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Sample records for professional teaching standards

  1. Teaching professionalism in science courses: Anatomy to zoology

    Directory of Open Access Journals (Sweden)

    Cheryl C. Macpherson

    2012-02-01

    Full Text Available Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies’ trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences.

  2. Teaching professionalism in science courses: anatomy to zoology.

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    Macpherson, Cheryl C

    2012-02-01

    Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

  3. New Standards Put the Spotlight on Professional Learning

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    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…

  4. Standards in Gifted Education and Their Effects on Professional Competence

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    Johnsen, Susan K.

    2012-01-01

    Educators need to know the professional standards in their field to maintain high levels of professional competence. This article focuses on four sets of teacher preparation standards in gifted education. They address initial and advanced preparation of educators who teach students with gifts and talents. Initial preparation standards include the…

  5. The National Teaching Standard: Route to Rigor Mortis.

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    McNeil, John D.

    The actions of the National Board for Professional Teaching Standards with regard to national teaching standards and an associated examination are critiqued. The board was established on the basis of a recommendation by an advisory council of the Carnegie Forum on Education and the Economy. The board, which is composed of politicians, business…

  6. Construct Validation of Content Standards for Teaching

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    van der Schaaf, Marieke F.; Stokking, Karel M.

    2011-01-01

    Current international demands to strengthen the teaching profession have led to an increased development and use of professional content standards. The study aims to provide insight in the construct validity of content standards by researching experts' underlying assumptions and preferences when participating in a delphi method. In three rounds 21…

  7. A standardized patient model to teach and assess professionalism and communication skills: the effect of personality type on performance.

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    Lifchez, Scott D; Redett, Richard J

    2014-01-01

    Teaching and assessing professionalism and interpersonal communication skills can be more difficult for surgical residency programs than teaching medical knowledge or patient care, for which many structured educational curricula and assessment tools exist. Residents often learn these skills indirectly, by observing the behavior of their attendings when communicating with patients and colleagues. The purpose of this study was to assess the results of an educational curriculum we created to teach and assess our residents in professionalism and communication. We assessed resident and faculty prior education in delivering bad news to patients. Residents then participated in a standardized patient (SP) encounter to deliver bad news to a patient's family regarding a severe burn injury. Residents received feedback from the encounter and participated in an education curriculum on communication skills and professionalism. As a part of this curriculum, residents underwent assessment of communication style using the Myers-Briggs type inventory. The residents then participated in a second SP encounter discussing a severe pulmonary embolus with a patient's family. Resident performance on the SP evaluation correlated with an increased comfort in delivering bad news. Comfort in delivering bad news did not correlate with the amount of prior education on the topic for either residents or attendings. Most of our residents demonstrated an intuitive thinking style (NT) on the Myers-Briggs type inventory, very different from population norms. The lack of correlation between comfort in delivering bad news and prior education on the subject may indicate the difficulty in imparting communication and professionalism skills to residents effectively. Understanding communication style differences between our residents and the general population can help us teach professionalism and communication skills more effectively. With the next accreditation system, residency programs would need to

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

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    Evans, Linda

    2011-01-01

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

  9. Teaching language teachers scaffolding professional learning

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    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.

  10. PRAXIOCENTRALISM IN THE PROFESSIONAL STANDARD OF THE TEACHER

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    L. Y. Monakhova

    2017-01-01

    Full Text Available Introduction. The main objective of the professional standard, systematizing the work function of a teacher, is to describe not personal qualities of teachers but the process and outcome of their activities. The logic of the development of the professional standard involves the analysis of teaching activities and evaluation of its results, which should possess the properties of measurability and diagnosability.The aim of the present publication is to identify praxiological foundations of the professional standard of the teacher via a comparative analysis of the requirements and fundamental concepts of praxeology – a General theory of successful activities developed by domestic and foreign authors and reflected in monographic and dissertation researches.Methodology and methods of research. Methodological basis of research is the ideas of system, activity and praxiological approaches.Results. The authors prove that pedagogical praxeology as the science and practice of effective organization of pedagogical activity is a new mechanism to describe the characteristics of pedagogical activity and formation of complex of professional portrait of the teacher. Pedagogical praxeology as the mechanism: establishes the framework of competences of the teacher; defines the requirements for structured content, conditions and quality of work of the teacher, their qualifications and competences in the field of professional activity; provides the necessary compliance awareness of teacher’s requirements; describes methods of assessing the development of competencies of teachers; promotes the involvement of the teacher in the task of improving the quality of education; serves as the basis for constructing a continuous trajectory of increasing level of professional training of each teacher.Scientific novelty. The content of professional standards from the standpoint of the praxiological approach is investigated; conceptual ideas of praxeology, defining role and

  11. Professional development in college science teaching

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    Thomas, Aimee Kathryn

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

  12. Teaching Professionalism: Passing the Torch.

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    Hensel, William A.; Dickey, Nancy W.

    1998-01-01

    Medical faculty must ensure that students understand the appropriate balance between financial and professional considerations. Faculty should place financial considerations in proper perspective and should teach the basic components of professionalism, how current cost-containment efforts may threaten medicine's professional status, appropriate…

  13. The effects of professional development on science teaching practices and classroom culture

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    Supovitz, Jonathan A.; Turner, Herbert M.

    2000-11-01

    The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject-matter knowledge, connected to specific standards for student performance, and embedded in a systemic context. Using data from a National Science Foundation Teacher Enhancement program called the Local Systemic Change initiative, this study employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. The findings indicate that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative classroom culture. At the individual level, teachers' content preparation also has a powerful influence on teaching practice and classroom culture. At the school level, school socioeconomic status was found to influence practice more substantially than either principal supportiveness or available resources.

  14. Needs Analysis and English Teaching in Professional Contexts

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    Orlando Vian Jr.

    2011-07-01

    Full Text Available Based on the concept of needs analysis as proposed by Hutchinson and Waters (1987, this article discusses some aspects of English teaching in professional contexts in Brazil. We start with a brief historical view of needs analysis in order to discuss its application to teaching English for specific business purposes in professional contexts and its role for the instructor teaching in-company classes. We also aim to discuss the importance of needs analysis and its relation to the business area, as well as other features related to teaching in these contexts and its relevance to the professionals involved with business English teaching.

  15. Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom

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    Ramona Meraz Lewis

    2016-11-01

    Full Text Available Aim/Purpose\tThe purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background\tIncreasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology\tThis qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings\tThe findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research\tOur research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of

  16. Using movies to teach professionalism to medical students.

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    Klemenc-Ketis, Zalika; Kersnik, Janko

    2011-08-23

    Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics. This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations.

  17. Teaching and Assessing Professionalism in Radiology Resident Education.

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    Kelly, Aine Marie; Gruppen, Larry D; Mullan, Patricia B

    2017-05-01

    Radiologists in teaching hospitals and in practices with residents rotating through are involved in the education of their residents. The Accreditation Council for Graduate Medical Education requires evidence that trainees are taught and demonstrate competency not only in medical knowledge and in patient care-the historic focus of radiology education-but also in the so-called non-interpretative core competencies, which include professionalism and interpersonal skills. In addition to accreditation agencies, the prominent assessment practices represented by the American Board of Radiology core and certifying examinations for trainees, as well as Maintenance of Certification for practitioners, are planning to feature more non-interpretative competency assessment, including professionalism to a greater extent. Because professionalism was incorporated as a required competency in medical education as a whole, more clarity about the justification and expected content for teaching about competence in professionalism, as well as greater understanding and evidence about appropriate and effective teaching and assessment methods, have emerged. This article summarizes justifications and expectations for teaching and assessing professionalism in radiology residents and best practices on how to teach and evaluate professionalism that can be used by busy radiology faculty in their everyday practice supervising radiology residents. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

  18. Teaching Professional Boundaries to Psychiatric Residents

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    Gabbard, Glen O.; Crisp-Han, Holly

    2010-01-01

    Objective: The authors demonstrate that the teaching of professional boundaries in psychiatry is an essential component of training to prevent harm to patients and to the profession. Methods: The authors illustrate overarching principles that apply to didactic teaching in seminars and to psychotherapy supervision. Results: The teaching of…

  19. Using movies to teach professionalism to medical students

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    Klemenc-Ketis Zalika

    2011-08-01

    Full Text Available Abstract Background Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies could be efficient teaching methods but are rarely studied. The aims of this study were: 1 to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2 to assess the impact of this teaching method on students' attitudes towards some professionalism topics. Method This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7% female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Results Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. Conclusions The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations.

  20. Educational Psychologist Training for Special and Developmental Teaching as Professional Activity

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    Gavrilushkina O.P.

    2015-11-01

    Full Text Available The article presents the experience of designing the educational module "Special and Developmental Teaching" of School Psychology Master’s program. The modular-sized program includes practical training and research activity in each module in a networking, it complies with Federal State Educational Standard and professional teaching and educational psychology standarts. Practice-oriented education Master’s training model based on the activity and competence approaches is productive. We have shown the advantages of networking and the need to divert more resources towards practical training and to include research activity in particular module. It is necessary to teach educational psychologists not only to "know", but also to "knows how", to have professional thinking and metasubject competencies, to have the capacity for reflection, i. e. to operate in an uncertain environment for new schemes on the basis of the scientific method. It is important that the modular principle design allows adding training subjects from one of educational program to other and so developing new programs.

  1. A Review of Standards of Practice for Beginning Teaching. ACER Policy Briefs. Issue 4

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    Ingvarson, Lawrence; Kleinhenz, Elizabeth

    2003-01-01

    This paper aims to provide a critical review and comparison of the following sets of standards of practice for teachers: (1) The Victorian Interim Teacher Class Standards (ITCS), especially Interim Teacher Class Standards for Beginning Teachers; (2) Professional Standards for Teachers; (3) The National Competencies for Beginning Teaching; (4) The…

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

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    Mallory, Sarah Elizabeth Bradford

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

  3. The SQL Server Database for Non Computer Professional Teaching Reform

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    Liu, Xiangwei

    2012-01-01

    A summary of the teaching methods of the non-computer professional SQL Server database, analyzes the current situation of the teaching course. According to non computer professional curriculum teaching characteristic, put forward some teaching reform methods, and put it into practice, improve the students' analysis ability, practice ability and…

  4. Using movies to teach professionalism to medical students

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    Klemenc-Ketiš, Zalika; Kersnik, Janko

    2017-01-01

    Abstract Background Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of ...

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

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    Akhtarieva R.F.

    2015-11-01

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

  6. Negotiation as a Model for Teaching Public Relations Professionalism.

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    Saunders, Martha Dunagin; Perrigo, Eileen

    1998-01-01

    Shows that negotiation provides an effective model for teaching public relations professionalism. Describes how two professors in a public relations class used a negotiation model to teach students to simultaneously balance the two components of professionalism: ethical considerations and pragmatic, problem-solving measures. (SR)

  7. Reform in Teacher Education and the Professionalization of Teaching

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    Schlechty, Philip C.; And Others

    1978-01-01

    The critical link between education and the social, political and economic life of a democracy makes it important that teaching--and other education related occupations--attain professional status. Considers the problems and facets of education that must change if teaching is to reach professional status. (Author/RK)

  8. Standards and Professional Development

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    Zengler, Cynthia J.

    2017-01-01

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

  9. Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy

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    Call, Kairen

    2018-01-01

    Since the publication of results from the first iteration of testing within the Programme for International Student Assessment (PISA) and the ensuing media consternation and political rhetoric about teacher quality in education systems around the world, professional standards for teachers have been considered, developed and implemented globally in…

  10. Teaching Professional Sexual Ethics across the Seminary Curriculum

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    Stephens, Darryl W.

    2013-01-01

    Clergy often begin their ministerial careers unprepared to handle issues of professional power, sexuality and intimacy, and interpersonal boundaries. In response, denominational bodies and theological schools are seeking together ways to enhance the teaching of "professional sexual ethics"--referring to the integration of professional ethics,…

  11. How does teaching clinical skills influence instructors' professional behaviour?

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    Yamani N

    2004-07-01

    Full Text Available Purpose: "Introduction to Clinical Medicine" in Isfahan University of Medical Sciences and Health Services is an initiative in which general practitioners work as instructors and have the opportunity to experience teaching in addition to clinical practice. Since teaching, affects both teacher and students, this study aims to assess the influence of teaching clinical skills on the instructors' psychological, social and professional behaviour. Methods: This was performed as a qualitative study. The research population consisted of instructors of “Introduction to Clinical Medicine” who were all general practitioners and acted as facilitator in small groups working on physical examination and case discussion. The data collecting tool was a semi-structured interview which was recorded on the tape. Then, the interviews were transcribed and confirmed by interviewees at the end. 10 instructors were interviewed. The data were analysed according to Colaizzi model. Results: After coding the data to 38 main subjects, they were classified into three main categories including professional, psychological and social effects. The influence of teaching on professional performance included performing a thorough and correct physical examination, taking a detailed and correct history, increasing decision making ability and increasing professional knowledge. Some of the psychological effects were increasing selfconfidence, job satisfaction and morale. The social effects of teaching were increasing social contacts, having a relationship with an academic environment and having a respectful job. Conclusion: Considering the positive effects of teaching on instructors, teaching clinical skills by general practitioners can increase general practitioners knowledge and clinical skills and improve their morale. It is recommended to train general practitioners both for teaching skills and clinical skills and consider this, as an opportunity for physicians’ continuing

  12. Could Australia Have Its Own Teacher Professional Standards for Teaching Relationships and Sexuality Education?

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    Collier-Harris, Christine A.; Goldman, Juliette D. G.

    2017-01-01

    In many countries, there are no professional standards determining attributes, praxis, effectiveness and evaluation for teachers of relationships and sexuality education in schools. However, in the USA, a new set of pre-service teacher preparation standards has been developed for sexuality education and health. Australia has a set of generic…

  13. Professionalization of Teaching in Nigeria: Strategies, Prospects and Challenges

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    Oluremi Dorcas Fareo

    2015-08-01

    Full Text Available The teaching profession in Nigeria has gone through many stages and even today there are disagreements as to whether it should be called a profession; and this has been an issue of concern among educators, teachers, administrators, organizations and the public at large. This paper thus looked into the issue of professionalizing teaching for the development of the education sector in the country. The concepts of teaching   and profession were viewed; traits of professionalism; the teaching profession in Nigeria; strategies, prospects and challenges facing teaching profession were identified; The study recommended  that the government should look into the problem of general dissatisfaction with the teaching profession, such as poor teacher education programme; poor salaries and allowances; poor public image of the profession; and the desire of most teachers to enter another type of work with attractive remunerations,

  14. Twelve Tips for teaching medical professionalism at all levels of medical education.

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    Al-Eraky, Mohamed Mostafa

    2015-01-01

    Review of studies published in medical education journals over the last decade reveals that teaching medical professionalism is essential, yet challenging. According to a recent Best Evidence in Medical Education (BEME) guide, there is no consensus on a theoretical or practical model to integrate the teaching of professionalism into medical education. The aim of this article is to outline a practical manual for teaching professionalism at all levels of medical education. Drawing from research literature and author's experience, Twelve Tips are listed and organised in four clusters with relevance to (1) the context, (2) the teachers, (3) the curriculum, and (4) the networking. With a better understanding of the guiding educational principles for teaching medical professionalism, medical educators will be able to teach one of the most challenging constructs in medical education.

  15. Relational Analysis of Prospective Teachers' Emotions about Teaching, Emotional Styles, and Professional Plans about Teaching

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    Eren, Altay

    2014-01-01

    The present study examined the mediating roles of prospective teachers' emotional styles in the relationships between their emotions about teaching and professional plans about teaching. A total of 684 prospective teachers, majoring in computer education and instructional technology teaching, mathematics teaching, preschool teaching, special…

  16. The construction of teaching professionality

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    Heloisa Helena Oliveira de Azevedo

    2013-04-01

    Full Text Available This article was prepared by the results of a research of a investigation about the formative strategies developed by educators related to the construction of the professionality of future childhood and elementary school teachers.From the analysis of the content of the interviews, we want to know what the educators think about the teaching profession and conducting training activities aimed at building the professionalism of future teachers.With theoretical bases for analyses related to the historical-critical conception of education, we inferred that educators have tried to break with the traditional paradigm of teacher’s education, creating new learning alternatives and stimulating the construction of a new professionality that overcomes the culture of isolated an individual thinking

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

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    Sidhu, N S

    2015-05-01

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

  18. The impact of Next Generation Science Standards (NGSS) professional development on the self-efficacy of science teachers

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    Akella, Somi Devi M.

    In 2012, the National Research Council introduced the Next Generation Science Standards (NGSS), which were created to improve the K-12 education in the U.S. and stress the importance of providing professional development (PD) to acquire the knowledge, skills, and self-efficacy to design lessons to meet high standards of teaching and learning. Bandura's (1977) theory of self-efficacy posits that people are motivated to perform an action if they are confident that they can perform the action successfully. The purpose of this survey research was to investigate the impact of professional development on the self-efficacy of science teachers with regard to the NGSS practice of Analyzing and Interpreting Data as well as to probe teachers' perceptions of barriers to their self-efficacy in applying this practice. The study found that focused and targeted PD helped improve participants' self-efficacy in incorporating the NGSS practices and addressed several barriers to teacher self-efficacy. In response to findings, Akella's Science Teaching Efficacy Professional Development (ASTEPD) model is proposed as a tool to guide PD practice and, thus, helps improve teacher self-efficacy.

  19. The higher school teaching staff professional development system creation on the adaptive management principles

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    Borova T.A.

    2012-03-01

    Full Text Available The article deals with theoretical analysis of the higher school teaching staff professional development system creation on the adaptive management principles. It is determined the background and components of the higher school teaching staff professional development adaptive management system. It is specified the mechanisms for higher school teaching staff professional development adaptive management: monitoring and coaching. It is shown their place in the higher school teaching staff professional development system on the adaptive management principles. The results of the system efficiency are singled out.

  20. 3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

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    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.

  1. Teaching and assessment of professional attitudes in UK dental schools - commentary.

    Science.gov (United States)

    Field, J; Ellis, J; Abbas, C; Germain, P

    2010-08-01

    The General Dental Council expects professionalism to be embedded and assessed through-out the undergraduate dental programme. Curricula need therefore to accommodate these recommendations. A stroll poll of UK dental schools provided a basis for understanding the current methods of teaching and assessing professionalism. All respondent schools recognised the importance of professionalism and reported that this was taught and assessed within their curriculum. For most the methods involved were largely traditional, relying on lectures and seminars taught throughout the course. The most common form of assessment was by grading and providing formative feedback after a clinical encounter. Whilst clinical skills and knowledge can perhaps be readily taught and assessed using traditional methods, those involved in education are challenged to identify and implement effective methods of not only teaching, but also assessing professionalism. A variety of standalone methods need to be developed that assess professionalism and this will, in turn, allow the effectiveness of teaching methods to be assessed.

  2. Teaching and Assessing Professionalism in Ophthalmology Residency Training Programs

    NARCIS (Netherlands)

    Lee, Andrew G.; Beaver, Hilary A.; Boldt, H. Culver; Olson, Richard; Oetting, Thomas A.; Abramoff, Michael; Carter, Keith

    2007-01-01

    The Accreditation Council for Graduate Medical Education (ACGME) has mandated that all residency training programs teach and assess new competencies including professionalism. This article reviews the literature on medical professionalism, describes good practices gleaned from published works, and

  3. Burnout syndrome: understanding of medical teaching professionals

    Directory of Open Access Journals (Sweden)

    Jaqueline Brito Vidal Batista

    2017-04-01

    Full Text Available This study aimed to investigate the understanding of medical teaching professionals about Burnout Syndrome. This is a qualitative, exploratory study, consisting of ten teaching physicians, who work at the hospital of a higher education institution. The data were collected from May to June 2013, through a form with questions pertinent to the proposed research objective, after approval by the Research Ethics Committee (Protocol No. 84022, and analyzed qualitatively, through the content analysis technique (Bardin. Among the 10 participants in the study, eight had adequate knowledge about Burnout Syndrome, while others showed insufficient knowledge. From the empirical material analysis, five thematic categories emerged: Syndrome characterized by physical and psychological exhaustion due to work stress; Physical and psychological signs and symptoms of Burnout Syndrome; Burnout syndrome and its implications for the worker’s health; The most vulnerable workers who develop Burnout Syndrome and Relation of Burnout Syndrome to the work of the teaching physician. The study showed that most participants in the research adequately understand Burnout Syndrome, but the subject is still little explored in academia. Therefore, intervention measures are necessary with the professionals of the risk group and new studies that contribute to expand the knowledge about that syndrome, aiming to improve the quality of life of the workers. Keywords: Worker’s Health; Professional Exhaustion; Doctors; Professors; Work Conditions.   DOI: http://dx.doi.org/10.3823/2397

  4. Burnout syndrome: understanding of medical teaching professionals

    OpenAIRE

    Jaqueline Brito Vidal Batista; Thaíza Ferreira Costa; Jocerlânia Maria Dias de Morais; Eveline de Oliveira Barros; Patrícia Serpa de Souza Batista; Márcia Adriana Dias Meirelles Moreira; Jessyka Cibelly Minervina da Costa Silva; Débora Rodrigues Alves de Lima; Ana Hévila Marinho Bezerra; Irany Carvalho da Silva

    2017-01-01

    This study aimed to investigate the understanding of medical teaching professionals about Burnout Syndrome. This is a qualitative, exploratory study, consisting of ten teaching physicians, who work at the hospital of a higher education institution. The data were collected from May to June 2013, through a form with questions pertinent to the proposed research objective, after approval by the Research Ethics Committee (Protocol No. 84022), and analyzed qualitatively, through the content analysi...

