the ICT sector. An innovative proposition is therefore presented that groups the required skills in relation to the teaching method that best develops them. The qualitative research suggests that a combination of project-based learning and the learning contract is sufficient to ensure a satisfactory skills level for this profile of engineers.

  19. New models to support the professional education of health visitors: A qualitative study of the role of space and place in creating 'community of learning hubs'.

    Science.gov (United States)

    Donetto, Sara; Malone, Mary; Sayer, Lynn; Robert, Glenn

    2017-07-01

    In response to a policy-driven workforce expansion in England new models of preparing health visitors for practice have been implemented. 'Community of Learning hubs' (COLHs) are one such model, involving different possible approaches to student support in clinical practice placements (for example, 'long arm mentoring' or 'action learning set' sessions). Such models present opportunities for studying the possible effects of spatiality on the learning experiences of students and newly qualified health visitors, and on team relationships more broadly. To explore a 'community of learning hub' model in health visitor education and reflect on the role of space and place in the learning experience and professional identity development of student health visitors. Qualitative research conducted during first year of implementation. Three 'community of learning hub' projects based in two NHS community Trusts in London during the period 2013-2015. Managers and leads (n=7), practice teachers and mentors (n=6) and newly qualified and student health visitors (n=16). Semi-structured, audio-recorded interviews analysed thematically. Participants had differing views as to what constituted a 'hub' in their projects. Two themes emerged around the spaces that shape the learning experience of student and newly qualified health visitors. Firstly, a generalised need for a 'quiet place' which allows pause for reflection but also for sharing experiences and relieving common anxieties. Secondly, the role of physical arrangements in open-plan spaces to promote access to support from more experienced practitioners. Attention to spatiality can shed light on important aspects of teaching and learning practices, and on the professional identities these practices shape and support. New configurations of time and space as part of educational initiatives can surface new insights into existing practices and learning models. Copyright © 2017. Published by Elsevier Ltd.

  20. Chinese preservice teachers’ professional identity links with education program performance: The roles of task value belief and learning motivations

    Directory of Open Access Journals (Sweden)

    Yan eZhang

    2016-04-01

    Full Text Available AbstractProfessional identity is a key issue spanning the entirety of teachers’ career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA of courses (both subject and pedagogy courses was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first three years of a teacher-training program indicated that: (1 variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2 professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM; (3 task value belief was positively linked to intrinsic and extrinsic learning motivation; (4 higher extrinsic (but not intrinsic learning motivation was associated with increased program performance; and (5 task value belief and extrinsic learning motivation were significant mediators in the model.

  1. Toward a Freedom to Learn in Continuing Professional Education.

    Science.gov (United States)

    Boyer, Cheryl

    1986-01-01

    A hybrid of professional continuing education and Carl Rogers's humanistic philosophy supporting freedom in learning is proposed, and the five principles of the philosophy are examined for their potential for transfer to professional education. (MSE)

  2. On-line Professional Learning Communities: Increasing Teacher Learning and Productivity in Isolated Rural Communities

    Directory of Open Access Journals (Sweden)

    Dora Salazar

    2010-08-01

    Full Text Available On-line and distance professional learning communities provides teachers with increased access and flexibility as well as the combination of work and education. It also provides a more learner-centered approach, enrichment and new ways of interacting with teachers in isolated rural areas. For educational administrators, on-line learning offers high quality and usually cost-effective professional development for teachers. It allows upgrading of skills, increased productivity and development of a new learning culture. At the same time, it means sharing of costs, of training time, increased portability of training, and the exchange of creativity, information, and dialogue.

  3. Murals as Models: Supporting NGSS three-dimensional teaching in climate change educator professional learning

    Science.gov (United States)

    Rogers, M. J. B.; Petrone, C.; Merrick, B. A.; Drewes, A.

    2017-12-01

    The current shift in K-12 science education is towards a teaching and learning approach in which students actively do and experience science in a deep, meaningful way while being fully active in their learning. For students and teachers who have not experienced this approach, this shift is difficult without scaffolding. Professional learning for educators must allow teachers to experience this approach and reflect on their experience. We share an example from our 2017 K-12 Climate Change Academy in which educators created and modified murals of Earth's climate system while investigating ecosystem interactions, the carbon cycle, energy flow, and human impacts. The Academy constituted an online component followed by three consecutive in person days. The mural activity served as a framework. The first mural modeling occurred online. A1: Take a photo of an outdoor landscape. Annotate it with elements of Earth's atmosphere, biosphere, geosphere, hydrosphere and indicate energy flow, carbon cycling, and the processes driving these. Activities 2-6 were employed throughout the in person days. A2: Small groups create 2D, mural sized models of Earth's climate system. A3: Groups use carbon themed cards to document naturally occurring and human-influenced aspects of the carbon cycle on their models. A4-5: Teams add climate change impacts and possible mitigation/adaptation responses to murals. A6: Ongoing throughout, team members modify models as needed based on learning. Throughout the Academy, participants were able to experience the activities as students. As Academy facilitators, we modeled how educators could use these models in their classrooms. We used A1 submissions as a formative assessment tool and also as a guide for forming groups for the first in person mural. A2 was used as a small group icebreaker, serving as a bridge between the online and in person sessions both for community building and for providing peer support in knowledge building. A3-A5 allowed for

  4. The future of e-learning in healthcare professional education: some possible directions. Commentary.

    Science.gov (United States)

    Walsh, Kieran

    2014-01-01

    E-learning in healthcare professional education still seems like it is a new innovation but the reality is that e-learning has been around for as long as the internet has been around. This is approximately twenty years and so it is probably appropriate to now take stock and consider what the future of e-learning in healthcare professional education might be. One likely occurrence is that there will be more formats, more interactive technology, and sometimes game-based learning. Another future of healthcare professional education will likely be in simulation. Like other forms of technology outside of medicine, the cost of e-learning in healthcare professional education will fall rapidly. E-learning will also become more adaptive in the future and so will deliver educational content based on learners' exact needs. The future of e-learning will also be mobile. Increasingly in the future e-learning will be blended with face to face education.

  5. Impact of interpersonal relations on learning and development of professional identity: A study of residents' perceptions.

    Science.gov (United States)

    Blouin, Danielle

    2018-06-01

    Informal learning includes all occurrences during one's life when learning is not deliberate. Prior research on informal learning in healthcare contexts examined learning happening outside of the formal curriculum, yet still in the workplace. This study explores residents' perceptions about extracurricular factors outside of the workplace that contribute to their learning and development of professional identity, whether interpersonal relations are recognised as such factors, and positive and negative impacts of interpersonal relations. In this qualitative study, all 21 residents in our Emergency Medicine programme were asked, in a web-based survey with open-ended questions, to identify extracurricular sources outside of the workplace perceived as contributing to their learning and professional identity development, and list positive and negative impacts of interpersonal relations outside of work on learning and identity development. Themes were extracted through content analysis of the narrative responses. Two reviewers coded all data. Thirteen (62%) residents identified 37 factors grouped under five themes: learning activity, role modelling, support, non-clinical academic roles, and social interactions. Interpersonal relations were perceived as having positive and negative impacts, including creating support, positive role modelling and mentoring, increasing concrete learning, as well as lapses in teaching skills, deficits in professional role training, and loss of personal time. Several extracurricular factors outside of the workplace contribute to resident learning and identity development, including interpersonal relations, which have positive and negative impacts. The most often noted negative impact of interpersonal relations outside of work between residents and faculty related to perceived lapses in teaching skills. © 2018 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

  6. Change Management in Dental Education: A Professional Learning Community.

    Science.gov (United States)

    Palatta, Anthony M

    2018-06-01

    Professional learning communities (PLCs) are defined as "a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting way." PLCs have been found to be an effective change management strategy in business and education when confronted by rapid change. The American Dental Education Association's Commission on Change and Innovation in Dental Education new national program-ADEA CCI 2.0-includes the development of a PLC. By employing an "engage and learn" model PLC centered on continuous quality improvement and systems thinking, dental faculty can identify internal and external barriers to change that could lead to innovative solutions to complex issues. This article argues that a PLC is a viable change management strategy to counteract the effect of multiple external forces impacting dental education and thus to develop future-ready faculty.

  7. Cinemeducation: A pilot student project using movies to help students learn medical professionalism.

    Science.gov (United States)

    Lumlertgul, Nuttha; Kijpaisalratana, Naruchorn; Pityaratstian, Nuttorn; Wangsaturaka, Danai

    2009-07-01

    Using movies has been accepted worldwide as a tool to help students learn medical professionalism. In the second year, a group of medical students conducted the "Cinemeducation" project to promote professionalism in the "Medical Ethics and Critical Thinking" course. Five movies with professionalism issues were screened with 20-30 students attending each session. After the show, participants then were asked to reflect on what they had learned in terms of professionalism. Two students led group discussion emphasizing questioning and argumentation for 60 min. Additional learning issues emerging from each session were also explored in more depth and arranged into a report. In the Cinemeducation Project, medical students have learned five main ethical issues in each film, which were the doctor-patient relationship, informed consent and clinical trials in patients, management of genetic disorders, patient management, and brain death and organ transplantation. In addition to issues of professionalism, they also developed critical thinking and moral reasoning skills. Using a case-based scenario in movies has proven to be an effective and entertaining method of facilitating students with learning on professionalism.

  8. What students learn about professionalism from faculty stories: an "appreciative inquiry" approach.

    Science.gov (United States)

    Quaintance, Jennifer L; Arnold, Louise; Thompson, George S

    2010-01-01

    To develop a method for teaching professionalism by enabling students and faculty members to share positive examples of professionalism in a comfortable environment that reflects the authentic experiences of physicians. Medical educators struggle with the teaching of professionalism. Professionalism definitions can guide what they teach, but they must also consider how they teach it, and constructs such as explicit role modeling, situated learning, and appreciative inquiry provide appropriate models. The project consisted of students interviewing faculty members about their experiences with professionalism and then reflecting on and writing about the teachers' stories. In 2004, 62 students interviewed 33 faculty members, and 193 students observed the interviews. Using a project Web site, 36 students wrote 132 narratives based on the faculty's stories, and each student offered his or her reflections on one narrative. The authors analyzed the content of the narratives and reflections via an iterative process of independent coding and discussion to resolve disagreements. Results showed that the narratives were rich and generally positive; they illustrated a broad range of the principles contained in many definitions of professionalism: humanism, accountability, altruism, and excellence. The students' reflections demonstrated awareness of the same major principles of professionalism that the faculty conveyed. The reflections served to spark new ideas about professionalism, reinforce the values of professionalism, deepen students' relationships with the faculty, and heighten students' commitment to behaving professionally. Narrative storytelling, as a variant of appreciative inquiry, seems to be effective in deepening students' understanding and appreciation of professionalism.

  9. 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.

  10. Professional Learning as a Predictor for Instructional Quality: A Secondary Analysis of TALIS

    Science.gov (United States)

    Dogan, Selçuk; Yurtseven, Nihal

    2018-01-01

    The purpose of this study is to examine the effect of teachers' professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD…

  11. 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.

  12. 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

  13. Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context

    Science.gov (United States)

    Dogan, Selçuk; Tatik, R. Samil; Yurtseven, Nihal

    2017-01-01

    The main purpose of this study is to adapt and validate the Professional Learning Communities Assessment Revised (PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and adapted to administer to teachers in Turkey. Internal structure of the Turkish version of PLCA-R was investigated by using…

  14. Teachers' Personal Learning Networks (PLNs): Exploring the Nature of Self-Initiated Professional Learning Online

    Science.gov (United States)

    Tour, Ekaterina

    2017-01-01

    In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self-initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers' self-initiated professional learning. Contributing to the debates…

  15. Non-formal learning and tacit knowledge in professional work.

    Science.gov (United States)

    Eraut, M

    2000-03-01

    This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace. 1. To clarify the multiple meanings accorded to terms such as 'non-formal learning', 'implicit learning' and 'tacit knowledge', their theoretical assumptions and the range of phenomena to which they refer. 2. To discuss their implications for professional practice. A largely theoretical analysis of issues and phenomena arising from empirical investigations. The author's typology of non-formal learning distinguishes between implicit learning, reactive on-the-spot learning and deliberative learning. The significance of the last is commonly overemphasized. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinized actions and the tacit rules that underpin intuitive decision-making. They come together when professional performance involves sequences of routinized action punctuated by rapid intuitive decisions based on tacit understanding of the situation. Four types of process are involved--reading the situation, making decisions, overt activity and metacognition--and three modes of cognition--intuitive, analytic and deliberative. The balance between these modes depends on time, experience and complexity. Where rapid action dominates, periods of deliberation are needed to maintain critical control. Finally the role of both formal and informal social knowledge is discussed; and it is argued that situated learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts. This abstract necessarily simplifies a more complex analysis in the paper itself.

  16. Reflection-Based Learning for Professional Ethical Formation.

    Science.gov (United States)

    Branch, William T; George, Maura

    2017-04-01

    One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, guided group reflection using narratives. This method fosters moral development alongside professional identity formation in students and advanced learners. Our method for reflective learning addresses and enables processing of the most pressing ethical issues that learners encounter in practice. © 2017 American Medical Association. All Rights Reserved.

  17. Pathways of professional learning for elementary science teachers using computer learning environments

    Science.gov (United States)

    Williams, Latonya Michelle

    This dissertation reports on a three year study designed to investigate the trajectories of two urban elementary school teachers---a novice and an experienced teacher---learning to teach a science curriculum unit using an inquiry approach supported by the Web-based Inquiry Science Environment (WISE). This research investigated teachers' development in knowledge and practice. Through analyses of video records of classroom instruction and professional development meetings, repeated interviews, and student assessments, I have produced case studies of teachers' journeys as they implement the technological inquiry-based instructional model. This study captures the interplay between the teachers' pedagogical content knowledge, enacted practice, and insights into students' thinking about complex science ideas. I trace the factors that encouraged and supported the teachers' development, in addition to the kinds of struggles they faced and overcame. I discuss the social supports I provided for the teachers, including scaffolding them in reflecting on their practice, assisting them with curriculum customizations, and supporting their learning such as arranging online interactions with scientists. I analyze spontaneous activities such as teachers' own reflections. The results suggest that the novice and experienced teacher's classroom practices became more inquiry oriented across time. For both teachers, use of technology accompanied an increase in science dialogue with small groups in years two and three. The novice teacher began asking inquiry questions in her second year of classroom experience, after a great deal of professional support. Both teachers improved in their pedagogical content knowledge from years one through three as a result of the varied professional development supports. The results suggest that teachers' improvement in instructional strategies and pedagogical content knowledge accompanied students' improvement in understanding of the science content.

  18. Toward Mobile Assisted Language Learning Apps for Professionals That Integrate Learning into the Daily Routine

    Science.gov (United States)

    Pareja-Lora, Antonio; Arús-Hita, Jorge; Read, Timothy; Rodríguez-Arancón, Pilar; Calle-Martínez, Cristina; Pomposo, Lourdes; Martín-Monje, Elena; Bárcena, Elena

    2013-01-01

    In this short paper, we present some initial work on Mobile Assisted Language Learning (MALL) undertaken by the ATLAS research group. ATLAS embraced this multidisciplinary field cutting across Mobile Learning and Computer Assisted Language Learning (CALL) as a natural step in their quest to find learning formulas for professional English that…

  19. Bridging the Gap from Classroom-based Learning to Experiential Professional Learning: A Hong Kong Case

    OpenAIRE

    Bertha Du-Babcock

    2016-01-01

    This paper describes and evaluates a funded longitudinal teaching development project that aims to bridge the gap from classroom-based theory learning to experiential professional learning, and thereby prepare ideal and competent world class graduates. To align with the University's shared mission to foster links with the business community, the design of the internship program has a threefold purpose and was implemented in stages. It intends to enhance students' professional awareness-knowle...

  20. Teacher education program explores building professional learning ...

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

    2016-05-02

    May 2, 2016 ... Teacher education program explores building professional learning ... table in the Bengaluru Rural District Institute of Education and Training ICT lab. ... more people go online in Asia, digital privacy is increasingly seen as an ...

  1. 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...

  2. Police Bodies and Police Minds: Professional Learning through Bodily Practices of Sport Participation

    Science.gov (United States)

    Lindberg, Ola; Rantatalo, Oscar; Stenling, Cecilia

    2017-01-01

    The purpose of this paper is to contribute to the literature concerned with bodily perspectives on professional learning by reporting on a study of Swedish police officers' sport participation as a form of occupational learning. The study seeks to answer how ideals of work practice and sport participation intersect, how professional learning is…

  3. Retail Executives’ Professional Learning Contents

    Directory of Open Access Journals (Sweden)

    Eduardo de Aquino Lucena

    2014-05-01

    Full Text Available The research question that is addressed in this article is the following: what do the executives from small retailing firms learn in their work environment? The theoretical framework of the study is based on texts from the field of learning. This is a qualitative investigation. Ten interviews with clothing retail executives were carried out. Later, these interviews were transcribed and analyzed. In the data analysis stage, two categories were established in response to the research question. Regarding the first, respondents perceived difficulties (problems in their work environments and obtained specific information and knowledge in order to deal with these situations. So as to overcome different professional difficulties, respondents learned about colors and types of fabric and about certain manufacturing process aspects referring to the clothing sold by their companies. They also declared to have learned about their companies’ suppliers and about certain issues referring to sales, and to the accounting and the financial management of their companies. The second category refers to a change in some of the respondents’ habits. This learning content refers to predispositions to respond and/ or act in situations at their work environments. Respondents reported having changed the way they related to other people. They emphasized that they had learned how to interact with the employees at their stores and how to carry out supervision. Differently from other studies, we found that the retailers’ learning (individual learning affected their companies’ learning (organizational learning through changes in certain aspects of the analyzed companies’ organizational structures.

  4. Learning Flash CS4 Professional

    CERN Document Server

    Shupe, Rich

    2009-01-01

    Learning Flash CS4 Professional offers beginners and intermediate Flash developers a unique introduction to the latest version of Adobe's powerful multimedia application. This easy-to-read book is loaded with full-color examples and hands-on tasks to help you master Flash CS4's new motion editor, integrated 3D system, and character control using the new inverse kinematics bones animation system. No previous Flash experience is necessary.

  5. Modelling Digital Knowledge Transfer: Nurse Supervisors Transforming Learning at Point of Care to Advance Nursing Practice

    Directory of Open Access Journals (Sweden)

    Carey Mather

    2017-05-01

    Full Text Available Limited adoption of mobile technology for informal learning and continuing professional development within Australian healthcare environments has been explained primarily as an issue of insufficient digital and ehealth literacy of healthcare professionals. This study explores nurse supervisors’ use of mobile technology for informal learning and continuing professional development both for their own professional practice, and in their role in modelling digital knowledge transfer, by facilitating the learning and teaching of nursing students in the workplace. A convenience sample of 27 nurse supervisors involved with guiding and supporting undergraduate nurses participated in one of six focus groups held in two states of Australia. Expanding knowledge emerged as the key theme of importance to this group of clinicians. Although nurse supervisors regularly browsed Internet sources for learning and teaching purposes, a mixed understanding of the mobile learning activities that could be included as informal learning or part of formal continuing professional development was detected. Participants need educational preparation and access to mobile learning opportunities to improve and maintain their digital and ehealth literacy to appropriately model digital professionalism with students. Implementation of mobile learning at point of care to enable digital knowledge transfer, augment informal learning for students and patients, and support continuing professional development opportunities is necessary. Embedding digital and ehealth literacy within nursing curricula will promote mobile learning as a legitimate nursing function and advance nursing practice.

  6. 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

  7. Physical Education Teachers' Career-Long Professional Learning: Getting Personal

    Science.gov (United States)

    Makopoulou, Kyriaki; Armour, Kathleen M.

    2011-01-01

    The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider…

  8. Professional Learning in a Digital Age / L’apprentissage professionnel à l’ère numérique

    Directory of Open Access Journals (Sweden)

    Charmaine Brooks

    2012-07-01

    Full Text Available While professional development (PD has always been central to the teaching profession, increasingly traditional models of PD are out of step with contemporary ways of learning. Commiserate with the literature, we see the field moving along a continuum which reflects changes in what, how and when teachers learn. Following a brief sketch of the online teacher professional development (oTPD field, we identify important considerations of emerging models of technology-mediated professional learning (TMPL. We posit the catalyst for the transformation of education, as envisioned by countless educational leaders, may lie in reimaging professional development as professional learning in a networked age. Alors que le perfectionnement professionnel (« PP » a toujours été au cœur de la profession d’enseignant, les modèles traditionnels de PP sont de plus en plus décalés par rapport aux méthodes contemporaines d’apprentissage. Nous voyons ce domaine progresser dans un continuum qui reflète les changements dans ce que les enseignants apprennent, dans la façon et le moment où ils l’apprennent, et cette progression correspond à la littérature. Après un survol du domaine du perfectionnement professionnel en ligne pour les enseignants, nous cernons des considérations importantes sur les modèles émergents de la formation professionnelle assistée par ordinateur. Nous postulons que le catalyseur de la transformation de l’éducation, comme conçue par d’innombrables chefs de file de la pédagogie, pourrait être de ré-imaginer le perfectionnement professionnel comme une formation professionnelle à l’ère des réseaux.

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

    Science.gov (United States)

    Cooke-Nieves, Natasha Anika

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

  10. Inconvenient Truths about Teacher Learning: Towards Professional Development 3.0

    Science.gov (United States)

    Korthagen, Fred

    2017-01-01

    Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these…

  11. Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.

    Science.gov (United States)

    Henderson, Saras; Dalton, Megan; Cartmel, Jennifer

    2016-01-01

    Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.

  12. Combining forces. Distributed Leadership and a professional learning community in primary and secondary education

    NARCIS (Netherlands)

    Hulsbos, Frank; Van Langevelde, Stefan; Evers, Arnoud

    2018-01-01

    This report describes an in depth case study of two good practice schools where a professional learning community and distributed leadership are highly developed. The goal of this study was to learn what conditions in the school support a professional learning community and distributed leadership.

  13. DeFrosting professional development: reconceptualising teaching using social learning technologies

    Directory of Open Access Journals (Sweden)

    Vickel Narayan

    2011-02-01

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

  14. 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.

  15. Professional Learning Communities: Teachers' Perceptions and Student Achievement

    Science.gov (United States)

    Peters, Erica

    2013-01-01

    Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

  16. Learning about Makerspaces: Professional Development with K-12 Inservice Educators

    Science.gov (United States)

    Peterson, Lana; Scharber, Cassandra

    2018-01-01

    Makerspaces are the latest educational movement that may disrupt the "grammar of schooling." Makerspaces may change the ways schools use technology; change the ways schools engage in learning and teaching; and change the forms of learning that count in schools. However, without deliberate professional learning and planning, the glamor of…

  17. Effects of Blended Learning Environment on Professional Competence and Motivation Levels of Coach Candidates

    Directory of Open Access Journals (Sweden)

    Turker Turan Yildiz

    2016-01-01

    Full Text Available Impeding factors which restrain educational activities such as physical impracticability exist in coach training courses, which are mainly caused by organizations, ineffective and insufficient duration of courses to resolve these problems, it is possible to use blended learning methods in coach training courses. Thus, we developed a traditional face-to-face environment for a special education course and an online environment for a fundamental education course using blending approach. The study aimed to investigate the effects of blended learning model proposed for coaching education courses on the motivation levels and professional competence of coach candidates. Participants were the trainees who wanted to participate in the first stage of the coach training course at volleyball branch. The coach candidates in the blended learning environment showed significantly higher motivation levels compared to the others in the control group. In addition, a significant difference between the control and the experiment groups of coach candidates in regard to their professional competence was detected. This study is compelling in terms of strengthening the significance of the blended learning environment, even in coach training.

  18. A palliative care resource for professional carers of people with learning disabilities.

    Science.gov (United States)

    Reddall, C

    2010-07-01

    People with learning disabilities who have a life-threatening illness, are as entitled as other members of the population to receive good palliative care in their home of choice. However, professional carers of people with learning disability are generally unaware of the meaning of palliative care, and how they can access palliative care support. More importantly, they may feel they are not capable of caring for a resident with a life-threatening illness in the home environment. This article uses a case study to help illustrate the value of compiling a resource booklet for professional carers of people with learning disabilities. By providing information on palliative care, that is easy to understand and easily accessible, professional carers of these people can have a valuable resource which will enable them to provide general palliative care when needed. (I use the term professional carers to refer to carers who are paid to look after people with learning disabilities either in care homes, or in supported living homes in the general community).

  19. Proposing a Model of Co-Regulated Learning for Graduate Medical Education.

    Science.gov (United States)

    Rich, Jessica V

    2017-08-01

    Primarily grounded in Zimmerman's social cognitive model of self-regulation, graduate medical education is guided by principles that self-regulated learning takes place within social context and influence, and that the social context and physical environment reciprocally influence persons and their cognition, behavior, and development. However, contemporary perspectives on self-regulation are moving beyond Zimmerman's triadic reciprocal orientation to models that consider social transactions as the central core of regulated learning. Such co-regulated learning models emphasize shared control of learning and the role more advanced others play in scaffolding novices' metacognitive engagement.Models of co-regulated learning describe social transactions as periods of distributed regulation among individuals, which instrumentally promote or inhibit the capacity for individuals to independently self-regulate. Social transactions with other regulators, including attending physicians, more experienced residents, and allied health care professionals, are known to mediate residents' learning and to support or hamper the development of their self-regulated learning competence. Given that social transactions are at the heart of learning-oriented assessment and entrustment decisions, an appreciation for co-regulated learning is likely important for advancing medical education research and practice-especially given the momentum of new innovations such as entrustable professional activities.In this article, the author explains why graduate medical educators should consider adopting a model of co-regulated learning to complement and extend Zimmerman's models of self-regulated learning. In doing so, the author suggests a model of co-regulated learning and provides practical examples of how the model is relevant to graduate medical education research and practice.

  20. Professionals learning together with patients: An exploratory study of a collaborative learning Fellowship programme for healthcare improvement.

    Science.gov (United States)

    Myron, Rowan; French, Catherine; Sullivan, Paul; Sathyamoorthy, Ganesh; Barlow, James; Pomeroy, Linda

    2018-05-01

    Improving the quality of healthcare involves collaboration between many different stakeholders. Collaborative learning theory suggests that teaching different professional groups alongside each other may enable them to develop skills in how to collaborate effectively, but there is little literature on how this works in practice. Further, though it is recognised that patients play a fundamental role in quality improvement, there are few examples of where they learn together with professionals. To contribute to addressing this gap, we review a collaborative fellowship in Northwest London, designed to build capacity to improve healthcare, which enabled patients and professionals to learn together. Using the lens of collaborative learning, we conducted an exploratory study of six cohorts of the year long programme (71 participants). Data were collected using open text responses from an online survey (n = 31) and semi-structured interviews (n = 34) and analysed using an inductive open coding approach. The collaborative design of the Fellowship, which included bringing multiple perspectives to discussions of real world problems, was valued by participants who reflected on the safe, egalitarian space created by the programme. Participants (healthcare professionals and patients) found this way of learning initially challenging yet ultimately productive. Despite the pedagogical and practical challenges of developing a collaborative programme, this study indicates that opening up previously restricted learning opportunities as widely as possible, to include patients and carers, is an effective mechanism to develop collaborative skills for quality improvement.

  1. Managing informal learning learning in professional contexts: the learner's perspective

    NARCIS (Netherlands)

    Marques, Maria A.; Viegas, Maria C.; Alves, Gustavo R.; Zangrando, Valentina; Galanis, Nikolas; Janssen, José; Waszkiewicz, Elwira; Conde, Miguel Á.; García-Peñalvo, Francisco J.

    2013-01-01

    Marques, M. A., Viegas, M. C., Alves, G., Zangrando, V., Galanis, N., Janssen, J., Waszkiewicz, E., Conde González, M. Á., & García-Peñalvo, F. J. (2013). Managing Informal Learning in professional contexts: the learner's perspective. In F. J. García-Peñalvo, M. Á. Conde, & D. Griffiths (Eds.).

  2. Social constructivist learning environment in an online professional practice course.

    Science.gov (United States)

    Sthapornnanon, Nunthaluxna; Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-02-19

    To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.

  3. Practice Stories in Natural Resource Management Continuing Professional Education: Springboards for Learning

    Science.gov (United States)

    Stummann, Cathy Brown

    2014-01-01

    The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial in supporting professional learning of new concepts. These…

  4. From Professional Practice to Practical Leader: Teacher Leadership in Professional Learning Communities

    Science.gov (United States)

    Wilson, Adrianne

    2016-01-01

    The primary purpose of this research is to illuminate perceptions and lived experiences of secondary teachers through their involvement in a Professional Learning Community (PLC). Teachers' experiences within a PLC were examined for patterns of cultivated leadership. The second purpose of the study was to identify variables that either promote or…

  5. A Critical Analysis of Job-Embedded Professional Learning within a Distributed Leadership Framework

    Science.gov (United States)

    Campoli, Ashley Jimerson

    2011-01-01

    Leadership style and professional learning have been linked to student achievement. Studies have linked leadership styles such as distributed leadership to job-embedded professional learning. However, research is mixed when these two constructs are related to student achievement. This study evaluated the relationship between distributed…

  6. Mentoring and Informal Learning as Continuing Professional Education

    Science.gov (United States)

    Hansman, Catherine A.

    2016-01-01

    This chapter examines the role of mentoring in continuing professional education from a critical perspective, addressing informal and formal mentoring relationships while highlighting their potential to encourage critical reflection, learning, and coconstruction of knowledge.

  7. Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

    Science.gov (United States)

    Griffith, Louise Ann

    2009-01-01

    Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

  8. Learning professionalism during the third year of medical school in a 9-month-clinical rotation in rural Minnesota.

    Science.gov (United States)

    Zink, Therese; Halaas, Gwen Wagstrom; Brooks, Kathleen D

    2009-11-01

    Professionalism is now an explicit part of the medical school curricula. To examine the components that are part of developing professionalism during the Rural Physician Associate Program (RPAP) experience, a 9-month rotation in a rural community during the third year of medical school. Two researchers analysed 3 years of essays for themes. IRB approval was obtained. Themes were organized using Van de Camp's model of professionalism. Students described how patients taught them about illnesses, the affects on their lives and the lives of their families. Preceptors role-modelled how to relate to patients with compassion and respect (Professionalism Towards the Patient). As a member of the health care team, clinic and hospital staff taught students how to be a good team member (Towards Other Health Care Professionals). Shadowing preceptors in their roles as physicians and community members, students learned about their responsibilities to the community (Towards the Public). Multiple opportunities for self-evaluation and reflection taught students to know themselves and find balance between work responsibilities and their personal lives (Towards Oneself). The RPAP appears to create a supportive learning environment that incorporates psychological safety, appreciation of differences, openness to new ideas and time for reflection - an ideal environment for developing professionalism.

  9. Designing an E-Learning Application to Facilitate Health Care Professionals' Cross-Cultural Communication.

    Science.gov (United States)

    Balasubramaniam, Nagadivya; Kujala, Sari; Ayzit, Dicle; Kauppinen, Marjo; Heponiemi, Tarja; Hietapakka, Laura; Kaihlanen, Anu

    2018-01-01

    In recent times, health care professionals (HCP) have come across a number of migrants as their patients. The cultural differences lead to communicational challenges between the migrant patients and health care professionals. Our project aimed to discover HCPs' attitudes, challenges and needs on cross-cultural communication, so that we can develop an e-learning solution that would be helpful for them. By conducting interviews with HCPs, we identified five crucial categories of problems and the current solutions that experienced professionals use to tackle those problems. These interviews also helped us in understanding the motivational factors of HCPs, when using e-learning application. Health care professionals prefer a focus on examples and themes such as death and pain that they face in their everyday work. Changing attitudes by e-learning application is challenging. However, e-learning was recognized as a flexible way for supporting traditional training with HCPs who are busy at work most of the time.

  10. Climate Change Professional Development Approaches: Design Considerations, Teacher Enactment, and Student Learning

    Science.gov (United States)

    Drewes, A.; Henderson, J.; Mouza, C.

    2017-12-01

    Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made specific curricular, pedagogical, and content decisions, and the implications of those decisions for student's conceptual learning.The research presented here reports on the instructional design, pedagogical enactment, and subsequent effects on student learning of a climate change professional development (PD) model in the United States. Using anthropological theories of conceptual travel, we traced salient ideas from the PD through instructional delivery and into the evidence of student reasoning. We sought to address the following research questions: 1) How did a middle school teacher integrate climate change concepts into her science curriculum following PD participation? and 2) How did climate change instruction influence student understanding of key climate change constructs?From observation of the classroom instruction, we determined that the teacher effectively integrated new climate change information into her pre-existing schema. Additionally, through retrospective analysis of the PD, we found the design of the PD foregrounded the causes, mechanisms and likely effects of anthropogenic climate change at the expense of mitigation and adaptation strategies, and this differentially shaped how climate change was taught in the teacher's classroom. Analysis of student reasoning evidence showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on

  11. Internships as case-based learning for professional practice

    DEFF Research Database (Denmark)

    Piihl, Jesper; Rasmussen, Jens Smed; Rowley, Jennifer

    2014-01-01

    be designed to integrate differences in conceptions of knowledge in professional practices and pressures from short deadlines. The chapter explores how internship can enhance students’ learning and how students develop their role as academics-in-practice. Internships qualify as case based learning when......Internship programs can enhance generic learning outcomes by develop-ing students’ ability to interact with stakeholders in real world complexi-ties and contribute to changes in knowledge and practice. Experience from Denmark and Australia is used as background to show how intern-ship programs can...... the design of the program focuses on generic learning outcomes over specific solutions to specific problems in the specific context....

  12. 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…

  13. Think "E" for Engagement: Use Technology Tools to Design Personalized Professional E-Learning

    Science.gov (United States)

    Farris, Shari

    2015-01-01

    As faculty chair of early childhood education at Vanguard University of Southern California, the author was challenged each day by questions: How to provide high-impact online professional learning to adult continuing education students? What barriers exist for adult learners seeking meaningful professional learning? How does practice as a…

  14. The Challenge of Assessing Professional Competence in Work Integrated Learning

    Science.gov (United States)

    McNamara, Judith

    2013-01-01

    A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students' demonstration of professional competence in the workplace. The assessment of professional…

  15. Social Constructivist Learning Environment in an Online Professional Practice Course

    Science.gov (United States)

    Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-01-01

    Objective To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. Design The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. Assessment The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. Conclusion An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE. PMID:19513147

  16. Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development.

    Science.gov (United States)

    Margolis, Alvaro; Parboosingh, John

    2015-01-01

    Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, based on the application of network theory and other theories, is proposed as an approach to better understand the contribution networking and interactivity between health professionals in professional communities make to their learning and adoption of new practices over time. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  17. Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

    Science.gov (United States)

    Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

    2013-02-01

    Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.

  18. E-learning on the road: online learning and social media for continuing professional competency.

    Directory of Open Access Journals (Sweden)

    Alan M Batt

    2016-06-01

    Full Text Available Background The impact of social media and online learning in health professions education has previously shown generally positive results in medical, nursing and pharmacy students. To date there has not been any extensive research into social media and online learning use by prehospital health care professionals such as paramedics. Aim & Methods We sought to identify the extent to which Irish pre-hospital practitioners make use of online learning and social media for continuous professional competency (CPC, and the means by which they do so. A cross-sectional online survey of practitioners was conducted to obtain both quantitative and qualitative data. The release of the survey was in a controlled manner to PHECC registrants via various channels. Participation was voluntary and anonymous. Results A total of 248 respondents completed the survey in full by closing date of 31 March 2015, representing 5.4% of all registrants (n=4,555. 77% of respondents were male, and the majority were registered as Emergency Medical Technicians (49%, followed by Advanced Paramedics (26%. Over 78% of respondents used a mobile device in the course of their clinical duties; the majority used an iOS device. Social media and online learning were considered learning tools by over 75% of respondents, and over 74% agreed they should be further incorporated into prehospital education. The most popular platforms for CPC activities were YouTube and Facebook. The majority of respondents (88% viewed self-directed activities to constitute continuous professional development activity, but 64% felt that an activity that resulted in the awarding of a certificate was better value. Over 90% of respondents had previous experience with online learning, but only 42% indicated they had previously purchased or paid for online learning. Conclusion Prehospital practitioners in Ireland in the population studied consider online learning and social media acceptable for CPC purposes. The main

  19. A model of professional training in the peaceful uses of ionizing radiation

    International Nuclear Information System (INIS)

    Gonzalez V, V. Z.

    2008-12-01

    It proposes a training model based on the development of professional skills, on the humanist and socially responsible, which besides being functional to the professional area would also be for the society which it serves. Professional competence is according to M. T. Kane, . . the degree to which an individual is able to use knowledge, aptitudes, attitudes and wisdom associated with their profession, to solve complex problems that are presented in their area of professional activity . The model based on the staff of execution . . continuing attempts to bring as much as possible the world of professional practice and education, while striving to maintain a standardized measurement and evaluation . It should also serve as the pedagogic concepts of the significant learning in which knowledge must be structured and conceptualized information to facilitate their use. The areas in which happens training should be complementary and include the cognitive (knowledge), the psychomotor (skills) and social affective (attitudes). Assessments should also include a written, oral and practical examination. (Author)

  20. Interpersonal social responsibility model of service learning: A longitudinal study.

    Science.gov (United States)

    Lahav, Orit; Daniely, Noa; Yalon-Chamovitz, Shira

    2018-01-01

    Service-learning (SL) is commonly used in Occupational Therapy (OT) programs worldwide as a community placement educational strategy. However, most SL models are not clearly defined in terms of both methodology and learning outcomes. This longitudinal study explores a structured model of Service-Learning (Interpersonal Social Responsibility-Service Learning: ISR-SL) aimed towards the development of professional identity among OT students. Based on OT students experiences from the end of the course through later stages as mature students and professionals. A qualitative research design was used to explore the perceptions and experiences of 150 first, second, and third-year OT students and graduates who have participated in ISR-SL during their first academic year. Our findings suggest that the structured, long-term relationship with a person with a disability in the natural environment, which is the core of the ISR-SL, allowed students to develop a professional identity based on seeing the person as a whole and recognizing his/her centrality in the therapeutic relationship. This study suggests ISR-SL as future direction or next step for implementing SL in OT and other healthcare disciplines programs.

  1. Mentoring and Coaching in Schools: Professional Learning through Collaborative Inquiry

    Science.gov (United States)

    Burley, Suzanne; Pomphrey, Cathy

    2011-01-01

    Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner…

  2. 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.

  3. Developing health science students into integrated health professionals: a practical tool for learning

    Directory of Open Access Journals (Sweden)

    Duncan Madeleine

    2007-11-01

    Full Text Available Abstract Background An integrated sense of professionalism enables health professionals to draw on relevant knowledge in context and to apply a set of professional responsibilities and ethical principles in the midst of changing work environments 12. Inculcating professionalism is therefore a critical goal of health professional education. Two multi-professional courses for first year Health Science students at the University of Cape Town, South Africa aim to lay the foundation for becoming an integrated health professional 3. In these courses a diagram depicting the domains of the integrated health professional is used to focus the content of small group experiential exercises towards an appreciation of professionalism. The diagram serves as an organising framework for conceptualising an emerging professional identity and for directing learning towards the domains of 'self as professional' 45. Objective This paper describes how a diagrammatic representation of the core elements of an integrated health professional is used as a template for framing course content and for organising student learning. Based on the assumption that all health care professionals should be knowledgeable, empathic and reflective, the diagram provides students and educators with a visual tool for investigating the subjective and objective dimensions of professionalism. The use of the diagram as an integrating point of reference for individual and small group learning is described and substantiated with relevant literature. Conclusion The authors have applied the diagram with positive impact for the past six years with students and educators reporting that "it just makes sense". The article includes plans for formal evaluation. Evaluation to date is based on preliminary, informal feedback on the value of the diagram as a tool for capturing the domains of professionalism at an early stage in the undergraduate education of health professional students.

  4. Professional Online Presence and Learning Networks: Educating for Ethical Use of Social Media

    Science.gov (United States)

    Forbes, Dianne

    2017-01-01

    In a teacher education context, this study considers the use of social media for building a professional online presence and learning network. This article provides an overview of uses of social media in teacher education, presents a case study of key processes in relation to professional online presence and learning networks, and highlights…

  5. Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

    Directory of Open Access Journals (Sweden)

    Fejzic J

    2015-09-01

    Full Text Available Background: Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE has been increasingly used to improve students’ communication and practice skills in Health Education. Objective: Simulated learning modules (SLMs were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i Practice skills and (ii Professionalism were evaluated. Methods: SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95 completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs. Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Results: Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication

  6. A model of professional self-identity formation in student doctors and dentists: a mixed method study.

    Science.gov (United States)

    Vivekananda-Schmidt, Pirashanthie; Crossley, James; Murdoch-Eaton, Deborah

    2015-04-29

    Professional self-identity [PSI] can be defined as the degree to which an individual identifies with his or her professional group. Several authors have called for a better understanding of the processes by which healthcare students develop their professional identities, and suggested helpful theoretical frameworks borrowed from the social science and psychology literature. However to our knowledge, there has been little empirical work examining these processes in actual healthcare students, and we are aware of no data driven description of PSI development in healthcare students. Here, we report a data driven model of PSI formation in healthcare students. We interviewed 17 student doctors and dentists who had indicated, on a tracking questionnaire, the most substantial changes in their PSI. We analysed their perceptions of the experiences that had influenced their PSI, to develop a descriptive model. Both the primary coder and the secondary coder considered the data without reference to the existing literature; i.e. we used a bottom up approach rather than a top down approach. The results indicate that two overlapping frames of reference affect PSI formation: the students' self-perception and their perception of the professional role. They are 'learning' both; neither is static. Underpinning those two learning processes, the following key mechanisms operated: [1] When students are allowed to participate in the professional role they learn by trying out their knowledge and skill in the real world and finding out to what extent they work, and by trying to visualise themselves in the role. [2] When others acknowledge students as quasi-professionals they experience transference and may respond with counter-transference by changing to meet expectations or fulfil a prototype. [3] Students may also dry-run their professional role (i.e., independent practice of professional activities) in a safe setting when invited. Students' experiences, and their perceptions of those

  7. Not just another multi-professional course! Part 2: nuts and bolts of designing a transformed curriculum for multi-professional learning.

    Science.gov (United States)

    Mayers, Pat; Alperstein, Melanie; Duncan, Madeleine; Olckers, Lorna; Gibbs, Trevor

    2006-03-01

    Multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn about their differences in order to work together, rather than developing unity in their commitment to a shared vision of professionalism and service. In this, the second of two papers, the 'nuts and bolts' or practicalities of designing a transformed curriculum for a multi-professional course with a difference is described. Guidelines for the curriculum design process, which seeks to be innovative, grounded in theory and relevant to the learning of the students and the ultimately the health of the patients, include: valuing education; gaining buy-in; securing buy-out; defining of roles; seeking consensus; negotiating difference and expediting decisions. The phases of the design process are described, as well as the educational outcomes envisaged during the process. Reflections of the designers, in particular on what it means to be a multi-professional team, and a reconceptualization of multi-professional education are presented as challenges for educators of health professionals.

  8. Exploring the Relation between Teachers' Perceptions of Workplace Conditions and Their Professional Learning Goals

    Science.gov (United States)

    Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

    2017-01-01

    Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way…

  9. Teachers' Engagement in Professional Learning: Exploring Motivational Profiles

    NARCIS (Netherlands)

    Jansen in de Wal, Joost; Den Brok, Perry; Hooijer, Janneke; Martens, Rob; Van den Beemt, Antoine

    2017-01-01

    This study investigated to what extent secondary school teachers are motivated to work on their professional learning. To this end, profiles ofmotivational dimensions fromself-determination theorywere explored in a sample of 2360 teachers by means of latent profile analysis. The motivational

  10. [Contract learning: effects of professionalization on the student nurse].

    Science.gov (United States)

    Jubin, Patricia

    2013-03-01

    The reengineering of nurse training implies the implementation of self-development, empowering tools and a reshaping of the function of accompaniment during training which becomes a shared function. This work is part of a psycho-socio-educational approach of the accompaniment to self-directed learning and also in the field of practices of health and social work. This study contributes to the identification of the conditions of efficiency of contracting between student nurses, tutors and instructors. It aims to explore the interest of a triangular steering of the learning contract centered on the student's individual project and also the interest of meetings during training as triggers to a process of self-construction of competences. Moreover, the study aims to identify the effects of contract on professionalization. Our study reverts to the basic question of learning by contract as a pillar for the self-directed learning in an alternating training context. The empirical approach takes into account a qualitative study carried out with 15 people (tutors, managers, student nurses and instructors) in 3 health care structures and a quantitative study based on 78 first year students, 106 second year students, and 47 third year students at the same nursing education institute. The study shows that learning by contract is empowering and professionalizing, if the student is placed in favorable conditions of learning and contractual relationship.

  11. Continuing professional development for teachers in South Africa and social learning systems: conflicting conceptual frameworks of learning

    Directory of Open Access Journals (Sweden)

    G.M. Steyn

    2008-07-01

    Full Text Available To transform education in this country, South African teachers need to be appropriately equipped to meet the evolving challenges and needs of the country. The national policy framework for teacher education and development is an attempt to address the need for suitably qualified teachers in South Africa. Its aim is to improve the quality of education by focusing on the professional development of teachers. This article attempts to address the following research problem: Does continuing professional development for teachers (CPDT, as stipulated by the national policy framework, have the potential to contribute to the development of teachers as proposed by social learning systems? The answer to this question has the potential to inform and influence the policy and its implementation. The answer also describes how conceptual frameworks for learning in Wenger’s social learning systems conflict with effective professional development (PD programmes and CPDT.

  12. 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.

  13. Understanding the Construction of Personal Learning Networks to Support Non-Formal Workplace Learning of Training Professionals

    Science.gov (United States)

    Manning, Christin

    2013-01-01

    Workers in the 21st century workplace are faced with rapid and constant developments that place a heavy demand on them to continually learn beyond what the Human Resources and Training groups can meet. As a consequence, professionals must rely on non-formal learning approaches through the development of a personal learning network to keep…

  14. Making the Most of Professional Learning Communities

    Science.gov (United States)

    Hughes-Hassell, Sandra; Brasfield, Amanda; Dupree, Debbie

    2012-01-01

    As more and more schools implement professional learning communities (PLCs), school librarians often ask: What is the role of school librarians in PLCs? What should they be doing to contribute? What are their colleagues in other schools doing? In this article the authors explore these questions by first describing eight potential roles for school…

  15. Definitions of midwifery competence: implications for professional learning

    OpenAIRE

    Butler, Michelle

    2001-01-01

    This study explores the nature of competence required to fulfil the role of the midwife, learning to become competent, and professional learning beyond registration. The research was undertaken through a qualitative, case study approach, exploring competence as a phenomenon, as experienced by thirty-nine student midwives as they went through the final stages of pre-registration midwifery education programmes, were assessed to be competent, and took on the role of the midwife. The views of the...

  16. Analysing the Professional Development of Teaching and Learning from a Political Ethics of Care Perspective

    Science.gov (United States)

    Bozalek, Vivienne Grace; McMillan, Wendy; Marshall, Delia E.; November, Melvyn; Daniels, Andre; Sylvester, Toni

    2014-01-01

    This paper uses Tronto's political ethics of care as a normative framework to evaluate a model of teaching and learning professional development. This framework identifies five integrated moral elements of care -- attentiveness, responsibility, competence, responsiveness and trust. This paper explicates on each of these elements to evaluate the…

  17. Professional development for design-based learning in engineering education: a case study

    Science.gov (United States)

    Gómez Puente, Sonia M.; van Eijck, Michiel; Jochems, Wim

    2015-01-01

    Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended.

  18. Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher

    Science.gov (United States)

    Herbert, Sandra; Widjaja, Wanty; Bragg, Leicha A.; Loong, Esther; Vale, Colleen

    2016-01-01

    Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews…

  19. 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…

  20. Supporting Professional Development in Special Education with Web-Based Professional Learning Communities: New Possibilities with Web 2.0

    Science.gov (United States)

    Hardman, Elizabeth L.

    2012-01-01

    This article describes the challenges in organizing professional learning communities (PLCs) in special education, identifies the teacher and student benefits of using a PLC approach to professional development, and discusses the promise and pitfalls of organizing web-based PLCs to engage distributed stakeholders in the practice of special…

  1. A transformative perspective on learning and professional development of Afghan physiotherapists.

    Science.gov (United States)

    Wickford, Jenny; Edwards, Ian; Rosberg, Susanne

    2012-05-01

    The aim of this article is to explore factors that impacted learning of Afghan physiotherapists in a development project to improve the physiotherapy services in a disability programme implemented by a Swedish nongovernmental organisation in Afghanistan. Participant observation, recorded as field notes, was used to document the process, to gain a better understanding of professional development of physiotherapists in Afghanistan. Field notes were analysed and factors affecting learning were interpreted from a perspective inspired by transformative learning. Various factors were identified: a pattern approach to treatment, linear thinking, and socially oriented decision making affected how new things learned were put into practice; concrete representations and an instrumental view of knowledge characterised learning approaches; language barriers, different interpretations of meaning, and cultural codes challenged communication; and a prescriptive, encouraging approach of the expatriate physiotherapy development worker affected teaching and learning. Working with professional development across cultural borders is challenging, and the identified factors impacting learning can help expatriate physiotherapists in adapting training to the Afghan context. Exploring meaning perspectives and communicative learning could enhance understanding of these factors for both expatriate and Afghan physiotherapists and should be a focus in future development activities.

  2. Educating for Digital Futures: What the Learning Strategies of Digital Media Professionals Can Teach Higher Education

    Science.gov (United States)

    Bridgstock, Ruth

    2016-01-01

    This article explores how universities might engage more effectively with the imperative to develop students' twenty-first century skills for the information society, by examining learning challenges and professional learning strategies of successful digital media professionals. The findings of qualitative interviews with professionals from…

  3. Learning experiences for the transition to professional work

    Directory of Open Access Journals (Sweden)

    Leigh N. Wood

    2015-12-01

    Full Text Available A better educated workforce contributes to a more informed and tolerant society with higher economic output, and this is also associated with higher levels of personal health, interpersonal trust and civic and social engagement. Against this backdrop, the role of universities has expanded, as university learning has moved beyond providing an education to preparing students for leadership positions within society. This article examines the effectiveness of final-year learning experiences from the perception of recent graduates. The aim is to improve undergraduate curriculum to facilitate the transition to professional employment. An online quantitative and qualitative survey instrument was developed to investigate graduates’ perceptions of their different learning experiences and assessment types in their senior year. Four hundred and twelve alumni from five universities completed the survey. Our results indicate that graduates value case studies, group work and oral presentations, and that graduates rate lectures and guest lectures from practitioners as the least important in their transition to work. The results validate the use of graduate capability frameworks and mapping the development of the skills over the curriculum. These results are useful for curriculum designers to assist with designing programmes on the transition to professional work.

  4. Mindfulness as a Prerequisite to Effective Leadership; Exploring the Constructs That Foster Productive Use of Feedback for Professional Learning

    Science.gov (United States)

    Day, Danette V.; Gregory, Jess L.

    2017-01-01

    This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the information available for professional learning. The paper explores connections between mindset, ego, and mindfulness that promote or inhibit an educator's ability to use feedback for learning. A leader's commitment to creating spaces for meaningful use of…

  5. Student perspectives of a Student-Led Groups Program model of professional practice education in a brain injury rehabilitation unit.

    Science.gov (United States)

    Patterson, Freyr; Fleming, Jennifer; Marshall, Kathryn; Ninness, Nadine

    2017-10-01

    Professional practice education is a core and essential component of occupational therapy training. With increasing numbers of education programmes and more students requiring professional practice placements, development of innovative models of professional practice education has emerged, but these require investigation. The aim of this study was to investigate student experiences and perceptions of the Student-Led Groups Program model of professional practice education in an inpatient brain injury rehabilitation unit. A qualitative approach, guided by phenomenological theory was used. Participants were 15 students who had completed a professional practice placement in the Student-Led Groups Program. Data were collected using in-depth semi-structured interviews and analysed thematically. Three over-arching themes emerged from the data; balance of support and freedom, development of clinical skills and missed opportunities. Students described how the structure of the placement facilitated independent learning and autonomy that was balanced with support from clinicians and student peers. Students perceived that they had developed a breadth of clinical skills and also had missed some learning opportunities in this professional practice placement structure. Overall student perceptions of the Student-Led Groups Program were positive, supporting the continued use of this model of professional practice education in this setting. The results highlight the value of structured and consistent approaches for supervision, including the use of formal approaches to peer supervision in the initial stages of learning. © 2017 Occupational Therapy Australia.

  6. Ecological literacy and beyond: Problem-based learning for future professionals.

    Science.gov (United States)

    Lewinsohn, Thomas M; Attayde, José Luiz; Fonseca, Carlos Roberto; Ganade, Gislene; Jorge, Leonardo Ré; Kollmann, Johannes; Overbeck, Gerhard E; Prado, Paulo Inácio; Pillar, Valério D; Popp, Daniela; da Rocha, Pedro L B; Silva, Wesley Rodrigues; Spiekermann, Annette; Weisser, Wolfgang W

    2015-03-01

    Ecological science contributes to solving a broad range of environmental problems. However, lack of ecological literacy in practice often limits application of this knowledge. In this paper, we highlight a critical but often overlooked demand on ecological literacy: to enable professionals of various careers to apply scientific knowledge when faced with environmental problems. Current university courses on ecology often fail to persuade students that ecological science provides important tools for environmental problem solving. We propose problem-based learning to improve the understanding of ecological science and its usefulness for real-world environmental issues that professionals in careers as diverse as engineering, public health, architecture, social sciences, or management will address. Courses should set clear learning objectives for cognitive skills they expect students to acquire. Thus, professionals in different fields will be enabled to improve environmental decision-making processes and to participate effectively in multidisciplinary work groups charged with tackling environmental issues.

  7. Teachers' engagement in professional learning : exploring motivational profiles

    NARCIS (Netherlands)

    Jansen in de Wal, J.; Brok, den P.J.; Hooijer, J.G.; Martens, R.L.; Beemt, van den A.A.J.

    2014-01-01

    This study investigated to what extent secondary school teachers are motivated to work on their professional learning. To this end, profiles of motivational dimensions from self-determination theory were explored in a sample of 2360 teachers by means of latent profile analysis. The motivational

  8. Professional Learning in Initial Teacher Education: Vision in the Constructivist Conception of Teaching and Learning

    Science.gov (United States)

    Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

    2012-01-01

    With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a…

  9. 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…

  10. The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach

    Science.gov (United States)

    Goodnough, Karen; Murphy, Elizabeth

    2017-01-01

    The purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and…

  11. Learning Outcomes in Professional Contexts in Higher Education

    Science.gov (United States)

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

    2017-01-01

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

  12. Learning of Teaching in the Professional Socialization in Physical Education

    Directory of Open Access Journals (Sweden)

    Samuel de Souza Neto

    2017-05-01

    Full Text Available Abstract AIMS to investigate how the professional socialization happens through teacher education. METHODS a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and deepen the collected information. Two Physical Education teachers with different stories of personal and professional development participated in this study. Through content analysis the data was organized in themes: the cultural capital and the learning of teaching, as a social, spatial and temporal process; a cognitive, plural and heterogenic process and a human, moral and relational process. RESULTS life settings can be viewed as the building scaffoldings of a professional socialization with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions. In this process of successive socializations, teachers build their professional identity, valuing social interactions in the environments they inhabit. In this study, practice was viewed as a site for training, the production of knowledge, and professional socialization in the acquisition of cultural capital. The knowledge of teachers was conceived as having a social nature, bringing underlying sources of acquisition associated with the family, school, and university because they decisively contribute to the structure of the educational practice. CONCLUSION the professional socialization is a dynamic process which involves not only the learning, but the acquisition of a professional ethos and, mainly, a teacher's identity and a base of knowledge that support the social interaction and the teaching culture in the activities and individual socialization in the habitus perspective.