  5. Multi-Year Professional Development Grounded in Educative Curriculum Focused on Integrating Technology with Reformed Science Teaching Principles

    Science.gov (United States)

    Longhurst, Max L.; Coster, Daniel C.; Wolf, Paul G.; Duffy, Aaron M.; Lee, Hyunju; Campbell, Todd

    2016-01-01

    Visions of science teaching and learning in the newest U.S. standards documents are dramatically different than those found in most classrooms. This research addresses these differences through closely examining one professional development (PD) project that connects teacher learning and teacher practice with student learning/achievement. This…

  6. Multidisciplinary Approach in Teaching Foreign Languages to Information Security Professionals

    Directory of Open Access Journals (Sweden)

    N. M. Nikiforova

    2012-12-01

    Full Text Available The program of teaching foreign languages to information security professionals is aimed at unifying linguistic, extra linguistic and professional information distributed in the contents of the course.

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

    Science.gov (United States)

    Hinson, Janice M.; LaPrairie, Kimberely N.

    2005-01-01

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

  8. Teachers' professional judgement in real teaching situations

    DEFF Research Database (Denmark)

    Mikkelsen, Sidse Hølvig; Daugbjerg, Peer; Sommer, Lise

    2017-01-01

    Teachers' daily work is complex consisting of teaching, dialogue with pupils, principals, colleagues, parents besides a variety of daily supervision tasks. This entails that the teachers' workdays are loaded with judgements, evaluations, reflections and actions founded on reasonable considerations....... Teachers' capability to make sensible judgements in pedagogical situations and moments are based on their personal norms and knowledge. Norms and knowledge that makes it possible for them to make well-considered decisions regarding good teaching. Teachers' planned changes in teaching are typically well...... as well as unconscious and they are expressed bodily and verbally. The presentation will discuss methodological approach on how to investigate teachers' professional judgement. We will use video recordings of actual teaching situations to generate dialogue with the participating teachers. The dialogue...

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

    Directory of Open Access Journals (Sweden)

    Alberto Villani

    2017-04-01

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

  10. Starworld: Preparing Accountants for the Future: A Case-Based Approach to Teach International Financial Reporting Standards Using ERP Software

    Science.gov (United States)

    Ragan, Joseph M.; Savino, Christopher J.; Parashac, Paul; Hosler, Jonathan C.

    2010-01-01

    International Financial Reporting Standards now constitute an important part of educating young professional accountants. This paper looks at a case based process to teach International Financial Reporting Standards using integrated Enterprise Resource Planning software. The case contained within the paper can be used within a variety of courses…

  11. Identifying the professional knowledge base for multi-grade teaching ...

    African Journals Online (AJOL)

    This paper reports a small-scale qualitative study of teachers and teaching principals in multi-grade rural schools in Australia, focusing on identifying the professional knowledge base required for teachers in such contexts. Such a knowledge base is essential for improving the quality of multi-grade teaching. Interviews and ...

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

    Directory of Open Access Journals (Sweden)

    John Hannon

    2016-06-01

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

  13. Ethical and professional standards compliance among practicing ...

    African Journals Online (AJOL)

    This study investigated ethical and professional standards compliance among practicing librariansin university libraries in Benue State. The purpose of the study was todetermine the extent to which librarians in university libraries comply with ethics and professional standards in librarianship. The study adopted a descriptive ...

  14. Teaching L2 Pragmatics: Opportunities for Continuing Professional Development

    Science.gov (United States)

    Vellenga, Heidi

    2011-01-01

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

  15. How do educators in one New Zealand undergraduate Bachelor of Oral Health course teach and nurture professionalism?

    Science.gov (United States)

    Smith, L; Adam, L; Moffat, S; Meldrum, A; Ahmadi, R

    2018-05-01

    Research on integrated dental hygiene and dental therapy courses is scarce; studies reporting on how staff in these combined scope courses teach professionalism are even more scarce. This study aimed to partially fill these research gaps. In 2016, online surveys were sent to 34 staff members who taught into the integrated Bachelor of Oral Health (BOH) course at the University of Otago's Faculty of Dentistry; 13 were returned. Two focus groups were conducted with six BOH educators. Aspects of professionalism were taught and nurtured in the formal curriculum, the clinic and the informal curriculum. In the formal curriculum, policies outlining the professional standards of behaviour expected of oral health practitioners and students in New Zealand and the Faculty were discussed. In the clinic, educators taught professionalism through modelling clinical skills, assessing students' performance and commenting on their reflective logbooks. In the informal curriculum, BOH teachers nurtured professionalism through discussions about standards of behaviour outside of the university. Role modelling was the most common method that participants reported they taught or nurtured professionalism in their students. Professionalism is a complex concept that is taught and nurtured in a number of ways over all aspects of the course. Oral Health educators need to maintain a high standard of professionalism when interacting with students and patients, as well as in public spaces, in order to model professionalism to their students. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  16. Photoelectric professional students in common universities cultivate way to explore under the background of professional certification

    Science.gov (United States)

    Sun, Yan-jun; Wang, Li; Leng, Yan-bing

    2017-08-01

    In view of the engineering education professional certification of specialty construction and the specific requirements of the training system, combining with our school optoelectronic information science and engineering characteristics, analysis of the optoelectronic information science and engineering in our school problems and challenges, to locate the specific professional training objectives. From the service oriented industry demand for talent ability, at the same time, according to the ministry of education professional norms of the development of the photoelectric teaching steering committee, and the professional development and the characteristics of target, to build a set to conform to the goal of cultivating the professional curriculum system. At the same time set up a from fundamental to professional practice teaching system, covers the course experiment, course design, case teaching, comprehensive training, such as graduation design practice. Which implements a whole ability training from the practice of foundation to high-end chain, embodies the training goal emphasize "outstanding practical skills, quality education is distinct culture characteristic. By further speed up the professional construction, professional certification standards to standardize our training process, improved the level of professional training, and improve the comprehensive quality of the graduates and talent of social competitiveness, fostered more professional talents for the country.

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

    NARCIS (Netherlands)

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

    2013-01-01

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

  18. Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians

    Directory of Open Access Journals (Sweden)

    Paul S. Mueller

    2015-04-01

    Full Text Available Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement, good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.. Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.. Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts.

  19. Explore the Human-Based Teaching for the Professional Course of Materials Science and Engineering

    Science.gov (United States)

    Zhao, Yiping; Chen, Li; Zhang, Yufeng

    2008-01-01

    As viewed from two sides such as teacher and student, in this article, we explore the human-based teaching reform for the college professional course of materials Science and Engineering, point out the qualities and conditions that professional teacher should possess in the process of human-based teaching reform of professional course and the…

  20. Teaching and training for global engineering perspectives on culture and professional communication practices

    CERN Document Server

    Flammia, Madelyn

    2016-01-01

    Provides a foundation for understanding a range of linguistic, cultural, and technological factors to effectively practice international communication in a variety of professional communication arenas This book presents a range of perspectives, examples, and concepts for teaching international professional communication in different settings. Industry professionals and academic researchers alike have written entries for Teaching and Training for Global Engineering: Perspectives on Culture and Professional Communication Practices, which have been organized into four cohesive, context-based sections that examine central issues associated with offering effective instruction on communication in global settings. The first section presents approaches for teaching issues of language and visual design related to international communication. The second section reviews aspects of software use and ethical practices associated with communicating globally. The third ection discusses how educators can use information a...

  1. Accounting standards that appeal to the professional

    Directory of Open Access Journals (Sweden)

    Alain BURLAUD

    2016-12-01

    In order to observe, in a scientific manner, this evolution of the accounting standards, we conducted a content analysis of principal legislative accounting texts, international and national (France and Romania, supplemented by a lexicometric analysis. These analyses allowed us to conclude that the importance of professional judgment in accounting standards is lower at the national level than it is at the international level. However, we highlight a number of dangers related to an increased use of professional judgment: loss of comparability and transparency, increased risks for accounting professionals including auditors, and significant discrepancies in the use of professional judgment in individual or consolidated accounts

  2. Standards for Educational Public Relations and Communications Professionals.

    Science.gov (United States)

    Chappelow, Marsha A.

    2003-01-01

    Describes National School Public Relations Association standards for school public relations and communications professionals and program. Includes reactions and comments about new Association standards from seven superintendents and four school public-relations professionals. (PKP)

  3. Mathematics Teaching Today

    Science.gov (United States)

    Martin, Tami S.; Speer, William R.

    2009-01-01

    This article describes features, consistent messages, and new components of "Mathematics Teaching Today: Improving Practice, Improving Student Learning" (NCTM 2007), an updated edition of "Professional Standards for Teaching Mathematics" (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing,…

  4. Teaching and Assessing Professionalism in Radiology: Resources and Scholarly Opportunities to Contribute to Required Expectations.

    Science.gov (United States)

    Kelly, Aine Marie; Mullan, Patricia B

    2018-05-01

    Teaching and assessing trainees' professionalism now represents an explicit expectation for Accreditation Council Graduate Medical Education-accredited radiology programs. Challenges to meeting this expectation include variability in defining the construct of professionalism; limits of traditional teaching and assessment methods, used for competencies historically more prominent in medical education, for professionalism; and emerging expectations for credible and feasible professionalism teaching and assessment practices in the current context of health-care training and practice. This article identifies promising teaching resources and methods that can be used strategically to augment traditional teaching of the cognitive basis for professionalism, including role modeling, case-based scenarios, debriefing, simulations, narrative medicine (storytelling), guided discussions, peer-assisted learning, and reflective practice. This article also summarizes assessment practices intended to promote learning, as well as to inform how and when to assess trainees as their professional identities develop over time, settings, and autonomous practice, particularly in terms of measurable behaviors. This includes assessment tools (including mini observations, critical incident reports, and appreciative inquiry) for authentic assessment in the workplace; engaging multiple sources (self-, peer, other health professionals, and patients) in assessment; and intentional practices for trainees to take responsibility for seeking our actionable feedback and reflection. This article examines the emerging evidence of the feasibility and value added of assessment of medical competency milestones, including professionalism, coordinated by the Accreditation Council Graduate Medical Education in radiology and other medical specialties. Radiology has a strategic opportunity to contribute to scholarship and inform policies in professionalism teaching and assessment practices. Copyright © 2018 The

  5. English Language Teachers' Perceptions of Professional Teaching

    Science.gov (United States)

    Oder, Tuuli

    2014-01-01

    During the most recent educational reform in Estonia, a new National Curriculum was introduced in 2010 providing new guidelines for education generally and foreign languages specifically. To investigate the understanding that an EFL (English as a Foreign Language) teacher has about professional teaching and whether it matches the principles of the…

  6. Teaching and Teacher Education for Health Professionals ...

    African Journals Online (AJOL)

    are discussed as indications for educational skills training for educators in health professionals' education. Method: 250 medical students from the MB ChB programme were surveyed, in an evaluation exercise, to rate the teaching contribution of all the full-time and honorary lecturers (n=88). The students were requested to ...

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

    Science.gov (United States)

    Fahnert, Beatrix

    2015-10-01

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

  8. German MedicalTeachingNetwork (MDN) implementing national standards for teacher training.

    Science.gov (United States)

    Lammerding-Koeppel, M; Ebert, T; Goerlitz, A; Karsten, G; Nounla, C; Schmidt, S; Stosch, C; Dieter, P

    2016-01-01

    An increasing demand for proof of professionalism in higher education strives for quality assurance (QA) and improvement in medical education. A wide range of teacher trainings is available to medical staff in Germany. Cross-institutional approval of individual certificates is usually a difficult and time consuming task for institutions. In case of non-acceptance it may hinder medical teachers in their professional mobility. The faculties of medicine aimed to develop a comprehensive national framework, to promote standards for formal faculty development programmes across institutions and to foster professionalization of medical teaching. Addressing the above challenges in a joint approach, the faculties set up the national MedicalTeacherNetwork (MDN). Great importance is attributed to work out nationally concerted standards for faculty development and an agreed-upon quality control process across Germany. Medical teachers benefit from these advantages due to portability of faculty development credentials from one faculty of medicine to another within the MDN system. The report outlines the process of setting up the MDN and the national faculty development programme in Germany. Success factors, strengths and limitations are discussed from an institutional, individual and general perspective. Faculties engaged in similar developments might be encouraged to transfer the MDN concept to their countries.

  9. Professionally-oriented teaching of foreign language to postgraduates of technical specialties

    Directory of Open Access Journals (Sweden)

    Gramma D.V.

    2017-04-01

    Full Text Available the practice of professionally-oriented teaching at English classes of Surgut State University is described in the article. The structure and content of the course for postgraduates of non-linguistic specialties is analyzed. Foreign language teaching in modern conditions is a priority direction and an essential component of professional activity of engineers. Particular attention is paid to such linguistic aspects as reading technical literature, writing activities and project work. The developed system of tasks is aimed at the activation of lexical and grammatical material.

  10. Professional nurses' perception of their clinical teaching role at a ...

    African Journals Online (AJOL)

    Background. Nursing education institutions in Lesotho face an increasing number of enrolments owing to a high demand for professional nurses to work in the community. Enrolments have doubled during the last 3 years, without an increase in teaching resources or staff. Professional nurses in the wards are expected to ...

  11. McCallen Professional Research and Teaching Leave Report

    Energy Technology Data Exchange (ETDEWEB)

    McCallen, R. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

    2015-10-16

    This end of assignment report for a Professional Research and Teaching (PRT) Leave award includes the attached assessment of success by the host organization, University of California Davis (UCD). The following summarizes the accomplishments and attached are a selection of documented items.

  12. The meanings of professional life: teaching across the health professions.

    Science.gov (United States)

    Kelley, Maureen

    2002-08-01

    Most of professional ethics is grounded on the assumption that we can speak meaningfully about particular, insulated professions with aims and goals, that conceptually there exists a clear "inside and outside" to any given profession. Professional ethics has also inherited the two-part assumption from mainstream moral philosophy that we can speak meaningfully about agent-relative versus agent-neutral moral perspectives, and further, that it is only from the agent-neutral perspective that we can truly evaluate our professional moral aims, rules, and practices. Several important changes that have occurred, or are currently taking place, in the structure of the health care professions, challenge those assumptions and signal the need for teachers of professional ethics to rethink the content of what we teach as well as our teaching methods. The changes include: influences and critique from other professions and from those who are served by the health professions, and influences and critique from professionals themselves, including increased activism and dissent from within the professions. The discussion focuses on changes that have occurred in the health-related fields, but insofar as similar changes are occurring in other professions such as law and business, these arguments will have broader conceptual implications for the way we ought to think about professional ethics more generally.

  13. Professional development on innovation competence of teaching staff in Ugandan universities

    NARCIS (Netherlands)

    Kasule, G.W.

    2015-01-01

    Professional Development on Innovation Competence of Teaching Staff in Ugandan Universities

    George Wilson Kasule

    Abstract

    Sufficient university teaching staff with innovation competence is key if universities want to play a significant role

  14. Professional development status of teaching staff in a Ugandan public university

    NARCIS (Netherlands)

    Kasule, George Wilson; Wesselink, Renate; Mulder, Martin

    2016-01-01

    A study was conducted to determine general professional development activities perceived to be important in enhancing university teaching staff’s job performance, and the extent to which teaching staff participate in these activities in Uganda. Data were collected through semi-structured

  15. Assessment: Continuous Learning. Strategies for Teaching and Learning Professional Library.

    Science.gov (United States)

    Bridges, Lois

    This publication is part of a series of monographs on the art of teaching. Each volume, focusing on a specific discipline, explores theory in the context of teaching strategies Three techniques for using the series: dialogues (as self-evaluation and in study groups), shop talk (review of current professional literature), and teacher-to-teacher…

  16. GENRE ANALYSIS IN TEACHING ENGLISH FOR PROFESSIONAL COMMUNICATION

    Directory of Open Access Journals (Sweden)

    Klaudia Valdmanová

    2014-03-01

    Full Text Available During their studies of general English at secondary school students obtain knowledge of the forms and meaning of words used in everyday situations, knowledge of grammatical components and frequently occurring language functions. Then they enroll in university to study a profession. English for Professional Communication is usually a part of their curriculum. Within it, they need to acquire communicative competence enabling them to enter a discourse community of experts. In addition to learning the terminology used in a profession they have to acquire sociolingual and discourse competences as well including generic one. It is a challenge that English teachers face when they decide to enclose authentic genres into their teaching materials. This paper presents suggestions how written genres can be used in teaching English for nurses. Most of the discourse and genre analyses relate to face-to-face doctor-patient encounters and nurses´ computer-mediated communications. To my knowledge, less attention has been given to written genres of the nursing discourse. Therefore the paper presents the most important concepts of genre, explains the roles of genre in organizational communication and gives a brief description of the discourse community of nurses and ways it uses task-oriented and patient-oriented genres as mechanisms of interaction.It also explains the purpose of individual genres. In the process of creating materials for learning professional English one of the most important tasks is the selection of suitable texts as they should meet learners´ needs and represent texts used in practice. I consider a Nursing Care Plan for a key text. Therefore, I present a detailed analysis of its parts focused on their communicative functions, description of standardized lexis, grammar structures and broken grammar rules. I suggest a method how to teach the Nursing Care Plan genre in English lessons and present tasks leading to the acquisition of receptive

  17. The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study

    Science.gov (United States)

    Zhao, Hongyu; Zhang, Xiaohui

    2017-01-01

    The current study used mixed methods to research pre-service teachers’ professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers’ professional identity increased after the field teaching practice—specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers’ professional identity. Moreover, the development of pre-service teachers’ professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies. PMID:28790956

  18. Collaboration between colleagues in teaching professional development programs

    Directory of Open Access Journals (Sweden)

    Patrícia Meyer

    2018-05-01

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

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

    Science.gov (United States)

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

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

  20. A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

    Science.gov (United States)

    Reeves, Todd D.; Marbach-Ad, Gili; Miller, Kristen R.; Ridgway, Judith; Gardner, Grant E.; Schussler, Elisabeth E.; Wischusen, E. William

    2016-01-01

    Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD)…

  1. Challenges for Teachers in Developing their Teaching Professionalism: A Case Study of Secondary School in Makassar, Indonesia

    Directory of Open Access Journals (Sweden)

    Hasan Tanang

    2014-05-01

    Full Text Available Identifying challenges for teachers in developing their professionalism in teaching to improve students’ learning outcomes. The focus was addressed on the development of teaching professionalism in improving knowledge and skills of Junior High School teachers in Makassar Indonesia. This study employed qualitative methods through a case study to identify the barriers of professionalism in teaching. 36 samples for open-ended questionnaire and nine of them are selected purposively to be interviewed. The data was analyzed by coding based on themes related to constraints in teaching management. The results showed four obstacles experienced by teachers in developing their professionalism, namely constraints on textbooks and student worksheets, school laboratory usage, ICT-based media, and the students themselves. The identification could encourage the community and parents support to finance the development of professionalism in teaching and to help the teachers work effectively

  2. Adult Professional Development: Can Brain-Based Teaching Strategies Increase Learning Effectiveness?

    Science.gov (United States)

    Tilton, Wendy

    2011-01-01

    Brain-based teaching strategies, compared to facilitative student-centered teaching strategies, were employed with 62 real estate professionals in a quasi-mixed-methods study. Participants attended a 2-day proprietary real estate continuing education course. Both the experimental and control groups received the same facilitative instruction, as…

  3. Teaching practice and the personal and socio-professional ...

    African Journals Online (AJOL)

    This study investigates the interplay between individual and contextual variables during teaching practice and its impact on the personal and socio-professional development of prospective teachers. The purpose of the study was to survey how prospective teachers experienced the process of becoming aware of their ...

  4. Teaching practice and the personal and socio-professional ...

    African Journals Online (AJOL)

    Items 1 - 22 ... problem”; not only because student teachers learn to teach by drawing on a ... Educational research is essentially concerned with exploring and ... phase starts once student teachers graduate; then all professional .... determined by means of a closed question in the questionnaire), gender (female and male),.

  5. 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.

  6. Promoting Culturally Responsive Standards-Based Teaching

    Science.gov (United States)

    Saifer, Steffen; Barton, Rhonda

    2007-01-01

    Culturally responsive standards-based (CRSB) teaching can help bring diverse school communities together and make learning meaningful. Unlike multicultural education--which is an important way to incorporate the world's cultural and ethnic diversity into lessons--CRSB teaching draws on the experiences, understanding, views, concepts, and ways of…

  7. The development of the Teaching Professional Identity in the initial training of secondary teachers

    Directory of Open Access Journals (Sweden)

    Rocío SERRANO RODRÍGUEZ

    2016-06-01

    Full Text Available We present a study that aims to know how the students of the Master’s Degree in Secondary Teacher Training begin to build their Teaching Professional Identity, as well as what the main implications of this identification process are, in order to improve their training. Through an open questionnaire, a total of 355 opinions of students from the University of Córdoba have been analysed. The conclusions obtained highlight: a the students show a professional identity that is significantly less developed than in other professional groups; b it is important to develop activities to reflect on the nature of the teaching profession by improving the identification of students with the characteristics of the teaching profession. Some of the implications from this research point to the need to take into consideration the results obtained when designing the process of initial training of future secondary teachers. Particularly, it would be necessary to include the issue of Teaching Professional Identity more specifically in the curriculum of the new model of initial training. This, moreover, should be linked to the pedagogical knowledge of the contents and the acquisition of real teaching skills according to the development of the educational curriculum for each subject. 

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

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    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

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

    Science.gov (United States)

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

    2018-01-01

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

  10. IPMA STANDARD ELEMENTS AND FEEDBACK IN PROJECT MANAGEMENT TEACHING

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    BARTOŠKA, Jan

    2011-09-01

    Full Text Available The paper proposes the concept of project management teaching including the International Project Management Association (IPMA standard. The concept of teaching is theoretical and derives from the notion of competence, which the IPMA standard is based on. The paper presents a brief description of the IPMA standard and endeavours to define the notion of competence. The competence is worked with in respect to hierarchical recognition. The proposed teaching concept works with the concepts of information, knowledge and skills. The teaching proposal stems from the structure and contents of the IPMA standard elements. Furthermore, the paper elaborates the issue of embedding the elements of the IPMA standard competences into training courses. In the article, the eye of the IPMA competences is further enhanced with possible training courses and specialist areas in which the standard elements can thematically be included. The paper states that the competence elements and training courses cross one another and overlap in a manifold way. The authors also propose a way which could verify into what extent the students have actually acquired taught IPMA competence elements. The paper contains the proposal of feedback quantification for the IPMA standard and project management teaching. The results of the paper can be used as a starting premise for future research. Both the verification proposal and the embedding of the elements into teaching are derived from on-going academic experience of the authors of the article.

  11. Will Natural Resources Professionals Volunteer to Teach Youth?

    Science.gov (United States)

    Smith, Sanford S.; Finley, James C.; San Julian, Gary J.

    2010-01-01

    A unique approach to volunteer marketing research involved a mail survey with natural resources professionals from across Pennsylvania. Previous work identified this group as a source of potential volunteers for the 4-H youth natural resources program. The results give insights into those most likely to volunteer to teach youth through 4-H…

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

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    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. Towards a Typology of Improvisation as a Professional Teaching Skill: Implications for Pre-Service Teacher Education Programmes

    Science.gov (United States)

    Aadland, Helga; Espeland, Magne; Arnesen, Trond Egil

    2017-01-01

    In this article we discuss the concept of improvisation as a professional teaching skill. Our professional context is teacher education and our discussion is aimed at developing a categorized understanding, or rather a tentative typology, of what professional improvisation in teaching and teacher education might be. Undertaking such a bold…

  14. Danish geography teachers' perceptions of their own teaching professionalism according to climate change

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    2015-01-01

    This paper reports from research examining eight Geography teachers’ own perceptions of their teaching professionalism, understood as Pedagogical Content Knowledge (PCK), in relation to the topic of climate change. Apparently, Geography teachers with a strong academic profile in Physical Geography...... and natural science are more familiar to teach the sub-subject of weather formation in connection to climatic change, than Geography teachers with a strong academic profile in Human Geography and social science. The teachers orientated against Human Geography put emphasis on the more problem......-oriented/discursive aspects of teaching climate change, some of them neglecting parts of the curriculum focused on weather formation. Most of the interviewed Geography teachers emphasize the collegial cooperation with science colleagues e.g. during professional development activities, when reflecting on their own teaching...

  15. Professional development in person: identity and the construction of teaching within a high school science department

    Science.gov (United States)

    Deneroff, Victoria

    2016-06-01

    This is a narrative inquiry into the role of professional development in the construction of teaching practice by an exemplary urban high school science teacher. I collected data during 3 years of ethnographic participant observation in Marie Gonzalez's classroom. Marie told stories about her experiences in ten years of professional development focused on inquiry science teaching. I use a social practice theory lens to analyze my own stories as well as Marie's. I make the case that science teaching is best understood as mediated by socially-constructed identities rather than as the end-product of knowledge and beliefs. The cognitive paradigm for understanding teachers' professional learning fails to consistently produce transformations of teaching practice. In order to design professional development with science teachers that is generative of new knowledge, and is self-sustaining, we must understand how to build knowledge of how to problematize identities and consciously use social practice theory.

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

    Science.gov (United States)

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

    2015-01-01

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

  17. Teaching HR Professionals: The Classroom as a Community of Practice

    Directory of Open Access Journals (Sweden)

    Alex Avramenko

    2013-05-01

    Full Text Available This paper introduces an innovative course design incorporating both communities of practice and reflective practice as a learning strategy for part-time learners in higher education. The new design has been applied to teaching HR practitioners in a UK-based business school. Findings indicate that the suggested way of organizing teaching and learning for part-time professionals is very informative and facilitates a richer engagement with theory whilst addressing issues of practice.

  18. Teaching and Assessing Engineering Professional Skills

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    Ali M. Al-Bahi

    2013-05-01

    Full Text Available Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.

  19. Professional Standards for Australian Special Education Teachers

    Science.gov (United States)

    Dempsey, Ian; Dally, Kerry

    2014-01-01

    Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways…

  20. Questions of professional-oriented teaching of foreign language for students of economic specialty

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    Sibul Victoria Vladimirovna

    2015-03-01

    Full Text Available The article discusses the problem of the content of professional-oriented teaching of a foreign language to students of non-linguistic specialties, which is particularly relevant from the viewpoint of the increasing role of foreign language communication in the professional activity of modern professionals. The purpose of foreign language teaching in non-linguistics universities is to achieve a level that is sufficient for practical use of a foreign language in future career. Thus, if foreign language at linguistic university is a special base, at non-linguistic universities it is an application to general professional knowledge base and skills, so at non-linguistic universities the statement of ultimate goal requires specification. Thus, it is sufficient to consider the contents of foreign language teaching at non-linguistic faculties as the totality of what students should learn in the education process, the quality and level of foreign language should correlate with their needs and goals, as well as the goals and objectives of this level of training. Selection of the content is intended to promote the broad development of the student’s personality, its preparation for future careers.

  1. National Framework of Professional Standards for Change Leadership in Education

    Science.gov (United States)

    Duffy, Francis M.

    2009-01-01

    The ten professional standards form what Francis Duffy refers to as a "National Framework of Professional Standards for Change Leadership in Education." Each standard has examples of the knowledge, skills, and dispositions that the research suggests are important for effective change leadership. Duffy's hope is that this proposed…

  2. 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.

  3. 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…

  4. Biology Teachers' Professional Development Needs for Teaching Evolution

    Science.gov (United States)

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

    2016-01-01

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

  5. METHODOLOGICAL PECULIARITIES OF TEACHING FUTURE ECONOMISTS TO READ ENGLISH TEXTS RELATED TO PROFESSIONAL AREA

    Directory of Open Access Journals (Sweden)

    Ліліана Білогорка

    2015-09-01

    Full Text Available The role of reading competence in the structure of English professionally oriented communicative competence has been analysed; types of economics texts which should be used in teaching future economists – scientific economics texts, texts of professional economics activity, educational economics texts, texts of non-professional economics activity have been defined; the necessity of using not only authentic, but also semi-authentic and adapted texts in teaching future economists to read English texts related to professional area has been grounded; bachelor’s level requirements for students’ knowledge and skills in skimming, scanning reading and reading for detail have been defined; direct (cognitive and compensatory and indirect (metacognitive, affective and social learning strategies to enhance the quality of text reading have been specified in the article.

  6. Corporate System of Advanced Education for Teachers in Educational Organization in the Context of Professional Standard Implementation

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    Kurneshova L.Y.,

    2017-02-01

    Full Text Available The paper describes methodological approaches to the development of corporate system of advanced training for teachers in the context of implementation of the professional standard for teachers as a basis for competitive growth of educational institution. The key stage in this process is to identify areas of concern in the competencies of the teaching staff. The paper presents a system developed for these purposes which consists of the following four elements: self-testing for teachers; professional training; psychoeducational diagnostic training; training on creating a corporate roadmap for raising professional skills in teachers. The paper addresses the issues related to roadmap development basing on the foresight methodology. Finally, it provides an analysis of various forms of advanced training programs for teachers used in 46 regional centers for advanced training in every federal region of the Russian Federation. Supported by the Moscow Educational Department. The research work “Development and realization of manage- ment project “Organization and implementation of teacher professional training based on the requirements of Teacher professional standard”

  7. Competence Requirements of ISO/IEC Standards for Information Security Professionals

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    Natalia G. Miloslavskaya

    2017-11-01

    Full Text Available The rapid progress in the filed of information security (IS puts one in a need of periodic revision of professional competencies (formulated in the federal state educational standards –FSESs and working functions (formulated in the professional standards – PSs. Under these conditions, a timely reaction to everything new that emerges or will appear in modern regulatory documents (primarily in standards is extremely important. We make a forecast for the content of the ISO/IEC 27021 and ISO/IEC 19896 standards drafted by the International Organization for Standardization (ISO, which should contain the requirements for the competencies of IS management system professionals and the competence of IS testers and evaluators. Our forecast takes into account the requirements of the ISO/IEC 27000 standard group and the recommendations of the European e-Competence Framework e-CF 3.0.

  8. The teaching media in the process of appropriation of professional content

    Directory of Open Access Journals (Sweden)

    Yudelsi Morales Paez

    2018-01-01

    Full Text Available This article refers to the need to improve the appropriation of the professional contents of the subject of Food Conservation in the third year students of Food Technology of CP Rigoberto Fuentes Pérez of Pinar del Río. An analysis of the background and conditions that led to its emergence is shown. By means of these antecedents it is possible to declare the need to improve this process of appropriation through the use of previously conceived teaching methods, which will greatly favour the solution to professional problems and a better professional performance during the work practice. The objective proposed for this article was directed to the elaboration of a deep diagnosis that will corroborate the detected social problem, based on the results of a group of instruments such as observation to classes, the documentary review, the interview to the professors, the survey and the pedagogical test. The research has as a methodological basis the dialectical-materialist method, with the use of methods of the theoretical, empirical and statistical techniques. The use of teaching aids where the situations observed by the students coincide with the practical activity is a process that is an essential way to increase knowledge, the creation of professional skills and the formation of values in the subsequent professional performance of the graduates of the Food Conservation specialty.

  9. Some views on the historical of the permanent professional teaching training

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    Alina María Cuadréns-Villalón

    2016-03-01

    Full Text Available The historical development of continuing education teacher who teaches Political Culture and the trends derived from their analysis is the object of study of this work. Focused on the Degree career in Education Marxism Leninism and History, being its graduates teachers from the point of theoretical teaching and methodologically are able to teach this subject and direct a teaching-learning developer, according to the challenges imposed by contemporaneity. At the beginning of this program in the pre-university did not exist skilled in the art for delivery of, due to the optimization process in the nineties, many of the graduate faculty of Social Sciences reoriented in other specialties, staff was taken by professionals who are not in the area of knowledge he has affected shortcomings in teaching and learning.

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

    Directory of Open Access Journals (Sweden)

    Hamdi Serin

    2017-09-01

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

  11. INFORMATIVE SYSTEM OF EDUCATIONAL PURPOSE FROM MATHEMATICS AS A WAY OF PROFESSIONAL ORIENTATION OF TEACHING STUDENTS IT SPECIALTIES

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    Lyudmyla Shishko

    2016-01-01

    Full Text Available The current state of formation of mathematical knowledge in universities insufficiently focused on their further use in professional activities. Students not formed the ability to apply mathematical knowledge to study general professional and special disciplines. In this article: –\tconsidered features of formation of a professional orientation of teaching mathematics using structured content multimedia information system for educational purposes (MISEP; –\tfound psychologo-pedagogical features of teaching mathematics of students IT specialties; –\tconsidered methodical aspects of MISEP in teaching the course "Discrete Mathematics" for students of IT specialties

  12. Perceptions of Unprofessional Attitudes and Behaviors: Implications for Faculty Role Modeling and Teaching Professionalism During Pathology Residency.

    Science.gov (United States)

    Brissette, Mark D; Johnson, Kristen A; Raciti, Patricia M; McCloskey, Cindy B; Gratzinger, Dita A; Conran, Richard Michael; Domen, Ronald E; Hoffman, Robert D; Post, Miriam D; Roberts, Cory Anthony; Rojiani, Amyn M; Powell, Suzanne Zein-Eldin

    2017-10-01

    - Changes occurring in medicine have raised issues about medical professionalism. Professionalism is included in the Core Competencies and Milestones for all pathology residents. Previous studies have looked at resident professionalism attitudes and behaviors in primary care but none have looked specifically at pathology. - To examine behavior and attitudes toward professionalism within pathology and to determine how professionalism is taught in residency programs. - Surveys were sent to all College of American Pathologists junior members and all pathology residency program directors, and responses were compared. - Although no single behavior received the same professionalism rating among residents and program directors, both groups identified the same behaviors as being the most unprofessional: posting identifiable patient information or case images to social media, making a disparaging comment about a physician colleague or member of the support staff on social media or in a public hospital space, and missing work without reporting the time off. Faculty were observed displaying most of these behaviors as often or more often than residents by both groups. The most common means to teach professionalism in pathology residencies is providing feedback as situations arise and teaching by example. Age differences were found within each group and between groups for observed behaviors and attitudes. - As teaching by example was identified as a common educational method, faculty must be aware of the role their behavior and attitudes have in shaping resident behavior and attitudes. These results suggest a need for additional resources to teach professionalism during pathology residency.

  13. Developing 21st century accreditation standards for teaching hospitals: the Taiwan experience.

    Science.gov (United States)

    Huang, Chung-I; Wung, Cathy; Yang, Che-Ming

    2009-12-15

    The purpose of this study is to establish teaching hospital accreditation standards anew with the hope that Taiwan's teaching hospitals can live up to the expectations of our society and ensure quality teaching. The development process lasted two years, 2005-2006, and was separated into three stages. The first stage centered on leadership meetings and consensus building, the second on drafting the new standards with expert focus groups, and the third on a pilot study and subsequent revision. Our new teaching hospital accreditation standards have six categories and 95 standards as follows: educational resources (20 items), teaching and training plans and outcomes (42 items), research and results (9 items), development of clinical faculty and continuing education (8 items), academic exchanges and community education (8 items), and administration (8 items). The new standards have proven feasible and posed reasonable challenges in the pilot study. We hope the new standards will strengthen teaching and research, and improve the quality of hospital services at the same time.

  14. Statistics Graduate Students' Professional Development for Teaching: A Communities of Practice Model

    Science.gov (United States)

    Justice, Nicola

    Graduate teaching assistants (GTAs) are responsible for instructing approximately 25% of introductory statistics courses in the United States (Blair, Kirkman, & Maxwell, 2013). Most research on GTA professional development focuses on structured activities (e.g., courses, workshops) that have been developed to improve GTAs' pedagogy and content knowledge. Few studies take into account the social contexts of GTAs' professional development. However, GTAs perceive their social interactions with other GTAs to be a vital part of their preparation and support for teaching (e.g., Staton & Darling, 1989). Communities of practice (CoPs) are one way to bring together the study of the social contexts and structured activities of GTA professional development. CoPs are defined as groups of practitioners who deepen their knowledge and expertise by interacting with each other on an ongoing basis (e.g., Lave & Wenger, 1991). Graduate students may participate in CoPs related to teaching in many ways, including attending courses or workshops, participating in weekly meetings, engaging in informal discussions about teaching, or participating in e-mail conversations related to teaching tasks. This study explored the relationship between statistics graduate students' experiences in CoPs and the extent to which they hold student-centered teaching beliefs. A framework for characterizing GTAs' experiences in CoPs was described and a theoretical model relating these characteristics to GTAs' beliefs was developed. To gather data to test the model, the Graduate Students' Experiences Teaching Statistics (GETS) Inventory was created. Items were written to collect information about GTAs' current teaching beliefs, teaching beliefs before entering their degree programs, characteristics of GTAs' experiences in CoPs, and demographic information. Using an online program, the GETS Inventory was administered to N =218 statistics graduate students representing 37 institutions in 24 different U.S. states

  15. 教學原理教科書共通內容之研究:國小職前教師專業標準觀點The Study of Common Content on Principles of Teaching Textbooks: Perspective of Professional Standards for Preservice Elementary School Teachers

    Directory of Open Access Journals (Sweden)

    劉唯玉Wei-Yu Liu

    2010-03-01

    Full Text Available 教育學程之課程長久以來有教育專業科目間聯繫不足,形成各科孤立學習的情況;以及教師教學專業自主,同樣的學科在不同教師的教導下,教學內容可能大不相同,因此無法預知學生在選擇各教育專業課程學習後,其教育專業能力能否達到職前教師專業標準。上述現象皆不利於保持或提升職前師資培育之品質。本研究比較中華民國師範教育學會所發展之「國民小學教師專業標準」及東華大學花師教育學院所發展之「國民小學職前教師專業準則」,得知國民小學職前師資教師專業標準之內涵。其次,分析中英文教學原理相關書籍,找出教學原理之九大共通主題內容,以及其應達到之職前教師專業標準。本研究結果將有助於國小師資培育學程「教學原理」共通內容之規劃與實施,提升師資培育課程之品質。 Education Program courses have long been complained for lack of relationship and isolated branches of learning; and for the reason of teachers’ professional autonomy, different teachers teach the same subject may have different content. It is hard to predict whether the educational expertise can achieve pre-service teacher’s professional standards or not. The above phenomenon is unfavorable to maintain or improve the quality of pre-service teacher education. This study finds the “Professional Standards for Preservice Elementary Teachers” by analyzing the differences between “Professional Standards for Elementary Teachers” and the “Professional Principles for Preservice Elementary Teachers”. By comparing the common subjects among books of Chinese and English versions on Principles of Teaching and its relationship to the Professional Standards for Preservice Elementary Teachers, the researchers suggest a common teaching goal and the course content for Principles of Teaching, which would be helpful in

  16. Factors Influencing Teaching Choice, Professional Plans about Teaching, and Future Time Perspective: A Mediational Analysis

    Science.gov (United States)

    Eren, Altay; Tezel, Kadir Vefa

    2010-01-01

    This study aimed to examine the mediating role of prospective English teachers' future time perspectives in relation to their motivations for teaching, beliefs about the profession, career choice satisfaction, and professional plans. A total of 423 prospective English teachers voluntarily participated in the study. The mediating role of the future…

  17. Capturing the Complex, Situated, and Active Nature of Teaching through Inquiry-Oriented Standards for Teaching

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    Sinnema, Claire; Meyer, Frauke; Aitken, Graeme

    2017-01-01

    Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our…

  18. Translation in Language Teaching: Insights from Professional Translator Training

    Science.gov (United States)

    Carreres, Angeles; Noriega-Sanchez, Maria

    2011-01-01

    The past three decades have seen vast changes in attitudes towards translation, both as an academic discipline and as a profession. The insights we have gained in recent years, in particular in the area of professional translator training, call for a reassessment of the role of translation in language teaching. Drawing on research and practices in…

  19. TEACHERS’ PROFESSIONAL COMMITMENT AS AN INDICATOR OF PSYCHOLOGICAL READINESS TO THE PROFESSIONAL STANDARDS IMPLEMENTATION

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    S. A. Minyurova

    2017-01-01

    Full Text Available Introduction. Nowadays, the problems of motivation of modern teachers and their valuable relation to the profession are actively being discussed in the scientific and pedagogical community. The changes in the relations between an employer and a teacher have been caused by the introduction of professional standards of the teacher and the extending practice of the conclusion of the socalled "effective contracts" between educational institutions and teachers. The aim of the present publication is to consider a phenomenon of professional commitment of teachers as a criterion of their psychological readiness for acceptance of new realities caused by the changed qualification competences having been imposed by the professional standard. Methodology and research methods. Comparative analysis and synthesis of the approaches to studying of a phenomenon of professional commitment existing in foreign psychology have been used. The empirical research of commitment of the Russian teachers to the profession was conducted on the basis of the authors’ method “The Questionnaire of Professional Commitment”. Statistical processing of the data obtained during the survey was carried out on the basis of the Statistica 7.0 program. The method of the factor analysis was applied. Results and scientific novelty. Yet, most studies in the field of the problematics of professional commitment have predominantly been carried out by foreign scholars. The attempt to describe the research experience on studying of professional commitment of the Russian teachers has been made for the first time ever. The proposed models of professional commitment are compared. It is proved that the structure of each model depends on professional and cultural diversity of a target group of a specific study. The specific features of psychological content of professional commitment of the Russian teachers are designated. Based on the systematized results of survey, the key structural

  20. Teaching Motivations, Characteristics and Professional Growth: Results from the Great Expectations (GE) Programme in the United States

    Science.gov (United States)

    Thomson, Margareta Maria; Turner, Jeannine

    2015-01-01

    This present study sought to explore reasons given by K-12 teachers about their motivation to remain in teaching, their motivation for engaging in professional development, and characteristics of their teaching. Participants (N = 151) were public teachers of different grade levels from the USA enrolled in a one-week professional development…

  1. Reconcilable Differences: Standards-based Teaching and Differentiation.

    Science.gov (United States)

    Tomlinson, Carol Ann

    2000-01-01

    There is no contradiction between effective standards-based instruction and differentiation. Curriculum tells teachers what to teach; differentiation tells how. Teachers can challenge all learners by providing standards-based materials and tasks calling for varied difficulty levels, scaffolding, instructional styles, and learning times. (MLH)

  2. Developing 21st century accreditation standards for teaching hospitals: the Taiwan experience

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    Wung Cathy

    2009-12-01

    Full Text Available Abstract Background The purpose of this study is to establish teaching hospital accreditation standards anew with the hope that Taiwan's teaching hospitals can live up to the expectations of our society and ensure quality teaching. Methods The development process lasted two years, 2005-2006, and was separated into three stages. The first stage centered on leadership meetings and consensus building, the second on drafting the new standards with expert focus groups, and the third on a pilot study and subsequent revision. Results Our new teaching hospital accreditation standards have six categories and 95 standards as follows: educational resources (20 items, teaching and training plans and outcomes (42 items, research and results (9 items, development of clinical faculty and continuing education (8 items, academic exchanges and community education (8 items, and administration (8 items. Conclusions The new standards have proven feasible and posed reasonable challenges in the pilot study. We hope the new standards will strengthen teaching and research, and improve the quality of hospital services at the same time.