  13. A professional approach to English language teaching and learning in teacher’s training education

    Directory of Open Access Journals (Sweden)

    Rodríguez, Orlando

    2011-01-01

    Full Text Available This article deals with the demands for giving a professionalized approach to the English teaching-learning process for future teachers at the universities of pedagogical sciences of Cuba, specifically at “Jose Marti” University of Camagüey. The treatment to the professionalized learning approach has generally been related to technical courses in the technical professional teaching. This approach needs contextualizing in the different courses or disciplines of higher education with the purpose of achieving the goal demanded by society of graduated teachers from higher education at their working scenarios. The teacher of English is no exception to this demand. Key words: professional approach, professional competency, users, analyst, professor

  14. Learning Goals Achievement of a Teacher in Professional Development

    Directory of Open Access Journals (Sweden)

    Siti Marfu’ah

    2017-04-01

    Full Text Available This study aimed to describe the achievement of teacher learning in cognitive, affective and psychomotor in conducting professional development. This study was categorized as a descriptive study. The respondents of this study were teachers and students in the Department of Electrical Engineering at a Vocational Secondary School in Bangka Belitung. Methods of data collection used questionnaires. The data were analyzed with descriptive analysis. The results of this study consisted of: (1 teachers’ opinion, most teachers had worked very well in learning of cognitive, affective, and psychomotor, (2 students’ opinion, several teachers had succeeded in cognitive learning, and managed very well on affective and psychomotor learning.

  15. Pastors and the "Perpetuum Mobile": The Dynamics of Professional Learning in Times of Reform

    Science.gov (United States)

    Reite, Ingrid Chr.

    2015-01-01

    In a changing knowledge society, many workplaces experience a great number of reforms, implying improvement, new ways of working and professional learning. When a reform is introduced, however, does a professional act as an ever-moving machine--a "perpetuum mobile"--always learning with full energy? In this article, I ask the following:…

  16. Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

    Science.gov (United States)

    Sánchez Carracedo, Fermín; Soler, Antonia; Martín, Carme; López, David; Ageno, Alicia; Cabré, Jose; Garcia, Jordi; Aranda, Joan; Gibert, Karina

    2018-05-01

    Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students' grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students' surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

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

    Science.gov (United States)

    Weber-Mayrer, Melissa M.

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

  18. Improving adult learning and professional development in a post-conflict area: the case of Cambodia

    NARCIS (Netherlands)

    Berkvens, J.; Kalyanpur, M.; Kuiper, Wilmad; van den Akker, Jan

    2012-01-01

    All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a

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

    Science.gov (United States)

    Mason, Glenn; Wang, Shaoyu

    2016-01-01

    Objectives This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger’s and Mezirow’s learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results Students’ and tutors’ reflections on learning in PPD converged on two principle themes - ‘Developing a philosophy of medicine’ and ‘Becoming an ethical doctor’- which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. Conclusions A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine. PMID:26845777

  20. Material matters for learning in virtual networks: a case study of a professional learning programme hosted in a Google+ online community

    Directory of Open Access Journals (Sweden)

    Aileen Ackland

    2015-08-01

    Full Text Available In this paper, we draw on Actor–Network Theories (ANT to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data comprised postings in the Google+ community, email correspondence, meeting notes, feedback submitted at the final workshop and post-module evaluation forms. Our analysis revealed a complex set of interactions, and suggests multiple ways human actors story their encounters with non-human components and the effects these have on the learning experience. The aim of this paper is to contribute to a more holistic understanding of the components and dynamics of social learning networks in the virtual world and consider the implications for the design of online learning for continuous professional development (CPD.

  1. Leading for Change: Creating a Professional Learning Community for Collaborative Relationships and Shared Leadership

    Science.gov (United States)

    Martin, Linda

    2013-01-01

    This action research study examines school reform through the development of a professional learning community for teacher-leaders. Through action research, this study organized a select group of teacher-leaders into a professional learning community to engage in a series of readings through a book club. The purpose of the book club was to develop…

  2. A model curriculum of health care informatics for Dutch higher professional education.

    Science.gov (United States)

    Aarts, J.

    1995-01-01

    This paper describes the results of a two year project to design a model curriculum of health care informatics for Dutch higher professional education. The core of the curriculum are sixteen modules which cover the broad range of medical informatics and which are closely related to the profiles of the professions involved (nursing, physiotherapy, speech therapy, occupational therapy and dietetics). The curriculum emphasizes the need of using structured data and information to perform tasks in health care delivery and management, for which modern information technology is indispensable. The model curriculum will enable faculty to redesign existing undergraduate programs and to select the contents they see appropriate. In this way we hope that the model curriculum will contribute to an innovative attitude of future graduating health care professionals. A new three year project just has started to develop learning materials using professional health care software based on the sixteen modules of the curriculum. PMID:8563329

  3. Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education

    Science.gov (United States)

    Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

    2016-01-01

    The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…

  4. Material Matters for Learning in Virtual Networks: A Case Study of a Professional Learning Programme Hosted in a Google+ Online Community

    Science.gov (United States)

    Ackland, Aileen; Swinney, Ann

    2015-01-01

    In this paper, we draw on Actor-Network Theories (ANT) to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data…

  5. Learning Culture, Line Manager and HR Professional Practice

    Science.gov (United States)

    Harrison, Patricia

    2011-01-01

    Purpose: This paper aims to focus on the role of line management and learning culture in the development of professional practice for the human resource (HR) practitioner. Design/methodology/approach: Three-year longitudinal, matched-pair study involving five participants and their line managers. Findings: Two of the five participants experienced…

  6. Professional Learning and the Materiality of Social Practice

    Science.gov (United States)

    Makitalo, Asa

    2012-01-01

    This article addresses professional learning as intrinsic to social practices. It takes its point of departure in a sociocultural notion of mediation and communication in human activity and addresses the constitutive nature of language and artefacts as material-semiotic tools in the social coordination of perspectives and action, meaning-making…

  7. Development and evaluation of an innovative model of inter-professional education focused on asthma medication use.

    Science.gov (United States)

    Bosnic-Anticevich, Sinthia Z; Stuart, Meg; Mackson, Judith; Cvetkovski, Biljana; Sainsbury, Erica; Armour, Carol; Mavritsakis, Sofia; Mendrela, Gosia; Travers-Mason, Pippa; Williamson, Margaret

    2014-04-07

    Inter-professional learning has been promoted as the solution to many clinical management issues. One such issue is the correct use of asthma inhaler devices. Up to 80% of people with asthma use their inhaler device incorrectly. The implications of this are poor asthma control and quality of life. Correct inhaler technique can be taught, however these educational instructions need to be repeated if correct technique is to be maintained. It is important to maximise the opportunities to deliver this education in primary care. In light of this, it is important to explore how health care providers, in particular pharmacists and general medical practitioners, can work together in delivering inhaler technique education to patients, over time. Therefore, there is a need to develop and evaluate effective inter-professional education, which will address the need to educate patients in the correct use of their inhalers as well as equip health care professionals with skills to engage in collaborative relationships with each other. This mixed methods study involves the development and evaluation of three modules of continuing education, Model 1, Model 2 and Model 3. A fourth group, Model 4, acting as a control.Model 1 consists of face-to-face continuing professional education on asthma inhaler technique, aimed at pharmacists, general medical practitioners and their practice nurses.Model 2 is an electronic online continuing education module based on Model 1 principles.Model 3 is also based on asthma inhaler technique education but employs a learning intervention targeting health care professional relationships and is based on sociocultural theory.This study took the form of a parallel group, repeated measure design. Following the completion of continuing professional education, health care professionals recruited people with asthma and followed them up for 6 months. During this period, inhaler device technique training was delivered and data on patient inhaler technique

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

    Science.gov (United States)

    Margalef, Leonor; Pareja Roblin, Natalie

    2016-01-01

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

  9. THE RELEVANCE OF LEARNING APPLIED ENGLISH FOR ACADEMICS TO FOSTER PROFESSIONALISM

    Directory of Open Access Journals (Sweden)

    Lubna Algadrie

    2005-01-01

    Full Text Available Academics who are not competent in communication skills, particularly language skills, will develop less compared to those who are. Communication skills in general and language skills in particular will foster professionalism since professionals will spend less time doing and more time managing as experience grows. Professionalism grows from qualities that can be learned and developed as well as information learned and acquired. Negotiating skills will enable them to win deals more readily. Moreover, internet based realms of communications are mostly English speaking creations, which vary in terms of level of formality and choice of words. In this paper the writer shares her experience in materials preparations and a classroom-centered research done on a group of academics of non-English majors who came to ITS Language Centre to improve their English language competence for career development and further studies.

  10. The power of mindful learning in professional development course

    Directory of Open Access Journals (Sweden)

    Sonia Piscayanti Kadek

    2018-01-01

    Full Text Available Mindful Learning has been widely used in education nowadays, due to its significant and valuable impacts towards learning. Mindful learning is an effective tool to enhance students’ awareness of learning, students’ engagement with the context of learning and students’ flexibility towards new ideas in learning. The three main characteristics of mindful learning above raise students’ motivation and ownership of learning. It is shaping the students new perspective and leading them to powerful impact of learning. This is a descriptive qualitative research on the use of mindful learning in Professional Development Course in English Education Department Ganesha University of Education. The subjects are 73 students of sixth semester in academic year 2016/2017. Mindful Learning is used as a powerful strategy to enhance the students’ achievement in learning. It is implemented through 16 meetings consisted of lectures, discussions, presentations and final projects. They are assessed by reflective journal, presentation notes, and final projects. At the end, the result showed that the power of mindful learning gives significant effect towards learning achievement. It showed that not only the mindful learning is effective for the learning but also productive in improving the students’ creativity and critical thinking.

  11. Learning to Become a Learning Professional: Reflections on One Year of Teaching

    Science.gov (United States)

    Attard, Karl; Armour, Kathleen M.

    2005-01-01

    This research aims to study the ways in which a teacher learns through and about professional practice. Data presented here is drawn from one year of teaching and focuses on pedagogical practices, critical reflection upon those practices and the impact of the implementation of a new physical education syllabus in Maltese secondary schools. The…

  12. Strategies for Teaching Regional Climate Modeling: Online Professional Development for Scientists and Decision Makers

    Science.gov (United States)

    Walton, P.; Yarker, M. B.; Mesquita, M. D. S.; Otto, F. E. L.

    2014-12-01

    There is a clear role for climate science in supporting decision making at a range of scales and in a range of contexts: from Global to local, from Policy to Industry. However, clear a role climate science can play, there is also a clear discrepancy in the understanding of how to use the science and associated tools (such as climate models). Despite there being a large body of literature on the science there is clearly a need to provide greater support in how to apply appropriately. However, access to high quality professional development courses can be problematic, due to geographic, financial and time constraints. In attempt to address this gap we independently developed two online professional courses that focused on helping participants use and apply two regional climate models, WRF and PRECIS. Both courses were designed to support participants' learning through tutor led programs that covered the basic climate scientific principles of regional climate modeling and how to apply model outputs. The fundamental differences between the two courses are: 1) the WRF modeling course expected participants to design their own research question that was then run on a version of the model, whereas 2) the PRECIS course concentrated on the principles of regional modeling and how the climate science informed the modeling process. The two courses were developed to utilise the cost and time management benefits associated with eLearning, with the recognition that this mode of teaching can also be accessed internationally, providing professional development courses in countries that may not be able to provide their own. The development teams saw it as critical that the courses reflected sound educational theory, to ensure that participants had the maximum opportunity to learn successfully. In particular, the role of reflection is central to both course structures to help participants make sense of the science in relation to their own situation. This paper details the different

  13. Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

    Science.gov (United States)

    Monet, Julie A.; Etkina, Eugenia

    2008-10-01

    This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.

  14. Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC

    Directory of Open Access Journals (Sweden)

    Anna Smith

    2016-03-01

    Full Text Available The Connected Learning Massive Open Online Collaboration (CLMOOC is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of research that investigates learning processes in MOOC experiences, this paper examines the situated literacy practices that emerged as educators in CLMOOC composed, collaborated, and distributed multimediated artifacts. Using a collaborative, interactive visual mapping tool as participant-researchers, we analyzed relationships between publically available artifacts and posts generated in one week through a transliteracies framework. Culled data included posts on Twitter (n = 678, a Google+ Community (n = 105, a Facebook Group (n = 19, a blog feed (n = 5, and a “make” repository (n = 21. Remix was found to be a primary form of interaction and mediator of learning. Participants not only iterated on each others’ artifacts, but on social processes and shared practices as well. Our analysis illuminated four distinct remix mobilities and relational tendencies—bursting, drifting, leveraging, and turning. Bursting and drifting characterize the paces and proximities of remixing while leveraging and turning are activities more obviously disruptive of social processes and power hierarchies. These mobilities and tendencies revealed remix as an emergent, iterative, collaborative, critical practice with transformative possibilities for openly networked web-mediated professional learning.

  15. Promoting interprofessional learning and enhancing the pre-registration student experience through reciprocal cross professional peer tutoring.

    Science.gov (United States)

    McLeod, Fiona; Jamison, Caroline; Treasure, Karen

    2018-05-01

    To improve collaboration and the quality of care, healthcare programmes are increasingly promoting interprofessional education thereby enabling students to learn with, from and about each other. A reciprocal peer learning model has developed among pre-registration physiotherapy and adult nursing students at Plymouth University, England. Embedded within the curriculum, it provides voluntary opportunities for year two students to become cross professional peer tutors to year one students while enhancing interprofessional understanding and skills acquisition. To explore participant experiences of two cross professional peer tutored clinical skills workshops delivered to a cohort of nursing (n = 67) and physiotherapy (n = 53) students in 2015. A mixed methods approach generated qualitative and quantitative data. Qualitative data was gathered via focus groups and individual interviews of peer tutors and learners (n = 27). These were recorded, transcribed and thematically analysed. The Readiness for Interprofessional Learning Scale questionnaire (n = 84) was completed before and after the workshops to consider any influence on students' attitudes towards interprofessional learning. Four themes evolved from thematic analysis; benefits of cross professional peer tutoring, interprofessional teamwork, quality of care and factors influencing the delivery of the workshops. Data showed students felt they developed greater understanding of interprofessional roles and acquired new skills. Peer tutors developed confidence in representing their profession while appearing to inspire early stage students. The Readiness for Interprofessional Learning Scale questionnaire data identified very positive attitudes towards interprofessional learning among the majority of students in both cohorts before and after the workshop. This study endorses the utility of enhancing the Higher Education experience by offering voluntary peer tutoring opportunities. Participating students

  16. Enhancing Self-Efficacy in Elementary Science Teaching with Professional Learning Communities

    Science.gov (United States)

    Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

    2013-01-01

    Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in…

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

    Science.gov (United States)

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

    2017-02-01

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

  18. A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

    Science.gov (United States)

    Diaconu, Dana Viorica; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

    2012-01-01

    A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one…

  19. "A Lifelong Classroom": Social Studies Educators' Engagement with Professional Learning Networks on Twitter

    Science.gov (United States)

    Noble, Anna; McQuillan, Patrick; Littenberg-Tobias, Josh

    2016-01-01

    Growing numbers of educators are using social media platforms to connect with other educators to form professional learning networks. These networks serve as alternative sources of professional development for teachers who seek to enrich their professional growth beyond school-based programs. This study aims to add to the small but growing body of…

  20. It takes a village: supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community

    Science.gov (United States)

    Ryoo, Jean; Goode, Joanna; Margolis, Jane

    2015-10-01

    This article describes the importance that high school computer science teachers place on a teachers' professional learning community designed around an inquiry- and equity-oriented approach for broadening participation in computing. Using grounded theory to analyze four years of teacher surveys and interviews from the Exploring Computer Science (ECS) program in the Los Angeles Unified School District, this article describes how participating in professional development activities purposefully aimed at fostering a teachers' professional learning community helps ECS teachers make the transition to an inquiry-based classroom culture and break professional isolation. This professional learning community also provides experiences that challenge prevalent deficit notions and stereotypes about which students can or cannot excel in computer science.

  1. PSYCHOLOGICAL STRATEGY OF COOPERATION, MOTIVATIONAL, INFORMATION AND TECHNOLOGICAL COMPONENTS OF FUTURE HUMANITARIAN TEACHER READINESS FOR PROFESSIONAL ACTIVITY IN POLYSUBJECTIVE LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Y. Spivakovska

    2014-04-01

    Full Text Available Redefining of modern information and communication technologies (ICT from teaching aids to teaching process subjects, continuous growth of their subjectivity necessary demands appropriate knowledge, skills, appropriate attitude to didactic capabilities of ICT, ability to cooperate with them and to build pupils learning activity aimed at formation and development of self organization, self development skills, promoting their subjective position in getting education that will be readiness of modern teacher to organize effective professional activities in polysubjective learning environment (PLE. The new tasks of humanitarian teacher related to self selection and design of educational content as well as the modeling of the learning process in conditions of PLE virtualized alternatives choice, impose special requirements to professionally important teacher’s personality qualities, rather to his readiness to implement effective professional work in such conditions. In this article the essence of future humanitarian teacher readiness concept to professional activity in polysubjective educational environment is proved. The structure of the readiness is analyzed. Psychological strategy of cooperation, reflective, motivational and informational partials are substantiated and characterized as components of the future humanitarian teacher readiness to professional activities in polysubjective educational environment.

  2. Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District

    Science.gov (United States)

    Carpenter, Dan

    2012-01-01

    The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators…

  3. An integrative review of e-learning in the delivery of self-management support training for health professionals.

    Science.gov (United States)

    Lawn, Sharon; Zhi, Xiaojuan; Morello, Andrea

    2017-10-10

    E-learning involves delivery of education through Information and Communication Technology (ITC) using a wide variety of instructional designs, including synchronous and asynchronous formats. It can be as effective as face-to-face training for many aspects of health professional training. There are, however, particular practices and skills needed in providing patient self-management support, such as partnering with patients in goal-setting, which may challenge conventional practice norms. E-learning for the delivery of self-management support (SMS) continuing education to existing health professionals is a relatively new and growing area with limited studies identifying features associated with best acquisition of skills in self-management support. An integrative literature review examined what is known about e-learning for self-management support. This review included both qualitative and quantitative studies that focused on e-learning provided to existing health professionals for their continuing professional development. Papers were limited to those published in English between 2006 and 2016. Content analysis was used to organize and focus and describe the findings. The search returned 1505 articles, with most subsequently excluded based on their title or abstract. Fifty-two full text articles were obtained and checked, with 42 excluded because they did not meet the full criteria. Ten peer-reviewed articles were included in this review. Seven main themes emerged from the content analysis: participants and professions; time; package content; guiding theoretical framework; outcome measures; learning features or formats; and learning barriers. These themes revealed substantial heterogeneity in instructional design and other elements of e-learning applied to SMS, indicating that there is still much to understand about how best to deliver e-learning for SMS skills development. Few e-learning approaches meet the need for high levels of interactivity, reflection

  4. A New Professionalism for a Collaborative Culture of Organizational Learning in a Contemporary Society.

    Science.gov (United States)

    Quicke, John

    2000-01-01

    Evaluates professionalism in contemporary context and suggests ways to enhance educational institutions' learning capability. The new professionalism stresses use of democratic collaboration to confront bureaucratic constraints and disciplinary power in an uncertain age. New professionals must self-consciously create and recreate collaborative…

  5. Analyzing Principal Professional Development Practices through the Lens of Adult Learning Theory

    Science.gov (United States)

    Zepeda, Sally J.; Parylo, Oksana; Bengtson, Ed

    2014-01-01

    This qualitative study sought to identify current principal professional development practices in four school systems in Georgia and to examine them by applying the principles of adult learning theory. The cross-case analysis of principal professional development initiatives in four school districts revealed nine common practices: connecting…

  6. The Impact of a Practice-Teaching Professional Development Model on Teachers' Inquiry Instruction and Inquiry Efficacy Beliefs

    Science.gov (United States)

    Lotter, Christine R.; Thompson, Stephen; Dickenson, Tammiee S.; Smiley, Whitney F.; Blue, Genine; Rea, Mary

    2018-01-01

    This study examined changes in middle school teachers' beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura's (1986) social cognitive theory of learning and…

  7. Electronic learning and constructivism: a model for nursing education.

    Science.gov (United States)

    Kala, Sasikarn; Isaramalai, Sang-Arun; Pohthong, Amnart

    2010-01-01

    Nurse educators are challenged to teach nursing students to become competent professionals, who have both in-depth knowledge and decision-making skills. The use of electronic learning methods has been found to facilitate the teaching-learning process in nursing education. Although learning theories are acknowledged as useful guides to design strategies and activities of learning, integration of these theories into technology-based courses appears limited. Constructivism is a theoretical paradigm that could prove to be effective in guiding the design of electronic learning experiences for the purpose of providing positive outcomes, such as the acquisition of knowledge and decision-making skills. Therefore, the purposes of this paper are to: describe electronic learning, present a brief overview of what is known about the outcomes of electronic learning, discuss constructivism theory, present a model for electronic learning using constructivism, and describe educators' roles emphasizing the utilization of the model in developing electronic learning experiences in nursing education.

  8. Practitioner of Cooperative Learning as Part of Novice Teachers' Professional Identity

    Science.gov (United States)

    Astuti, Puji

    2016-01-01

    This paper identifies challenges that English as a foreign language (EFL) novice teachers in Indonesia may face in developing a professional identity, which, in this paper, refers to becoming a practitioner of cooperative learning. Cooperative learning is a mandated teaching method both in the 2006 and 2013 Indonesian curriculum, and is under the…

  9. Using the Instructional Core to Implement a Professional Learning Programme for Primary Science Teachers in Australia: Teacher Learning and Student Skill Outcomes

    Science.gov (United States)

    Loughland, Tony; Nguyen, Hoa Thi Mai

    2016-01-01

    There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…

  10. Learning a Music Instrument in Early Childhood: What Can We Learn from Professional Musicians' Childhood Memories?

    Science.gov (United States)

    Smith, Wyverne

    2008-01-01

    Professional early childhood educators are often asked for advice about whether or when a young child should learn to play a music instrument. Many educators who do not have a background in music education may not be confident in providing such advice. A range of overseas research has supported learning a music instrument in the early childhood…

  11. Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

    Science.gov (United States)

    Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

    2013-09-01

    Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.

  12. Factors Influencing Teacher Appropriation of Professional Learning Focused on the Use of Technology in Science Classrooms

    Science.gov (United States)

    Longhurst, Max L.; Jones, Suzanne H.; Campbell, Todd

    2017-01-01

    Understanding factors that impact teacher implementation of learning from professional development is critical in order to maximize the educational and financial investment in teacher professional learning. This multi-case qualitative investigation elucidates factors that influence the appropriation of instructional tools associated with…

  13. Professional Learning in Human Resource Management: Problematising the Teaching of Reflective Practice

    Science.gov (United States)

    Griggs, V.; Holden, R.; Rae, J.; Lawless, A.

    2015-01-01

    Reflection and reflective practice are much discussed aspects of professional education. This paper conveys our efforts to problematise teaching reflective practice in human resources (HR) education. The research, on which the paper is based, engages with stakeholders involved in the professional learning and education of reflective practice in…

  14. Role-modelling and the hidden curriculum: New graduate nurses' professional socialisation.

    Science.gov (United States)

    Hunter, Kiri; Cook, Catherine

    2018-05-12

    To explore new graduate nurses' experiences of professional socialisation by registered nurses in hospital-based practice settings, and identify strategies that support professional identity development. Professionalism is reinforced and stabilised in the clinical environment through the 'hidden curriculum', with major learning coming from practice role-models. New graduates observe attitudes, behaviours, decision-making and skills, and gain feedback from registered nurses, which they translate into their own practice. Professional socialisation occurs through encounters with desirable and undesirable role-modelling; both are significant in professional identity formation. Qualitative descriptive design. Data collection was undertaken through semi-structured interviews with five new graduate nurse participants. A general inductive approach guided analysis. The meaningful descriptions gained provided insight into their experiences. Three main themes identified from the data include: 'Lessons from the wilderness'; 'Life in the wild'; and 'Belonging to a wolf pack'. The data set highlighted the major transitional process from student identity to registered nurse. New graduates' rethinking of beliefs and professional nursing identities were influenced by organisational pressures and experienced nurses role-modelling practices contrary to professional values. Despite encountering a range of professional behaviours, attitudes and dilemmas, new graduates were capable of moral agency and critical thinking. However, they rapidly acculturated and described compromises to cope. To promote high morale and a sense of belonging, a concerted effort is required by all nurses to facilitate the socialisation process to encourage self-authorship. A well-developed professional identity enhances nursing as a profession, contributing towards better healthcare delivery and outcomes. It is critically important how professional values are learnt within the culture of nursing. Tensions in

  15. Online Learning - Between University Studies and Workplace Learning

    DEFF Research Database (Denmark)

    Kolbæk, Ditte; Lundh Snis, Ulrika

    2018-01-01

    —by attending a blended learning course? The study builds on Engeström’s (2001) expansive learning model of two interacting activity systems, namely, the students’ master’s course and their professional work places. The study follows a mixed methods approach and finds that the students integrated requirements......This study explores learning when professionals return to education and use their professional work experience to fulfil their study objectives. The research question is: How do students learn from experiences in two contexts—a master’s course at a university and their organisations of employment...

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

    Science.gov (United States)

    Filsinger, Mark H.

    2013-01-01

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

  17. 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. 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…

  19. The Emergence of the Open Networked ``i-Learning'' Model

    Science.gov (United States)

    Elia, Gianluca

    The most significant forces that are changing the business world and the society behaviors in this beginning of the twenty-first century can be identified into the globalization of the economy, technological evolution and convergence, change of the workers' expectations, workplace diversity and mobility, and mostly, knowledge and learning as major organizational assets. But which type of ­learning dynamics must be nurtured and pursued within the organizations, today, in order to generate valuable knowledge and its effective applications? After a brief discussion on the main changes observable in management, ICT and society/workplace in the last years, this chapter aims to answer to this question, through the proposition of the “Π-shaped” profile (a new professional archetype for leading change), and through the discussion of the open networked “i-Learning” model (a new framework to “incubate” innovation in learning processes). Actually, the “i” stands for “innovation” (to highlight the nature of the impact on traditional ­learning model), but also it stands for “incubation” (to underline the urgency to have new environments in which incubating new professional profiles). Specifically, the main key characteristics at the basis of the innovation of the learning processes will be ­presented and described, by highlighting the managerial, technological and societal aspects of their nature. A set of operational guidelines will be also ­provided to ­activate and sustain the innovation process, so implementing changes in the strategic dimensions of the model. Finally, the “i-Learning Radar” is presented as an operational tool to design, communicate and control an “i-Learning experience”. This tool is represented by a radar diagram with six strategic dimensions of a ­learning initiative.

  20. Learning to Learn: towards a Relational and Transformational Model of Learning for Improved Integrated Care Delivery

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    John Diamond

    2013-06-01

    Full Text Available Health and social care systems are implementing fundamental changes to organizational structures and work practices in an effort to achieve integrated care. While some integration initiatives have produced positive outcomes, many have not. We reframe the concept of integration as a learning process fueled by knowledge exchange across diverse professional and organizational communities. We thus focus on the cognitive and social dynamics of learning in complex adaptive systems, and on learning behaviours and conditions that foster collective learning and improved collaboration. We suggest that the capacity to learn how to learn shapes the extent to which diverse professional groups effectively exchange knowledge and self-organize for integrated care delivery.

  1. Assessing the Factors Impacting Professional Learning for Teachers in Seventh-Day Adventist Schools: A Comparison of Millennials and Non-Millennials

    Science.gov (United States)

    Bayer, Betty L.

    2017-01-01

    Problem and Purpose: Much research over several decades has established the importance of ongoing professional learning for teachers and has identified what effective professional learning should look like. Little research has been done, however, on the professional learning practices of teachers in faith-based schools, and few studies have…

  2. Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students.