  3. A Standard of Knowledge for the Professional Practice of Toxicology.

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    Hulla, Janis E; Kinter, Lewis B; Kelman, Bruce

    2015-08-01

    Employers, courts, and the general public judge the credibility of professionals based on credentials such as academic degrees, publications, memberships in professional organizations, board certifications, and professional registrations. However, the relevance and merit of these credentials can be difficult to determine objectively. Board certification can be a reliable indicator of proficiency if the certifying organization demonstrates, through regularly scheduled independent review, that its processes meet established standards and when a certificate holder is required to periodically demonstrate command of a body of knowledge that is essential to current professional practice. We report herein a current Standard of Knowledge in general toxicology compiled from the experience and opinions of 889 certified practicing professional toxicologists. An examination is the most commonly used instrument for testing a certification candidate's command of the body of knowledge. However, an examination-based certification is only creditable when the body of knowledge, to which a certification examination tests, is representative of the current knowledge, skills, and capabilities needed to effectively practice at the professional level. Thus, that body of knowledge must be the current "Standard of Knowledge" for the profession, compiled in a transparent fashion from current practitioners of the profession. This work was conducted toward ensuring the scientific integrity of the products produced by professional toxicologists.

  4. 841 Square Miles of Commitment: Districtwide Plan Makes Professional Learning a Priority

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    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…

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

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    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.

  6. Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.

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

    2015-01-01

    The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. © 2015 D. Ebert-May et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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

    NARCIS (Netherlands)

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

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

  8. Teaching the Possible: Justice-Oriented Professional Development for Progressive Educators

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    Mollie A. Gambone

    2017-12-01

    Full Text Available Providing justice-oriented professional development for progressive educators has historically been a site of tension. To address this, The Progressive Education Network (PEN, the leading professional organization of progressive educators in the United States, brought together over 800 educators for its 2015 National Conference, titled “Teaching the Possible: Access, Equity, and Activism!” This article documents PEN’s framework for facilitating an opportunity for educators to engage in dialogue about areas of social injustice throughout education and within their own schools. Findings derived from a discourse analysis of workshop abstracts published in the conference program suggest that the conference provided professional development in three areas: 1 workshops were designed by teachers to share useful methodologies relevant to the conference theme with other teachers; 2 workshops encouraged attendees to critically examine how problematic issues in education are commonly understood, then reframe them to consider the issues from different perspectives; 3 doing so gave rise to an understanding that in order to imagine innovative solutions to systemic problems, one must first be able understand how different groups of individuals experience the problems. This analysis establishes that by aligning the conference with a critical, justice-oriented theme, the workshops were designed to provide attendees with opportunities to investigate their own roles in producing, changing, and interpreting socially-just learning and teaching in their own school contexts. This is important because it advances the study of equitable access to progressive pedagogy, while at the same time utilizing Desimone’s (2009 framework for judging effective professional development for teachers.

  9. Research University STEM Faculty Members' Motivation to Engage in Teaching Professional Development: Building the Choir Through an Appeal to Extrinsic Motivation and Ego

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    Bouwma-Gearhart, Jana

    2012-10-01

    This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional ego, and sought to bring their teaching identities in better concordance with their researcher identities. The results pose a challenge to a body of research that has concluded that faculty must be intrinsically motivated to participate in teaching professional development. Results confirmed a pre-espoused theory of motivation, self-determination theory; a discussion of research literature consideration during grounded theory research is offered. A framework for motivating more faculty members at research universities to engage in teaching professional development is provided.

  10. Professionalization and Exclusion in ESL Teaching

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    Breshears, Sherry

    2004-01-01

    As ESL/EFL teachers, how do we fit into the spectrum between unskilled workers and highly trained professionals? This article examines three features of the traditional professions and applies them to the ESL/EFL context. It considers problems with the lack of mandatory standardized certification, critically assesses attachment to the university,…

  11. Professional Standards for Visual Arts Educators

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    National Art Education Association, 2009

    2009-01-01

    The National Art Education Association (NAEA) is committed to ensuring that all students have access to a high quality, certified visual arts educator in every K-12 public school across the United States, recognizing that effective arts instruction is a core component of 21st-century education. "Professional Standards for Visual Arts…

  12. Teaching interprofessional teamwork skills to health professional students: A scoping review.

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    Fox, Lanae; Onders, Robert; Hermansen-Kobulnicky, Carol J; Nguyen, Thanh-Nga; Myran, Leena; Linn, Becky; Hornecker, Jaime

    2018-03-01

    An expanding body of literature is examining interprofessional teamwork and its effect in healthcare. To produce capable healthcare professionals prepared to participate in interprofessional roles, teamwork training must begin early in health professional students' training. The focus of this scoping review was to explore interprofessional education (IPE) studies designed to teach and/or assess interprofessional teamwork skills to students from two or more different health professions, to find and describe effective pedagogy and assessment strategies. Using a scoping review methodology, 1,106 abstracts were reviewed by three teams of investigators. Eligibility criteria were inclusion of students in interprofessional teams, an intervention to improve interprofessional teamwork skills and assessment of outcomes related to teamwork. Thirty-three studies met the criteria for inclusion. The literature was varied in terms of study design, teaching methods and assessment measures for interprofessional teamwork. The lack of rigorous, comparable studies in this area makes recommending one teaching method or assessment measure over another difficult. Regardless of teaching method, it appears that most learning activities where interprofessional teams interact result in positive changes in student perceptions and attitudes towards IPE and practice. As health education programs seek to incorporate more interprofessional activities into their respective programs, it is important to review methods and measures that would best fit their individual program. This review highlights the importance of standardising the reporting of methods and outcomes for those who wish to incorporate the studied methods into their curricula.

  13. METHODOLOGY COMPARATIVE EVALUATION OF PROFESSIONAL STANDARDS AND EDUCATION STANDARDS WITH THE USE OF NON-NUMERIC DATA PROCESSING METHODS

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    Gennady V. Abramov

    2016-01-01

    Full Text Available The article discusses the development of a technique that allows for a comparative assessment of the requirements of the professional standard and the federal state educational standards. The results can be used by universities to adjust the learning process for the analysis of their curricula to better compliance with professional standards

  14. Standards for Reporting Mathematics Professional Development in Research Studies

    Science.gov (United States)

    Sztajn, Paola

    2011-01-01

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

  15. Standards-based teaching and educational digital libraries as innovations: Undergraduate science faculty in the adoption process

    Science.gov (United States)

    Ridgway, Judith Sulkes

    This study describes undergraduate science faculty in terms of their feelings of preparedness for and their use of standards-based teaching methods, their stages of concern related to Educational Digital Libraries (EDLs), and their adoption and diffusion of both innovations. These innovations may have a synergistic relationship that may result in enhanced adoption of both. The investigation began with a series of group meetings with life science, chemistry, physics, and geology faculty from a 2-year and a 4-year institution. Faculty were introduced to dimensions of standards-based teaching and examples of EDLs. Faculty completed the Demographics and Experience Questionnaire, the Standards-Based Teaching Instrument, and the Stages of Concern Questionnaire (SoCQ). Semi-structured interviews containing literature-based questions were conducted with one faculty member from each discipline from the 2-year and 4-year institutions. Document analyses were performed on mission/goal web-based statements for the institutions and their science departments. Triangulated data were used to construct individual faculty case studies based on four facets: background, standards-based teaching profile, EDLs profile, and rate of innovation diffusion. The individual case studies were used to perform cross-case analyses by type of institution, discipline, and locus of control. Individual case studies and cross-case analyses suggest the following conclusions: (a) faculty felt prepared to use and frequently used textbooks as a reference, (b) feelings of preparedness and frequency of use of standards-based teaching categories may be related to discipline, (c) all faculty had relatively high awareness and informational EDL concerns, and (d) faculty central to the locus of control were more likely to use methods to develop student conceptual understanding, use inquiry methods, and be agents of change. A grounded theoretical model connects study results with literature related to educational

  16. Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms

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    Geralyn E. Stephens

    2015-08-01

    Full Text Available Industry professionals are permitted to teach in Michigan’s federally funded Career and Technical Education (CTE secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relationships between the age and educational backgrounds of AOA teachers and their use of specific instructional activities and a statistical relationship between their years teaching in the CTE classroom and the degree of collaboration with academic, industry and occupational colleagues. While AOA teachers are confident in their ability to share occupational knowledge and skills, they lack an extensive awareness of authentic assessment strategies. Recommendations include establishing Teacher Mentoring programs, where both academic and occupational peers serve as mentors to AOA teachers.

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

    Science.gov (United States)

    Lotter, Christine

    2005-11-01

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

  18. Standard Operational Protocols in professional nursing practice: use, weaknesses and potentialities.

    Science.gov (United States)

    Sales, Camila Balsero; Bernardes, Andrea; Gabriel, Carmen Silvia; Brito, Maria de Fátima Paiva; Moura, André Almeida de; Zanetti, Ariane Cristina Barboza

    2018-01-01

    to evaluate the use of Standard Operational Protocols (SOPs) in the professional practice of the nursing team based on the theoretical framework of Donabedian, as well as to identify the weaknesses and potentialities from its implementation. Evaluative research, with quantitative approach performed with nursing professionals working in the Health Units of a city of São Paulo, composed of two stages: document analysis and subsequent application of a questionnaire to nursing professionals. A total of 247 nursing professionals participated and reported changes in the way the interventions were performed. The main weaknesses were the small number of professionals, inadequate physical structure and lack of materials. Among the potentialities were: the standardization of materials and concern of the manager and professional related to patient safety. The reassessment of SOPs is necessary, as well as the adoption of a strategy of permanent education of professionals aiming at improving the quality of care provided.

  19. Using Simulation to Teach Project Management in the Professional Writing Classroom

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    Krause, Tim

    2010-01-01

    It hardly bears noting that when writing instructors teach professional writing they focus on helping students learn to analyze complex communication scenarios, conduct careful research to support their position, and to responsibly and succinctly apply the process of writing any number of supporting documents. Developing these skills are essential…

  20. English-Teaching Problems in Thailand and Thai Teachers' Professional Development Needs

    Science.gov (United States)

    Noom-ura, Sripathum

    2013-01-01

    This study surveys problems with English language teaching and learning and the professional development (PD) needs of high-school teachers in three provinces of three Secondary Educational Service Areas in Thailand. Both closed-and open-ended questionnaires were employed. The data was analyzed by frequency distribution and percentage; the…

  1. 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…

  2. Teaching non-technical (professional) competence in a veterinary school curriculum.

    Science.gov (United States)

    Burns, Gilbert A; Ruby, Kathleen L; Debowes, Richard M; Seaman, Susan J; Brannan, Julia K

    2006-01-01

    Data from focused studies and comprehensive surveys suggest that developing or enhancing non-technical (professional) skills will result in a more satisfied and successful veterinary student or veterinary graduate. The College of Veterinary Medicine at Washington State University has devoted considerable time, effort, and resources to augmenting the non-technical aspects of its curriculum while maintaining the traditional strengths of its DVM program. Here we summarize pertinent research and best-practice recommendations from a variety of sources and outline the steps that have been taken, with the underlying rationales, to integrate the teaching and modeling of non-technical (professional) competence throughout a four-year course of veterinary study.

  3. Understanding by Design (UbD) in EFL Teaching: Teachers' Professional Development and Students' Achievement

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    Yurtseven, Nihal; Altun, Sertel

    2017-01-01

    Concepts such as teachers' professional development and students' achievement act as the driving force for the development of each in a causal relationship in EFL teaching, as in many other disciplines. The purpose of this study is to investigate the change Understanding by Design (UbD) made on teachers' professional development and students'…

  4. The Spanish Foreign language teaching for specific purposes in The Formation of Physical Culture Professional

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    Liliana Valdés-Aragón

    2012-09-01

    Full Text Available This work is the result of an ended research about the Spanish foreign language teaching for specific purposes, that contains a proposal of theoretic methodological model based on interactive communicative tasks for speaking skills development in the students academic discourse, who are preparing as future professionals of Physical Culture. The model is derived of the dialectical materialistic interpretations of the interaction and the communication from diverse dimensions (philosophical, psychological, sociological, pedagogic and linguistic and it constitutes a theoretical contribution. In making of this work were used procedures and research techniques like oral records that facilitated to know the students' interlanguage and it was directed to check in what measure a correct use of the language was made. The contribution to Spanish's teaching as a foreign language for professional goals in the physical culture area, reflected in this work, precise the components of the teaching learning process and the teachers' and students' functions in an interactive process. It allows the students to express their ideas with correction and property making use of the scientific style and transactional functions of the language to be able to define, to describe, to argue, to synthesize, to narrate, to debate, among others. The making of a tasks program used in Spanish's teaching as foreign language, constitutes the practical contribution of the research carried out, as well as the application of the model in other courses of foreign languages for professional goals. The work in general sense is a professional experience directed to solve educational problems, particularly those related with the abilities of the Physical Culture professional of the country and the institution in question, where its results were applied during several courses.

  5. Developing Consensus on the CompHP Professional Standards for Health Promotion in Europe

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    Speller, Viv; Parish, Richard; Davison, Heather; Zilnyk, Anna

    2012-01-01

    Building on the CompHP Core Competencies for health promotion the Professional Standards for Health Promotion have been developed and consulted on across Europe. The standards were formulated to fit within the complexity of professional, occupational and educational standards frameworks in Europe as learning outcome standards with performance…

  6. Standard Operational Protocols in professional nursing practice: use, weaknesses and potentialities

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    Camila Balsero Sales

    Full Text Available ABSTRACT Objective: to evaluate the use of Standard Operational Protocols (SOPs in the professional practice of the nursing team based on the theoretical framework of Donabedian, as well as to identify the weaknesses and potentialities from its implementation. Method: Evaluative research, with quantitative approach performed with nursing professionals working in the Health Units of a city of São Paulo, composed of two stages: document analysis and subsequent application of a questionnaire to nursing professionals. Results: A total of 247 nursing professionals participated and reported changes in the way the interventions were performed. The main weaknesses were the small number of professionals, inadequate physical structure and lack of materials. Among the potentialities were: the standardization of materials and concern of the manager and professional related to patient safety. Conclusion: The reassessment of SOPs is necessary, as well as the adoption of a strategy of permanent education of professionals aiming at improving the quality of care provided.

  7. Growing Connections--The Connected Professional

    Science.gov (United States)

    Crawley, Jim

    2015-01-01

    This article reviews research relating to the concept of "the professional" then considers "the teaching professional" and in particular the "post-compulsory education (PCE) teaching professional" in more depth. Recent positive models of the teaching professional are analysed, including the expansive professional and…

  8. Practice Brief: Faculty Perspectives on Professional Development to Improve Efficacy when Teaching Students with Disabilities

    Science.gov (United States)

    Park, Hye Jin; Roberts, Kelly D.; Stodden, Robert

    2012-01-01

    "Innovative and Sustainable Teaching Methods and Strategies" project staff provided professional development to instructional faculty to enhance their attitudes, knowledge, and skills in meeting the diverse needs of students with disabilities. This practice brief describes one of the professional development programs, delivered over the course of…

  9. APPLYING PROFESSIONALLY ORIENTED PROBLEMS OF MATHEMATICAL MODELING IN TEACHING STUDENTS OF ENGINEERING DEPARTMENTS

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    Natal’ya Yur’evna Gorbunova

    2017-06-01

    Full Text Available We described several aspects of organizing student research work, as well as solving a number of mathematical modeling problems: professionally-oriented, multi-stage, etc. We underlined the importance of their economic content. Samples of using such problems in teaching Mathematics at agricultural university were given. Several questions connected with information material selection and peculiarities of research problems application were described. Purpose. The author aims to show the possibility and necessity of using professionally-oriented problems of mathematical modeling in teaching Mathematics at agricultural university. The subject of analysis is including such problems into educational process. Methodology. The main research method is dialectical method of obtaining knowledge of finding approaches to selection, writing and using mathematical modeling and professionally-oriented problems in educational process; the methodology is study of these methods of obtaining knowledge. Results. As a result of analysis of literature, students opinions, observation of students work, and taking into account personal teaching experience, it is possible to make conclusion about importance of using mathematical modeling problems, as it helps to systemize theoretical knowledge, apply it to practice, raise students study motivation in engineering sphere. Practical implications. Results of the research can be of interest for teachers of Mathematics in preparing Bachelor and Master students of engineering departments of agricultural university both for theoretical research and for modernization of study courses.

  10. Factors of Engagement: Professional Standards and the Library Science Internship

    Science.gov (United States)

    Dotson, Kaye B.; Dotson-Blake, Kylie P.

    2015-01-01

    In today's technological world, school librarians planning to be leaders should be ready to keep up with advances in standards significant to the profession. The professional standards, specifically American Association of School Librarians (AASL) Standards and International Society for Technology in Education (ISTE) Standards for Coaches offer…

  11. Scientific and Practical Commentary on Specialists’ Professional Standards in Thermal

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    M. Yu. Semenov

    2016-01-01

    Full Text Available The professional standards for heat treatment specialists such as "Specialist in thermal equipment installation and tests", "Specialist in analysis and diagnosis of heat treatment process systems", "Specialist in automation and mechanization of heat treatment process systems" were developed according to the Rules for the Development, Approval, and Application of Professional Standards adopted by a Decree of the Government of the Russian Federation dated 01.22.2013 № 23.The article objective is to find a way that allows directors of machine-building plants to understand the provisions of abovementioned professional standards.This commentary was developed with participation of experts, who were in charge of the professional standards.When developing the professional standards it was taken into consideration that, presently, the most promising are vacuum and ion processes of heat and thermo-chemical treatment.In this connection a new classification of the thermal equipment and manufacturing processes has been realized according to criterion of technical complexity. This classification puts the thermal equipment and manufacturing processes into simple, complex, and specifically complex.As proposed, the specifically complex thermal equipment is a multi-zone thermal one with each zone being under precise temperature control, and a vacuum or ion equipment for thermal and thermochemical treatment with integrated cooling system. The complex thermal equipment is an equipment for heat and thermochemical treatment in controlled atmosphere, and a multichamber or continuous heat treatment furnaces, as well as vacuum and ion-plasma equipment, except for specifically complex thermal equipment. The simple thermal equipment is a heat treatment one except for complex and specifically complex thermal equipment.The article gives concrete examples of simple, complex and specifically complex thermal equipment.The criteria to classify the heat treatment technological

  12. Professional-applied pedagogical teaching of junior school future teachers to working activity.

    Directory of Open Access Journals (Sweden)

    Kozhevnikova L.K.

    2012-03-01

    Full Text Available A purpose of work is determination of maintenance and most meaningful features of activity of teachers of initial classes in the after hours forms of work with students on a section «physical culture». The program is presented professionally-applied preparations and directions of forming professional readiness of students to their future professional activity. 323 students of pedagogical faculty and 253 students - future teachers of initial classes took part in the questionnaire questioning. The most essential sides of preparation of students are selected: motivation, awareness of the future profession as a process of decision of pedagogical tasks, independent participating in the real process of teaching.

  13. Collaborative Professional Development in Higher Education: Developing Knowledge of Technology Enhanced Teaching

    Science.gov (United States)

    Jaipal-Jamani, Kamini; Figg, Candace; Gallagher, Tiffany; Scott, Ruth McQuirter; Ciampa, Katia

    2015-01-01

    This paper describes a professional development initiative for teacher educators, called the "Digital Pedagogies Collaboration," in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of faculty members around technology enhanced…

  14. We Don't Get Any Training: The Impact of a Professional Development Model on Teaching Practices of Chemistry and Biology Graduate Teaching Assistants

    Science.gov (United States)

    Mutambuki, Jacinta M.; Schwartz, Renee

    2018-01-01

    This study investigated the implementation of best teaching practices by science graduate teaching assistants [GTAs] (3 chemists and 2 biologists) in five inquiry-based, interdisciplinary chemistry-biology experiments during a six-week professional development (PD) program, Engage PD. Additionally, we examined GTAs' experiences in implementing…

  15. A preliminary survey of professionalism teaching practices in anatomy education among Indian Medical Colleges.

    Science.gov (United States)

    Karunakaran, Ilavenil; Thirumalaikolundusubramanian, Ponniah; Nalinakumari, Sheela Das

    2017-09-01

    Professionalism and ethics have gained widespread recognition as competencies to be fulfilled, taught, and assessed within medical education. The role of the anatomy course in developed nations has evolved over time and now encompasses multiple domains, including knowledge, skills, and the inculcation of professionalism and ethics. The Medical Council of India recently recommended the integration of professionalism teaching in undergraduate medical curricula. The authors investigated whether the initial orientation lectures and instructions given by faculty at the outset of undergraduate medical anatomy courses throughout India served a "hidden curriculum" regarding professionalism practices, and whether these orientation messages could serve as an early exposure to medical professionalism and ethics for medical students. An online survey was carried out among 102 anatomy faculty members across India requesting details about specific professionalism protocols and instructions regarding behavior in the dissection hall that are routinely given to preclinical students, as well as the importance that they placed on professional behavior. It was found that most faculty members regularly instruct students regarding expected behavior during the anatomy course, including dissection practices. These instructions stress attributes of professionalism like humanism, accountability, and honesty. However, there needs to be a more concentrated effort by educators to prohibit such unprofessional practices like dissection hall photography, and better information is required regarding biomedical waste disposal. Despite the absence of clear guidelines for professionalism teaching in medical education in India, the existing framework of anatomy education provides an opportunity to introduce the concept of professionalism to the first-year medical student. This opportunity may provide an early foundation for designing a professionalism-integrated curriculum. Anat Sci Educ 10: 433

  16. Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Nareerat Rakwichitkul

    2017-06-01

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

  17. On the Issue of Individual Culture in Teachers in the Context of Approbation and Implementation of Professional Standard for Teachers on Municipal Level (From the Author’s Work Experience

    Directory of Open Access Journals (Sweden)

    Mityashov P.V.,

    2016-07-01

    Full Text Available The author of the article refers to one of the most difficult for realization directions of the work of managers of different levels with teaching staff - the expansion of cultural horizons, formation of particular outlook and development of intelligence of the modern school teacher. From his point of view, this direction is a necessary condition for approbation and implementation of the professional standard "Teacher (educational activities in the field of preschool, primary general, basic general, secondary education (tutor, teacher" (hereinafter - Professional standard of the teacher and in general - requirement of life. Analyzing the overall situation in terms of readiness of the teacher to work in the context of the development of the federal state educational standard for general education (hereinafter referred to as FSES, approbation of professional standard, the author refers to the experience of educational management body of Novonikolaevsk municipal district of the Volgograd region offering concrete steps and measures for solution of the overall problem of general culture of teacher personality.

  18. Student and resident perspectives on professionalism: beliefs, challenges, and suggested teaching strategies.

    Science.gov (United States)

    Salinas-Miranda, Abraham A; Shaffer-Hudkins, Emily J; Bradley-Klug, Kathy L; Monroe, Alicia D H

    2014-05-10

    The purpose of this study was to investigate the views of medical students and residents regarding the practice of professionalism, their perceived challenges, and ideas for the development of a new curriculum in medical professionalism. Data were collected from four focus groups comprised of 27 residents and medical students recruited from the University of South Florida Morsani School of Medicine and Residency Programs between January and March 2012. A questioning protocol was used to guide the focus group discussion. Data were transcribed for thematic analysis. Learners expressed beliefs regarding key attributes of professional behaviors, factors perceived to be associated with lapses of professional behavior, skills that need to be taught, and strategies to teach professionalism from the learners' perspective. Learners perceived that the values of professionalism are often disconnected from the reality evidenced in clinical training due to a myriad of personal and contextual challenges. Residents and students need help in negotiating some of the challenges to medical professionalism that are encountered in clinical settings. We recommend a learner's centered model of curriculum development in medical professionalism that takes into consideration perceived challenges and strategies for modeling and reinforcing medical professionalism.

  19. Professional growth in adaptive teaching competence as a result of Lesson Study

    NARCIS (Netherlands)

    Schipper, Tijmen; Goei, Sui Lin; de Vries, Siebrich; van Veen, Klaas

    2017-01-01

    Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from" different school contexts

  20. Professional growth in adaptive teaching competence as a result of Lesson Study

    NARCIS (Netherlands)

    Tijmen Schipper; Sui Lin Goei; Klaas Veen; Siebrich Vries

    2017-01-01

    Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts

  1. Evaluation of Patient-Oriented Standards of Joint Commission International in Gilan and Mazandaran Teaching Hospitals

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    Ghaseminejhad

    2016-08-01

    Full Text Available Background Medical tourism, a multi-million-dollar industry, has had a significant effect in economic flourishing, creating jobs, and preventing the outflow of currency. Objectives The aim of this study was to evaluate teaching hospitals affiliated to Gilan and Mazandaran University of Medical Sciences, according to joint commission international (JCI standards. Methods This was a descriptive cross sectional study conducted among teaching hospitals affiliated to Gilan and Mazandaran University of Medical Sciences during year 2015. To collect data and evaluate the hospitals, patient-oriented standards of JCI was applied. Results Amongst the eight standards, international patient safety goals (IPSG (with a score of 87.5% had the highest, and patient and family education (PFE (with a score of 53.75% had the lowest score. Hospital “4” with a score of 90.41%, had the highest, and hospital “7” with 58.90%, had the lowest rate of compliance to the standards. According to the Mann-Whitney test, the observed statistics considering a P value of ≤ 0.05 level, was not significant, therefore on a 95% certainty level, there was no significant difference between hospitals in Gilan and Mazandaran, regarding compliance with standards. Overall, the hospitals under study were relatively prepared for attracting medical tourists. Conclusions According to the results, it seems that more planning and implementation of projects is required to strengthen the axes of the joint commission regarding accreditation of hospitals and attraction of medical tourists to these centers, especially foreign tourists. Researchers are recommended to pay special attention to the university of medical sciences of two provinces for the establishment of standards and utilization of professional consultants.

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

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    Kirsten, Nils; Wermke, Wieland

    2017-01-01

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

  3. A study to enhance medical students’ professional decision-making, using teaching interventions on common medications

    Directory of Open Access Journals (Sweden)

    Jane Wilcock

    2015-06-01

    Full Text Available Aim: To create sustained improvements in medical students’ critical thinking skills through short teaching interventions in pharmacology. Method: The ability to make professional decisions was assessed by providing year-4 medical students at a UK medical school with a novel medical scenario (antenatal pertussis vaccination. Forty-seven students in the 2012 cohort acted as a pretest group, answering a questionnaire on this novel scenario. To improve professional decision-making skills, 48 students from the 2013 cohort were introduced to three commonly used medications, through tutor-led 40-min teaching interventions, among six small groups using a structured presentation of evidence-based medicine and ethical considerations. Student members then volunteered to peer-teach on a further three medications. After a gap of 8 weeks, this cohort (post-test group was assessed for professional decision-making skills using the pretest questionnaire, and differences in the 2-year groups analysed. Results: Students enjoyed presenting on medications to their peers but had difficulty interpreting studies and discussing ethical dimensions; this was improved by contextualising information via patient scenarios. After 8 weeks, most students did not show enhanced clinical curiosity, a desire to understand evidence, or ethical questioning when presented with a novel medical scenario compared to the previous year group who had not had the intervention. Students expressed a high degree of trust in guidelines and expert tutors and felt that responsibility for their own actions lay with these bodies. Conclusion: Short teaching interventions in pharmacology did not lead to sustained improvements in their critical thinking skills in enhancing professional practice. It appears that students require earlier and more frequent exposure to these skills in their medical training.

  4. A study to enhance medical students’ professional decision-making, using teaching interventions on common medications

    Science.gov (United States)

    Wilcock, Jane; Strivens, Janet

    2015-01-01

    Aim To create sustained improvements in medical students’ critical thinking skills through short teaching interventions in pharmacology. Method The ability to make professional decisions was assessed by providing year-4 medical students at a UK medical school with a novel medical scenario (antenatal pertussis vaccination). Forty-seven students in the 2012 cohort acted as a pretest group, answering a questionnaire on this novel scenario. To improve professional decision-making skills, 48 students from the 2013 cohort were introduced to three commonly used medications, through tutor-led 40-min teaching interventions, among six small groups using a structured presentation of evidence-based medicine and ethical considerations. Student members then volunteered to peer-teach on a further three medications. After a gap of 8 weeks, this cohort (post-test group) was assessed for professional decision-making skills using the pretest questionnaire, and differences in the 2-year groups analysed. Results Students enjoyed presenting on medications to their peers but had difficulty interpreting studies and discussing ethical dimensions; this was improved by contextualising information via patient scenarios. After 8 weeks, most students did not show enhanced clinical curiosity, a desire to understand evidence, or ethical questioning when presented with a novel medical scenario compared to the previous year group who had not had the intervention. Students expressed a high degree of trust in guidelines and expert tutors and felt that responsibility for their own actions lay with these bodies. Conclusion Short teaching interventions in pharmacology did not lead to sustained improvements in their critical thinking skills in enhancing professional practice. It appears that students require earlier and more frequent exposure to these skills in their medical training. PMID:26051556

  5. Online Teaching Efficacy: A Product of Professional Development and Ongoing Support.

    Science.gov (United States)

    Richter, Sally; Idleman, Lynda

    2017-08-22

    The purpose of the pilot study was to investigate the perceptions of online teaching efficacy of nursing faculty who teach courses in which 51% or more of the content is offered online. Bandura's psychological construct of self-efficacy served as the conceptual framework. The research survey was administered to nursing faculty in a state university system located in the southeastern United States of America, plus two private universities. The Michigan Nurse Educator's Sense of Efficacy for Online Teaching Scale, which contains 32 items that measure how nurse educators judge their current capabilities for teaching online nursing courses, was used to gather data. Overall, the scores reflected that faculty perceived themselves as quite a bit efficacious on a scale that ranged from 1 to 9. As nursing educators received more support in designing and implementing online courses, their efficacy increased. It is critical that faculty are supported on an ongoing basis to increase and develop online teaching skills in order to teach high-quality courses in online programs. Faculty members must also be recognized for their work, time, and commitment required to be effective online educators. The findings of this study revealed those participants who had a number of professional development supports and release time to develop online courses have a greater sense of efficacy.

  6. Measuring Teacher Dispositions: Identifying Workplace Personality Traits Most Relevant to Teaching Professionals

    Science.gov (United States)

    Yao, Yuankun; Pagnani, Alexander; Thomas, Matt; Abellan-Pagnani, Luisa; Brown, Terrell; Buchanan, Dawna Lisa

    2017-01-01

    What personality traits represent dispositions most relevant to teaching professionals? Could an instrument reflecting work personality traits for a wide variety of professions provide a valid assessment of dispositions for teacher candidates? This study analyzed the internal structure of a state mandated dispositions assessment that was adapted…

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

    Science.gov (United States)

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

    2017-08-01

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

  8. 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.

  9. Tensions between Teaching Sexuality Education and Neoliberal Policy Reform in Quebec's Professional Competencies for Beginning Teachers

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    Parker, Dan; McGray. Robert

    2015-01-01

    This research draws into question the effects that neoliberal policy reforms--with an emphasis on individual and measurable "competencies"--has on new teachers teaching sexuality education in Quebec. While we examine professional competencies that teachers can use to define their mandate for teaching sexuality education as a beginning…

  10. The Genesis of Mentors' Professional and Personal Knowledge about Teaching: Perspectives from the Republic of Ireland

    Science.gov (United States)

    Clarke, Marie; Killeavy, Maureen; Moloney, Anne

    2013-01-01

    This study investigates the sources of mentors' knowledge about teaching. A mixed-method research design combining quantitative and qualitative data collection methods was used to examine this area. The findings of the study suggest that: mentors' knowledge about teaching is practice orientated and emerges from their professional experiences,…

  11. Transforming physics educator identities: TAs help TAs become teaching professionals

    Science.gov (United States)

    Gretton, Anneke L.; Bridges, Terry; Fraser, James M.

    2017-05-01

    Research-based instructional strategies have been shown to dramatically improve student learning, but widespread adoption of these pedagogies remains limited. Post-secondary teaching assistants (TAs), with their current positions in course delivery and future roles as academic leaders, are an essential target group for teacher training. However, the literature suggests that successful TA professional development must address not only pedagogical practices but also the cultivation of physics educator identity. The primary goal of this study is to build a framework for TA professional development that strengthens the TA's identity as a physics educator. We base this framework on Etienne Wenger's model for communities of practice and Côté and Levine's personality and social structure identity perspective. We explore this framework in the context of a 12-week, low-cost, TA-led and TA-centered professional development intervention. Our qualitative and quantitative data suggest that this efficient community-based intervention strengthened TAs' identification as physics educators.

  12. The Impact of the Next Generation Science Standards on Future Professional Development and Astronomy Education Research

    Science.gov (United States)

    Buxner, Sanlyn

    2013-06-01

    The Next Generation Science Standards will have a profound impact on the future science education of students and professional development for teachers. The science and engineering practices, crosscutting concepts, and disciplinary core ideas laid out in the Framework for K-12 Science Education (NRC, 2011) will change the focus and methods of how we prepare teachers to meet these new standards. Extending beyond just the use of inquiry in the classroom, teachers will need support designing and implementing integrated experiences for students that require them to apply knowledge of content and practices. Integrating the three dimensions central to the new standards will pose curricular challenges and create opportunities for innovative space science projects and instruction. The science research and technology community will have an important role in supporting authentic classroom practices as well as training and support of teachers in these new ways of presenting science and technology. These changes will require a new focus for teacher professional development and new ways to research impacts of teacher training and changes in classroom practice. In addition, new and innovative tools will be needed to assess mastery of students’ knowledge of practices and the ways teachers effectively help students achieve these new goals. The astronomy education community has much to offer as K-12 and undergraduate level science educators rethink and redefine what it means to be scientifically literate and figure out how to truly measure the success of these new ways of teaching science.

  13. Learning to Listen: Teaching an Active Listening Strategy to Preservice Education Professionals

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    McNaughton, David; Hamlin, Dawn; McCarthy, John; Head-Reeves, Darlene; Schreiner, Mary

    2008-01-01

    The importance of parent-teacher communication has been widely recognized; however, there is only limited research on teaching effective listening skills to education professionals. In this study, a pretest-posttest control group design was used to examine the effect of instruction on the active listening skills of preservice education…

  14. Music teaching as a profession. On professionalism and securing the quality of music teaching in Norwegian municipal schools of music and performing arts

    OpenAIRE

    Jordhus-Lier, Anne

    2015-01-01

    ABSTRACT The aim of this article is to reflect on whether and how music teaching can be understood as a profession, by looking into general traits of professions and seeing how they relate to music teaching. The discussion is centred on music teachers in the Norwegian municipal school of music and performing arts (MSMPA). For that reason, this article includes a section on the conditions of music teaching in Norway, as well as a discussion of music teachers’ professional identity. That is ...

  15. Professional Competence and Basic Ability-Oriented Game Theory Analysis of China's Higher Vocational College English Teaching

    Science.gov (United States)

    Zhang, Jian

    2012-01-01

    To strengthen the professional competence and basic ability is the objective requirements of the Chinese higher vocational college English teaching, while the positioning of the teaching objectives is partial to a "prisoner's dilemma" in game situations that any party will result in. To get rid of the "dilemma", we have to…

  16. Making Use of the New Student Assessment Standards To Enhance Technological Literacy.

    Science.gov (United States)

    Russell, Jill

    2003-01-01

    Describes the student assessment standards outlined in "Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards," a companion to the "Standards for Technological Literacy." Discusses how the standards apply to everyday teaching practices. (JOW)

  17. The Quality of Teaching and Professional Development of Teachers: A Portuguese Study

    Science.gov (United States)

    Herdeiro, Rosalinda; Costa e Silva, Ana Maria

    2013-01-01

    This paper is part of a research study undertaken with Portuguese teachers. The main objective is to understand the impact of recent educational legislation on the quality of teaching and the professional development of teachers. In this context the following research questions were formulated: "Do the education policies of the government…

  18. A Comparison of Professional Examinations in Seven Fields: Implications for the Teaching Profession.

    Science.gov (United States)

    Lareau, Annette

    1986-01-01

    Acknowledges that the content and structure of competency examinations is open to debate. Reviews professional examinations in other fields of expertise such as accounting, law, and medicine, in an effort to establish the value of such examinations in the teaching profession. (DR)

  19. The Influence of Professional Development on Teachers' Implementation of the Teaching Personal and Social Responsibility Model

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    Lee, Okseon; Choi, Euichang

    2015-01-01

    The purpose of this study was to examine the influence of a professional development (PD) program on teachers' implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data…

  20. Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model

    Science.gov (United States)

    Santana Arroyo, Sonia

    2013-01-01

    Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

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

    Science.gov (United States)

    Rozati, Fatemeh

    2017-01-01

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

  2. Professional Knowledge Required When Teaching Mathematics for Numeracy in the Multiplicative Domain

    Science.gov (United States)

    Mills, Judith

    2015-01-01

    This paper presents findings as part of a wider study that investigated the professional knowledge of teachers when teaching mathematics for numeracy in the primary school classroom. This paper focuses on teachers in action as they taught two lessons on multiplication. It outlines the specific pedagogical categories the teachers used and the…

  3. Student evaluation of teaching enhances faculty professional development

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    Betty McDonald

    2013-01-01

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

  4. Professional Development in Person: Identity and the Construction of Teaching within a High School Science Department

    Science.gov (United States)

    Deneroff, Victoria

    2016-01-01

    This is a narrative inquiry into the role of professional development in the construction of teaching practice by an exemplary urban high school science teacher. I collected data during 3 years of ethnographic participant observation in Marie Gonzalez's classroom. Marie told stories about her experiences in ten years of professional development…

  5. Evoking the Moral Imagination: Using Stories to Teach Ethics and Professionalism to Nursing, Medical, and Law Students.