    Science.gov (United States)

    Baldwin, A; Mills, J; Birks, M; Budden, L

    2017-12-01

    Role modelling by experienced nurses, including nurse academics, is a key factor in the process of preparing undergraduate nursing students for practice, and may contribute to longevity in the workforce. A grounded theory study was undertaken to investigate the phenomenon of nurse academics' role modelling for undergraduate students. The study sought to answer the research question: how do nurse academics role model positive professional behaviours for undergraduate students? The aims of this study were to: theorise a process of nurse academic role modelling for undergraduate students; describe the elements that support positive role modelling by nurse academics; and explain the factors that influence the implementation of academic role modelling. The study sample included five second year nursing students and sixteen nurse academics from Australia and the United Kingdom. Data was collected from observation, focus groups and individual interviews. This study found that in order for nurse academics to role model professional behaviours for nursing students, they must reconcile their own professional identity. This paper introduces the theory of reconciling professional identity and discusses the three categories that comprise the theory, creating a context for learning, creating a context for authentic rehearsal and mirroring identity. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. Using Non-Extension Volunteering as an Experiential Learning Activity for Extension Professionals

    Science.gov (United States)

    Andrews, Kevin B.; Lockett, Landry L.

    2013-01-01

    Extension professionals can gain much-needed competencies in volunteer administration through experiential learning by participating in volunteer activities. Experiential learning is a means of behavior change that allows the individual learner to reflect on, abstract, and apply their experiences to new situations. This article expands on…

  4. Teachers' Professional Learning: The Role of Knowledge Management Practices

    Science.gov (United States)

    Niehoff, Karissa

    2010-01-01

    This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their…

  5. The Role of Departmental Leadership for Professional Learning Communities

    Science.gov (United States)

    Vanblaere, Bénédicte; Devos, Geert

    2018-01-01

    Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for…

  6. Professional Discussion Groups: Informal Learning in a Third Space

    Science.gov (United States)

    Jordan, Robert A.

    2013-01-01

    In this ethnographic study, I explored two discussion groups and discovered Third Space elements such as cultural hybridity, counterscript, and sharing of experiences and resources contributed to a safe learning environment existing at the boundaries between participant personal and professional spaces. The groups operated under the auspices of a…

  7. Generation Y Health Professional Students ’ Preferred Teaching and Learning Approaches: A Systematic Review

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    Caroline Mary Hills

    2017-01-01

    Full Text Available Generation Y or Millennials are descriptors for those born between 1982 and 2000. This cohort has grown up in the digital age and is purported to have different learning preferences from previous generations. Students are important stakeholders in identifying their preferred teaching and learning approaches in health professional programs. This study aimed to identify, appraise, and synthesize the best available evidence regarding the teaching and learning preferences of Generation Y health professional students. The review considered any objectively measured or self-reported outcomes of teaching and learning reported from Generation Y health professional student perspectives. In accordance with a previously published Joanna Briggs Institute Protocol, a three-step search strategy was completed. Two research articles (nursing and dental hygiene students and three dissertations (nursing were critically appraised. All studies were cross-sectional descriptive studies. A range of pedagogical approaches was reported, including lecture, group work, and teaching clinical skills. Based on the Joanna Briggs Institute levels of evidence, reviewers deemed the evidence as Level 3. Some generational differences were reported, but these were inconsistent across the studies reviewed. There is, therefore, insufficient evidence to provide specific recommendations for the preferred educational approaches of health professional students and further research is warranted.

  8. The Best Practice Unit: a model for learning, research and development

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    Jean Pierre Wilken

    2013-06-01

    Full Text Available The Best Practice Unit: a model for learning, research and development The Best Practice Unit (BPU model constitutes a unique form of practice-based research. A variant of the Community of Practice model developed by Wenger, McDermott and Snyder (2002, the BPU has the specific aim of improving professional practice by combining innovation and research. The model is used as a way of working by a group of professionals, researchers and other relevant individuals, who over a period of one to two years, work together towards a desired improvement. The model is characterized by interaction between individual and collective learning processes, the development of new or improved working methods, and the implementation of these methods in daily practice. Multiple knowledge resources are used, including experiential knowledge, professional knowledge and scientific knowledge. The research serves diverse purposes: articulating tacit knowledge, documenting learning and innovation processes, systematically describing the working methods that have been revealed or developed, and evaluating the efficacy of the new methods. Each BPU is supported by a facilitator, whose main task is to optimize learning processes. An analysis of ten different BPUs in different professional fields shows that this is a successful model. The article describes the methodology and results of this study. De Best Practice Unit: een model voor leren, onderzoek en ontwikkeling Het model van de Best Practice Unit (BPU is een unieke vorm van praktijkgericht onderzoek. De Best Practice Unit is een variant van de Community of Practice zoals ontwikkeld door Wenger, McDermott en Snyder (2002 met als specifiek doel om de professionele praktijk te verbeteren door innovatie en onderzoek te combineren. Het model wordt gebruikt om in een periode van 1-2 jaar met een groep professionals, onderzoekers en andere betrokkenen te werken aan een gewenste verbetering. Kenmerkend is de wisselwerking tussen

  9. A Model of Sustainability for Professional Organizations: Using a Learning Management System to Offer Continuing Education

    Science.gov (United States)

    Sparrow, Gregory S.

    2017-01-01

    Professional membership organizations have long maintained their exposure and revenue stream through a variety of traditional avenues, most notably memberships, sponsored conferences, and professional journals. The synergy of this three-tiered model has depended on a certain enhanced status derived from membership benefits and proprietary…

  10. Identification of the Learning Styles and "On-the-Job" Learning Methods Implemented by Nurses for Promoting Their Professional Knowledge and Skills.

    Science.gov (United States)

    Rassin, Michal; Kurzweil, Yaffa; Maoz, Yael

    2015-05-09

    The aim of this study was to identify the learning styles and methods used by nurses to promote their professional knowledge and skills. 928 nurses from 11 hospitals across Israel completed 2 questionnaires, (1) Kolb's Learning Style Inventory, Version 3.1. and (2) the On-The-Job Learning Styles Questionnaire for the Nursing Profession. The most common learning style was the convergent style. The other learning styles were rated in the following descending order: accommodation, assimilation, and divergence. The on-the-job learning style consistently ranked highest was experience of relevant situations. On the other hand, seeking knowledge from books, journals, television, or the Internet was ranked lowest on all the indicators examined. With respect to general and on-the-job learning styles, statistically significant differences were found between groups of nurses by: country of birth, gender, department, age, education, and role. Nurses required to take more personal responsibility for their own professional development by deepening their self-learning skills.

  11. A PLG (Professional Learning Group): How to Stimulate Learners' Engagement in Problem-Solving

    Science.gov (United States)

    Sheety, Alia; Rundell, Frida

    2012-01-01

    This paper aims to describe, discuss and reflect the use of PLGs (professional learning groups) in higher education as a practice for enhancing student learning and team building. It will use theories supporting group-learning processes, explore optimal social contexts that enhance team collaboration, and reflect on the practice of PLG. The…

  12. National board certification as professional development: What are teachers learning?

    Science.gov (United States)

    Lustick, David Scott

    This study investigated the National Board for Professional Teaching Standards' (NBPTS) assessment process in order to identify, quantify, and substantiate possible learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a 2-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes both between and within group means. Multiple assessors scored transcripts of structured interviews with each teacher using the NBPTS' assessment framework according to the 13 standards accomplished science teaching. The scores (aggregated to the group level) provided the quantitative evidence of teacher learning in this study. Significant changes in mean scores from pre to post are reported at the overall, standard group, and individual standard levels. Findings suggest that the intervention had an overall effect size of .475 upon candidates' understanding of science teaching related knowledge. More specifically, most learning was associated with the standards of Scientific Inquiry and Assessment. The results support the hypothesis that the certification process is an effective standards based professional learning opportunity. The learning outcomes discussed in this report (including the identification of Dynamic, Technical, and Deferred Learning categories) should inform debate between educational stakeholders regarding the financial and ideological support of National Board certification as a means of improving teacher quality, provide suggestions for the improvement of the assessment process, and contribute insight into the current divisive state of science education in public education.

  13. Assessing the Change Process in Comprehensive High Schools Implementing Professional Learning Communities

    Science.gov (United States)

    Shaner, Robert G.

    2009-01-01

    Professional learning communities (PLC) have been identified as scaffolds that can facilitate, support, and sustain systemic change focused on improving student achievement. PLCs represent the application of the theoretical constructs of the learning organization within the framework of schools and school systems. Little is known about the change…

  14. Two Related Approaches to Teacher Professional Learning in the Asia Pacific Region

    Science.gov (United States)

    White, Allan

    2007-01-01

    This paper examines the similarities and differences between two successful programmes of teacher professional learning. Firstly, Lesson Study developed in Japan over 40 years ago. It examines practice either through direct observation or through classroom artefacts and case studies. It assumes that teacher learning will be more meaningful and…

  15. Forging Professional Learning Communities: The Role of External Agency

    Science.gov (United States)

    Sperandio, Jill; Kong, Peggy A.

    2018-01-01

    This article explored the effects of external agency on the establishment of professional learning communities (PLCs). The research was undertaken in the context of schools that have chosen to adopt the Primary Years Programme (PYP) of the International Baccalaureate (IB) worldwide. The study employed a two-stage qualitative sequential design…

  16. Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

    Science.gov (United States)

    Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

    2014-01-01

    Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

  17. Structural analysis of factors that influence professional learning communities in Korean elementary schools

    Directory of Open Access Journals (Sweden)

    Kyoung-Oh Song

    2017-09-01

    Full Text Available Professional Learning Communities(PLCs arean important strategy for innovation in schools, and they arereceiving considerable attention from scholars and educators alike. The present study aimed to examine the effect of PLCson schools’ effectiveness and to investigate the social, organizational, and structural factors that can promote these learning communities. The survey for this study was completed by 375 teachers from 40 elementary schools in the Seoul Metropolitan Area of South Korea, and their responses were analyzed to test the hypothesized model. The results of the structural equationmodeling indicated that PLCswere strongly and directly related to elementary schools’ effectivenessand that principals’ leadership and supportive relationshipsamong teachers were the important factors that influenced PLCs. Based on the results of this study, several implications are discussed.

  18. THE DISTANCE EDUCATION TO PROMOTE CONTINUOUS LEARNING OF HEALTH PROFESSIONALS: REVIEW

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    Lívia Lima Ferraz

    2013-03-01

    Full Text Available The results of many articles and researches showed thatemploymenthavean importantrolefor continuous learning. The main factors that made possible this continuous education were:the technology information advanced and distance education flexibilities.Theevolutionofon-line continuing education helps the health care professionals development manyfundamental learning skillsas self-assessment and self-criticism.Therefore, this articlesobjective is to identify howpublic policiescould promote continuous learning of healthprofessionals through distance education(DEand the contributions of this education formatfor transformationhealth activities.In conclusion, the results were that distance education(DE was an important strategy for permanent education, because(DEdevelopments goodskills of learning and breaksterritories barriers. Wherefore, distance education became aneffective learning format

  19. An exploration of role model influence on adult nursing students' professional development: A phenomenological research study.

    Science.gov (United States)

    Felstead, Ian S; Springett, Kate

    2016-02-01

    Patients' expectations of being cared for by a nurse who is caring, competent, and professional are particularly pertinent in current health and social care practice. The current drive for NHS values-based recruitment serves to strengthen this. How nursing students' development of professionalism is shaped is not fully known, though it is acknowledged that their practice experience strongly shapes behaviour. This study (in 2013-14) explored twelve adult nursing students' lived experiences of role modelling through an interpretive phenomenological analysis approach, aiming to understand the impact on their development as professional practitioners. Clinical nurses influenced student development consistently. Some students reported that their experiences allowed them to learn how not to behave in practice; a productive learning experience despite content. Students also felt senior staff influence on their development to be strong, citing 'leading by example.' The impact of patients on student professional development was also a key finding. Through analysing information gained, identifying and educating practice-based mentors who are ready, willing, and able to role model professional attributes appear crucial to developing professionalism in nursing students. Those involved in nurse education, whether service providers or universities, may wish to acknowledge the influence of clinical nurse behaviour observed by students both independent of and in direct relation to care delivery and the impact on student nurse professional development. A corollary relates to how students should be guided and briefed/debriefed to work with a staff to ensure their exposure to a variety of practice behaviours. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

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    Emily Walden

    2016-07-01

    Full Text Available To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in the classroom. For students — especially those with learning disabilities (SWLDs — having well-prepared teachers can mean the difference between passive listening and active learning. This report discusses implementation and impact of a face-to-face professional development model designed to enhance teachers’ implementation of a web-based curriculum (the SOAR Student Toolkit for teaching online research strategies to all students (both general education students and SWLDs in the middle school classroom. Fifteen teachers and 446 students participated in this study. Data were gathered from three school-based implementations across two academic years. Results indicate that teachers found that the face-to-face professional development was of high quality (100%, the pace and format was appropriate (93%, and sufficient practice and feedback were provided (100%. All teachers said the professional development supported their professional growth in providing differentiated instruction for all students and integrating technology into their instruction. About half of the students agreed or strongly agreed that they were very happy with the use of the SOAR Student Toolkit, found it easy to use, believed it helped them learn online research strategies, and thought it was a good way to teach. Most students said they would use the SOAR Student Toolkit for future research projects at least sometimes. Students who learned the SOAR Student Toolkit from trained teachers improved scores an average of 29.2 percentage points on performance-based assessments, from 31.3% (SD = 22.1 at pretest to 60.5% (SD = 23.0 at

  1. A Convergent Participation Model for Evaluation of Learning Objects

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    John Nesbit

    2002-10-01

    Full Text Available The properties that distinguish learning objects from other forms of educational software - global accessibility, metadata standards, finer granularity and reusability - have implications for evaluation. This article proposes a convergent participation model for learning object evaluation in which representatives from stakeholder groups (e.g., students, instructors, subject matter experts, instructional designers, and media developers converge toward more similar descriptions and ratings through a two-stage process supported by online collaboration tools. The article reviews evaluation models that have been applied to educational software and media, considers models for gathering and meta-evaluating individual user reviews that have recently emerged on the Web, and describes the peer review model adopted for the MERLOT repository. The convergent participation model is assessed in relation to other models and with respect to its support for eight goals of learning object evaluation: (1 aid for searching and selecting, (2 guidance for use, (3 formative evaluation, (4 influence on design practices, (5 professional development and student learning, (6 community building, (7 social recognition, and (8 economic exchange.

  2. 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…

  3. Beyond Hammers versus Hugs: Leveraging Educator Evaluation and Professional Learning Communities into Job-Embedded Professional Development

    Science.gov (United States)

    Woodland, Rebecca H.; Mazur, Rebecca

    2015-01-01

    Educational evaluation (Ed Eval) and professional learning communities (PLCs) are two of the nation's most predominant approaches to widespread instructional improvement. Yet key attributes of these reform initiatives are too often experienced by teachers as burdensome, or even detrimental, rather than helpful. The authors of this article contend…

  4. Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts

    Science.gov (United States)

    Bennison, Anne; Goos, Merrilyn

    2010-04-01

    The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts.

  5. Lifelong Learning and the Professional Development of Geography Teachers: A View from Slovenia

    Science.gov (United States)

    Kolenc Kolnik, Karmen

    2010-01-01

    Lifelong learning and continuing professional development (CPD) are considered important activities for geography teachers. However, research in Slovenia shows that many lose their enthusiasm for these activities when they leave university and enter professional practice. In Slovenia, whilst geography teachers have a sound undergraduate education,…

  6. Design-Based Research for Professional Learning for "Cultural Mathematics"

    Science.gov (United States)

    Kravia, Geori; Owens, Kay

    2014-01-01

    Design-based research is being used to develop and refine the principles used in professional learning workshops with teachers from three different Papua New Guinean ecologies: highlands, coastal, and inland in a coastal province. The appropriateness of the design of principles for Papua New Guinean Elementary Schools is tried over several phases…

  7. Strengths and weaknesses of Problem Based Learning from the professional perspective of registered nurses

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    María Cónsul-Giribet

    2014-10-01

    Full Text Available OBJECTIVE: to identify competency strengths and weaknesses as perceived by nursing professionals who graduated with a integrated curriculum and competency-based through Problem Based Learning in small groups.METHOD: an intrinsic case study method was used, which analyzes this innovation through former students (from the first class with three years of professional experience. The data were collected through a questionnaire and discussion groups.RESULTS: the results show that their competency level is valued in a very satisfactory manner. This level paradoxically contrasts with the lack of theoretical knowledge they perceived at the end of their education, when they started working in clinical practice.CONCLUSIONS: the teaching strategy was key to motivate an in-depth study and arouse the desire to know. In addition, Problem Based Learning favors and reinforces the decision to learn, which is that necessary in the course of professional life.

  8. A Global Model for Effective Use and Evaluation of e-Learning in Health

    Science.gov (United States)

    Farrington, Conor; Brayne, Carol

    2013-01-01

    Abstract Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of “information overload” have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and “digital literacy” and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning. PMID:23472702

  9. A global model for effective use and evaluation of e-learning in health.

    Science.gov (United States)

    Ruggeri, Kai; Farrington, Conor; Brayne, Carol

    2013-04-01

    Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of "information overload" have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and "digital literacy" and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning.

  10. METHODS OF STATISTICAL MONITORING OF PROFESSIONAL ORIENTATION WORK OF SOCIAL EDUCATORS IN PERSONAL LEARNING ENVIRONMENTS

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    Oleksandr M. Korniiets

    2012-12-01

    Full Text Available The article deals with the application of social services WEB 2.0 for personal learning environment creation that is used for professional orientation work of social educator. The feedback is must be in personal learning environment for the effective professional orientation work. This feedback can be organized through statistical monitoring. The typical solution for organizing personal learning environment with built-in statistical surveys and statistical data processing is considered in the article. The possibilities of the statistical data collection and processing services on the example of Google Analytics are investigated.

  11. An Innovative Model of Professional Development to Enhance the Teaching and Learning of Primary Science in Irish Schools

    Science.gov (United States)

    Smith, Greg

    2014-01-01

    This study investigates the influence of a two-year professional development programme on primary teachers' attitudes towards primary science, their confidence and competence in teaching science, and pupils' attitudes towards school science. Unlike the traditional "one-size-fits all" model of professional development, the model developed…

  12. Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

    OpenAIRE

    David J. Shernoff; David J. Shernoff; Suparna Sinha; Denise M. Bressler; Dawna Schultz

    2017-01-01

    In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout t...

  13. Active Adult Lives for Persons with Learning Disabilities--The Perspectives of Professionals

    Science.gov (United States)

    Witsø, Aud Elisabeth; Kittelsaa, Anna M.

    2018-01-01

    Background: Living active adult lives is both a value and a right, but the right to do so is associated with restrictions among adults with learning disabilities. This research aimed to capture professionals' understanding and perception of active adult living for people with learning disabilities living in clustered housing in a Norwegian…

  14. Professional Ethical Competence in nursing: the role of nursing instructors.

    Science.gov (United States)

    Borhani, Fariba; Alhani, Fatemeh; Mohammadi, Easa; Abbaszadeh, Abbas

    2010-01-01

    Teaching ethics to nurses leads to their involvement in providing high quality care, enable them to duly encounter ethical issues. One of the key elements of educational systems is nursing instructors. Even though lots of studies show the role of instructors in students' learning, their role in promotion of professional ethics has been attended to less. The objective of this study is surveying the experience of nursing students with respect to the role of instructors in promotion of professional ethics. This qualitative study enrolled 15 undergraduate nursing students from three nursing schools in Teheran whom depth interview was performed. The interview was semi-structured with open ended questions. The analysis was accomplished by use of qualitative content-analysis method. Data analysis demonstrated 2 main themes and 7 subcategories in regard to the role of instructors in promotion of professional ethics in nursing students including: 1) the effective professional role model 2) facilitating creative learning. The effective professional role model encompasses individual characteristics and beliefs, clinical skills and professional commitment of role model. Creative learning facilitates by encouraging critical thinking and decision-making, Providing supportive learning conditions, providing proper space for sharing knowledge followed by evaluation and creative feedback. The findings of this study provides a background for strengthening the role of instructors in promotion of professional ethics with more emphasis on research which increase capability of instructors at nursing education centers.

  15. Referents that support the Pedagogic Professional Performance Integral General Professor Secondary School, in the use of informatics in the teaching-learning process

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    Luis Emilio Caro Betancourt

    2008-09-01

    Full Text Available This article approaches the theoretical referents that sustain the professional pedagogical behavior of the Entire General Professor of Secondary School, using computer science in the teaching learning process. Taking into account the introducti on of the scientific and technical developments (Computer science in education and the professional's role starting from the demands of the conceived model for Secondary School Education.

  16. Gender-related model for mobile-based learning

    Science.gov (United States)

    Simanjuntak, R. R.; Dewi, U. P.; Rifai, I.

    2018-03-01

    The study investigates gender influence on mobile-based learning. This case study of university students in Jakarta involved 235 students (128 male, 97 female). Results of this qualitative study showed 96% preference for mobile-based learning. A further 94% showed the needs for collaboration and authenticity for 92%. Hofstede’s cultural dimensions were used to identify the gender aspects of MALL. Preference for Masculinity (65%) was showed rather than Femininity (35%), even among the female respondents (70% of the population). Professions and professionalism received strongest preference (70%) while Individuality and Collectivism had equal preferences among students. Both female and male respondents requested Indulgence (84%) for mobile-based learning with more male respondents opted for Indulgence. The study provided a model for this gender sensitive mobile-based learning. Implications of implementing mobile-based learning as an ideal alternative for well-accommodated education are is also discussed.

  17. Teachers' professional development in a community: A study of the central actors, their networks and web-based learning

    Directory of Open Access Journals (Sweden)

    Jiri Lallimo

    2008-07-01

    Full Text Available The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community.According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices.On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher

  18. The Correlation between Teacher Professional Competence and Natural Science Learning Achievement in Elementary School

    Directory of Open Access Journals (Sweden)

    I Ketut Ngurah Ardiawan

    2017-12-01

    Full Text Available This present study aims at investigating the correlation between teachers’ professional competence and natural science learning achievement in elementary schools in Buleleng regency. The population in this study are all sixth grade teachers, which it is further narrowed down to 30 teachers as the sample. In order to gather the data, the researcher employs questionnaire regarding teacher professional competence and document study toward students’ achievement on national examination in academic year 2016/2017. Further, ex post facto is chosen as the design of the study. Meanwhile, the data are analysed through correlation analysis with assistance of SPSS 16 software. Based on the analysis, it was obtained that the correlation between teacher professional competence and the learning achievement on natural science subject is in the interval of 0.40-0.59 with correlation coefficient at rho=0.506. This means there is a significant correlation between teacher professional competence and students’ learning achievement on natural science in national examination in academic year 2016/2017 (tcount = 3.103 > ttable =2.048 with significance level at α = 0,05 and coefficient of determination at 0.2560 (25.60%

  19. National Board Certification as Professional Development: What Are Teachers Learning?

    Directory of Open Access Journals (Sweden)

    David Lustick

    2006-02-01

    Full Text Available This study investigated the National Board for Professional Teaching Standards’ (NBPTS assessment process in order to identify, quantify, and substantiate learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science Certificate were studied over a two-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes between individual and across group means. Transcripts of structured interviews with each teacher were scored by multiple assessors according to the 13 standards of NBPTS’ framework for accomplished science teaching. These scores provided the quantitative evidence of teacher learning in this study. Significant pre-intervention to post-intervention changes to these individual and group means are reported as learning outcomes from the assessment process. Findings suggest that the intervention had significant impact upon candidates’ understanding of knowledge associated with science teaching with an overall effect size of 0.47. Standards associated with greatest gains include Scientific Inquiry and Assessment. The results support the claim that the certification process is an effective standards based professional learning opportunity comparable to other human improvement interventions from related domains. Drawing on qualitative data, we also explore three possible implications of teacher learning outcomes from certification upon classroom practice identified as Dynamic, Technical, and Deferred. These patterns suggest that more than one kind of learning may be taking place in relation to board certification. The discussion then considers the importance of this study for policy making and science teaching communities.

  20. Investments in Professional Learning Must Change: The Goals Are Ambitious, the Stakes Are High--And Resources Are the Key

    Science.gov (United States)

    Killion, Joellen; Hirsh, Stephanie

    2013-01-01

    Adapted from the brief "Meet the Promise of Content Standards: Investing in Professional Learning," this article draws on the work of Learning Forward's initiative, Transforming Professional Learning to Prepare College- and Career-Ready Students: Implementing the Common Core. This multidimensional initiative is focused on developing…

  1. A Qualitative Analysis of Pesantren Educational Management: School Culture and Leadership of a Professional Learning Community

    Directory of Open Access Journals (Sweden)

    Nyimas Mu'azzomi

    2017-12-01

    Full Text Available The purpose of this paper is to explore supportive and shared leadership structures at one Indonesian Islamic boarding school (Pesantren as a function of school culture policies and procedures in a professional learning community in the disctrict. A qualitative study was conducted at one Pesantren located in Jambi, an Indonesian province in west part of Sumatra island. We interviewed three administrators and five teachers to get in-depth information about the purpose of this paper. The interview transcriptions were translated, coded, divided into themes, and elaborated in the findings of the paper. The findings of study conclude that Pesantren leaders in the perspective of the participants must provide supportive and shared leadership structures for teachers in order to create positive cultures and effective a professional learning community for the development of the Pesantren. Leaders of the Pesantren must directly cooperate with teaching staff to provide policies and procedures for teachers in the leadership structure to directly impact school improvement through professional learning community collaborative attempts. This study was conducted based on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. This study is significant to the community as specific cases informing educational leaders especially in Islamic education on mechanisms that may be leveraged to ensure successful implementation of policies and procedures on the leadership and school culture of a professional learning community literature.

  2. Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities

    Science.gov (United States)

    Sanchez, Christopher A.; Ruddell, Benjamin L.; Schiesser, Roy; Merwade, Venkatesh

    2016-03-01

    Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the "T-shaped" knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data-driven simulation lab exercise that was contextualized within a real-world situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower-division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field.

  3. Project ECHO: A Telementoring Network Model for Continuing Professional Development.

    Science.gov (United States)

    Arora, Sanjeev; Kalishman, Summers G; Thornton, Karla A; Komaromy, Miriam S; Katzman, Joanna G; Struminger, Bruce B; Rayburn, William F

    2017-01-01

    A major challenge with current systems of CME is the inability to translate the explosive growth in health care knowledge into daily practice. Project ECHO (Extension for Community Healthcare Outcomes) is a telementoring network designed for continuing professional development (CPD) and improving patient outcomes. The purpose of this article was to describe how the model has complied with recommendations from several authoritative reports about redesigning and enhancing CPD. This model links primary care clinicians through a knowledge network with an interprofessional team of specialists from an academic medical center who provide telementoring and ongoing education enabling community clinicians to treat patients with a variety of complex conditions. Knowledge and skills are shared during weekly condition-specific videoconferences. The model exemplifies learning as described in the seven levels of CPD by Moore (participation, satisfaction, learning, competence, performance, patient, and community health). The model is also aligned with recommendations from four national reports intended to redesign knowledge transfer in improving health care. Efforts in learning sessions focus on information that is relevant to practice, focus on evidence, education methodology, tailoring of recommendations to individual needs and community resources, and interprofessionalism. Project ECHO serves as a telementoring network model of CPD that aligns with current best practice recommendations for CME. This transformative initiative has the potential to serve as a leading model for larger scale CPD, nationally and globally, to enhance access to care, improve quality, and reduce cost.