    Science.gov (United States)

    Weisberg, Mark; Duffin, Jacalyn

    1995-01-01

    A program that brings together students entering demanding professions (law, medicine, and nursing) to explore issues of ethics and professionalism is described. The course uses thought-provoking stories, classroom discussion, student journals, and collaborative teaching. Lessons learned from teaching the course a number of times are also…

  6. 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…

  7. Private Feelings, Public Expressions: Professional Jealousy and the Moral Practice of Teaching

    Science.gov (United States)

    Chen, Yen-Hsin; Kristjansson, Kristjan

    2011-01-01

    This paper explores the issue of personal factors that impinge upon education. More specifically, it addresses professional jealousy among teachers and how it affects the moral practice of teaching. Our focus is teachers' emotions in general and teachers' jealousies in particular, in the context of the ideal of the moral teacher. We identify and…

  8. Teaching Accessibility Standards to Generation Y Students

    Science.gov (United States)

    Klitzing, Sandra

    2011-01-01

    The Americans with Disabilities Act (ADA) of 1990 mandated that facilities and programs are accessible, so people with disabilities can be included in all aspects of community life including recreation (Dattilo, 2002). Understanding accessibility standards is not an easy task. Educators are faced with the challenge of teaching technical content,…

  9. Researching Primary Teachers' Professional Agency: Employing Interactive Ethnography to Overcome Reluctance to Teach Science

    Science.gov (United States)

    Martin, Jenny

    2017-09-01

    This paper provides a report of a case study on the professional agency of an experienced early years teacher, Sarah, who successfully embedded a chemical science program of teaching-learning for her students aged between 6 and 8. Interactive ethnography informs the research design, and discursive psychology provides the tools for the analysis of Sarah's speech acts for her positioning as a responsible agent. Reframing the problem of primary teacher reluctance to teach science in terms of primary teachers' professional agency using discursive psychology, this ontological study provides new insight into issues related to the provision of science education in primary schools and asks: How do primary teachers position themselves and others in relation to science curriculum and education? The research calls for research methodologies and reform efforts in primary science that are better grounded in the local moral orders of primary schools.

  10. Characterizing Teaching Assistants' Knowledge and Beliefs Following Professional Development Activities within an Inquiry-Based General Chemistry Context

    Science.gov (United States)

    Wheeler, Lindsay B.; Maeng, Jennifer L.; Whitworth, Brooke A.

    2017-01-01

    The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants' (TAs') content knowledge and beliefs about teaching within the context of an inquiry-based laboratory course. TAs received professional development (PD), which was informed by the TA training literature base and was designed for TAs…

  11. Teaching civility to undergraduate nursing students using a virtue ethics-based curriculum.

    Science.gov (United States)

    Russell, Martha Joan

    2014-06-01

    As professionals, nurses are expected to engage in respectful relationships with clients, other health care professionals, and each other. Regulatory bodies set standards and codes of ethics for professional behavior in nursing that clearly communicate expectations for civility. However, the wealth of literature on incivility in the profession indicates that nurses often fall short of meeting these standards in their interactions with other nurses. Currently, few effective strategies exist for nurse educators to teach civility to nursing students and prepare them to engage in healthy relationships with their colleagues. This article argues for the use of virtue ethics as a philosophical framework for teaching civility to undergraduate nursing students. The pedagogical strategies proposed may help students contribute to the development of healthy workplaces. Copyright 2014, SLACK Incorporated.

  12. MGIMO Educational Standards: Goal and Contents of Professional Language Training of IR Economics Students

    Directory of Open Access Journals (Sweden)

    Alla A. Kizima

    2015-01-01

    Full Text Available The article gives a methodological analysis of MGIMO-University own education standards and programmes. The relevance of the article is explained by the necessity to define the goals and contents of professional language training of IR economics students at MGIMO-University after a transfer to own education standards. The researcher used competence-based and cultural studies approaches with reference to the didactic principles of accessibility, systematic, consistency, necessity and sufficiency. The author used a set of methods including the method of theoretical analysis, the method of synthesis and systematization, summative method. The article addresses the difference in the training of IR economists and economists in other spheres of economics, underlines the importance of professional language training of IR economics students, analyses the specifics of professional language training of IR economists from the standpoint of competence-based approach by comparing the competences presented in the Federal State Education Standards of Higher Education and MGIMO own education standards. The author gives a definition of goal and contents of professional language training of IR economics students as well as didactic principles of contents choice that define the effectiveness of training. In conclusion the author points out that the contents of professional language training of IR economics students based on MGIMO own education standards are approached as the system of professional knowledge, skills and competence leading to successful intercultural communication.

  13. Ethics Education in Professional Psychology: A Survey of American Psychological Association Accredited Programs

    OpenAIRE

    Domenech Rodriguez, Melanie M.; Erickson Cornish, Jennifer A; Thomas, Janet T; Forrest, Linda; Anderson, Austin; Bow, James N

    2014-01-01

    Professional psychologists are expected to know ethical standards and engage in proactive analysis of ethical considerations across professional roles (e.g., practice, research, teaching). Yet, little is known about the current state of doctoral ethics education in professional psychology, including the content covered and pedagogical strategies used to ensure developing this core component of professional competency (de las Fuentes, Willmuth, & Yarrow, 2005). A survey of ethics educators fro...

  14. The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators

    Science.gov (United States)

    Carrillo, Carmen; Baguley, Margaret; Vilar, Mercè

    2015-01-01

    This study explores the influence of professional identity on the teaching practice of four school music educators, two from Spain and two from Australia. Narrative inquiry methodology was utilized in order to investigate the full spectrum of their musical experiences, ranging from their earliest childhood memories to their current positions in…

  15. Research University STEM Faculty Members' Motivation to Engage in Teaching Professional Development: Building the Choir through an Appeal to Extrinsic Motivation and Ego

    Science.gov (United States)

    Bouwma-Gearhart, Jana

    2012-01-01

    This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional…

  16. “But All We Really Wanted was a Course!” Teacher Professional Development for Innovative Teaching with ICT

    DEFF Research Database (Denmark)

    Kjærgaard, Hanne Wacher; Fougt, Simon Skov

    2016-01-01

    This article describes a professional development project for teachers that aimed at developing innovative teaching with ICT in a 21st-century understanding of the term innovative. The article describes the result of the intervention and the practice-based method used for this professional develo...

  17. Methodology of teaching and new challenges in the training of professionals in the area of industrial radiology

    International Nuclear Information System (INIS)

    Lima, C.M. Araujo; Pelegrineli, S.Q.; Lima, A.R.

    2017-01-01

    One of the main causes of radiological accidents is the lack of knowledge in radiological protection of workers. In order to meet the needs of professionals in radiology techniques in training in industrial radiology and radiological protection, the Training Course in Industrial Radiology was created in 2009 by MAXIM, in partnership with the Casa Branca Faculty. The objective is to present the structure and methodology of teaching used in this course to reach the objectives of training professionals with solid knowledge in industrial radiology, as well as to mention the challenges of this training. For the elaboration of the study, a statistical data base and theoretical analysis of the teaching structure of the course was used. Professional training in industrial radiology is subdivided into basic, specific, practical and complementary modules, totaling a workload of 360 hours. It is noted that most of the professionals trained come from the great urban centers of the country, favoring employability in the port terminals and industries that are located in these regions. It is concluded, therefore, that it is necessary and of great importance for the growing industrial market, the formation of new professionals, mainly in cities of the interior

  18. Effective teaching of communication to health professional undergraduate and postgraduate students: A Systematic Review.

    Science.gov (United States)

    MacDonald-Wicks, Lesley; Levett-Jones, Tracy

    The objective is to identify and assess the effectiveness of tools and methods of teaching communication skills to health professional students in undergraduate and postgraduate programs, to facilitate communication in hospitals, nursing homes and mental health institutions.For this review, effective communication will be defined as that which enhances patient satisfaction, safety, symptom resolution, psychological status, or reduces the impact/burden of disease and/or improved communication skills within undergraduate or postgraduate studentsThe review question is: What is the best available evidence on strategies to effectively teach communication skills to undergraduate and postgraduate medical, nursing and allied health students (nutrition and dietetics, occupational therapy, physiotherapy, speech pathology etc)? Communication is a two-way interaction where information, meanings and feelings are shared both verbally and non-verbally. Effective communication is when the message being conveyed is understood as intended. Effective communication between the health professional and patient is increasingly being recognised as a core clinical skill. Research has identified the far reaching benefits of effective communication skills including enhanced patient satisfaction, patient safety, symptom resolution and improvements in functional and psychological status. Poor communication can result in omitted or misinterpretation of information resulting in declining health of the patient. Despite the importance of effective communication in ensuring positive outcomes for both the patient and health professional, there is concern that contemporary teaching and learning approaches do not always facilitate the development of a requisite level of communication skills, both verbal and written and a difficulty for the current generation of communication skills teachers is that many have not had the experience of being taught communication skills themselves.Studies have shown that

  19. Teaching professionalism in the digital age on the psychiatric consultation-liaison service.

    Science.gov (United States)

    Baer, Wendy; Schwartz, Ann C

    2011-01-01

    The rapid emergence of social media, including Facebook and YouTube, have added a new dimension to defining, teaching, and role modeling professionalism in the medical field. Explicit and consistent role modeling of professional behaviors are needed to encourage the development of professional physicians. The purpose of this article is to investigate the challenges and opportunities at the interface of professionalism and social media for physicians. The medical literature via PubMed was reviewed with key words including "Facebook," "YouTube," "social media," "digital media," and key issues are discussed. Our residency program was surveyed regarding their experiences with digital media in medical practice and the findings are discussed. Sample topics and relevant, thought provoking questions generated from our practices are outlined. Case vignettes are offered to exemplify issues with regard to professionalism raised by digital and social media in medical practice. Social media sites offer great opportunity to widely distribute valuable health care information as well as provide physicians with a venue to de-stress. In this new digital age, trainees and lifelong learners must learn to be mindful of professionalism while using social media in order to protect their privacy as well as the image of physicians. Copyright © 2011 The Academy of Psychosomatic Medicine. Published by Elsevier Inc. All rights reserved.

  20. The professors' juridical liability for the violation of ethics standards and professional deontology

    Directory of Open Access Journals (Sweden)

    L. MANEA

    2017-07-01

    Full Text Available In the higher education system in Romania, from the professors' perspective, the problem of ethical responsibility distinguishes among the didactic activities of the teaching staff, which is why the educational process must take place in a civilized and ethical environment based on mutual respect between professors and students, respectively between the scientific research activities of the teaching staff, from this perspective guaranteeing the good conduct of the professional in his/her scientific research activity. Both aspects regarding the ethical responsibility of the teaching staff in the higher education have been regulated since 2004, when an institutional reform was being carried out on the entire territory of Romania on the introduction of ethical codes as ethical tools for regulating from that perspective in particular the professions in the public domain.

  1. The Master's in Teaching and Learning: Expanding Utilitarianism in the Continuing Professional Development of Teachers in England

    Science.gov (United States)

    Frankham, Jo; Hiett, Sandra

    2011-01-01

    The article focuses on the policy rhetoric of the Masters in Teaching and Learning (MTL). This is a new degree being launched in the summer of 2010 aimed, initially, at teachers who have just joined the profession. The degree presages the aspiration for a Master's level teaching profession in England. Professional development as conceived in the…

  2. 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…

  3. Teaching to Transform? Addressing Race and Racism in the Teaching of Clinical Social Work Practice

    Science.gov (United States)

    Varghese, Rani

    2016-01-01

    Faculty members are key stakeholders to support social work students' learning about race and racism in practice and to promote the professional standards established by the field. This qualitative study examines how 15 clinical social work faculty members teaching advanced practice in the Northeast conceptualize and incorporate their…

  4. Discourse Surrounding the International Education Standards for Professional Accountants (IES): A Content Analysis Approach

    Science.gov (United States)

    Sugahara, Satoshi; Wilson, Rachel

    2013-01-01

    The development and implementation of the International Education Standards (IES) for professional accountants is currently an important issue in accounting education and for educators interested in a shift toward international education standards more broadly. The purpose of this study is to investigate professional and research discourse…

  5. Statistics as Unbiased Estimators: Exploring the Teaching of Standard Deviation

    Science.gov (United States)

    Wasserman, Nicholas H.; Casey, Stephanie; Champion, Joe; Huey, Maryann

    2017-01-01

    This manuscript presents findings from a study about the knowledge for and planned teaching of standard deviation. We investigate how understanding variance as an unbiased (inferential) estimator--not just a descriptive statistic for the variation (spread) in data--is related to teachers' instruction regarding standard deviation, particularly…

  6. Struggles of Professionalism and Emotional Labour in Standardized Mental Health Care

    Directory of Open Access Journals (Sweden)

    Annette Kamp

    2016-03-01

    Full Text Available This article points out how recent public sector reforms under headings as New Public Management, Lean and Quality Reforms entail different forms for standardization, and examines how this development instigates a transformation of interdisciplinary and highly skilled emotional labor in mental healthcare. It is based on an ethnographic study of a Danish child psychiatric unit, which ‘produces’ diagnoses and treatment/therapy for children and their families. We illustrate how the enforcement of standardization upsets the balance between the humanistic and medical aspects of psychiatry as a discipline and field of practice, and show how this development challenges professional identities, interdisciplinary collaboration and hierarchical relations. The development is however negotiated, reformulated, and opposed, in teams of mental health professionals. In this context of increasing standardization, highly skilled emotional labor unfolds. We point out how acceleration and leaning of work procedures increases the emotional labor in relation to clients, partners, and colleagues. But paradoxically, at the same time, emotional labor becomes still more invisible as it is excluded from the standardized schemes. The study illustrates the crucial role of emotional labor in mental care work and points out how it is left to the professionals to negotiate paradoxes and make ends meet.

  7. Does the inclusion of 'professional development' teaching improve medical students' communication skills?

    Science.gov (United States)

    2011-01-01

    Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept

  8. Does the inclusion of 'professional development' teaching improve medical students' communication skills?

    Directory of Open Access Journals (Sweden)

    Kubacki Angela M

    2011-06-01

    Full Text Available Abstract Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35 received a traditional pre-clinical curriculum. Group 2 (n = 47 received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being

  9. Professional and Social Media Sites (SMSs): Motives and Positive Values of Accommodating Social Media Sites (SMSs) in Teaching Practices according to Indonesian Professional Educators: A Case Study in Two Indonesian Higher Educational Institutions

    Science.gov (United States)

    Luke, J. Y.; Billy, Y. L.

    2017-09-01

    In millennium era, the proliferating Social Media Sites (SMSs) has not only brought increasing demands for all humans, but also creates positive values, specifically for the professional educators or lecturers in any ages. This study envisages the positive values of accommodating Social Media Sites (SMSs) in teaching practices according to the professional educators. Thirty professional educators, i.e. the lecturers, from two universities (i.e. Multimedia Nusantara University and Bina Nusantara University) has participated in this study. The data was collected from the survey by means of questionnaires, analysed using percentages, and exposed the results descriptively. The findings reflected that the positive values of accommodating Social Media Sites in teaching practices were to develop social skills and improve academic skills. However among the two values, the latter was highly influencing the professional educators because of the four reasons: enabling to do tutorial lessons, providing online discussion space with experts or guest lecturers, assisting in doing peer-review and peer-editing, and enhancing the receptive skills, the productive skills, and also the critical thinking skills of the users in SMSs, especially the professional educators or lecturers. Thus, accommodating Social Media Sites (SMSs) in teaching practices is essential for professional educators in Indonesia.

  10. 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…

  11. Strategies for Teaching Professional Ethics to IT Engineering Degree Students and Evaluating the Result.

    Science.gov (United States)

    Miñano, Rafael; Uruburu, Ángel; Moreno-Romero, Ana; Pérez-López, Diego

    2017-02-01

    This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring and can be replicated in other contexts. A quasi-experimental study that involves many of the students of the required course has been developed. To test the effectiveness of the teaching process, the analysis of ethical dilemmas and the use of deontological codes have been integrated, and a scoring rubric has been designed. Currently, this model is also being used to develop skills related to social responsibility and sustainability for undergraduate and postgraduate students of diverse academic context.

  12. Adherence to Trained Standards After a Faculty Development Workshop on “Teaching With Simulated Patients”

    Directory of Open Access Journals (Sweden)

    Freytag, Julia

    2017-10-01

    Full Text Available Background: Nowadays, faculty development programs to improve teaching quality are considered to be very important by medical educators from all over the world. However, the assessment of the impact of such programs rarely exceeds tests of participants’ knowledge gain or self-assessments of their teaching behavior. It remains unclear what exactly is expected of the attending faculty and how the transfer to practice may be measured more comprehensively and accurately. Method: This study evaluates how specific teaching standards were applied after a workshop (10 teaching units focusing on teaching communication skills with simulated patients. Trained observers used a validated checklist to observe 60 teaching sessions (held by 60 different teachers of a communication skills course integrating simulated patients. Additionally, we assessed the amount of time that had passed since their participation in the workshop and asked them to rate the importance of communication and social skills in medical education. Results: The observations showed that more than two thirds of teaching standards were met by at least 75% of teachers. Fulfillment of standards was significantly connected to teachers’ rating of the importance of communication and social skills (=-.21, =.03. In addition, the results suggest a slight decrease in the amount of fulfilled standards over time (=-.14, =.15. Conclusions: Teachers' adherence to basic teaching standards was already satisfying after a one-day workshop. More complex issues need to be re-addressed in further faculty development courses with a special focus on teachers’ attitude towards teaching. In future, continuing evaluations of the transfer of knowledge and skills from faculty development courses into practice, preferably including pre-tests or control groups, are needed.

  13. Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates

    Science.gov (United States)

    Caukin, Nancy G.; Brinthaupt, Thomas M.

    2017-01-01

    Most new teachers are expected to develop a teaching philosophy statement (TPS). In the present paper, we describe some of the major functions of a TPS and how it can be beneficial to the professional development of teacher candidates. We then describe a case example of a Residency I program and how the features of that program help teacher…

  14. Continuous evaluation of midwives as to professional standards

    Directory of Open Access Journals (Sweden)

    ZAHRA YAZDANPANAHI

    2013-07-01

    Full Text Available Introduction: Implementation of professional standards as well as evaluation and assessments of providers has an important role in health promotion of each society. The purpose of this study was to assess the midwives working at midwifery offices as to performance of professional standards and effectiveness of continuous evaluation and education on them. Methods: This is an interventional study in which all of midwifery offices (110 were evaluated. The study was done in three stages using standard checklist observation and interview in each step. Based on detected errors, appropriate education was done and their performance was reevaluated in the next step of supervision. Finally total scores in each step as well as scores in different subjects were compared among three evaluated stages. Results: Overall mean score of faults at midwifery offices decreased from step 1 to step 3 in the following fields: environmental health and infection control (P<0.0002, personal and patient care (P=0.0005, individual health (P=0.003 and adherence to laws and rules (P<0.0001. Conclusion: Continuous evaluation is essential for assessing the effectiveness and improvement of our educational program. With continuous evaluation, correction of observed defects will be done at an early stage by appropriate intervention and education. So our medical and health programs will attain the planned goals.

  15. The effectiveness of using non-traditional teaching methods to prepare student health care professionals for the delivery of mental state examination: a systematic review.

    Science.gov (United States)

    Xie, Huiting; Liu, Lei; Wang, Jia; Joon, Kum Eng; Parasuram, Rajni; Gunasekaran, Jamuna; Poh, Chee Lien

    2015-08-14

    With the evolution of education, there has been a shift from the use of traditional teaching methods, such as didactic or rote teaching, towards non-traditional teaching methods, such as viewing of role plays, simulation, live interviews and the use of virtual environments. Mental state examination is an essential competency for all student healthcare professionals. If mental state examination is not taught in the most effective manner so learners can comprehend its concepts and interpret the findings correctly, it could lead to serious repercussions and subsequently impact on clinical care provided for patients with mental health conditions, such as incorrect assessment of suicidal ideation. However, the methods for teaching mental state examination vary widely between countries, academic institutions and clinical settings. This systematic review aimed to identify and synthesize the best available evidence of effective teaching methods used to prepare student health care professionals for the delivery of mental state examination. This review considered evidence from primary quantitative studies which address the effectiveness of a chosen method used for the teaching of mental state examination published in English, including studies that measure learner outcomes, i.e. improved knowledge and skills, self-confidence and learners' satisfaction. A three-step search strategy was undertaken in this review to search for articles published in English from the inception of the database to December 2014. An initial search of MEDLINE and CINAHL was undertaken to identify keywords. Secondly, the keywords identified were used to search electronic databases, namely, CINAHL, Medline, Cochrane Central Register of Controlled Trials, Ovid, PsycINFO and, ProQuest Dissertations & Theses. Thirdly, reference lists of the articles identified in the second stage were searched for other relevant studies. Studies selected were assessed by two independent reviewers for methodological

  16. 77 FR 19008 - Guidelines for Home Energy Professionals: Standard Work Specifications for Single Family Energy...

    Science.gov (United States)

    2012-03-29

    .... The development of the Guidelines for Home Energy Professionals: Standard Work Specifications for... DEPARTMENT OF ENERGY Office of Energy Efficiency and Renewable Energy Guidelines for Home Energy Professionals: Standard Work Specifications for Single Family Energy Upgrades AGENCY: Office of Energy...

  17. 77 FR 23238 - Guidelines for Home Energy Professionals: Standard Work Specifications for Single Family Energy...