  4. Andragogy And Pedagogy Theories Of Learning In Joint Professional Military Education

    Science.gov (United States)

    2015-09-27

    needs of joint military leaders. This research examines each theory and its fundamental design in an attempt to determine if pedagogy alone can meet... Abraham H. Maslow , known largely for his studies in motivation and personality, saw the goal of learning to be self-actualization, or a person’s...AU/ACSC/MCMAHON, S/AY16 AIR COMMAND AND STAFF COLLEGE AIR UNIVERSITY ANDRAGOGY AND PEDAGOGY THEORIES OF LEARNING IN JOINT PROFESSIONAL

  5. Networks of Learning : Professional Association and the Continuing Education of Teachers of Mathematics in Pakistan

    DEFF Research Database (Denmark)

    Baber, Sikunder Ali

    " and shows how a number of professional associations have become as networks of learning to encourage the continuing professional education of both pre-service and in-service teachers in the context of Pakistan. A case of the Mathematics Association of Pakistan (MAP) as a Network of Learning is presented....... The formation and growth of this network can be viewed as developing insights into the improvement of mathematics education in the developing world. The contributions of the association may also add value to the learning of teacher colleagues in other parts of the world. This sharing of the experience may......Importance of the professional development of teachers has been recognized and research has contributed greatly in terms of proposing variety of approaches for the development of teachers,both pre-service and in-service. Among them, networking among teachers, teacher educators,curriculum developers...

  6. Insights into Contextualised Learning: How Do Professional Examiners Construct Shared Understanding through Feedback?

    Science.gov (United States)

    Johnson, Martin

    2014-01-01

    This project uses the community of practice metaphor to explore some of the discursive characteristics of learning that take place when a group of United Kingdom-based professional examiners engage in joint-work activity in both face-to-face and remote computer-mediated communication contexts. Professional examiners are all subject experts, and…

  7. Promoting readiness to practice: which learning activities promote competence and professional identity for student social workers during practice learning?

    OpenAIRE

    Roulston, Audrey; Cleak, Helen; Vreugdenhil, Anthea

    2016-01-01

    Practice learning is integral to the curriculum for qualifying social work students. Accreditation standards require regular student supervision and exposure to specific learning activities. Most agencies offer high quality placements but organisational cutbacks may affect supervision and restrict the development of competence and professional identity. Undergraduate social work students in Northern Ireland universities (n = 396) were surveyed about the usefulness of the learning activities t...

  8. Professional Vision of Classroom Management and Learning Support in Science Classrooms--Does Professional Vision Differ across General and Content-Specific Classroom Interactions?

    Science.gov (United States)

    Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia

    2015-01-01

    The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…

  9. Considering a Twitter-Based Professional Learning Network in Literacy Education

    Science.gov (United States)

    Colwell, Jamie; Hutchison, Amy C.

    2018-01-01

    This study explored how 26 preservice secondary content teachers perceived their experiences participating in and developing a Twitter-based professional learning network focused on disciplinary literacy. Participants completed blog reflections and anonymous online surveys to reflect on their experiences, which served as data for this study. A…

  10. Teachers' Motivation to Learn: Implications for Supporting Professional Growth

    Science.gov (United States)

    Appova, Aina; Arbaugh, Fran

    2018-01-01

    In this study, we investigated teachers' motivation to learn following in the footsteps of emergent research efforts in the field. This qualitative study was grounded in the intersection of four research fields: policy, educational psychology, andragogy and professional development (PD). Findings indicate that teachers' dissatisfactions with their…

  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. Developing a problem-based learning (PBL) curriculum for professionalism and scientific integrity training for biomedical graduate students.

    Science.gov (United States)

    Jones, Nancy L; Peiffer, Ann M; Lambros, Ann; Guthold, Martin; Johnson, A Daniel; Tytell, Michael; Ronca, April E; Eldridge, J Charles

    2010-10-01

    A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations.

  13. Engaging Ocean Grads As Interdisciplinary Professional Problem Solvers: Why Preparing Our Future Ocean Leaders Means Inspiring Them to Look Beyond Their Academic Learning.

    Science.gov (United States)

    Good, L. H.; Erickson, A.

    2016-02-01

    Academic learning and research experiences alone cannot prepare our emerging ocean leaders to take on the challenges facing our oceans. Developing solutions that incorporate environmental and ocean sciences necessitates an interdisciplinary approach, requiring emerging leaders to be able to work in collaborative knowledge to action systems, rather than on micro-discipline islands. Professional and informal learning experiences can enhance graduate marine education by helping learners gain the communication, collaboration, and innovative problem-solving skills necessary for them to interact with peers at the interface of science and policy. These rich experiences can also provide case-based and hands-on opportunities for graduate learners to explore real-world examples of ocean science, policy, and management in action. However, academic programs are often limited in their capacity to offer such experiences as a part of a traditional curriculum. Rather than expecting learners to rely on their academic training, one approach is to encourage and support graduates to seek professional development beyond their university's walls, and think more holistically about their learning as it relates to their career interests. During this session we discuss current thinking around the professional learning needs of emerging ocean leaders, what this means for academic epistemologies, and examine initial evaluation outcomes from activities in our cross-campus consortium model in Monterey Bay, California. This innovative model includes seven regional academic institutions working together to develop an interdisciplinary ocean community and increase access to professional development opportunities to better prepare regional ocean-interested graduate students and early career researchers as future leaders.

  14. 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.

  15. A model of professional competences in mathematics to update mathematical and didactic knowledge of teachers

    Science.gov (United States)

    Díaz, Verónica; Poblete, Alvaro

    2017-07-01

    This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers' competence regarding the didactic strategy used and its results, as well as the students' learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.

  16. Rural New Zealand health professionals' perceived barriers to greater use of the internet for learning.

    Science.gov (United States)

    Janes, Ron; Arroll, Bruce; Buetow, Stephen; Coster, Gregor; McCormick, Ross; Hague, Iain

    2005-01-01

    The purpose of this research was to investigate rural North Island (New Zealand) health professionals' attitudes and perceived barriers to using the internet for ongoing professional learning. A cross-sectional postal survey of all rural North Island GPs, practice nurses and pharmacists was conducted in mid-2003. The questionnaire contained both quantitative and qualitative questions. The transcripts from two open questions requiring written answers were analysed for emergent themes, which are reported here. The first open question asked: 'Do you have any comments on the questionnaire, learning, computers or the Internet?' The second open question asked those who had taken a distance-learning course using the internet to list positive and negative aspects of their course, and suggest improvements. Out of 735 rural North Island health professionals surveyed, 430 returned useable questionnaires (a response rate of 59%). Of these, 137 answered the question asking for comments on learning, computers and the internet. Twenty-eight individuals who had completed a distance-learning course using the internet, provided written responses to the second question. Multiple barriers to greater use of the internet were identified. They included lack of access to computers, poor availability of broadband (fast) internet access, lack of IT skills/knowledge, lack of time, concerns about IT costs and database security, difficulty finding quality information, lack of time, energy or motivation to learn new skills, competing priorities (eg family), and a preference for learning modalities which include more social interaction. Individuals also stated that rural health professionals needed to engage the technology, because it provided rapid, flexible access from home or work to a significant health information resource, and would save money and travelling time to urban-based education. In mid-2003, there were multiple barriers to rural North Island health professionals making greater

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

    Science.gov (United States)

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

    2015-01-01

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

  18. Professional Learning Community Process in the United States: Conceptualization of the Process and District Support for Schools

    Science.gov (United States)

    Olivier, Dianne F.; Huffman, Jane B.

    2016-01-01

    As the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US,…

  19. Professional learning communities (PLCs) for early childhood science education

    Science.gov (United States)

    Eum, Jungwon

    This study explored the content, processes, and dynamics of Professional Learning Community (PLC) sessions. This study also investigated changes in preschool teachers' attitudes and beliefs toward science teaching after they participated in two different forms of PLCs including workshop and face-to-face PLC as well as workshop and online PLC. Multiple sources of data were collected for this study including participant artifacts and facilitator field notes during the PLC sessions. The participants in this study were eight teachers from NAEYC-accredited child care centers serving 3- to 5-year-old children in an urban Midwest city. All teachers participated in a workshop entitled, "Ramps and Pathways." Following the workshop, the first group engaged in face-to-face PLC sessions and the other group engaged in online PLC sessions. Qualitative data were collected through audio recordings, online archives, and open-ended surveys. The teachers' dialogue during the face-to-face PLC sessions was audiotaped, transcribed, and analyzed for emerging themes. Online archives during the online PLC sessions were collected and analyzed for emerging themes. Four main themes and 13 subthemes emanated from the face-to-face sessions, and 3 main themes and 7 subthemes emanated from the online sessions. During the face-to-face sessions, the teachers worked collaboratively by sharing their practices, supporting each other, and planning a lesson together. They also engaged in inquiry and reflection about their science teaching and child learning in a positive climate. During the online sessions, the teachers shared their thoughts and documentation and revisited their science teaching and child learning. Five themes and 15 subthemes emanated from the open-ended survey responses of face-to-face group teachers, and 3 themes and 7 subthemes emanated from the open-ended survey responses of online group teachers. Quantitative data collected in this study showed changes in teachers' attitudes and

  20. Relationships between Teacher Value Orientations, Collegiality, and Collaboration in School Professional Learning Communities

    Science.gov (United States)

    Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

    2015-01-01

    Unlike past research which has mainly examined whole school or whole department professional learning communities, this study focused on factors related to effective collaborative practices within teacher learning teams. Our main objective was to ascertain the roles of team value orientations (collectivism and power distance) and team collegiality…

  1. Exploring the role of classroom-based learning in professional identity formation of family practice residents using the experiences, trajectories, and reifications framework.

    Science.gov (United States)

    Chen, Luke Y C; Hubinette, Maria M

    2017-08-01

    Classroom-based learning such as academic half day has undervalued social aspects. We sought to explore its role in the professional identity development of family medicine residents. In this case study, residents and faculty from four training sites in the University of British Columbia Department of Family Practice were interviewed. The "experiences, trajectories, and reifications (ETR) framework" was used as a sensitizing tool for modified inductive (thematic) analysis of the transcripts. Classroom-based learning provided a different context for residents' interpretation of their clinical experiences, characterized as a "home base" for rotating urban residents, and a connection to a larger academic community for residents in rural training sites. Both these aspects were important in creating a positive trajectory of professional identity formation. Teaching directed at the learning needs of family physicians, and participation of family practice faculty as teachers and role models was a precipitation of a curriculum "centered in family medicine." Interactions between family medicine residents and faculty in the classroom facilitated the necessary engagements to reify a shared understanding of the discipline of family practice. Classroom-based learning has substantial impact on professional identity formation at an individual and collective level.

  2. Development of students learning capabilities and professional capabilities

    DEFF Research Database (Denmark)

    Ringtved, Ulla Lunde; Wahl, Christian; Belle, Gianna

    This paper describes the work-in-progress on a project that aims todevelop a tool that via learning analytic methods enable studentsto enhance, document and assess the development of their learningcapabilities and professional capabilities in consequence of theirself-initiated study activities...... during their bachelor educations. Thetool aims at enhancing the development of students’ capabilities toself-initiate, self-regulate and self-assess their study activities.The tool uses the concept of collective intelligence as source formotivation and inspiration in self-initiating study activities...... as wellas self-assessing them. The tool is based on a heutagogical approachto support reflection on learning potential in these activities. Thisenhances the educational use of students self-initiated learningactivities by bringing visibility and evidence to them, and therebybringing value to the assessment...

  3. Developing professional attributes in critical care nurses using Team-Based Learning.

    Science.gov (United States)

    Currey, Judy; Eustace, Paula; Oldland, Elizabeth; Glanville, David; Story, Ian

    2015-05-01

    Australian nurses prepare for specialty practice by undertaking postgraduate theoretical and clinical education in partnership models between universities and hospitals. In our global healthcare system, nurses require advanced critical thinking and strong communication skills to provide safe, high quality patient care. Yet, few education programs focus on developing these skills. Team-Based Learning (TBL) is a specific educational strategy that encourages and rewards students to think critically and solve clinical problems individually and in teams. The aim of this study was to investigate critical care nursing students' perceptions and experiences of TBL after it was introduced into the second half of their postgraduate specialty course. Following Ethics Committee approval, thirty-two students were invited to participate in an extended response questionnaire on their perceptions of TBL as part of a larger study. Data were analyzed thematically. Postgraduate students perceived their professional growth was accelerated due to the skills and knowledge acquired through TBL. Four themes underpinned the development and accelerated acquisition of specialty nurse attributes due to TBL: Engagement, Learning Effectiveness, Critical Thinking, and Motivation to Participate. Team-Based Learning offered deep and satisfying learning experiences for students. The early acquisition of advanced critical thinking, teamwork and communication skills, and specialty practice knowledge empowered nurses to provide safe patient care with confidence. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Developing a Comparative Measure of the Learning Climate in Professional Schools

    Science.gov (United States)

    Bowen, Donald D.; Kilmann, Ralph H.

    1975-01-01

    The Learning Climate Questionnaire (LCQ) compares the objective properties of schools with measures of overall student satisfaction. The validity of the instrument suggests its use for substantive research investigations into the organizational dynamics of professional schools. (Author/JR)

  5. A Model for In-service Teacher Learning in the Context of an Innovation

    Science.gov (United States)

    Coenders, Fer; Terlouw, Cees

    2015-08-01

    When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential.

  6. Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning

    Science.gov (United States)

    Armour, Kathleen M.; Yelling, Martin

    2007-01-01

    This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of…

  7. A Peer Coaching-Based Professional Development Approach to Improving the Learning Participation and Learning Design Skills of In-Service Teachers

    Science.gov (United States)

    Ma, Ning; Xin, Shuang; Du, Jia-Yuan

    2018-01-01

    Personalized learning based on learning analytics has become increasingly important for teachers' development via providing adaptive contents and strategies for teachers by identifying their questions and needs. Currently, most studies on teachers' professional development focus on pre-service teachers, and studies on teachers' personalized…

  8. Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

    Science.gov (United States)

    Park, Minjeong; So, Kyunghee

    2014-01-01

    This study investigates how characteristics of a collaborative professional learning activity support and hinder teacher learning and growth by examining the experiences of three Korean secondary teachers who participated in a school-initiated collaborative teacher learning project. The findings demonstrated that this learning opportunity…

  9. Contextual Mobile Learning: A Step Further to Mastering Professional Appliances

    Directory of Open Access Journals (Sweden)

    René Chalon

    2007-10-01

    Full Text Available In this paper we describe our approach whose objective is to apply MOCOCO concepts to e-learning. After a short presentation of MOCOCO (Mobility, Cooperation, Contextualization and IMERA (Mobile Interaction in the Augmented Real Environment principles we will discuss their use in a project called HMTD (Help Me To Do whose aim is to use wearable computer for a framework of activities of better use, maintenance and repairing of professional appliances. We will successively describe m-learning scope, contextualization and cooperation advantages as well as learning methods. A case study of configuration of wearable computer and its peripherals, taking into account context, in-situ storage, traceability and regulation in these activities finishes this paper.

  10. Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

    NARCIS (Netherlands)

    Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

    2017-01-01

    Schools’ structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers’ collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that

  11. A View of Professional Learning Communities through Three Frames: Leadership, Organization, and Culture

    Science.gov (United States)

    Mullen, Carol A.; Schunk, Dale H.

    2010-01-01

    In this discussion of professional learning communities (PLCs) in North American public schools, we examine three theoretical frames--leadership, organization, and culture. Issues related to learning are infused throughout our presentation of the frames. Based on our analysis of the current literature on this topic, PLCs offer a promising tool for…

  12. A Professional Learning Program for Enhancing the Competency of Students with Special Needs

    Science.gov (United States)

    Kantavong, Pennee; Sivabaedya, Suwaree

    2010-01-01

    This study used a quasi-experimental research design to examine the impact of a professional learning program designed to enhance the competency of children with Autism, Attention Deficit Hyperactivity Disorder and Learning Disabilities and to develop knowledge, understanding and skills of teachers and parents in helping them. Data were collected…

  13. Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'O

    Science.gov (United States)

    Seto, Laurie U'ilani

    2016-01-01

    Due to rapid advancements in the world and shifting priorities at the school level, educators must keep abreast of current developments and how to continue to engage and challenge students in creative ways. This study examined the experiences 21 Kamehameha Schools educators indicated best support their professional learning to gain further…

  14. Enabling the Development of Student Teacher Professional Identity through Vicarious Learning during an Educational Excursion

    Science.gov (United States)

    Steenekamp, Karen; van der Merwe, Martyn; Mehmedova, Aygul Salieva

    2018-01-01

    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 influenced student teachers'…

  15. Teacher Inquiry into Student Learning: The TISL Heart Model and Method for use in Teachers’ Professional Development

    OpenAIRE

    Hansen, Cecilie; Wasson, Barbara

    2016-01-01

    Researchers have recently been calling for new models of teacher education and professional development for the 21st century. Teacher inquiry, where the teacher’s own practice is under investigation, can be seen both as a way to improve day-to-day teaching in the classroom and as professional development for teachers. As such, it should also have a role in teacher education. In this article, we present the iterative development of the TISL Heart, a theory-practice model and method of teacher ...

  16. Opening the Classroom Door: Professional Learning Communities in the Math and Science Partnership Program

    Science.gov (United States)

    Hamos, James E.; Bergin, Kathleen B.; Maki, Daniel P.; Perez, Lance C.; Prival, Joan T.; Rainey, Daphne Y.; Rowell, Ginger H.; VanderPutten, Elizabeth

    2009-01-01

    This article looks at how professional learning communities (PLCs) have become an operational approach for professional development with potential to de-isolate the teaching experience in the fields of science, technology, engineering, and mathematics (STEM). The authors offer a short synopsis of the intellectual origins of PLCs, provide multiple…

  17. Professional learning: teachers’ narratives of experience. It is what you do and the way that you do it…

    OpenAIRE

    Chappell, Anne

    2014-01-01

    This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London. Professional learning, commonly referred to in policy and practice as continuing professional development, is presented to teachers as both a requirement and an entitlement in current education policy (Gewirtz, 2002; Ball, 2003). This work explores the ways in which professional learning is experienced by three teachers, and the meanings they attribute to those experiences. The stud...

  18. Learning processes in the professional development of mental health counselors: knowledge restructuring and illness script formation.

    Science.gov (United States)

    Strasser, Josef; Gruber, Hans

    2015-05-01

    An important part of learning processes in the professional development of counselors is the integration of declarative knowledge and professional experience. It was investigated in-how-far mental health counselors at different levels of expertise (experts, intermediates, novices) differ in their availability of experience-based knowledge structures. Participants were prompted with 20 client problems. They had to explain those problems, the explanations were analyzed using think-aloud protocols. The results show that experts' knowledge is organized in script-like structures that integrate declarative knowledge and professional experience and help experts in accessing relevant information about cases. Novices revealed less integrated knowledge structures. It is concluded that knowledge restructuring and illness script formation are crucial parts of the professional learning of counselors.

  19. Multiple Learning Approaches in the Professional Development of School Leaders -- Theoretical Perspectives and Empirical Findings on Self-assessment and Feedback

    Science.gov (United States)

    Huber, Stephan Gerhard

    2013-01-01

    This article investigates the use of multiple learning approaches and different modes and types of learning in the (continuous) professional development (PD) of school leaders, particularly the use of self-assessment and feedback. First, formats and multiple approaches to professional learning are described. Second, a possible approach to…

  20. Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university.

    Science.gov (United States)

    Miller, Danielle M; Khalil, Karen; Iskaros, Olivia; Van Amburgh, Jenny A

    2017-07-01

    Pharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students' perceptions and experiences related to TBL in different years of the pharmacy curriculum. Two classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. There was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (peffectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. Students, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. The impact of eLearning on health professional educators' attitudes to information and communication technology.

    Science.gov (United States)

    Neville, Victoria; Lam, Mary; Gordon, Christopher J

    2015-01-01

    The use of information and communication technology (ICT) in health professional education is increasing rapidly. Health professional educators need to be responsive to health professionals' information and communication technological needs; however, there is a paucity of information about educators' attitudes to, and capabilities with, ICT. Fifty-two health professional educators, enrolled in health professional education postgraduate studies, participated in an online subject with specific eLearning components requiring the use of ICT. They completed a pre- and postquestionnaire pertaining to ICT attitudes, confidence, and usage. Participants reported significant increases in overall ICT confidence during the subject despite it being high at baseline (mean: 7.0 out of 10; P=0.02). Even with increased ICT confidence, there were decreases in the participants' sense of ICT control when related to health professional education (P=0.002); whereas, the amount of time participants engaged with ICT devices was negatively correlated with the sense of ICT control (P=0.002). The effect of age and health discipline on ICT attitudes and confidence was not significant (P>0.05). This study reports that health professional educators have perceptual deficits toward ICT. The impact of eLearning increased confidence in ICT but caused a reduction in participants' sense of control of ICT. Health professional educators require more ICT training and support to facilitate better ICT integration in health professional education settings.

  2. Learning professional ethics: Student experiences in a health mentor program.

    Science.gov (United States)

    Langlois, Sylvia; Lymer, Erin

    2016-01-01

    The use of patient centred approaches to healthcare education is evolving, yet the effectiveness of these approaches in relation to professional ethics education is not well understood. The aim of this study was to explore the experiences and learning of health profession students engaged in an ethics module as part of a Health Mentor Program at the University of Toronto. Students were assigned to interprofessional groups representing seven professional programs and matched with a health mentor. The health mentors, individuals living with chronic health conditions, shared their experiences of the healthcare system through 90 minute semi-structured interviews with the students. Following the interviews, students completed self-reflective papers and engaged in facilitated asynchronous online discussions. Thematic analysis of reflections and discussions was used to uncover pertaining to student experiences and learning regarding professional ethics. Five major themes emerged from the data: (1) Patient autonomy and expertise in care; (2) ethical complexity and its inevitable reality in the clinical practice setting; (3) patient advocacy as an essential component of day-to-day practice; (4) qualities of remarkable clinicians that informed personal ideals for future practice; (5) patients' perspectives on clinician error and how they enabled suggestions for improving future practice. The findings of a study in one university context suggest that engagement with the health mentor narratives facilitated students' critical reflection related to their understanding of the principles of healthcare ethics.

  3. Increasing Bellevue School District's elementary teachers' capacity for teaching inquiry-based science: Using ideas from contemporary learning theory to inform professional development

    Science.gov (United States)

    Maury, Tracy Anne

    This Capstone project examined how leaders in the Bellevue School District can increase elementary teachers' capacity for teaching inquiry-based science through the use of professional learning activities that are grounded in ideas from human learning theory. A framework for professional development was constructed and from that framework, a set of professional learning activities were developed as a means to support teacher learning while project participants piloted new curriculum called the Isopod Habitat Challenge. Teachers in the project increased their understanding of the learning theory principles of preconceptions and metacognition. Teachers did not increase their understanding of the principle of learning with understanding, although they did articulate the significance of engaging children in student-led inquiry cycles. Data from the curriculum revision and professional development project coupled with ideas from learning theory, cognition and policy implementation, and learning community literatures suggest Bellevue's leaders can encourage peer-to-peer interaction, link professional development to teachers' daily practice, and capitalize on technology as ways to increase elementary teachers' capacity for teaching inquiry-based science. These lessons also have significance for supporting teacher learning and efficacy in other subject areas and at other levels in the system.

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

    Science.gov (United States)

    Garcia Arriola, Alfonso

    2017-01-01

    In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on…

  5. 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…

  6. Analyzing Networked Learning Practices in HigherEducation and Continuing Professional Development

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone

    Deliverable 28.5.4 reports on the preparation of the book "Analysing Networked Learning Practices in Higher Education and Continuing Professional Development", which consists of an Introduction, case studies and a concluding section, which presents the theoretical work and empirical work conducte...

  7. Design and Implementation of a Novel Web-Based E-Learning Tool for Education of Health Professionals on the Antibiotic Vancomycin.

    Science.gov (United States)

    Bond, Stuart Evan; Crowther, Shelley P; Adhikari, Suman; Chubaty, Adriana J; Yu, Ping; Borchard, Jay P; Boutlis, Craig Steven; Yeo, Wilfred Winston; Miyakis, Spiros

    2017-03-30

    Traditional approaches to health professional education are being challenged by increased clinical demands and decreased available time. Web-based e-learning tools offer a convenient and effective method of delivering education, particularly across multiple health care facilities. The effectiveness of this model for health professional education needs to be explored in context. The study aimed to (1) determine health professionals' experience and knowledge of clinical use of vancomycin, an antibiotic used for treatment of serious infections caused by methicillin-resistant Staphylococcus aureus (MRSA) and (2) describe the design and implementation of a Web-based e-learning tool created to improve knowledge in this area. We conducted a study on the design and implementation of a video-enhanced, Web-based e-learning tool between April 2014 and January 2016. A Web-based survey was developed to determine prior experience and knowledge of vancomycin use among nurses, doctors, and pharmacists. The Vancomycin Interactive (VI) involved a series of video clips interspersed with question and answer scenarios, where a correct response allowed for progression. Dramatic tension and humor were used as tools to engage users. Health professionals' knowledge of clinical vancomycin use was obtained from website data; qualitative participant feedback was also collected. From the 577 knowledge survey responses, pharmacists (n=70) answered the greatest number of questions correctly (median score 4/5), followed by doctors (n=271; 3/5) and nurses (n=236; 2/5; Puser feedback from 51 participants following completion of the VI. Feedback was predominantly positive with themes of "entertaining," "engaging," and "fun" identified; however, there were some technical issues identified relating to accessibility from different operating systems and browsers. A novel Web-based e-learning tool was successfully developed combining game design principles and humor to improve user engagement. Knowledge

  8. Professional development design considerations in climate change education: teacher enactment and student learning

    Science.gov (United States)

    Drewes, Andrea; Henderson, Joseph; Mouza, Chrystalla

    2018-01-01

    Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made particular pedagogical and content decisions, and the implications for student's conceptual learning. Using anthropological theories of conceptual travel, we traced salient ideas through instructional delivery and into student reasoning. Analysis showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on the likely effects of climate change. Student reasoning on the tangible actions to deal with these problems also remained underdeveloped, reflecting omissions in both PD and teacher enactment. We discuss implications for the emerging field of climate change education.

  9. Evaluation of the Implementation of Professional Learning Communities and the Impact on Student Achievement

    Science.gov (United States)

    Bostic, Cristi M.

    2013-01-01

    This dissertation evaluated the implementation of professional learning communities in a large suburban school district in North Carolina. The presence of shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions for relationships, and supportive conditions for…

  10. A Systematic Review Protocol on the Use of Online Learning versus Blended Learning for Teaching Clinical Skills to Undergraduate Health Professional Students

    Science.gov (United States)

    McCutcheon, Karen; Lohan, Maria; Traynor, Marian

    2016-01-01

    Aim: This paper is a review protocol that will be used to identify, critically appraise and synthesise the best current evidence relating to the use of online learning and blended learning approaches in teaching clinical skills in undergraduate health professionals. Background: Although previous systematic reviews on online learning vs. face to…

  11. Transformative Learning Model for Youth Life Skills Entrepreneurs in Poor Weavers Songket Palembang

    Directory of Open Access Journals (Sweden)

    Ayi Olim

    2015-05-01

    Full Text Available Non-formal education serves to develop the potential of students with an emphasis on the mastery of knowledge and functional skills and professional attitude and personality development, is now understood as an alternative approach to the future education with an emphasis on the mastery of skills. transformative learning, life skills and entrepreneurship as a modality of model development. learner/ prospective participants learn from the lower-middle group (in the shadow of the transmission of learning should be the owner of the learning process and should be able to identify the capabilities and environmental problems, reflect and take action in developing entrepreneurial abilities. The model requires changing patterns of transformative learning and utilization participants life skills learning, facilitation and management support from stakeholders

  12. CosmoQuest Collaborative: Galvanizing a Dynamic Professional Learning Network

    Science.gov (United States)

    Cobb, Whitney; Bracey, Georgia; Buxner, Sanlyn; Gay, Pamela L.; Noel-Storr, Jacob; CosmoQuest Team

    2016-10-01

    The CosmoQuest Collaboration offers in-depth experiences to diverse audiences around the nation and the world through pioneering citizen science in a virtual research facility. An endeavor between universities, research institutes, and NASA centers, CosmoQuest brings together scientists, educators, researchers, programmers—and citizens of all ages—to explore and make sense of our solar system and beyond. Leveraging human networks to expand NASA science, scaffolded by an educational framework that inspires lifelong learners, CosmoQuest engages citizens in analyzing and interpreting real NASA data, inspiring questions and defining problems.The QuestionLinda Darling-Hammond calls for professional development to be: "focused on the learning and teaching of specific curriculum content [i.e. NGSS disciplinary core ideas]; organized around real problems of practice [i.e. NGSS science and engineering practices] … [and] connected to teachers' collaborative work in professional learning community...." (2012) In light of that, what is the unique role CosmoQuest's virtual research facility can offer NASA STEM education?A Few AnswersThe CosmoQuest Collaboration actively engages scientists in education, and educators (and learners) in science. CosmoQuest uses social channels to empower and expand NASA's learning community through a variety of media, including science and education-focused hangouts, virtual star parties, and social media. In addition to creating its own supportive, standards-aligned materials, CosmoQuest offers a hub for excellent resources and materials throughout NASA and the larger astronomy community.In support of CosmoQuest citizen science opportunities, CQ initiatives (Learning Space, S-ROSES, IDEASS, Educator Zone) will be leveraged and shared through the CQPLN. CosmoQuest can be present and alive in the awareness its growing learning community.Finally, to make the CosmoQuest PLN truly relevant, it aims to encourage partnerships between scientists

  13. An evaluation of a professional learning network for computer science teachers

    Science.gov (United States)

    Cutts, Quintin; Robertson, Judy; Donaldson, Peter; O'Donnell, Laurie

    2017-01-01

    This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project's programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers' professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers' own current practices.

  14. Continuous Inquiry Meets Continued Critique: The Professional Learning Community in Practice and the Resistance of (Un)Willing Participants

    Science.gov (United States)

    Elbousty, Youness; Bratt, Kirstin

    2010-01-01

    The term Professional Learning Community is commonplace, and it holds many meanings and suggestions. For the purpose of this essay, however, we discuss a specific Professional Learning Community (PLC) that was established in a high school, fifteen months prior to the application of a survey instrument to evaluate participants' perceptions on the…

  15. The Arts Connection: The Arts and Transformative Learning in Professional Development

    Science.gov (United States)

    Cain, Beverlyn; Dixon, John A.

    2013-01-01

    Artist-in-residency experiences (puppetry, creative drama, music, and movement) indicated a connection with emotional transformative learning as a venue for professional development. This small teacher practitioner-based study involved teacher participants engaged in four-weeklong artist residencies at four childcare centers. Thirteen teachers…

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

    Science.gov (United States)

    Stolper, Margreet; Molewijk, Bert; Widdershoven, Guy

    2015-03-01

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

  17. Expatriate’s and Host Country National’s Professional Learning in Adverse Conditions

    DEFF Research Database (Denmark)

    Romani, Laurence; Lorenzen, Julie; Holck, Lotte

    important professional learning, which leads them to become better officers once back in Denmark. This contribution, based on a qualitative case study, intends to elicit this unexpected finding and to contribute to further theory development in expatriate adjustment literature. In the present case, no cross-cultural....... This case provides an example of how an environment perceived as foreign and undesirable turns out to be beneficial for individual learning...

  18. Professional Learning Communities: Concepts in Action in a Principal Preparation Program, an Elementary School Team, a Leadership Team, and a Business Partnership

    Science.gov (United States)

    Servais, Kristine; Derrington, Mary Lynne; Sanders, Kellie

    2009-01-01

    The Professional Learning Community (PLC) model has moved to the forefront in the field of education as one of the most effective frameworks to improve student achievement and overall school success. The research conducted for this paper provides evidence for systemic and action based improvement using the PLC model in four diverse venues:…

  19. E-learning to Improve Healthcare Professionals' Attitudes and Practices on Breastfeeding.

    Science.gov (United States)

    Colaceci, Sofia; Giusti, Angela; Chapin, Elise M; Bettinelli, Maria Enrica; De Angelis, Alessia; Zambri, Francesca; Vellone, Ercole; Alvaro, Rosaria; De Mei, Barbara

    2017-12-01

    Breastfeeding training has a crucial role in increasing healthcare professionals' attitudes and in improving professional support for breastfeeding. The collaboration between the Italian National Institute of Health, UNICEF, and the Local Health Authority of Milan has led to the development of an online course on lactation and infant feeding practices. To assess if the course was effective in improving healthcare professionals' attitudes and practices (APs). We conducted a prestudy-poststudy, comparing users' APs before (T0) and after (T1) the course through a 20-item questionnaire. Changes in APs were analyzed using paired t-test. Lower mean differences indicated more positive attitudes and more frequent professional practices favoring breastfeeding. Statistical analysis was carried out using SPSS version 15.0. The course had 26,009 registrants and was successfully completed by 91.3% of users. The dropout rate was 8.7%. The final cohort was composed of 15,004 participants. The course improved attitudes, while minor changes were observed on practices (p e-learning approach seems to be a useful tool for improving awareness and positive attitudes toward breastfeeding among healthcare professionals.

  20. LEARNING MATERIALS SELECTION FOR DIFFERENTIATED INSTRUCTION OF ENGLISH FOR SPECIFIC PURPOSES OF FUTURE PROFESSIONALS IN THE FIELD OF INFORMATION TECHNOLOGY

    Directory of Open Access Journals (Sweden)

    Oksana Synekop

    2017-09-01

    Full Text Available In conditions of differentiation the learning materials selection will optimize the training English for Specific Purposes of the future professionals in the field of information technology at university level. The purpose of the article is to define the basic unit of learning material, the factors of influence on the learning material selection, principles, criteria and the procedure of learning material selection in this paper. Reviewing the scientific achievements in the learning material selection in teaching English has become a basis for defining the factors of influence, principles and criteria in the research. The basic unit of learning material (learning English text for professional purposes is outlined. The factors of influence and principles (correspondence of learning materials to professional interests and needs of information technology students; necessary ability and accessibility; regarding the linguistic and stylistic necessity and sufficiency; availability of Internet sources information of the learning material selection are defined. Also, the qualitative criteria (authenticity; professional significance, relevance and informativeness; conformity of foreign language level and intellectual development of students; variety of genres and forms of speech, their sufficient filling by linguistic material; coherence, integrity, consistency, semantic completeness; topic conformity; situation conformity; unlimited access, reliability and exemplarity of Internet sources and the quantitative criteria (the amount of material of the learning material selection are highlighted. The process of English for Specific Purposes material selection (defining the disciplines of different cycles; defining spheres and related topics; outlining situations, communicative roles and intentions of professional communication; specifying the sources of selection; evaluating the texts; analysis of the knowledge, skills and sub-skills required for the

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

    Science.gov (United States)

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

    2013-01-01

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

  2. Professional Learning for Cultural Mathematics in Papua New Guinea's Elementary Schools

    Science.gov (United States)

    Owens, Kay; Edmonds-Wathen, Cris; Kravia, Geori; Sakopa, Priscilla

    2014-01-01

    A design of principles for teacher professional learning was developed to improve the teaching of "Cultural Mathematics" in elementary schools in Papua New Guinea. The design's appropriateness for PNG elementary schools is the focus of the research implemented through week-long workshops using technology enhancement. Implementation has…

  3. Storytelling and professional learning: a phenomenographic study of students' experience of patient digital stories in nurse education.

    Science.gov (United States)

    Christiansen, Angela

    2011-04-01

    This paper reports the findings of a phenomenographic study which sought to identify the different ways in which patient digital stories influence students' professional learning. Patient digital stories are short multimedia presentations that combine personal narratives, images and music to create a unique and often emotional story of a patients' experience of health care. While these are increasingly used in professional education little is known about how and what students learn through engagement with patient digital stories. Drawing upon interviews with 20 students within a pre-registration nursing programme in the UK, the study identifies four qualitatively different ways in which students approach and make sense of patient digital stories with implications for learning and professional identity development. Through an identification of the critical aspects of this variation valuable insights are generated into the pedagogic principles likely to engender transformational learning and patient centred practice. Copyright © 2010 Elsevier Ltd. All rights reserved.

  4. Tapping Technology's Potential: Shrinking Budgets, Looming Standards, and a Dizzying Array of Innovations Are Changing the Professional Learning Landscape

    Science.gov (United States)

    Killion, Joellen

    2013-01-01

    As the call for professional learning that incorporates ongoing feedback and support increases and resources to address that need decline, more states, districts, schools, and individuals are turning to technology. Technology creates significant opportunities for more focused professional learning, especially when it is effectively integrated into…

  5. An exploration of student midwives' language to describe non-formal learning in professional practice.

    Science.gov (United States)

    Finnerty, Gina; Pope, Rosemary

    2005-05-01

    The essence of non-formal learning in midwifery practice has not been previously explored. This paper provides an in-depth analysis of the language of a sample of student midwives' descriptions of their practice learning in a range of clinical settings. The students submitted audio-diaries as part of a national study (Pope, R., Graham. L., Finnerty. G., Magnusson, C. 2003. An investigation of the preparation and assessment for midwifery practice within a range of settings. Project Report. University of Surrey). Participants detailed their learning activities and support obtained whilst working with their named mentors for approximately 10 days or shifts. The rich audio-diary data have been analysed using Discourse Analysis. A typology of non-formal learning (Eraut, M. 2000. Non-formal learning and implicit knowledge in professional work. British Journal of Educational Psychology 70, 113-136) has been used to provide a framework for the analysis. Non-formal learning is defined as any learning which does not take place within a formally organised learning programme (Eraut, M. 2000. Non-formal learning and implicit knowledge in professional work. British Journal of Educational Psychology 70, 113-136). Findings indicate that fear and ambiguity hindered students' learning. Recommendations include the protection of time by mentors within the clinical curriculum to guide and supervise students in both formal and non-formal elements of midwifery practice. This paper will explore the implications of the findings for practice-based education.

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

    Science.gov (United States)

    Lewis, Elizabeth Blake

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

  7. Impact of an international workplace learning placement on personal and professional development.

    Science.gov (United States)

    Davies, Kerryn; Curtin, Michael; Robson, Kristy

    2017-04-01

    Workplace learning (WPL) placements are a mandatory part of occupational therapy courses. There is some evidence that suggests WPL placements in international settings are beneficial for students' learning, and personal and professional development. The aim of this study was to explore the impact an international WPL placement in Vietnam had on the perceived personal and professional development of a group of Australian occupational therapy graduates. Interpretative phenomenological analysis was used to explore the perceptions of how participation in the Charles Sturt University School of Community Health's Vietnam placement influenced the personal and professional development of occupational therapy graduates. Individual semi-structured interviews were conducted with nine graduates who participated in the Vietnam placement when they were final year occupational therapy students. Interviews were audio-recorded, transcribed verbatim and individually analysed to identify key themes. Two major themes emerged from the analysis: becoming resourceful, resilient and confident, and becoming respectful of difference. The participants indicated that participation in the Vietnam placement had a positive impact on their personal and professional development. Participants indicated that the Vietnam placement enabled them to develop their resourcefulness, resilience, reasoning skills, cultural competence, confidence and independence, beyond what they felt would have achieved on a domestic placement. For these reason these participants found the placement a beneficial and worthwhile experience. © 2016 Occupational Therapy Australia.

  8. Learning Experiences and Gains from Continuing Professional Education and Their Applicability to Work for Japanese Government Officials

    Science.gov (United States)

    Noda, Ayaka; Kim, Mikyong Minsun

    2014-01-01

    This study aims to understand the perceived learning experiences and gains for Japanese government officials from US and Japanese graduate and professional schools, and how applicable their continuing professional education (CPE) is to professional performance. Interview participants were drawn from long-term overseas and domestic fellowship…

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

    Science.gov (United States)

    Lindsay, Hilary

    2012-01-01

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

  10. Health Professionals' Explanations of Suicidal Behaviour: Effects of Professional Group, Theoretical Intervention Model, and Patient Suicide Experience.

    Science.gov (United States)

    Rothes, Inês Areal; Henriques, Margarida Rangel

    2017-12-01

    In a help relation with a suicidal person, the theoretical models of suicidality can be essential to guide the health professional's comprehension of the client/patient. The objectives of this study were to identify health professionals' explanations of suicidal behaviors and to study the effects of professional group, theoretical intervention models, and patient suicide experience in professionals' representations. Two hundred and forty-two health professionals filled out a self-report questionnaire. Exploratory principal components analysis was used. Five explanatory models were identified: psychological suffering, affective cognitive, sociocommunicational, adverse life events, and psychopathological. Results indicated that the psychological suffering and psychopathological models were the most valued by the professionals, while the sociocommunicational was seen as the least likely to explain suicidal behavior. Differences between professional groups were found. We concluded that training and reflection on theoretical models in general and in communicative issues in particular are needed in the education of health professionals.

  11. Service user perspectives on palliative care education for health and social care professionals supporting people with learning disabilities.

    Science.gov (United States)

    McLaughlin, Dorry; Barr, Owen; McIlfatrick, Sonja; McConkey, Roy

    2015-12-01

    Evidence from European and American studies indicates limited referrals of people with learning (intellectual) disabilities to palliative care services. Although professionals' perceptions of their training needs in this area have been studied, the perceptions of people with learning disabilities and family carers are not known. This study aimed to elicit the views of people with learning disabilities, and their family carers concerning palliative care, to inform healthcare professional education and training. A qualitative, exploratory design was used. A total of 17 people with learning disabilities were recruited to two focus groups which took place within an advocacy network. Additionally, three family carers of someone with a learning disability, requiring palliative care, and two family carers who had been bereaved recently were also interviewed. Combined data identified the perceived learning needs for healthcare professionals. Three subthemes emerged: 'information and preparation', 'provision of care' and 'family-centred care'. This study shows that people with learning disabilities can have conversations about death and dying, and their preferred end-of-life care, but require information that they can understand. They also need to have people around familiar to them and with them. Healthcare professionals require skills and knowledge to effectively provide palliative care for people with learning disabilities and should also work in partnership with their family carers who have expertise from their long-term caring role. These findings have implications for educators and clinicians. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  12. Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning.

    Science.gov (United States)

    Goodyear, Victoria A

    2017-03-01

    It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.

  13. 'Ike Wai Professional Development Model for Students and Post-docs

    Science.gov (United States)

    Bruno, B. C.

    2016-12-01

    'Ike Wai: Securing Hawaii's Water Future, funded by NSF EPSCoR, is an interdisciplinary research collaboration among geophysicists, geochemists, engineers, microbiologists, computational modelers, data scientists and social scientists. Key questions include: How much water is there? How does it flow? How long will it last? Undergraduate students, graduate students and post-docs are actively involved in the research, and their professional development is a key part of the project. An underlying principle is that students assume responsibility for their own learning and professional development. Based on the model created by the NSF Center for Microbial Oceanography: Research and Education (C-MORE) (Bruno et al, 2008; Guannel et al 2014, Bottjer et al 2014), the 'Ike Wai professional development program includes (1) Leadership. Each student and post-doc creates an Individualized Professional Development plan, which includes leadership training (provided by external facilitators) and assuming leadership roles (such as developing and implementing trainings for their peers). (2) EDventures. Based on the C-MORE model, EDventures combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. C-MORE EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by to NSF, 50% were funded. (Wood Charlson & Bruno, 2015) (3) Layered Mentoring Network. All ´Ike Wai participants serve as both mentor and mentee. Students are matched with a non-research mentor in addition to their advisor to promote a holistic approach to career development. They will also serve as mentors to more

  14. Deciding Access to Work-Integrated Learning: Human Resource Professionals as Gatekeepers

    Science.gov (United States)

    Mackaway, Jacqueline; Winchester-Seeto, Theresa

    2018-01-01

    Universities, industry and professional bodies advocate work-integrated learning (WIL) as a valuable way to prepare graduates to meet the challenges of contemporary society. When organizations preference particular students over others to host on placement, the full individual and collective potential of WIL is not realized. This paper reports…

  15. Leadership Style and Learning Organization: A Survey of Information Technology Professionals

    Science.gov (United States)

    Stewart, Jeffrey E.

    2013-01-01

    Leadership in information technology (IT) firms remains a topic for study. Understanding how IT professionals react to leadership styles creates an opportunity for IT leaders to better lead by matching expectation to leadership style. Previous research has linked transformation leadership to the learning organization in the pharmaceutical sector,…

  16. Creating Professional Learning Communities in a Traditional Educational Leadership Preparation Program

    Science.gov (United States)

    Doolittle, Gini; Stanwood, H. Mark; Simmerman, Herb

    2006-01-01

    In this article, the authors examine the prerequisites for leadership preparation programs with regard to implementing and institutionalizing professional learning communities as an instructional strategy. First, the authors posit that as faculty they must examine and reflect on their own teaching practices and how they influence their reciprocal…

  17. Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning.

    Science.gov (United States)

    Burgess, Annette; Roberts, Chris; van Diggele, Christie; Mellis, Craig

    2017-12-04

    The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1-5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students' suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines

  18. 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…

  19. 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.

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

    Science.gov (United States)

    Hands, Catherine; Guzar, Katlyn; Rodrigue, Anne

    2015-01-01

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

  1. The Benefits and Barriers of Using Virtual Worlds to Engage Healthcare Professionals on Distance Learning Programmes

    Science.gov (United States)

    Hack, Catherine Jane

    2016-01-01

    Using the delivery of a large postgraduate distance learning module in bioethics to health professionals as an illustrative example, the type of learning activity that could be enhanced through delivery in an immersive virtual world (IVW) was explored. Several activities were repurposed from the "traditional" virtual learning environment…

  2. The Impact of Professional Learning Communities on Student Achievement at an Underperforming School: Teachers' and Administrators' Perceptions

    Science.gov (United States)

    Kincaide-Cunningham, Cora E.

    2017-01-01

    This three-article dissertation contains three approaches to the topic of professional learning communities and their impact on student achievement. Article I is a synthesis of the literature related to the purpose of professional learning communities. Implications in educational settings are also presented in this article. The context of the…

  3. The impact of eLearning on health professional educators’ attitudes to information and communication technology

    Science.gov (United States)

    Neville, Victoria; Lam, Mary; Gordon, Christopher J

    2015-01-01

    Background The use of information and communication technology (ICT) in health professional education is increasing rapidly. Health professional educators need to be responsive to health professionals’ information and communication technological needs; however, there is a paucity of information about educators’ attitudes to, and capabilities with, ICT. Methods Fifty-two health professional educators, enrolled in health professional education postgraduate studies, participated in an online subject with specific eLearning components requiring the use of ICT. They completed a pre- and postquestionnaire pertaining to ICT attitudes, confidence, and usage. Results Participants reported significant increases in overall ICT confidence during the subject despite it being high at baseline (mean: 7.0 out of 10; P=0.02). Even with increased ICT confidence, there were decreases in the participants’ sense of ICT control when related to health professional education (P=0.002); whereas, the amount of time participants engaged with ICT devices was negatively correlated with the sense of ICT control (P=0.002). The effect of age and health discipline on ICT attitudes and confidence was not significant (P>0.05). Conclusion This study reports that health professional educators have perceptual deficits toward ICT. The impact of eLearning increased confidence in ICT but caused a reduction in participants’ sense of control of ICT. Health professional educators require more ICT training and support to facilitate better ICT integration in health professional education settings. PMID:25678796

  4. Communities of Practice in the Conservatory: Learning with a Professional Musician

    Science.gov (United States)

    Virkkula, Esa

    2016-01-01

    This article examines the sociocultural learning of popular and jazz music in communities of practice as part of secondary vocational music education in a Finnish conservatory. The research is based on performance workshops which were implemented as a joint effort between professional musicians and music students. These workshops are suggested as…

  5. 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

  6. Implementing inquiry-based kits within a professional development school model

    Science.gov (United States)

    Jones, Mark Thomas

    2005-07-01

    Implementation of guided inquiry teaching for the first time carries inherent problems for science teachers. Reform efforts on inquiry-based science teaching are often unsustainable and are not sensitive to teachers' needs and abilities as professionals. Professional development schools are meant to provide a research-based partnership between a public school and a university. These collaborations can provide support for the professional development of teachers. This dissertation reports a study focused on the implementation of inquiry-based science kits within the support of one of these collaborations. The researcher describes the difficulties and successful adaptations experienced by science teachers and how a coteaching model provided support. These types of data are needed in order to develop a bottom-up, sustainable process that will allow teachers to implement inquiry-based science. A qualitative methodology with "researcher as participant" was used in this study of two science teachers during 2002--2003. These two teachers were supported by a coteaching model, which included preservice teachers for each teacher as well as a supervising professor. Data were collected from the researcher's direct observations of coteachers' practice. Data were also collected from interviews and reflective pieces from the coteachers. Triangulation of the data on each teacher's case supported the validity of the findings. Case reports were prepared from these data for each classroom teacher. These case reports were used and cross-case analysis was conducted to search for major themes and findings in the study. Major findings described the hurdles teachers encounter, examples of adaptations observed in the teachers' cases and the supportive interactions with their coteachers while implementing the inquiry-based kits. In addition, the data were used to make recommendations for future training and use of the kits and the coteaching model. Results from this study showed that the

  7. Secondary students in professional laboratories: Discoveries about science learning in a community of practitioners

    Science.gov (United States)

    Song, Mary Elizabeth

    This study explores what educators may learn from the experiences of secondary students working in professional scientific laboratories. My investigation is guided by the methodology of phenomenological; I depend primarily on interviews conducted with students and professional researchers. This material is supported primarily by on-site observations, and by informal conversations between me and the study participants. My dissertation has three goals: (one) to use the work of secondary students in scientific research laboratories to consider how they know the discipline; (two) to distinguish the students' professional accomplishments from science learning at school; and, (three) to engage readers in a reflection about authority within the scientific community, and the possibility that by accomplishing research, students take their legitimate place among those who construct scientific knowledge. My methods and focus have allowed me to capture qualities of the student narratives that support the emergence of three major themes: the importance of doing "real work" in learning situations; the inapplicability of "school learning" to professional research arenas; and the inclusive nature of the scientific community. At the same time, the study is confined by the narrow pool of participants I interviewed over a short period of time. These talented students were all academically successful, articulate, "well-rounded" and in this sense, mature. They typically had strong family support, and they talked about ideas with their parents. Indeed, the students were all capable story-tellers who were anxious to share their experiences publicly. Yet they themselves remind the reader of their struggles to overcome naivete in the lab. By doing so they suggested to me that their experiences might be accessible to a broad range of young men and women; thus this study is a good beginning for further research.

  8. Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

    Science.gov (United States)

    Hvidsten, Connie J.

    Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

  9. A Case Study Examination of Best Practices of Professional Learning Communities

    Science.gov (United States)

    Akopoff, Tanya M.

    2010-01-01

    A current trend in education is that small teacher groups, called professional learning communities (PLC), are being advocated as a tool to help teachers reach struggling students. Educators planning to use PLC as an intervention strategy can benefit from research-based information about PLC best practices. This multiple case study addressed the…

  10. Professional performance in school

    Directory of Open Access Journals (Sweden)

    Rubio, J. F.

    2012-01-01

    Full Text Available Professional performance in education is now calling the attention of researcher due to its role in the professionalizing process intended to increase international education standards. In this article the term professional performance is examined from the two socio-historic traditional roles involved in training the individuals as a bio-psychic and social entity: teachers and executive. By means of scientific methods, the author gives the theoretical grounds connecting professional performance, learning and individual capacity of using them in solving problem at his labor position. The professional performance is regarded as a human value that stimulates the activity. By predicting educational alternatives, the paper portraits a model of professional performance in education, referring the necessary actions needed for achieving the goals of education. Searching and discussing such alternatives leads to reinterpret professional problems and to find out ways of improving educational standards.

  11. Measuring students' self-regulated learning in professional education: bridging the gap between event and aptitude measurements.

    Science.gov (United States)

    Endedijk, Maaike D; Brekelmans, Mieke; Sleegers, Peter; Vermunt, Jan D

    Self-regulated learning has benefits for students' academic performance in school, but also for expertise development during their professional career. This study examined the validity of an instrument to measure student teachers' regulation of their learning to teach across multiple and different kinds of learning events in the context of a postgraduate professional teacher education programme. Based on an analysis of the literature, we developed a log with structured questions that could be used as a multiple-event instrument to determine the quality of student teachers' regulation of learning by combining data from multiple learning experiences. The findings showed that this structured version of the instrument measured student teachers' regulation of their learning in a valid and reliable way. Furthermore, with the aid of the Structured Learning Report individual differences in student teachers' regulation of learning could be discerned. Together the findings indicate that a multiple-event instrument can be used to measure regulation of learning in multiple contexts for various learning experiences at the same time, without the necessity of relying on students' ability to rate themselves across all these different experiences. In this way, this instrument can make an important contribution to bridging the gap between two dominant approaches to measure SRL, the traditional aptitude and event measurement approach.

  12. The Virtual International Day of the Midwife: A Synchronous Open Online Conference for Continuing Professional Development and Learning for Midwives

    DEFF Research Database (Denmark)

    Sidebotham, Mary; Dalsgaard, Annette; Davis, Deborah

    2015-01-01

    AIM: To examine the contribution of the Virtual International Day of the Midwife (VIDM) conference to midwives' continuing professional development (CPD). BACKGROUND: Knowledge and understanding of CPD for midwives as synchronous online learning is limited. Studies of e-learning programs for CPD...... to participants for 1 month after the conference via the wiki page in 2012 and 2013. FINDINGS: The survey was completed by 239 conference participants. Midwifery students and clinical midwives were the largest groups of attendees. The most common countries of residence were Australia, United Kingdom, and United...... States. Respondents believed that the conference contributed to their professional development by enabling professional growth, facilitating shared learning, and raising awareness of global issues. CONCLUSION: Offering synchronous events is important to facilitate deeper learning for those engaging...

  13. Visualising the pedagogic frailty model as a frame for the scholarship of teaching and learning

    Directory of Open Access Journals (Sweden)

    Ian M. Kinchin

    2017-11-01

    Full Text Available Purpose – The purpose of this study is to offer exploration of pedagogic frailty as a framework to support professional development of university teachers in a personalised and discipline-sensitive way. Design/methodology/approach – The method involves participants constructing a concept map for each dimension of the model. These maps must have high explanatory power to act as a frame for developing a personal narrative to support reflection on practice. This reflection starts from the academic’s current knowledge structure and provides a bespoke, individualised focus for further learning. Findings – This conceptual paper is informed by case studies of academics’ interactions with the frailty model that have helped to refine it as a faculty development tool. This is clarified by providing explicit requirements of an “excellent” map, and places the reflective process within a learning theory that is aligned with the values that underpin the model. Originality/value – The type of rhizomatic learning that is supported by the model, in which there are no imposed learning outcomes or strictly delineated pathways to success, is particularly suited to support the professional development of more senior academics. This represents an innovative approach to faculty development.

  14. Professional/Peer-Learning Community: Impacts on Workplace Training at Bangkok Metropolitan Administration (BMA) Schools

    Science.gov (United States)

    Phusavat, Kongkiti Peter; Delahunty, David; Kess, Pekka; Kropsu-Vehkapera, Hanna

    2017-01-01

    Purpose: The study aims to examine the issues relating to workplace learning at the upper secondary school level. This study is based on the two questions. How should the professional/peer-learning community or PLC be developed and deployed to help strengthen in-service teacher training? The second question is what are the success factors which…

  15. The Model of Formation of Professional Competence of Future Software Engineers

    Directory of Open Access Journals (Sweden)

    Viktor Sedov

    2016-05-01

    Full Text Available The rapid technological development of modern society fundamentally changes processes of production, communication and services. There is a great demand for specialists who are competent in recently emerged industries. Moreover, the gap between scientific invention and its wide distribution and consumption has significantly reduced. Therefore, we face an urgent need for preparation of specialists in higher education that meet the requirements of modern society and labour market. Particularly relevant is the issue of training of future software engineers in the system of master’s degree, which is the level of education that trains not only professionals, but also scientists and university teachers. The article presents a developed model of formation of professional competence of future software engineers in the system of master’s degree. The model comprises units of training of future software engineers, identifies methodological approaches, a number of general didactic and methodological principles that underpin learning processes in higher education. It describes methods, forms of organization and means that are used in the system of master’s degree, and also provides pedagogical conditions of effective implementation of the model. The developed model addresses the issue of individualization, intensification and optimization of studying. While developing the model, special attention was paid to updating the content of education and searching for new organizational forms of training of future software engineers.