    Science.gov (United States)

    2012-04-18

    ...: Comments on the Guidelines for Home Energy Professionals: Standard Work Specifications for Single Family... DEPARTMENT OF ENERGY Office of Energy Efficiency and Renewable Energy Guidelines for Home Energy Professionals: Standard Work Specifications for Single Family Energy Upgrades AGENCY: Office of Energy...

  18. Teacher Professionalization: Motivational Factors and the Influence of Age

    Science.gov (United States)

    Hildebrandt, Susan A.; Eom, Minhee

    2011-01-01

    This study examines motivational factors of teachers who have achieved a national standard of professionalization. Data were collected from National Board certified teachers in the United States (N = 453) using a two-part, web-based survey. Exploratory factor analysis found five motivators: improved teaching, financial gain, collaborative…

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

    Science.gov (United States)

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

    2016-01-01

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

  20. Developing content standards for teaching research skills using a delphi method

    NARCIS (Netherlands)

    Schaaf, M.F. van der; Stokking, K.M.; Verloop, N.

    2005-01-01

    The increased attention for teacher assessment and current educational reforms ask for procedures to develop adequate content standards. For the development of content standards on teaching research skills, a Delphi method based on stakeholders’ judgments has been designed and tested. In three

  1. Designing Effective Professional Development: Lessons from the Eisenhower Program [and] Technical Appendices.

    Science.gov (United States)

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

    The professional development of teachers is a crucial element of the nation's efforts to improve education. In recent years, these efforts have sought to foster high standards for teaching and learning for all of the nation's children, and almost all states have met federal requirements for developing challenging statewide content standards. Such…

  2. 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.

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

    Science.gov (United States)

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

    2018-01-01

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

  4. MOOC construction and application in professional degree postgraduate education: taking Introduction to Engineering Optics as an example

    Science.gov (United States)

    Hu, Feng; Zhou, Jin-peng; Wang, Xing-shu

    2017-08-01

    Aiming at the deficiency of the traditional postgraduate education mode for professional degree, such as the conflict between work and study, restricted supply and demand and poor efficiency of course teaching, the emergence of Massive Open Online Course (MOOC) which has large scale, online and open features can make up for the shortage of traditional professional degree postgraduate education mode by introducing MOOC teaching mode. However, it is still a fangle to integrate MOOC into the traditional postgraduate education for professional degree and there are no standard methods for reference in the construction of MOOC courses as well as the corresponding evaluations. In this paper, the construction method and practical experience of MOOC courses for professional degree postgraduate education are discussed in details, based on the MOOC course of Introduction to Engineering Optics. Firstly, the principle of MOOC course contents for professional degree postgraduate education is introduced from the aspects of students' demand, MOOC features and practical applications. Secondly, the optimization of MOOC teaching mode is discussed in order to improve the teaching quality and learning efficiency. Thirdly, in order to overcome the deficiency of current MOOC examination schemes, a novel MOOC evaluation scheme is proposed which is capable of assessing students' learning attitude as well as their ability and performance differences. Finally, a practical summary is given about how to integrate the MOOC teaching mode into the postgraduate education for professional degree, including the constructions of teaching team, course system as well as other factors. From the paper, we can conclude that the integration of MOOC teaching mode into the postgraduate education for professional degree will improve the teaching quality and efficiency.

  5. Professional Competence Standards and Frameworks in the United Kingdom

    Science.gov (United States)

    Lester, Stan

    2014-01-01

    Competence frameworks and standards are increasingly used by professions in the UK, driven by pressures for professional accountability, and particularly by the trend towards assessing practice before fully-qualified status is granted. A review of 40 UK frameworks indicated that most are concerned primarily with the ability to undertake work…

  6. Mathematics Pedagogical Standards: A Suggested Model of Instruction in Enhancing the Mathematics Teacher’s Quality of Instruction

    Science.gov (United States)

    Saad, N. S.; Jemali, M.; Zakaria, Z. Hj; Yusof, Q.

    2018-01-01

    The paper aims at identifying the standards for teaching and learning of mathematics based on National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) and Training and Development Agency for School (TDA, 2007). These known standards were used as a guide in identifying the constructs of the mathematics teacher’s instruction in the classroom. The survey method used in which a questionnaire instrument encompassed on the four identified constructs on the standards for teaching and learning of mathematics, namely professional practices, professional attributes, professional knowledge, and professional instructional processes. The instrument was tested during a pilot study and a Cronbach’s Alpha reliability index of greater than 0.85 was obtained. The actual research was carried out in Peninsular Malaysia involving 224 secondary schools with 1.120 mathematics teachers and 108 primary schools with 540 mathematics teachers. From the selected schools, only 820 secondary mathematics teachers (73.2%) and 361 primary teachers (66.9%) gave a response to the mailed questionnaires. The findings of the study revealed that the secondary and primary mathematics teachers strongly agreed on three constructs; professional practices, professional attributes and professional instructional processes.

  7. Concerns and Professional Development Needs of Faculty at King Abdul-Aziz University in Saudi Arabia in Adopting Online Teaching

    Science.gov (United States)

    Kamal, Bakor

    2013-01-01

    The purpose of this study was to investigate concerns regarding the adoption of online teaching as expressed by faculty and instructors in six departments in the College of Arts and Humanities at King Abdulaziz University. Additionally, it investigated faculty professional development needs in adopting online teaching. The data in this study were…

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

    Directory of Open Access Journals (Sweden)

    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

  9. Psychological and Educational Support in Professional Self-Determination in Students: Through the Lens of Professional Standard for Teachers

    Directory of Open Access Journals (Sweden)

    Antonova M.V.,

    2016-07-01

    Full Text Available The paper focuses on the importance of organized educational support for students in their professional self-determination. It reviews the list of professional competencies defined in the professional standard for teachers dealing with self-determination in students and analyses the basic requirements set for teacher education programmes. The system of professional self-determination for young people is described basing on the experience of the Republic of Mordovia, where career guidance in schools is regulated by the Regional Educational Module “Start into the Profession”. This module was developed according to the specifics of the given region and represents an integrated system of activities aimed at efficient career guidance for students living in rural and urban areas of the Republic of Mordovia.

  10. Academy of Nutrition and Dietetics: standards of practice and standards of professional performance for registered dietitian nutritionists (competent, proficient, and expert) in adult weight management.

    Science.gov (United States)

    Jortberg, Bonnie; Myers, Eileen; Gigliotti, Linda; Ivens, Barbara J; Lebre, Monica; Burke March, Susan; Nogueira, Isadora; Nwankwo, Robin; Parkinson, Meredith R; Paulsen, Barbara; Turner, Tonya

    2015-04-01

    Weight management encompasses the inter-relationship of nutrition, physical activity, and health behavior change. Nutrition is key for the prevention and treatment of obesity and chronic disease and maintenance of overall health. Thus, the Weight Management Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has developed Standards of Practice and Standards of Professional Performance for Registered Dietitian Nutritionists (RDNs) in Adult Weight Management as a resource for RDNs working in weight management. This document allows RDNs to assess their current skill levels and to identify areas for further professional development in this expanding practice area. This document describes the current standards for weight management practice for RDNs. The Standards of Practice represent the four steps in the Nutrition Care Process as applied to the care of patients/clients. The Standards of Professional Performance consist of six domains of professionalism: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Within each standard, specific indicators provide measurable action statements that illustrate how the standard can be applied to practice. The indicators describe three skill levels (competent, proficient, and expert) for RDNs working in weight management. The Standards of Practice and Standards of Professional Performance are complementary resources for the Registered Dietitian Nutritionist in weight management. Copyright © 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  11. The use of Technological Means of Teaching with professional approach in the initial formation o f professors of Marxism-Leninism and History

    Directory of Open Access Journals (Sweden)

    Ismary Fabé González

    2014-03-01

    Full Text Available This article presents the use of technological teaching aids with a professional approach in the initial formation of professors of Marxism Leninism and History specialty in the University of Pedagogical Sciences in Pinar del Río and it has as objective: to analyze from the theoretical point of view the use of teaching aids and precisely the technological ones, as well as the determinations that are necessary for their appropriate use with a professional approach.

  12. 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…

  13. Music lessons: what musicians can teach doctors (and other health professionals).

    Science.gov (United States)

    Davidoff, Frank

    2011-03-15

    Medicine is a learned profession, but clinical practice is above all a matter of performance, in the best and deepest sense of the word. Because music is, at its core, a pure distillate of real-time performance, musicians are in an excellent position to teach us about better ways to become and remain expert performers in health care and ways for our teachers and mentors to help us do that. Ten features of the professionalization of musicians offer us lessons on how the clinical practice of medicine might be learned, taught, and performed more effectively.

  14. THE ALIGNMENT OF ROMANIA UNIVERSITY TEACHING TO THE REQUIREMENTS OF THE QUALITY INSURING STANDARDS

    Directory of Open Access Journals (Sweden)

    Elena CONDREA

    2007-01-01

    Full Text Available Due to any institution in the national teaching system, indifferent of type, level and activity organization form, is to insure the quality teaching, learning and researching, from the necessity of making the bases of an institutional cultures of the education's quality, for contributing to the personal and professional development of the students, at the society's welfare. The quality insurance policies and strategies of the national teaching system of Romania have as marking the permanent correlation with the orientations and actions promoted at European and global level, in consense with the recommendations of the Superior Education Quality Insurance European Association, recommendations which have been taken by the Bergen Ministerial Conference (19-20 May 2005.

  15. 76 FR 27952 - Small Business Size Standards: Professional, Scientific and Technical Services.

    Science.gov (United States)

    2011-05-13

    ... Administration (SBA or Agency) proposed to increase small business size standards for 35 industries and one sub... SMALL BUSINESS ADMINISTRATION 13 CFR Part 121 RIN 3245-AG07 Small Business Size Standards: Professional, Scientific and Technical Services. AGENCY: U.S. Small Business Administration. ACTION: Proposed...

  16. Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

    Science.gov (United States)

    Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

    2015-01-01

    This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

  17. Standard setting in the teaching and learning process in the Kenya ...

    African Journals Online (AJOL)

    Standards are set at different levels to govern different requirements that collectively add up to the ingredients of quality education of a child. This study investigated whether or not there are quantitative standards of achievement for guiding teaching and learning in the school system in Kenya. It also investigated teachers' ...

  18. Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education.

    Science.gov (United States)

    Apple, Michael W.

    1992-01-01

    Discusses the ideological and social grounding and effects of the NCTM's "Curriculum and Evaluation Standards for School Mathematics" and "Professional Standards for Teaching Mathematics." Includes issues regarding the financial crisis in education, inequality in schools, the possibilities and limitations of a mathematics…

  19. Teaching methodologies to promote creativity in the professional skills related to optics knowledge

    Science.gov (United States)

    Fernández-Oliveras, Alicia; Fernandez, Paz; Peña-García, Antonio; Oliveras, Maria L.

    2014-07-01

    We present the methodologies proposed and applied in the context of a teaching-innovation project developed at the University of Granada, Spain. The main objective of the project is the implementation of teaching methodologies that promote the creativity in the learning process and, subsequently, in the acquisition of professional skills. This project involves two subjects related with optics knowledge in undergraduate students. The subjects are "Illumination Engineering" (Bachelor's degree in Civil-Engineering) and "Optical and Optometric Instrumentation" (Bachelor's degree in and Optics and Optometry). For the first subject, the activities of our project were carried out in the theoretical classes. By contrast, in the case of the second subject, such activities were designed for the laboratory sessions. For "Illumination Engineering" we applied the maieutic technique. With this method the students were encouraged to establish relationships between the main applications of the subject and concepts that apparently unrelated with the subject framework. By means of several examples, the students became aware of the importance of cross-curricular and lateral thinking. We used the technique based on protocols of control and change in "Optical and Optometric Instrumentation". The modus operandi was focused on prompting the students to adopt the role of the professionals and to pose questions to themselves concerning the practical content of the subject from that professional role. This mechanism boosted the critical capacity and the independent-learning ability of the students. In this work, we describe in detail both subject proposals and the results of their application in the 2011-2012 academic course.

  20. Professional Technical Standards in Colleges and Schools of Pharmacy

    Science.gov (United States)

    Berry, Tricia M.; Chichester, Clinton O.; Sanoski, Cynthia A.; Woodward, Donald A.; Worley, Marcia M.; Early, Johnnie L.

    2011-01-01

    Objective To determine the prevalence, characteristics, and use of professional technical standards among colleges and schools of pharmacy accredited by the Accreditation Council for Pharmacy Education (ACPE). Methods The Web site of every college and school of pharmacy accredited by ACPE was searched to identify information regarding the availability, content, and use of technical standards and to obtain demographic information. Results Information was obtained from all of the 114 colleges and schools of pharmacy and 67 (59%) had technical standards in place. Common themes for technical standards were: observation; communication; motor; intellectual, conceptual, integrative and quantitative abilities; and behavioral and social attributes. Of those colleges and schools with technical standards, 61 (91%) had standards that addressed all 5 of these themes and 34 (51%) specified that the technical standards were used in their admission, progression, and graduation procedures. Conclusion More than half of the colleges and schools of pharmacy examined in this study have technical standards; however, 41% have yet to develop and implement them. Colleges and schools of pharmacy looking for guidance in technical standards development could use the technical standards themes identified in this study. PMID:21655404

  1. Professional development strategies for teaching urban biology teachers to use concept maps effectively

    Science.gov (United States)

    McGregor Petgrave, Dahlia M.

    Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

  2. Pre-Service Teachers' Professional Learning Experiences during Rural Teaching Practice in Acornhoek, Mpumalanga Province

    Science.gov (United States)

    Nkambule, Thabisile; Mukeredzi, Tabitha Grace

    2017-01-01

    The concept of student teaching practice is globally rooted in training pre-service teachers to work within diverse schools and learner populations, in dissimilar contexts. It is also a drive towards the development of knowledge, professionalism, sense of efficacy, and flexibility in their performance and interactions. There is seemingly little…

  3. The need for European professional standards and the challenges facing clinical microbiology.

    Science.gov (United States)

    Humphreys, H; Nagy, E; Kahlmeter, G; Ruijs, G J H M

    2010-06-01

    Microorganisms spread across national boundaries and the professional activities of clinical (medical) microbiologists are critical in minimising their impact. Clinical microbiologists participate in many activities, e.g. diagnosis, antibiotic therapy, and there is a need for a set of professional standards for Europe with a common curriculum, to build upon the current strengths of the specialty and to facilitate the free movement of specialists within the European Union. Such standards will also better highlight the important contribution of clinical microbiologists to healthcare. There is a move to larger centralised microbiology laboratories often located off-site from an acute hospital, driven by the concentration of resources, amalgamation of services, outsourcing of diagnostics, automation, an explosion in the range of staff competencies and accreditation. Large off-site centralised microbiology laboratories are often distant to the patient and may not facilitate the early detection of microbial spread. Ultimately, the needs of patients and the public are paramount in deciding on the future direction of clinical microbiology. Potential conflicts between integration on an acute hospital site and centralisation can be resolved by a common set of professional standards and a team-based approach that puts patients first.

  4. Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience

    Science.gov (United States)

    Kraft, Matthew A.; Papay, John P.

    2014-01-01

    Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years. PMID:25866426

  5. Robots Teaching Other Little Robots: Neoliberalism, CCSS, and Teacher Professionalism

    Science.gov (United States)

    Endacott, Jason L.; Wright, Ginney P.; Goering, Christian Z.; Collet, Vicki S.; Denny, George S.; Davis, Jennifer Jennings

    2015-01-01

    Recent quantitative research on the implementation of the Common Core State Standards (CCSS) in schools across Arkansas has discovered that teachers' perceptions of job satisfaction, agency, and professionalism are significantly affected by their school leaders' openness towards autonomy, flexibility, and opinions of teachers (Matlock et al.…

  6. The Model of Designing an Individual Program of Professional Development of Pedagogue-Psychologists According to the Requirements of the Professional Standard (Experience of Cheboksary, Chuvash Republic

    Directory of Open Access Journals (Sweden)

    Udina T.N.

    2017-11-01

    Full Text Available The approaches to design of individual program of professional development of Pedagogue-psychologist that were developed within the framework of the pilot site for approbation and introduction of the professional standard "Pedagogue-psychologist” in Cheboksary of the Chuvash Republic in 2015-2017 are outlined. Attention is drawn to the important role of territorial methodological services accompanying the professional development of psychology teachers in ensuring their transfer to "effective contracts". The article describes: an approximate special program for accompanying the professional development of psychological educators in accordance with the requirements of the professional standard; variants of the organization of the process of designing an individual program for the professional development of Pedagogue-psychologist; an approximate model for designing an individual program of professional development of Pedagogue-psychologist.

  7. Ethical implications of digital images for teaching and learning purposes: an integrative review.

    Science.gov (United States)

    Kornhaber, Rachel; Betihavas, Vasiliki; Baber, Rodney J

    2015-01-01

    Digital photography has simplified the process of capturing and utilizing medical images. The process of taking high-quality digital photographs has been recognized as efficient, timely, and cost-effective. In particular, the evolution of smartphone and comparable technologies has become a vital component in teaching and learning of health care professionals. However, ethical standards in relation to digital photography for teaching and learning have not always been of the highest standard. The inappropriate utilization of digital images within the health care setting has the capacity to compromise patient confidentiality and increase the risk of litigation. Therefore, the aim of this review was to investigate the literature concerning the ethical implications for health professionals utilizing digital photography for teaching and learning. A literature search was conducted utilizing five electronic databases, PubMed, Embase (Excerpta Medica Database), Cumulative Index to Nursing and Allied Health Literature, Educational Resources Information Center, and Scopus, limited to English language. Studies that endeavored to evaluate the ethical implications of digital photography for teaching and learning purposes in the health care setting were included. The search strategy identified 514 papers of which nine were retrieved for full review. Four papers were excluded based on the inclusion criteria, leaving five papers for final analysis. Three key themes were developed: knowledge deficit, consent and beyond, and standards driving scope of practice. The assimilation of evidence in this review suggests that there is value for health professionals utilizing digital photography for teaching purposes in health education. However, there is limited understanding of the process of obtaining and storage and use of such mediums for teaching purposes. Disparity was also highlighted related to policy and guideline identification and development in clinical practice. Therefore, the

  8. Providing support to nursing students in the clinical environment: a nursing standard requirement.

    Science.gov (United States)

    Anderson, Carina; Moxham, Lorna; Broadbent, Marc

    2016-10-01

    This discussion paper poses the question 'What enables or deters Registered Nurses to take up their professional responsibility to support undergraduate nursing students through the provision of clinical education?'. Embedded within many nursing standards are expectations that Registered Nurses provide support and professional development to undergraduate nursing students undertaking clinical placements. Expectations within nursing standards that Registered Nurses provide support and professional development to nursing students are important because nursing students depend on Registered Nurses to help them to become competent practitioners. Contributing factors that enable and deter Registered Nurses from fulfilling this expectation to support nursing students in their clinical learning include; workloads, preparedness for the teaching role, confidence in teaching and awareness of the competency requirement to support students. Factors exist which can enable or deter Registered Nurses from carrying out the licence requirement to provide clinical education and support to nursing students.

  9. Undergraduate and Teaching Assistants' Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development

    Science.gov (United States)

    Kardohely, Andrew

    The American economy hinges on the health and production of science, technology engineering and mathematics workforce (STEM). Although this sector of the American workforce represents a substantially fewer jobs the STEM workforce fuels job growth and sustainability in the other sectors of the American workforce. Unfortunately, over the next decade the U.S. will face an additional deficit of over a million STEM professionals, thus the need is here now to fill this deficit. STEM education should, therefore, dedicated to producing graduates. One strategy to produce more STEM graduates is through retention of student in STEM majors. Retention or persistence is highly related to student sense of belonging in academic environments. This study investigates graduate teaching assistants (GTAs) perceptions of their classrooms and the implications of those perceptions on professional development. Furthermore, correlations between classroom community and student desire to persist, as measured by Rovai's Classroom Community Index (CCI) were established (P=0.0311). The interactions are described and results are discussed. Using a framework of teaching for community, and a qualitative analytic case study with memo writing about codes and themes methodology supported several themes including passion to teach and dedication to student learning, innovation in teaching practices based on evidence, an intrinsic desire to seek a diverse set of feedback, and instructors can foster community in the classroom. Using the same methodology one emergent theme, a tacit rather than explicit understanding of reading the classroom, was also present in the current study. Based on the results and using a lens for professional development, strategies and suggestions are made regarding strategies to enhance instructors' use of feedback and professional development.