  16. How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model.

    Science.gov (United States)

    Tjin A Tsoi, Sharon L N M; de Boer, Anthonius; Croiset, Gerda; Koster, Andries S; van der Burgt, Stéphanie; Kusurkar, Rashmi A

    2018-01-31

    Insufficient professional development may lead to poor performance of healthcare professionals. Therefore, continuing education (CE) and continuing professional development (CPD) are needed to secure safe and good quality healthcare. The aim of the study was to investigate the hypothesized associations and their directions between pharmacists' basic psychological needs in CE, their academic motivation, well-being, learning outcomes. Self-determination theory was used as a theoretical framework for this study. Data were collected through four questionnaires measuring: academic motivation, basic psychological needs (BPN), vitality and lifelong learning adaptability of pharmacists in the CE/CPD learning context. Structural equation modelling was used to analyze the data. Demographic factors like gender and working environment influenced the observed scores for frustration of BPN and factors like training status and working experience influenced the observed scores for academic motivation. A good model fit could be found only for a part of the hypothesized pathway. Frustration of BPN is positively directly related to the less desirable type of academic motivation, controlled motivation (0.88) and negatively directly related to vitality (- 1.61) and negatively indirectly related to learning outcomes in CE. Fulfillment or frustration of BPN are important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals. Basic psychological needs are very important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals.

  17. Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

    Science.gov (United States)

    Pang, Ming Fai; Ling, Lo Mun

    2012-01-01

    The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

  18. The Professional Learning Experiences of Non-Mathematics Subject Specialist Teachers: A Descriptive Study

    OpenAIRE

    Ho Younghusband, Alice Christine

    2017-01-01

    Certified teachers in British Columbia (BC) schools can be assigned to teach secondary mathematics without having a major, minor, or formal background in mathematics. This is known as out-of-field teaching. These non-mathematics subject specialist teachers (NMSSTs) must learn or relearn the subject matter of mathematics to teach secondary mathematics. This study investigates what professional learning activities NMSSTs participate in to gain subject matter content knowledge in mathematics, wh...

  19. 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.

  20. 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.

  1. The impact of eLearning on health professional educators' attitudes to information and communication technology

    Directory of Open Access Journals (Sweden)

    Neville V

    2015-01-01

    Full Text Available Victoria Neville,1 Mary Lam,2 Christopher J Gordon3 1Faculty of Science, Medicine and Health, The University of Wollongong, Wollongong, NSW, Australia; 2Faculty of Health Science, 3Sydney Nursing School, The University of Sydney, Sydney, NSW, Australia Background: The use of information and communication technology (ICT in health professional education is increasing rapidly. Health professional educators need to be responsive to health professionals' information and communication technological needs; however, there is a paucity of information about educators' attitudes to, and capabilities with, ICT. Methods: Fifty-two health professional educators, enrolled in health professional education postgraduate studies, participated in an online subject with specific eLearning components requiring the use of ICT. They completed a pre- and postquestionnaire pertaining to ICT attitudes, confidence, and usage. Results: Participants reported significant increases in overall ICT confidence during the subject despite it being high at baseline (mean: 7.0 out of 10; P=0.02. Even with increased ICT confidence, there were decreases in the participants' sense of ICT control when related to health professional education (P=0.002; whereas, the amount of time participants engaged with ICT devices was negatively correlated with the sense of ICT control (P=0.002. The effect of age and health discipline on ICT attitudes and confidence was not significant (P>0.05. Conclusion: This study reports that health professional educators have perceptual deficits toward ICT. The impact of eLearning increased confidence in ICT but caused a reduction in participants' sense of control of ICT. Health professional educators require more ICT training and support to facilitate better ICT integration in health professional education settings. Keywords: confidence, sense of control 

  2. Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

    Science.gov (United States)

    Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea

    2016-04-01

    In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants' reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.

  3. The Modeling as Didactic Method in the Scientific-Professional Training of the Psychologist

    Directory of Open Access Journals (Sweden)

    Lic. Ramiro Gross Tur

    2016-02-01

    Full Text Available The modeling method has often been developed or recognized in various processes related to training of psychologists studies. It has educational value as its application favors the appropriation of skills and capacity necessary for the performance on the student. However, the method has limitations because it does not exhaust the content praxiological psychology in the teaching-learning process. Therefore, the modeling required to be valued its limitations and potentials in order to plan actions necessary to improve or complement other methods, which serve to improve the process of scientific and professional training of psychologists, with emphasis on the labor dimension.

  4. The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students.

    Science.gov (United States)

    Visser, Cora L F; Wilschut, Janneke A; Isik, Ulviye; van der Burgt, Stéphanie M E; Croiset, Gerda; Kusurkar, Rashmi A

    2018-06-07

    The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness. Readiness for interprofessional learning, professional identity development, empathy and motivation of students for medical school, were measured in all 6 years of the medical curriculum. The association of professional identity development, empathy and motivation with readiness was analyzed using linear regression. Empathy and motivation significantly explained the variance in RIPLS subscale Teamwork & Collaboration. Gender and belonging to the first study year had a unique positive contribution in explaining the variance of the RIPLS subscales Positive and Negative Professional Identity, whereas motivation had no contribution. More compassionate care, as an affective component of empathy, seemed to diminish readiness for IPL. Professional Identity, measured as affirmation or denial of the identification with a professional group, had no contribution in the explanation of the variance in readiness. The RIPLS is a suboptimal instrument, which does not clarify the 'what' and 'how' of IPL in a curriculum. This study suggests that students' readiness for IPE may benefit from a combination with the cognitive component of empathy ('Perspective taking') and elements in the curriculum that promote autonomous motivation.

  5. Quality Assurance in E-Learning: PDPP Evaluation Model and its Application

    Directory of Open Access Journals (Sweden)

    Weiyuan Zhang

    2012-06-01

    Full Text Available E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU, was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by

  6. New perspectives on health professions students' e-learning: Looking through the lens of the "visitor and resident" model.

    Science.gov (United States)

    Druce, Maralyn; Howden, Stella

    2017-07-01

    The growth of e-learning in health professional education reflects expansion of personal use of online resources. Understanding the user perspective in a fast-changing digital world is essential to maintain the currency of our approach. Mixed methods were used to investigate a cohort of postgraduate, e-learning healthcare students' perspectives on their use of online resources for personal and/or professional roles, via questionnaire and student-constructed diagrams, capturing use of online resources (underpinned by White's model of "resident" and "visitor" online engagement). Semistructured interviews explored the use and value of resources afforded via the online environment. The 45 study participants described a range of prior experiences with online resources in personal and professional capacities, but overall students tended to use online "tools" ("visitor" mode) rather than highly collaborative networks ("resident" mode). In relation to e-learning, the dominant interview theme was valuing knowledge transfer from the tutor and using "visitor" behaviors to maximize knowledge acquisition. Peer-learning opportunities were less valued and barriers to collaborative "resident" modes were identified. These findings help to inform e-learning course design to promote engagement. The results enable recommendations for use of the "Visitor and Residents" model and for planning activities that learners might utilize effectively.

  7. THE INTEGRATION OF CREATIVITY MANAGEMENT MODELS INTO UNIVERSITIES’VIRTUAL LEARNING COMMUNITIES

    Directory of Open Access Journals (Sweden)

    Alexandru STRUNGĂ

    2014-12-01

    Full Text Available Given the access of an increasingly higher number of individuals to virtual learning networks, the issue of creativity management becomes extremely important, especially for schools and universities. In the specialized literature, participating in virtual learning communities has several advantages, including: permanent access to information, high educational performance and increased creativity, and also better-developed professional identity (North and Kumta, 2014; Boulay and van Raalte, 2014. In the Romanian literature, there are few studies that aim directly at the relationship between the participation in virtual learning networks and creativity and innovation management models, especially in higher education institutions. This paper aims to study the ways in which creativity and innovation management models can be used in virtual learning networks in order to achieve better productivity at both individual and organizational levels, taking into account several best practices from this field and their possible implementation in Romanian educational institutions.

  8. We are not alone: international learning for professionals caring for children requiring palliative care.

    Science.gov (United States)

    Price, Jayne; Quinn, Karen; McNeilly, Patricia; Heywood, Melissa

    2015-06-01

    Educational opportunities for professionals working with children requiring palliative care are central to future development within the specialty across countries. International educational initiatives involving a range of professionals are important for learning with and from others working within the field. To explore the experiences and value to students from participating in an international online discussion forum. This article examines one such initiative; the use of an international asynchronous discussion forum with students in Melbourne, Australia and Belfast, UK who work with children and families. The innovation is examined and student perspectives of the forum's value are presented. Students endorsed the value of the forum, identifying three main areas of learning: differences across locations within countries, respecting different views and being open, and need for continued learning within children's palliative care. The overarching theme 'we are not alone' supported the idea that participation in the international discussion forum enabled students to see a broader perspective. Ideas for future developments of similar forums are also explored.

  9. Teaching Professionals Environmental Management: Combining Educational Learning and Practice Learning

    DEFF Research Database (Denmark)

    Jørgensen, Michael Søgaard; Jørgensen, Ulrik

    2003-01-01

    semesters. The target groups are professional environmental managers working in businesses including consultants, governmental institutions and organizations. To get access to the education the students must have a technical/nature science competence at master level or bachelor level combined with relevant...... job experience. Generally the participants have had 5-15 years of practical experience and many have been or are in the position of an internal or external job change towards new tasks that require new knowledge, methodologies or management skills. The education of "Masters of Environmental Management...... they can use in complex situations on the job is not simply a question of combining different university disciplines in the right blend and topping it with some experience. It involves combining science-based knowledge into thematic structures in carefully organized learning processes. The education...

  10. An Innovative, Experiential-Learning Project for Sales Management and Professional Selling Students

    Science.gov (United States)

    Chapman, Joseph; Schetzsle, Stacey; Wahlers, Russell

    2016-01-01

    This article presents an innovative, experiential-learning project that incorporates students from two different courses: sales management and professional selling. Sales management students actually manage sales students on an outside sales project. Students apply classroom knowledge to a real-life sales project for a local community…

  11. Service learning in Guatemala: using qualitative content analysis to explore an interdisciplinary learning experience among students in health care professional programs.

    Science.gov (United States)

    Fries, Kathleen S; Bowers, Donna M; Gross, Margo; Frost, Lenore

    2013-01-01

    Interprofessional collaboration among health care professionals yields improved patient outcomes, yet many students in health care programs have limited exposure to interprofessional collaboration in the classroom and in clinical and service-learning experiences. This practice gap implies that students enter their professions without valuing interprofessional collaboration and the impact it has on promoting positive patient outcomes. The aim of this study was to describe the interprofessional experiences of students in health care professional programs as they collaborated to provide health care to Guatemalan citizens over a 7-day period. In light of the identified practice gap and a commitment by college administration to fund interprofessional initiatives, faculty educators from nursing, occupational therapy, and physical therapy conducted a qualitative study to explore a service-learning initiative focused on promoting interprofessional collaboration. Students collaborated in triads (one student from each of the three disciplines) to provide supervised health care to underserved Guatemalan men, women, children, and infants across a variety of community and health care settings. Eighteen students participated in a qualitative research project by describing their experience of interprofessional collaboration in a service-learning environment. Twice before arriving in Guatemala, and on three occasions during the trip, participants reflected on their experiences and provided narrative responses to open-ended questions. Qualitative content analysis methodology was used to describe their experiences of interprofessional collaboration. An interprofessional service-learning experience positively affected students' learning, their growth in interprofessional collaboration, and their understanding and appreciation of health care professions besides their own. The experience also generated feelings of gratitude for the opportunity to be a member of an interprofessional

  12. Opportunities to Personalize Teacher Learning: Innovative Approaches to Bridge Evaluation and Professional Development for Continuous Improvement

    Science.gov (United States)

    Kassner, Laura

    2014-01-01

    The purpose of this report was to consider ways to integrating teacher evaluation and professional development--specifically, to explore innovative ways to harness feedback from teacher evaluations for the creation of personalized professional learning for teachers. This study was commissioned by the planning council members of the Metropolitan…

  13. 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...

  14. The Evolution of a Professional Practice Forum: Balancing Peer-to-Peer Learning With Course Objectives.

    Science.gov (United States)

    Janssen, Anna; Robinson, Tracy; Shaw, Tim

    2014-10-31

    The Opioid Treatment Accreditation Course (OTAC) is a mandatory accreditation requirement in New South Wales, Australia, and aims to prepare medical practitioners for the provision of safe and effective Opioid Substitution Treatment to people with opioid dependence. The course has a strong focus on safe prescribing practices and the course design includes a Professional Practice Forum that is engaging for participants and effective at imparting complex ideas and concepts that do not place additional time constraints on already time-poor health professionals. The study aimed to use participatory action research methods to develop and evaluate an online Professional Practice Forum that is a key component of the OTAC teaching and learning experience. Three evaluation cycles were implemented with three cohorts of participants (N=40) to inform the design and review of the updated OTAC course. Overall, the study relied on participatory action research methods to enhance a sense of online community and to revise the Professional Practice Forum component of the course. Findings from survey feedback and an examination of Web metrics were used to monitor participant learning and were subsequently subject to thematic analysis in order to identify key themes. The use of participatory action techniques in the redesign of the OTAC course was a successful means of engaging with participants and resulted in four revisions based on feedback from facilitators and participants. The Professional Practice Forum was rated highly and received positive feedback from both moderators and participants. The use of interactive forums in online learning in an educational module for adult learners can prove extremely valuable as a means for participants to share their expertise and improve their learning outcomes. In particular, the use of sticky and welcome threads were significant features that enhanced interactions between participants and facilitators and resulted in increased quantity and

  15. An optoelectric professional's training model based on Unity of Knowing and Doing theory

    Science.gov (United States)

    Qin, Shiqiao; Wu, Wei; Zheng, Jiaxing; Wang, Xingshu; Zhao, Yingwei

    2017-08-01

    The "Unity of Knowing and Doing" (UKD) theory is proposed by an ancient Chinese philosopher, Wang Shouren, in 1508, which explains how to unify knowledge and practice. Different from the Chinese traditional UKD theory, the international higher education usually treats knowledge and practice as independent, and puts more emphasis on knowledge. Oriented from the UKD theory, the College of Opto-electric Science and Engineering (COESE) at National University of Defense Technology (NUDT) explores a novel training model in cultivating opto-electric professionals from the aspects of classroom teaching, practice experiment, system experiment, design experiment, research experiment and innovation experiment (CPSDRI). This model aims at promoting the unity of knowledge and practice, takes how to improve the students' capability as the main concern and tries to enhance the progress from cognition to professional action competence. It contains two hierarchies: cognition (CPS) and action competence (DRI). In the cognition hierarchy, students will focus on learning and mastering the professional knowledge of optics, opto-electric technology, laser, computer, electronics and machine through classroom teaching, practice experiment and system experiment (CPS). Great attention will be paid to case teaching, which links knowledge with practice. In the action competence hierarchy, emphasis will be placed on promoting students' capability of using knowledge to solve practical problems through design experiment, research experiment and innovation experiment (DRI). In this model, knowledge is divided into different modules and capability is cultivated on different levels. It combines classroom teaching and experimental teaching in a synergetic way and unifies cognition and practice, which is a valuable reference to the opto-electric undergraduate professionals' cultivation.

  16. Navigating Bioethical Waters: Two Pilot Projects in Problem-Based Learning for Future Bioscience and Biotechnology Professionals.

    Science.gov (United States)

    Berry, Roberta M; Levine, Aaron D; Kirkman, Robert; Blake, Laura Palucki; Drake, Matthew

    2016-12-01

    We believe that the professional responsibility of bioscience and biotechnology professionals includes a social responsibility to contribute to the resolution of ethically fraught policy problems generated by their work. It follows that educators have a professional responsibility to prepare future professionals to discharge this responsibility. This essay discusses two pilot projects in ethics pedagogy focused on particularly challenging policy problems, which we call "fractious problems". The projects aimed to advance future professionals' acquisition of "fractious problem navigational" skills, a set of skills designed to enable broad and deep understanding of fractious problems and the design of good policy resolutions for them. A secondary objective was to enhance future professionals' motivation to apply these skills to help their communities resolve these problems. The projects employed "problem based learning" courses to advance these learning objectives. A new assessment instrument, "Skills for Science/Engineering Ethics Test" (SkillSET), was designed and administered to measure the success of the courses in doing so. This essay first discusses the rationale for the pilot projects, and then describes the design of the pilot courses and presents the results of our assessment using SkillSET in the first pilot project and the revised SkillSET 2.0 in the second pilot project. The essay concludes with discussion of observations and results.

  17. The Contribution of Non-Formal Learning in Higher Education to Student Teachers' Professional Competence

    Science.gov (United States)

    Tang, Sylvia Y. F.; Wong, Angel K. Y.; Li, Dora D. Y.; Cheng, May M. H.

    2017-01-01

    This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers' learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers' non-formal learning in higher education…

  18. 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

  19. A theory of improvement for teachers' professional development in assessment for learning

    NARCIS (Netherlands)

    Benthum, N.; Gulikers, J.T.M.; Jong, de F.; Mulder, M.

    2012-01-01

    To strengthen the practice of Competence-based Education (CBE) it’s needed to realise the potential of Assessment for Learning (AfL). However, teachers are usually not trained in designing assessment practices in CBE and professionalization in AfL is complicated. It’s needed to design a Theory of

  20. "The Best PLD I've Ever Had": Reconceptualising Professional Learning and Development

    Science.gov (United States)

    Owen, Hazel

    2017-01-01

    This article shares the journeys of two New Zealand secondary school educators participating in the Virtual Professional Learning and Development programme, who developed sufficient confidence to undertake a Developing Virtual Mentor role in the initiative. Qualitative and quantitative data were developed into stories of change and illustrate the…

  1. Scholars and Social Media: Tweeting in the Conference Backchannel for Professional Learning

    Science.gov (United States)

    Li, Jiahang; Greenhow, Christine

    2015-01-01

    Social media are fundamentally changing core practices in various industries. Although surveys indicate that social media are impacting social scientists, we know little about how education scholars, specifically, use social media for their work or professional learning. This article explores how educational scholars incorporated the social media,…

  2. Communication in Health Professions: A European consensus on inter- and multi-professional learning objectives in German.

    Science.gov (United States)

    Bachmann, Cadja; Kiessling, Claudia; Härtl, Anja; Haak, Rainer

    2016-01-01

    Communication is object of increasing attention in the health professions. Teaching communication competencies should already begin in undergraduate education or pre-registration training. The aim of this project was to translate the Health Professions Core Communication Curriculum (HPCCC), an English catalogue of learning objectives, into German to make its content widely accessible in the German-speaking countries. This catalogue lists 61 educational objectives and was agreed on by 121 international communication experts. A European reference framework for inter- and multi-professional curriculum development for communication in the health professions in German-speaking countries should be provided. The German version of the HPCCC was drafted by six academics and went through multiple revisions until consensus was reached. The learning objectives were paired with appropriate teaching and assessment tools drawn from the database of the teaching Committee of the European Association for Communication Health Care (tEACH). The HPCCC learning objectives are now available in German and can be applied for curriculum planning and development in the different German-speaking health professions, the educational objectives can also be used for inter-professional purposes. Examples for teaching methods and assessment tools are given for using and implementing the objectives. The German version of the HPCCC with learning objectives for communication in health professions can contribute significantly to inter- and multi-professional curriculum development in the health care professions in the German-speaking countries. Examples for teaching methods and assessment tools from the materials compiled by tEACH supplement the curricular content and provide suggestions for practical implementation of the learning objectives in teaching and assessment. The relevance of the German HPCCC to the processes of curriculum development for the various health professions and inter-professional

  3. Examining Quality Management Audits in Nuclear Medicine Practice as a lifelong learning process: opportunities and challenges to the nuclear medicine professional and beyond.

    Science.gov (United States)

    Pascual, Thomas N B

    2016-08-01

    This essay will explore the critical issues and challenges surrounding lifelong learning for professionals, initially exploring within the profession and organizational context of nuclear medicine practice. It will critically examine how the peer-review process called Quality Management Audits in Nuclear Medicine Practice (QUANUM) of the International Atomic Energy Agency (IAEA) can be considered a lifelong learning opportunity to instill a culture of quality to improve patient care and elevate the status of the nuclear medicine profession and practice within the demands of social changes, policy, and globalization. This will be explored initially by providing contextual background to the identity of the IAEA as an organization responsible for nuclear medicine professionals, followed by the benefits that QUANUM can offer. Further key debates surrounding lifelong learning, such as compulsification of lifelong learning and impact on professional change, will then be weaved through the discussion using theoretical grounding through a qualitative review of the literature. Keeping in mind that there is very limited literature focusing on the implications of QUANUM as a lifelong learning process for nuclear medicine professionals, this essay uses select narratives and observations of QUANUM as a lifelong learning process from an auditor's perspective and will further provide a comparative perspective of QUANUM on the basis of other lifelong learning opportunities such as continuing professional development activities and observe parallelisms on its benefits and challenges that it will offer to other professionals in other medical speciality fields and in the teaching profession.

  4. Transforming practice organizations to foster lifelong learning and commitment to medical professionalism.

    Science.gov (United States)

    Frankford, D M; Patterson, M A; Konrad, T R

    2000-07-01

    Practice organizations will increasingly engage in activities that are the functional equivalents of continuing medical education. The authors maintain that if these activities are properly structured within practice organizations, they can become powerful engines of socialization to enhance physicians' lifelong learning and commitment to medical professionalism. They propose that this promise can be realized if new or reformed practice organizations combine education and service delivery and institutionalize processes of individual and collective reflection. The resulting "institutions of reflective practice" would be ones of collegial, experiential, reflective lifelong learning concerning the technical and normative aspects of medical work. They would extend recent methods of medical education such as problem-based learning into the practice setting and draw on extant methods used in complex organizations to maximize the advantages and minimize the disadvantages that practice organizations typically present for adult learning. As such, these institutions would balance the potentially conflicting organizational needs for, on the one hand, (1) self-direction, risk taking, and creativity; (2) specialization; and (3) collegiality; and, on the other hand, (4) organizational structure, (5) coordination of division of labor, and (6) hierarchy. Overall, this institutionalization of reflective practice would enrich practice with education and education with practice, and accomplish the ideals of what the authors call "responsive medical professionalism." The medical profession would both contribute and be responsive to social values, and medical work would be valued intrinsically and as central to practitioners' self-identity and as a contribution to the public good.

  5. Principal Perceptions of the Effectiveness of University Educational Leadership Preparation and Professional Learning

    Science.gov (United States)

    Johnson, Arvin D.

    2016-01-01

    Principals and assistant principals currently serving in Florida and Georgia school districts were surveyed about their perceptions of university educational leadership preparation and professional learning. The results revealed that many principals and assistant principals agreed that university educational leadership preparation programs…

  6. Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: Evaluierung von kognitiven und affektiven Lernergebnissen für das interprofessionelle Arbeitsfeld Arbeitsmedizin und Prävention

    Directory of Open Access Journals (Sweden)

    Eckler Ursula

    2017-11-01

    Full Text Available Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree at FH Campus Wien – University of Applied Sciences completed the course Occupational Medicine/Prevention either in a traditional teaching-learning setting entirely taught face-to-face (control-group, n=94, or with a blended learning model (intervention-group, n=93. Long-term effects (1.5 year follow-up on the cognitive learning outcomes were assessed according to four levels of Bloom’s learning objectives. In addition, students estimated potential benefits resulting from blended learning based on four Krathwohl’s learning objectives for the affective domain by means of a six-option Likert scale (n=282. Concerning cognitive outcomes, significant results favouring both groups were found with effect sizes from small to medium. The traditional teaching-learning setting resulted in significantly better results in the upmost aspired learning objective (analysis at the long-term (p<0,01; r=-0,33. In contrast, the intervention group resulted in significantly better long-term results on learning objective levels 1 (knowledge and 2 (understanding (p=0,01; r=-0,20 and, p=0,02; r=-0,17, respectively. Hence, no general recommendation favouring either the classical setting or blending learning can be drawn regarding the cognitive domain. However, students’ self-indications on the affective domain give preference to blended learning, particularly if inter-professional teamwork is a course objective.

  7. "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.

  8. TRAINING OF E-LEARNING MANAGERS: COMPETENCY APPROACH

    Directory of Open Access Journals (Sweden)

    Nataliia V. Morze

    2017-09-01

    Full Text Available The article analyzes the competencies necessary for the successful professional activity of e-learning managers. The content of the professional qualification "e-learning manager" is revealed. The model of competency system of the e-learning manager is offered. The model, which defines the content, forms, methods and means of training, tools and indicators for assessing the results of training e-learning managers by levels, is substantiated. Examples of competency tasks for forming of professional competencies in innovative teaching methods and technologies, Web 2.0 services, e-learning expertise, e-environment design, IT infrastructure management, and the development of Soft skills are presented. It is proposed to solve the problem of training specialists who will be able not only to use ICT in educational activities, but also to master the competencies of e-learning management.

  9. Service learning in Guatemala: using qualitative content analysis to explore an interdisciplinary learning experience among students in health care professional programs

    Directory of Open Access Journals (Sweden)

    Fries KS

    2013-02-01

    Full Text Available Kathleen S Fries,1 Donna M Bowers,2 Margo Gross,3 Lenore Frost31Nursing Program, 2Department of Physical Therapy and Human Movement Science, 3Graduate Program in Occupational Therapy, College of Health Professions, Sacred Heart University, Fairfield, CT, USAIntroduction: Interprofessional collaboration among health care professionals yields improved patient outcomes, yet many students in health care programs have limited exposure to interprofessional collaboration in the classroom and in clinical and service-learning experiences. This practice gap implies that students enter their professions without valuing interprofessional collaboration and the impact it has on promoting positive patient outcomes.Aim: The aim of this study was to describe the interprofessional experiences of students in health care professional programs as they collaborated to provide health care to Guatemalan citizens over a 7-day period.Methods: In light of the identified practice gap and a commitment by college administration to fund interprofessional initiatives, faculty educators from nursing, occupational therapy, and physical therapy conducted a qualitative study to explore a service-learning initiative focused on promoting interprofessional collaboration. Students collaborated in triads (one student from each of the three disciplines to provide supervised health care to underserved Guatemalan men, women, children, and infants across a variety of community and health care settings. Eighteen students participated in a qualitative research project by describing their experience of interprofessional collaboration in a service-learning environment. Twice before arriving in Guatemala, and on three occasions during the trip, participants reflected on their experiences and provided narrative responses to open-ended questions. Qualitative content analysis methodology was used to describe their experiences of interprofessional collaboration.Results: An interprofessional service-learning

  10. Augmented Reality Environments in Learning, Communicational and Professional Contexts in Higher Education

    Science.gov (United States)

    Martín Gutiérrez, Jorge; Meneses Fernández, María Dolores

    2014-01-01

    This paper explores educational and professional uses of augmented learning environment concerned with issues of training and entertainment. We analyze the state-of-art research of some scenarios based on augmented reality. Some examples for the purpose of education and simulation are described. These applications show that augmented reality can…

  11. Mobile Technology in Hospital Schools: What Are Hospital Teachers' Professional Learning Needs?

    Science.gov (United States)

    McCarthy, Aidan; Maor, Dorit; McConney, Andrew

    2017-01-01

    The aim of this study was to identify hospital teachers' professional learning needs to enable effective use of mobile technology in hospital schools. Hospitalized students cannot attend their regular schools and as a result their educational progress and development can suffer. In an attempt to address this, hospital schools provide learning…

  12. Essential learning tools for continuing medical education for physicians, geneticists, nurses, allied health professionals, mental health professionals, business administration professionals, and reproductive endocrinology and infertility (REI) fellows: the Midwest Reproductive Symposium International.

    Science.gov (United States)

    Collins, Gretchen G; Jeelani, Roohi; Beltsos, Angeline; Kearns, William G

    2018-04-01

    Essential learning tools for continuing medical education are a challenge in today's rapidly evolving field of reproductive medicine. The Midwest Reproductive Symposium International (MRSi) is a yearly conference held in Chicago, IL. The conference is targeted toward physicians, geneticists, nurses, allied health professionals, mental health professionals, business administration professionals, and reproductive endocrinology and infertility (REI) fellows engaged in the practice of reproductive medicine. In addition to the scientific conference agenda, there are specific sessions for nurses, mental health professionals, and REI fellows. Unique to the MRSi conference, there is also a separate "Business Minds" session to provide education on business acumen as it is an important element to running a department, division, or private clinic.

  13. Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities

    Science.gov (United States)

    Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

    2013-11-01

    Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in personal self-efficacy and outcome expectancy among teachers engaged in PLCs that featured Demonstration Laboratories, Lesson Study, and annual Summer Institutes. Significant changes favoring the experimental group were found on all quantitative measures of self-efficacy. Structured clinical interviews revealed that observed changes were largely attributable to a wide range of direct (mastery) and vicarious experiences, as well as emotional reinforcement and social persuasion.

  14. Networking for Learning The role of Networking in a Lifelong Learner's Professional Development

    NARCIS (Netherlands)

    Rajagopal, Kamakshi

    2016-01-01

    This dissertation discusses the role the social activity of networking plays in lifelong learners’ professional and personal continuous development. The main hypothesis of this thesis is that networking is a learning strategy for lifelong learners, in which conversations are key activities through

  15. Action learning enhances professional development of research supervisors: an Australian health science exemplar.

    Science.gov (United States)

    Davis, Kierrynn; Brownie, Sonya; Doran, Frances; Evans, Sue; Hutchinson, Marie; Mozolic-Staunton, Beth; Provost, Stephen; van Aken, Rosalie

    2012-03-01

    The worldwide academic workforce is ageing. At the same time, health and human services workforces are expanding. The preparation of educators to fill gaps in expertise and to position the health sciences for future growth is an urgent need. The findings from a recent action learning project that aimed to enhance the professional growth and development of higher degree researcher student supervisors in a School of Health and Human Sciences are presented. Seven early career researchers and the facilitator met for two hours every two to three weeks over 4 months between April and July 2010, in a rural and regional university in New South Wales, Australia. The processes initiated were a combination of experiential knowledge, referral to relevant published reports, use of an effective supervision checklist, and critical conversations. Learning outcomes centered on higher degree management and supervision pedagogy, communities of practice, knowledge translation, and the establishment of a research culture. The contextual barriers and implications of the methodology and learning outcomes for the professional development of health and human science practitioners, researchers and educators is also discussed. © 2012 Blackwell Publishing Asia Pty Ltd.

  16. Learning Environment at Work: Dilemmas Facing Professional Employees

    DEFF Research Database (Denmark)

    Andersen, Vibeke; Andersen, Anders Siig

    2007-01-01

    In an effort to increase efficiency and democracy, the modernozation of the public sector has involved an increase in market and user control, an increased application of technology, a decentralization of responsibilities and competencies, and more management and personnel development initiatives....... The article analyze the learning environment in two govermental worksites in Denmark and shows how professional employees respond to the dilemmas posed by modernization at work.......In an effort to increase efficiency and democracy, the modernozation of the public sector has involved an increase in market and user control, an increased application of technology, a decentralization of responsibilities and competencies, and more management and personnel development initiatives...

  17. Learning Agreements and Socially Responsible Approaches to Professional and Human Resource Development in the United Kingdom

    Science.gov (United States)

    Wallis, Emma

    2008-01-01

    This article draws upon original qualitative data to present an initial assessment of the significance of learning agreements for the development of socially responsible approaches to professional and human resource development within the workplace. The article suggests that the adoption of a partnership-based approach to learning is more…

  18. Linking Resource-Based Strategies to Customer-Focused Performance for Professional Services: A Structural Equation Modelling Approach

    Directory of Open Access Journals (Sweden)

    Ming-Lu Wu

    2013-12-01

    Full Text Available This paper links professional service firms’ resource-based strategies to their customer-focused performance for formulating service quality improvement priorities. The research applies the structural equation modelling approach to survey data from Hong Kong construction consultants to test some hypotheses. The study validates the various measures of firms’ resource-based strategies and customer-focused performance and bridges the gaps in firms’ organizational learning, core competences and customer-focused performance mediated by their strategic flexibility. The research results have practical implications for professional service firms to deploy resources appropriately to first enhance different competences and then improve customerfocused performance using their different competences.

  19. Changing the attitudes and practices of professional developers through a constructivist model: The Technical Assistance Academy for Mathematics and Science Services

    Science.gov (United States)

    Charles, Karen Jungblut

    For much of this century, mathematics and science have been taught in a didactic manner that is characterized by a passive student and a lecturing teacher. Since the late eighties national standards have encouraged professional developers specializing in mathematics and science education to deliver the messages of inquiry-based learning, active student engagement, and learner-constructed knowledge to the teachers they support. Follow-up studies of professional development programs, however, found that telling teachers was no more effective than telling students. Information transmitted in a passive setting was not transferring into effective classroom practices. This phenomenological case study was conducted to determine the effects of a constructivist-oriented professional development experience, the Technical Assistance Academy, in changing the practices and attitudes of mathematics and science professional developers regarding the use of constructivist strategies in workshop design. This study focused on 45 professional developers who participated in the Technical Assistance Academy. Data from a 2 1/2 year period were collected from session evaluations, journal reflections, a follow-up interview, and site visits that included observations and collaborative planning. Content analysis procedures were used to find common themes among the data. Use of new skills developed as a result of participation in the Technical Assistance Academy was determined using the Concerns-Based Adoption Model Levels of Use framework (Hall & Hord, 1987). Changes in attitude were determined by examining participants' journal reflections related to common constructivist themes such as those discussed by Fosnot (1996c): learning is developmental, disequilibrium and reflection facilitate learning, and the construction of "big ideas" results from the opportunity to struggle with new information. Results verified that all 45 participants demonstrated some level of use, and that most were in

  20. Development of professional practice through problem-based learning in human nutrition and Dietetics

    Directory of Open Access Journals (Sweden)

    Romero-López Ma Carmen

    2016-01-01

    Full Text Available Although competency-based education is well established in health care education, research shows that the competencies do not always match the reality of clinical workplaces, especially in nutrition area. Student of Human Nutrition and Dietetics, have reported shortcomings in their general competencies, such as organizational skills, teamwork, knowledge to develop proposals for intervention. Were given to students a problem-based learning (PBL activity with collaborative learning competence for to investigate their evolutions in collaborative learning and the knowledge in nutrition education. The results suggest that the PBL provided better preparation with respect to several of the competencies. The effect of PBL for the experienced students' collaborative learning and education nutrition competencies is especially promising in the professional development of future nutritionists.

  1. Some aspects of school seen as a Professional Learning Community

    Directory of Open Access Journals (Sweden)

    Bradea Adela

    2016-11-01

    Full Text Available Each school is part of the community and at the same time, a provider of education services. This makes school a Learning Community for both teachers and students. While in the case of students this is a mission accomplished, in that of teachers’ things seem to be a bit more difficult. The latter ones should see themselves as members of a Professional Learning Community (PLC, where each teacher should cooperate with the other to achieve common goals, engage in common research activities for the progress of their school, take part in evaluating school results and propose plans to improve them etc. This research aimed to identify teachers’ perception of the role of school as a Professional Learning Community, to identify how school boards support and encourage this idea through participative management and to identify lines of joint research in which teachers are involved. The instrument used was a questionnaire having 30 close-ended items, administered to pre-university teachers from Bihor county, Romania. The implementation period was January to June 2016. The results show that there is collaboration between the same subject area teachers, who form committees to discuss, analyse and propose solutions. The research has also showed that more effort is required to improve collaboration between more experienced teachers and those who are at the beginning of their career, to improve collaboration between different subject area teachers by getting them to engage in joint projects, but above all, there is a need for a greater involvement of teachers, of school boards in managing schools so that participative management is achieved.

  2. The Practice of Supervision for Professional Learning: The Example of Future Forensic Specialists

    Science.gov (United States)

    Köpsén, Susanne; Nyström, Sofia

    2015-01-01

    Supervision intended to support learning is of great interest in professional knowledge development. No single definition governs the implementation and enactment of supervision because of different conditions, intentions, and pedagogical approaches. Uncertainty exists at a time when knowledge and methods are undergoing constant development. This…

  3. TEACHER’S PROFESSIONAL COMPETENCE IN E-LEARNING ENVIRONMENT: CONTENT AND SPHERES OF APPLICATION

    Directory of Open Access Journals (Sweden)

    Irene Stetsenko

    2015-09-01

    Full Text Available The article lays bare the notion “e-learning”. It presents and reasons the advantages of using e-learning tools and technologies. It shows the contents of teachers’ professional competence in the field of information and communication technologies. The problems and ways to compile and update the skills required to work effectively in e-learning environment in the context of continuous pedagogical educational system (pedagogical high school student-teacher-teacher educational organization are discussed in the article as well.

  4. #13ReasonsWhy Health Professionals and Educators are Tweeting: A Systematic Analysis of Uses and Perceptions of Show Content and Learning Outcomes.

    Science.gov (United States)

    Walker, Kimberly K; Burns, Kelli

    2018-04-27

    This study is a content analysis of health professionals' and educators' tweets about a popular Netflix show that depicts teen suicide: 13 Reasons Why. A content analysis of 740 tweets was conducted to determine the main themes associated with professionals' and educators' tweets about the show, as well as the valence of the tweets. Additionally, a thematic analysis of linked content in tweets (n = 178) was conducted to explore additional content shared about the show and modeling outcomes. Results indicated the largest percentage of tweets was related to social learning, particularly about outcomes that could occur from viewing the show. The valence of the tweets about outcomes was more positive than negative. However, linked materials commonly circulated in tweets signified greater concern with unintended learning outcomes. Some of the linked content included media guidelines for reporting on suicide with recommendations that entertainment producers follow the guidelines. This study emphasizes the importance of including social learning objectives in future typologies of Twitter uses and demonstrates the importance of examining linked content in Twitter studies.

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

    Directory of Open Access Journals (Sweden)

    Hester Cathrina (Rina de Swardt

    2017-01-01

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

  6. T-shaped competency profile for water professionals of the future

    Directory of Open Access Journals (Sweden)

    S. Uhlenbrook

    2012-10-01

    Full Text Available Global environmental changes introduce new challenges and expose future university graduates in hydrology and related fields to problems of unprecedented complexity and magnitude. The T-shape model is proposed as a generic competency profile guiding the design of university curricula. This model differentiates between cognitive competencies in a certain field (i.e. hydrology; vertical leg of the T, and other cognitive/knowledge competencies in neighboring fields (e.g. hydraulics, aquatic ecology, land use management etc. and functional, personal and values competencies and meta-competencies (all summarized in the horizontal bar of the T. It is based on the holistic model of professional competencies by Cheetham and Chivers (1996 and related studies (Oskam, 2009. The T-shape profile should apply to all levels of higher education (1st degree till doctorate level in hydrology and related fields. For the effectiveness of hydrologists as professionals, a variable mix of competencies is required and further discussed. Key aspects are an open attitude for learning, continuous professional development (lifelong learning, and integrative and team working skills. Furthermore, a stimulating learning environment that promotes active learning is essential. As examples that substantiate the proposed T-shape model, the post-graduate education programmes of UNESCO-IHE and the main outcomes from a university curriculum workshop to promote education for sustainable development are introduced.

  7. Professional Learning from within

    Science.gov (United States)

    Korthagen, Fred A. J.

    2009-01-01

    In this commentary on the paper by the Bank Street Reading and Literacy Alumnae Group, Korthagen states that, while it provides an excellent example of how fruitful professional development can be when it is grounded in the needs and strengths of the people involved; regretfully, many traditional approaches to professional development are based on…

  8. Interorganizational learning systems

    DEFF Research Database (Denmark)

    Hjalager, Anne-Mette

    1999-01-01

    The occurrence of organizational and interorganizational learning processes is not only the result of management endeavors. Industry structures and market related issues have substantial spill-over effects. The article reviews literature, and it establishes a learning model in which elements from...... organizational environments are included into a systematic conceptual framework. The model allows four types of learning to be identified: P-learning (professional/craft systems learning), T-learning (technology embedded learning), D-learning (dualistic learning systems, where part of the labor force is exclude...... from learning), and S-learning (learning in social networks or clans). The situation related to service industries illustrates the typology....

  9. How 'blended' is blended learning?: students' perceptions of issues around the integration of online and face-to-face learning in a Continuing Professional Development (CPD) health care context.

    Science.gov (United States)

    Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam

    2011-11-01

    This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. Copyright © 2011 Elsevier Ltd. All rights reserved.

  10. 77 FR 43864 - Solicitation for a Cooperative Agreement-Development of a 21st Century Corrections Learning...

    Science.gov (United States)

    2012-07-26

    ... levels of responsibility and job descriptions; (3) A narrative describing existing workplace learning...--Development of a 21st Century Corrections Learning Professional Competency Model AGENCY: National Institute of... Corrections Learning Professional Competency Model. This project will identify the workplace learning...

  11. Professional Student Organizations and Experiential Learning Activities: What Drives Student Intentions to Participate?

    Science.gov (United States)

    Munoz, Laura; Miller, Richard; Poole, Sonja Martin

    2016-01-01

    Experiential learning theory has been referenced as a possible method for attracting and retaining members in student organizations. In a survey, undergraduate students evaluated a variety of organizational features pertaining to their intention to participate in professional student organizations. The study found that students value activities…

  12. A System-Wide Professional Learning Approach about Inclusion for Teachers in Hong Kong

    Science.gov (United States)

    Forlin, Chris; Loreman, Tim; Sharma, Umesh

    2014-01-01

    This study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. Participants completed a questionnaire seeking demographic information and their perceptions about these three aspects of inclusive…

  13. Boundary Crossing in R&D Projects in Schools: Learning through Cross-Professional Collaboration

    Science.gov (United States)

    Schenke, Wouter; van Driel, Jan; Geijsel, Femke P.; Volman, Monique L. L.

    2017-01-01

    Background/Context: School leaders, teachers, and researchers are increasingly involved in collaborative research and development (R&D) projects in schools, which encourage crossing boundaries between the fields of school and research. It is not clear, however, what and how professionals in these projects learn through cross-professional…

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

    Directory of Open Access Journals (Sweden)

    Negin Mirriahi

    2015-10-01

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

  15. Collaborative Learning Processes in the Context of a Public Health Professional Development Program: A Case Study

    Science.gov (United States)

    Tremblay, Marie-Claude; Richard, Lucie; Brousselle, Astrid; Chiocchio, François; Beaudet, Nicole

    2017-01-01

    The health promotion laboratory (HPL-Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of…

  16. Involvement in the professional environment and its significance for lifelong learning

    Directory of Open Access Journals (Sweden)

    Litvinova E.Yu.

    2017-07-01

    Full Text Available The analysis of the existing definitions of a phenomenon of the professional environment and various approaches to understanding of her components is presented in article. The attention is paid to consideration of such social and psychological components of the professional environment as professional culture, professional groups and communities. On the basis of the theoretical analysis the author's understanding of functions of the professional environment is offered, also the model of dynamics of an involvement developed by authors on professional environment is provided, its stages are described. The involvement on professional environment is considered as the steady condition of active interaction of the subject with the professional environment which is shown in behavioral activity both in the environment and beyond its limits as the representative of this professional environment. The multidimensionality and relevance of studying of interference of the professional environment and professional education is accented. Arguments for benefit of rapprochement of the educational and professional environment are adduced. In the article the need of studying of interrelation of the involvement in professional environment and the involvement in lifelong education as conditions of successful adaptation and development of the modern professional is proved for the first time.

  17. A Professional Learning Model Supporting Teachers to Integrate Digital Technologies

    Science.gov (United States)

    Sheffield, Rachel; Blackley, Susan; Moro, Paul

    2018-01-01

    Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and…

  18. PROFESSIONAL TRAINING IN THE TERMS OF MICROENTERPRISES: PROCESS MODELLING OF EDUCATIONAL AND PROFESSIONAL INTERACTION

    Directory of Open Access Journals (Sweden)

    V. A. Fedorov

    2017-01-01

    Full Text Available Aim. The aim of this article is to understand the current issues of pedagogical training situation of a potential employee an experienced professional when using the internal resources of micro-enterprises. The relevance of the research problem dues to the needs of the labour market, terms of developing economy situation of micro-entrepreneurship and the demands of the subject of labour activity to vocational training without discontinuing work.Methodology and research methods. A leading approach to the study of this problem is a system-activity one, which allows us to represent the process of professional training in terms of the micro-enterprise as a system activity of subjects for the development of professional competence of the employee. The following research methods are used to solve the set tasks: theoretical study and analysis of psychological, pedagogical, sociological, scientific-methodical and special literature on the problem under study; a systematic approach to the disclosure of the nature of the problem and the formation of conceptual-terminological apparatus of the research; study and analysis of legislative and normative-legal acts; empirical – pedagogical observation, generalization and study of teaching experience, pedagogical design, questionnaire, interview, interviews, analysis of results, method of expert evaluations and their generalization.Results. The results of the research showed that the process of training and professional interaction of the micro-enterprise employees will be effective if training and professional interaction of the micro-enterprise employees to be considered as a productive mutual agreed actions of subjects of labour, aimed at solving the educational and professional problems in the process of joint labour activity. Developed structural-functional model of training and professional interaction of employees of micro-enterprises allows us to introduce the process of professional training as a

  19. 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.

  20. The investigation of STEM Self-Efficacy and Professional Commitment to Engineering among female high school students

    Directory of Open Access Journals (Sweden)

    Yi-hui Liu

    2014-06-01

    Full Text Available This study employed social cognitive theory and social cognitive career theory (SCCT as foundations to explore the influence of high school students' beliefs about female gender roles and female engineer role models on science, technology, engineering, and mathematics (STEM self-efficacy and professional commitment to engineering. A total of 88 students from a national girls' high school participated in STEM project-based learning. A survey questionnaire named The STEM Self-efficacy and Professional Commitment to Engineering Questionnaire, developed by the researchers, was administered to collect data, and a structured equation model was employed to confirm the multi-theoretical model developed in this study. The results of this study show that enhancing the gender role beliefs and engineer role models of female students may increase their STEM self-efficacy and professional commitment to engineering. In other words, the female high school students' professional commitment to engineering model can explain students' intentions for future engineering careers. Thus, this study suggests integrating STEM project-based learning into the curricula of various schools and integrating female engineer role models into STEM project-based learning activities for female students, which can enhance female high school students' STEM self-efficacy and professional commitment to engineering.

  1. Developing Leadership through "Serviceship": Leveraging the Intersection between Service-Learning and Professional Internship

    Science.gov (United States)

    Hastings, Lindsay J.; Wall, Milan; Mantonya, Kurt

    2018-01-01

    Considering the role of higher education in preparing the next generation of leaders for social change, leadership education is challenged to consider how best to prepare young adults for socially responsible leadership. Service-learning and professional internships, separately, have been identified as vehicles for preparing young adults for…

  2. Assessing the Merits of International Service-Learning in Developing Professionalism in Mass Communication

    Science.gov (United States)

    Motley, Phillip; Sturgill, Amanda

    2013-01-01

    This project assessed how an international service-learning course affected mass communication students' knowledge of professionalism. Using written reflections and focus group transcripts from four courses that took place in Central America, we observed that placing students in immersive environments, where they are able to work on authentic…

  3. Perceptions and Uses of Digital Badges for Professional Learning Development in Higher Education

    Science.gov (United States)

    Dyjur, Patti; Lindstrom, Gabrielle

    2017-01-01

    Few instructors in higher education have completed a formal teaching program and, therefore, rely on informal professional development opportunities to enhance their teaching practice. Micro-credentialing in the form of digital badges is one way in which instructors can document their non-credit learning and accomplishments. This mixed methods…

  4. Overcoming Barriers between Volunteer Professionals Advising Project-Based Learning Teams with Regulation Tools

    Science.gov (United States)

    Rees Lewis, Daniel G.; Easterday, Matthew W.; Harburg, Emily; Gerber, Elizabeth M.; Riesbeck, Christopher K.

    2018-01-01

    To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as "design coaches." However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (1) communication online is time-consuming, (2) updating coaches online is not perceived as…

  5. Secondary Teachers' Reflections from a Year of Professional Learning Related to Academic Language

    Science.gov (United States)

    Carter, Hannah; Crowley, Kimberly; Townsend, Dianna R.; Barone, Diane

    2016-01-01

    This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning (PL) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL, the authors looked more closely at three teachers and found that their ideas about academic language…

  6. Comparing statistical and machine learning classifiers: alternatives for predictive modeling in human factors research.

    Science.gov (United States)

    Carnahan, Brian; Meyer, Gérard; Kuntz, Lois-Ann

    2003-01-01

    Multivariate classification models play an increasingly important role in human factors research. In the past, these models have been based primarily on discriminant analysis and logistic regression. Models developed from machine learning research offer the human factors professional a viable alternative to these traditional statistical classification methods. To illustrate this point, two machine learning approaches--genetic programming and decision tree induction--were used to construct classification models designed to predict whether or not a student truck driver would pass his or her commercial driver license (CDL) examination. The models were developed and validated using the curriculum scores and CDL exam performances of 37 student truck drivers who had completed a 320-hr driver training course. Results indicated that the machine learning classification models were superior to discriminant analysis and logistic regression in terms of predictive accuracy. Actual or potential applications of this research include the creation of models that more accurately predict human performance outcomes.

  7. Conceptualization and Support of the Role of Teachers Serving as Team Leaders in a Professional Learning Community

    Science.gov (United States)

    Gordin, Lanelle

    2010-01-01

    This study presents the results of a phenomenological qualitative investigation into the new role of teachers serving as team leaders in a professional learning community, as well as the support team leaders need from members and principals to be effective. Collaborative teacher teams in 6 schools that have been developing as professional learning…

  8. The Relationship between Elementary Teachers' Perceived Self-Efficacy and Principals' Facilitation of Professional Learning Communities

    Science.gov (United States)

    Mathews, Tracy A.

    2017-01-01

    This quantitative correlation survey study investigated the relationship between teachers' perceptions of the effectiveness of school principals as instructional leaders in professional learning communities (PLCs) and self-efficacy beliefs of teachers. Social Cognitive Theory, self-efficacy concept, and Adult Learning Theory were at the core of…

  9. Teachers’ professional vision: exploring and clarifying the concept

    Directory of Open Access Journals (Sweden)

    Tomáš Janík

    2012-06-01

    Full Text Available This theoretical study introduces the concept of professional vision into Czech academic discourse as one of the potential concepts that can be used when contemplating (teacher professionalization. At the beginning the authors mention selected attempts to define characteristics of a profession and introduce their view of the issue of teacher professionality that is built on three dimensions – professional vision, professional knowledge and professional action. They further suggest the relationships among these dimensions in the model of pedagogical reasoning and action (Shulman, 1986 and the ALACT model of reflection (Korthagen, 2011.Professional vision in general and specifically in the teaching profession is discussedand its existing conceptualizations are described. Based on other theoretical and empirical studies connected to this issue, the authors then suggest their own approach to teachers’ professional vision. The relationship between professional vision and reflection on the spiral of pedagogical reasoning and action is elaborated on. In the end,the usability of the concept of professional vision in teacher education is discussed, specifically in the process of development of an e-learning (videoenvironment for(prospective teachers.

  10. Health professional learner attitudes and use of digital learning resources.

    Science.gov (United States)

    Maloney, Stephen; Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

    2013-01-16

    Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. The results of this study indicate that today's health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web

  11. A Journal of Critical Inquiry and Professional Learning: Telling Tales of Community Art, Aesthetics, and Cultures

    Science.gov (United States)

    Krug, Don H.; Parker, Ann

    2009-01-01

    In this article, the authors share some of their learning about art, aesthetics, and people's ways of living. They discuss why the renewal of professional learning is important and demonstrate how K-12 teachers can engage in this process by creating a journal of critical inquiry about their own local communities' art, aesthetics, and cultures.…

  12. Collaborations in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard

    2015-01-01

    This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed

  13. Enabling School Structures, Collegial Trust and Academic Emphasis: Antecedents of professional learning communities

    Science.gov (United States)

    Gray, Julie; Kruse, Sharon; Tarter, C. John

    2016-01-01

    This study tested the role of enabling school structures, collegial trust and academic emphasis in the development of professional learning communities (PLCs) in a low-income school district. The empirical study was based upon the perceptions of teachers and principals as provided by survey responses (N = 67 schools). While enabling school…

  14. Multidisciplinary Professional Learning Communities in a Public High School: An Action Research Study

    Science.gov (United States)

    Finch, Jeffrey A.

    2017-01-01

    During professional development time in secondary schools, teachers often engage in peer exchanges that can have positive influence on instruction and learning, but often this time is focused within departmental groupings on content development without an emphasis on how to improve instruction through a more diverse student lens. This research…

  15. Progression in Physical Education Teachers' Career-Long Professional Learning: Conceptual and Practical Concerns

    Science.gov (United States)

    Armour, Kathleen; Makopoulou, Kyriaki; Chambers, Fiona

    2012-01-01

    This paper considers the issue of learning "progression" in pedagogy for physical education (PE) teachers in their career-long professional development (CPD). This issue arose from an analysis of findings from three research projects in which the authors were involved. The projects were undertaken in different national contexts (Ireland,…

  16. Teachers' Perceptions of Professional Learning Communities and Their Impact on School Culture

    Science.gov (United States)

    Kociuruba, Jerry P., Jr.

    2017-01-01

    Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive…

  17. Mentorship, learning curves, and balance.

    Science.gov (United States)

    Cohen, Meryl S; Jacobs, Jeffrey P; Quintessenza, James A; Chai, Paul J; Lindberg, Harald L; Dickey, Jamie; Ungerleider, Ross M

    2007-09-01

    meet this challenge without a painful learning curve belongs to both the younger professionals, who must progress through the learning curve, and the more mature professionals who must create an appropriate environment for learning. In addition to mentorship, the detailed tracking of outcomes is an essential tool for mastering any learning curve. It is crucial to utilize a detailed database to track outcomes, to learn, and to protect both yourself and your patients. It is our professional responsibility to engage in self-evaluation, in part employing voluntary sharing of data. For cardiac surgical subspecialties, the databases now existing for The European Association for CardioThoracic Surgery and The Society of Thoracic Surgeons represent the ideal tool for monitoring outcomes. Evolving initiatives in the fields of paediatric cardiology, paediatric critical care, and paediatric cardiac anaesthesia will play similar roles.A variety of professional and personal challenges must be met by all those working in health care. The acquisition of learned skills, and the use of special tools, will facilitate the process of conquering these challenges. Choosing appropriate role models and mentors can help progression through any learning curve in a controlled and protected fashion. Professional and personal satisfaction are both necessities. Finding the satisfactory balance between work and home life is difficult, but possible with the right tools, organization skills, and support system at work and at home. The concepts of mentorship, learning curves and balance cannot be underappreciated.

  18. Transformational Leadership & Professional Development for Digitally Rich Learning Environments: A Case Study of the Galileo Educational Network.

    Science.gov (United States)

    Jacobsen, Michele; Clifford, Pat; Friesen, Sharon

    The Galileo Educational Network is an innovative educational reform initiative that brings learning to learners. Expert teachers work alongside teachers and students in schools to create new images of engaged learning, technology integration and professional development. This case study is based on the nine schools involved with Galileo in…

  19. 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.

  20. Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century.

    Science.gov (United States)

    Gwee, Matthew Choon-Eng

    2009-05-01

    -making process. Implementation of PBL can be a daunting task and will require detailed and careful planning, together with a significant commitment on the part of educators given the responsibility to implement PBL in an institution. PBL can offer a more holistic, value-added, and quality education to energize student learning in the healthcare professions in the 21st century. Successful implementation of PBL can therefore help to nurture in students the development of desired "habits of mind, behavior, and action" to become the competent, caring, and ethical healthcare professionals of the 21st century. Thus, PBL can contribute to the improvement of the healthcare of a nation by healthcare professionals, but we need to do it right.