  10. Prospective Teachers' Future Time Perspective and Professional Plans about Teaching: The Mediating Role of Academic Optimism

    Science.gov (United States)

    Eren, Altay

    2012-01-01

    This study aimed to examine the mediating role of prospective teachers' academic optimism in the relationship between their future time perspective and professional plans about teaching. A total of 396 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in…

  11. Collaborative learning in nursing simulation: near-peer teaching using standardized patients.

    Science.gov (United States)

    Owen, Amy M; Ward-Smith, Peggy

    2014-03-01

    Simulation in nursing education uses specific patient scenarios to provide students with hands-on learning experiences. A near-peer teaching experience, using upper-level nursing students as standardized patients, was created as an educational intervention. The premises of social cognitive theory, which include cognitive, behavioral, and environmental factors, were incorporated into this teaching activity. The upper-level students played the role of a patient, while they also practiced leadership, teaching, and mentoring of first-semester nursing students. In the scenario, the first-semester students provided care to the patient, while focusing on safety, identifying the problem, and practicing clinical decision making. Faculty were present to provide guidance and promote communication in debriefing. Near-peer teaching provided a learning opportunity for all students, facilitated teamwork, and encouraged knowledge and skills attainment. Copyright 2014, SLACK Incorporated.

  12. Constructing professional identity through teaching practicum: an Indonesian case study of pre-service English teachers

    OpenAIRE

    Afrianto, Afrianto

    2017-01-01

    This study investigates the complexities of a group of pre-service teachers’ (PSTs) journey to becoming novice teachers during the teaching practicum in the context of the Indonesian government’s agenda to reform national education, including reforms in the teaching profession. These reforms were a response to current concerns regarding quality education, including the perceived low standards in English Language Teaching (ELT) in Indonesia. The research project, situated in Riau Universi...

  13. Predictive Ability from ePortfolios of Student Achievement Associated with Professional Teaching Standards: An Exploratory Case Study

    Science.gov (United States)

    Payne, Phillip; Burrack, Frederick

    2017-01-01

    This exploratory case study, focused on a music teacher preparation program, examined the coursework ePortfolios of pre-service music teachers to determine if any parts of the ePortfolio process predicted teaching effectiveness in the classroom during the student teaching semester. Sixty-five undergraduate pre-service music teachers made up the…

  14. Professional standard of specialist of guardianship and custodianship agency

    Directory of Open Access Journals (Sweden)

    G.V. Semya

    2013-10-01

    Full Text Available We justified the introduction of the professional standard of specialist of guardianship and custodianship agency taking into consideration the psychological characteristics of the target group of customers. We describe the situation in our country with qualification of professionals, the international trends in the field of protection of the rights of minors in the countries – members of the Organization for Economic Cooperation and Development. We analyze the reflection of the theme of labor functions in the Russian legislation. We reveal the need for psychological and pedagogical knowledge for successful professional of guardianship authorities, compile a list of the necessary skills and knowledge. The main focus of the work of specialists is to maintain the child in the biological family at all stages of working with child and family problems. We characterize the trends in professional activities related to the development of the regional legislation in comparison with federal, increased number of international instruments to which Russia joined in the protection of children's rights. It is stressed that a requirement for education is additional retraining for new programs on the basis of higher education in the following professions and fields of study: law, pedagogy and psychology, social pedagogy and social work.

  15. A Study on the Prediction of the Teaching Profession Attitudes by Communication Skills and Professional Motivation

    Science.gov (United States)

    Çimen, Latife Kabakli

    2016-01-01

    This study aims to investigate the prediction of the attitudes regarding teaching profession by the communication skills and professional motivation of pedagogical formation students. 261 pre-service teachers receiving pedagogical formation training Istanbul at a private university in the 2014-2015 academic year were included in the research as…

  16. Reasons Why Teaching Professionals Continue or Resume University Study in the Wallonia-Brussels Federation: Knowledge for Its Own Sake? Economics? Altruism?

    Science.gov (United States)

    De Stercke, Joachim; Derobertmasure, Antoine; Duchatel, Julien; Temperman, Gaëtan; De Lièvre, Bruno; Robertson, Jean E.

    2016-01-01

    Preparing candidates for the rigours of the teaching profession represents a major challenge for educational systems, begging the question of whether the opportunity for professional educators to further their own university education represents, to them, a way of developing their teaching skills (intrinsic motivation), a means of earning a higher…

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

    Science.gov (United States)

    Wilson, Eric A.

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

  18. A Research-Informed, School-Based Professional Development Workshop Programme to Promote Dialogic Teaching with Interactive Technologies

    Science.gov (United States)

    Hennessy, Sara; Dragovic, Tatjana; Warwick, Paul

    2018-01-01

    The study reported in this article investigated the influence of a research-informed, school-based, professional development workshop programme on the quality of classroom dialogue using the interactive whiteboard (IWB). The programme aimed to develop a dialogic approach to teaching and learning mediated through more interactive uses of the IWB,…

  19. Impact of the Use of a Standardized Guidance Tool on the Development of a Teaching Philosophy in a Pharmacy Residency Teaching and Learning Curriculum Program

    Science.gov (United States)

    Wesner, Amber R.; Jones, Ryan; Schultz, Karen; Johnson, Mark

    2016-01-01

    The purpose of this study was to evaluate the impact of a standardized reflection tool on the development of a teaching philosophy statement in a pharmacy residency teaching and learning curriculum program (RTLCP). Pharmacy residents participating in the RTLCP over a two-year period were surveyed using a pre/post method to assess perceptions of teaching philosophy development before and after using the tool. Responses were assessed using a 5-point Likert scale to indicate level of agreement with each statement. For analysis, responses were divided into high (strongly agree/agree) and low (neutral/disagree/strongly disagree) agreement. The level of agreement increased significantly for all items surveyed (p philosophy, and 96% responding that the resulting teaching philosophy statement fully reflected their views on teaching and learning. The standardized reflection tool developed at Shenandoah University assisted pharmacy residents enrolled in a teaching and learning curriculum program to draft a comprehensive teaching philosophy statement, and was well received by participants. PMID:28970382

  20. 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.

  1. A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research.

    Science.gov (United States)

    Reeves, Todd D; Marbach-Ad, Gili; Miller, Kristen R; Ridgway, Judith; Gardner, Grant E; Schussler, Elisabeth E; Wischusen, E William

    2016-01-01

    Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework's outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level. © 2016 T. D. Reeves et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  2. Differences in Faculty and Standardized Patient Scores on Professionalism for Second-Year Podiatric Medical Students During a Standardized Simulated Patient Encounter.

    Science.gov (United States)

    Mahoney, James M; Vardaxis, Vassilios; Anwar, Noreen; Hagenbucher, Jacob

    2018-03-01

    This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter. Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool. Significant differences were identified in the professionalism domains of "build a relationship" ( P = .008), "gather information" ( P = .001), and share information ( P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the "gather information" subdomains; however, the difference in scores was significant only in the "question appropriately" ( P = .001) and "listen and clarify" ( P = .003) subdomains. This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.

  3. Factors influencing adherence to standard precautions among nursing professionals in psychiatric hospitals

    Directory of Open Access Journals (Sweden)

    Thaís Helena Piai-Morais

    2015-06-01

    Full Text Available OBJECTIVE Evaluate and correlate individual, work-related and organizational factors that influence adherence to standard precautions among nursing professionals of psychiatric hospitals in São Paulo. METHOD An exploratory cross-sectional study conducted with 35 nursing professionals, using the assessment tool for adherence to standard precautions through the Likert scale, ranging from 1 to 5. RESULTS Knowledge of the precautions received a high score (4.69; adherence received (3.86 and obstacles (3.78, while intermediaries and the scales of organizational factors received low scores (2.61. There was a strong correlation between the magnitude adherence scale and the personal protective equipment availability (r = 0.643; p = 0.000. The training scale for prevention of HIV exposure (p = 0.007 was statistically different between the nurses and nursing assistants. CONCLUSION The organizational factors negatively contributed to adherence to standard precautions, indicating that psychiatric institutions lack safe working conditions, ongoing training and management actions to control infections.

  4. Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data

    Science.gov (United States)

    Long, Tammy M.; Ebert-May, Diane

    2014-01-01

    Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost exclusively from self-reported surveys. In this study, we describe the design of a reformed PD (RPD) model and apply Kirkpatrick's Evaluation Framework to evaluate multiple outcomes of TA PD before, during, and after implementing RPD. This framework allows evaluation that includes both direct measures and self-reported data. In RPD, TAs created and aligned learning objectives and assessments and incorporated more learner-centered instructional practices in their teaching. However, these data are inconsistent with TAs’ self-reported perceptions about RPD and suggest that single measures are insufficient to evaluate TA PD programs. PMID:26086654

  5. Transformative Shifts in Art History Teaching: The Impact of Standards-Based Assessment

    Science.gov (United States)

    Ormond, Barbara

    2011-01-01

    This article examines pedagogical shifts in art history teaching that have developed as a response to the implementation of a standards-based assessment regime. The specific characteristics of art history standards-based assessment in the context of New Zealand secondary schools are explained to demonstrate how an exacting form of assessment has…

  6. To Teach Standard English or World Englishes? A Balanced Approach to Instruction

    Science.gov (United States)

    Farrell, Thomas S. C.; Martin, Sonia

    2009-01-01

    This article suggests that English language teachers should consider all varieties of English, not just British Standard English or American Standard English. In order to better prepare students for the global world, and to show them that their own English is valued, teachers can implement a balanced approach that incorporates the teaching and…

  7. 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.

  8. Using a Moodle-Based Professional Development Program to Train Science Teachers to Teach for Creativity and its Effectiveness on their Teaching Practices

    Science.gov (United States)

    Al-Balushi, Sulaiman M.; Al-Abdali, Nasser S.

    2015-08-01

    This study describes a distance learning professional development program that we designed for the purpose of training science teachers to teach for creativity. The Moodle platform was used to host the training. To ensure that trainees would benefit from this distance learning program, we designed the instructional activities according to the Community of Inquiry framework, which consists of three main elements: cognitive presence, teaching presence and social presence. Nineteen science teachers in Oman engaged in the training, which lasted for 36 working days. To measure the effectiveness of the training program on science teachers' instructional practices related to teaching for creativity, we used a pre-post one-group quasi-experimental design. An observation form was used to assess and document participants' practices. Paired t test results showed that there was a statistically significant improvement in science teachers' practices related to teaching for creativity. During the implementation of the training program, we observed that cognitive presence and teaching presence were the two most successful elements of the program. The training program involved participants in different instructional activities which were designed to help them understand the role of creativity in science; a wide range of instructional techniques designed to nurture students' creativity was discussed. The program also provided participants with opportunities to relate their practices to teaching for creativity and to design and implement lesson plans geared toward teaching for creativity. However, the social presence element was not satisfying. Participants' virtual interactions with each other and their engagement in online discussion forums were limited. This paper provides some recommendations to overcome such pitfalls.

  9. A Dialogic Construction of Ethical Standards for the Teaching Profession

    Science.gov (United States)

    Smith, Deirdre Mary

    2013-01-01

    In Ontario, Canada, both the educational community and the public, which is understood to include parents, students and citizens of the province, participated in a multi-phased, longitudinal, dialogic inquiry to develop a set of ethical standards for the teaching profession. Collective discovery methods, syntheses, and validation of ethical…

  10. Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand

    Science.gov (United States)

    Pruekpramool, Chaninan; Sangpradit, Theerapong

    2016-01-01

    The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher's efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the…

  11. Exploration and practice in-class practice teaching mode

    Science.gov (United States)

    Zang, Xue-Ping; Wu, Wei-Feng

    2017-08-01

    According to the opto-electronic information science and engineering professional course characteristics and cultivate students' learning initiative, raised the teaching of photoelectric professional course introduce In-class practice teaching mode. By designing different In-class practice teaching content, the students' learning interest and learning initiative are improved, deepen students' understanding of course content and enhanced students' team cooperation ability. In-class practice teaching mode in the course of the opto-electronic professional teaching practice, the teaching effect is remarkable.

  12. In-Service English Teacher’s Perceptions of Reflective Teacher Diary to Promote Professional Development

    OpenAIRE

    Umu Arifatul Azizah; - Tosriadi

    2018-01-01

    To be a professional, teacher as a learner must continuously increase the experiences and knowledge with aiming at earning or maintaining the academic quality. Automatically, a teacher needs to apply particular technique or strategy and utilize a certain tool to meet the standards of excellence in teaching. Thus, reflection is considerable as one of the indispensable strategies that can be applied to lead teacher’s practice becomes more qualified. Reflection in teaching essentially refers the...

  13. Developing clinical teaching capacities of midwifery students.

    Science.gov (United States)

    Rance, Sharon; Sweet, Linda

    2016-06-01

    Competency Standards in Australia articulate that the midwife must be able to contribute to the professional development of themselves and others. Few undergraduate health professional curricula currently incorporate content for the development of specific knowledge and skills required for clinical teaching. This project aimed to understand and enhance midwifery students' preparedness to assume their future clinical teaching responsibilities. Design-based research was used to implement an educational intervention aimed at developing clinical teaching skills through a peer education session between 1st and 3rd year students. The perspectives of 30 undergraduate midwifery students about their preparedness for their teaching role and the intervention were obtained through 3 focus groups. A thematic analysis of the data was undertaken. Three themes were identified encompassing the research aims and objectives; 'Co-creating a culture for learning', 'reciprocal teaching and learning' and 'developing clinical teaching capacities'. The findings indicate that the midwifery students had a holistic understanding of their responsibilities in clinical teaching in the workplace. They were able to identify ways in which their teaching capacities were being developed through their clinical experiences and the curriculum, both intended and hidden. Despite limited educational activities for clinical teaching, the midwifery students made explicit connections of the relational interdependence of workplace-based experiences and their learning. Students were clearly able to identify ways in which their own learning experiences and the culture in which this learning is embedded, assists them to develop clinical teaching skills, ready to support the next generation of midwifery students. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  14. Ethical implications of digital images for teaching and learning purposes: an integrative review

    Directory of Open Access Journals (Sweden)

    Kornhaber R

    2015-06-01

    Full Text Available Rachel Kornhaber,1–3 Vasiliki Betihavas,4 Rodney J Baber,5 1School of Health Sciences, Faculty of Health, University of Tasmania, Rozelle, NSW, 2School of Nursing, The University of Adelaide, Adelaide, SA, 3Severe Burns Injury Unit, Royal North Shore Hospital, St Leonards, NSW, 4School of Nursing, University of Sydney, Sydney, NSW, 5Discipline of Obstetrics, Gynaecology and Neonatology, Sydney Medical School, University of Sydney, Sydney, NSW, Australia Background: Digital photography has simplified the process of capturing and utilizing medical images. The process of taking high-quality digital photographs has been recognized as efficient, timely, and cost-effective. In particular, the evolution of smartphone and comparable technologies has become a vital component in teaching and learning of health care professionals. However, ethical standards in relation to digital photography for teaching and learning have not always been of the highest standard. The inappropriate utilization of digital images within the health care setting has the capacity to compromise patient confidentiality and increase the risk of litigation. Therefore, the aim of this review was to investigate the literature concerning the ethical implications for health professionals utilizing digital photography for teaching and learning. Methods: A literature search was conducted utilizing five electronic databases, PubMed, Embase (Excerpta Medica Database, Cumulative Index to Nursing and Allied Health Literature, Educational Resources Information Center, and Scopus, limited to English language. Studies that endeavored to evaluate the ethical implications of digital photography for teaching and learning purposes in the health care setting were included. Results: The search strategy identified 514 papers of which nine were retrieved for full review. Four papers were excluded based on the inclusion criteria, leaving five papers for final analysis. Three key themes were developed

  15. An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers

    Science.gov (United States)

    Harlow, Danielle B.

    2014-02-01

    This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science.

  16. Academy of nutrition and dietetics: revised 2014 standards of practice and standards of professional performance for registered dietitian nutritionists (competent, proficient, and expert) in sports nutrition and dietetics.

    Science.gov (United States)

    Steinmuller, Patricia L; Kruskall, Laura J; Karpinski, Christine A; Manore, Melinda M; Macedonio, Michele A; Meyer, Nanna L

    2014-04-01

    Sports nutrition and dietetics addresses relationships of nutrition with physical activity, including weight management, exercise, and physical performance. Nutrition plays a key role in the prevention and treatment of obesity and chronic disease and for maintenance of health, and the ability to engage in physical activity, sports, and other aspects of physical performance. Thus, the Sports, Cardiovascular, and Wellness Nutrition Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has developed the Revised 2014 Standards of Practice and Standards of Professional Performance as a resource for Registered Dietitian Nutritionists working in sports nutrition and dietetics to assess their current skill levels and to identify areas for further professional development in this emerging practice area. The revised document reflects advances in sports nutrition and dietetics practice since the original standards were published in 2009 and replaces those standards. The Standards of Practice represents the four steps in the Nutrition Care Process as applied to the care of patients/clients. The Standards of Professional Performance covers six standards of professional performance: quality in practice, competence and accountability, provision of services, application of research, communication and application of knowledge, and utilization and management of resources. Within each standard, specific indicators provide measurable action statements that illustrate how the standards can be applied to practice. The indicators describe three skill levels (competent, proficient, and expert) for Registered Dietitian Nutritionists working in sports nutrition and dietetics. The Standards of Practice and Standards of Professional Performance are complementary resources for Registered Dietitian Nutritionists in sports nutrition and dietetics practice. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc

  17. Experience of Approbation and Target Reference Points of Introduction of the Professional Standard "Pedagogue-Psychologist (Educational psychologist" in Sverdlovsk Region

    Directory of Open Access Journals (Sweden)

    Vasyagina N.N.

    2017-11-01

    Full Text Available The experience of application of the professional standard "Pedagogue-psychologist (educational psychologist" in the Sverdlovsk region is described. A regional model for the application of the professional standard developed on the basis of the principles of unity of centralization and decentralization, interdepartmental and network interaction developed by the authors is presented. The main forms and methods of work on the application of a professional standard in the region are disclosed; the results of the Sverdlovsk region internship site are described, including mechanisms for identifying personnel shortages and development of personalized trajectories of the professional development of psychology teachers in the region. The following are highlighted as priority areas: the development of regional normative legal acts regulating the professional activity of pedagogue-psychologists, the application of the professional standard of the pedagogue-psychologist in the formation of the personnel policy in the field of education, and the modernization of the system of vocational training and additional vocational education of psychologists.

  18. 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.

  19. Teaching science and technology at primary school level: Theoretical and practical considerations for primary school teachers' professional training.

    NARCIS (Netherlands)

    Walma van der Molen, Julie Henriëtte; van Aalderen-Smeets, Sandra; Asma, L.

    2010-01-01

    This paper focuses on the importance of starting science and technology education at a young age and at the consequential importance of providing primary school teachers with enough professional background to be able to effectively incorporate science and technology into their teaching. We will

  20. Teachers' Views on Integrating Faith into Their Professional Lives: A Cross-Cultural Glimpse

    Science.gov (United States)

    Ahn, Joonkil; Hinson, Danny W.; Teets, Sharon T.

    2016-01-01

    AILACTE institutions are often linked to faith-based traditions, and teacher education candidates may attend these institutions as a result of their sense of calling to the profession. However, most graduates of teacher education programs teach in religiously neutral environments. With the high expectations of professional standards for the…

  1. Teaching Evidence-Based Practice across Curricula-An Overview of a Professional Development Course for Occupational Therapy Educators.

    Science.gov (United States)

    Daly, Marta M; DeAngelis, Tina M

    2017-01-01

    A professional development course for occupational therapy educators about teaching evidence-based practice (EBP) was developed and piloted. The course was developed to promote increased awareness of resources and methods for teaching EBP that are applicable across entry-level curricula. Participants included full-time faculty (n = 7) from one entry-level occupational therapy program in the New York City area. The results of the pilot informed refinement of the course in preparation for delivery to a wider audience of educators. This paper provides a description of the course, results of the pilot, and implications for future delivery of the course.

  2. Should professional ethics education incorporate single-professional or interprofessional learning?

    Science.gov (United States)

    Caldicott, Catherine V; Braun, Eli A

    2011-03-01

    Since ethical issues in the contemporary delivery of health care involve doctors, nurses, technicians, and members of other health professions, the authors consider whether members of diverse health care occupations might benefit from studying ethics in a single classroom. While interprofessional courses may be better at teaching the ethics of the relationships between and among the various health professions, single-professional courses may be better at teaching the ethics of relationships between particular kinds of professionals and patients. An ethics instructor's professional discipline affects his/her credibility with the students, and the course readings may not always be relevant to the actual work of a given discipline. With these challenges in mind, the authors suggest that the boundaries of ethics education in the health professions be reconceived to accommodate the professional mission of a specific discipline as well as the interdependence and collaboration that marks high quality health care.

  3. Nurse managers and budgeting: professional/bureaucratic conflict?

    Science.gov (United States)

    Abernethy, M A; Stoelwinder, J U

    1988-01-01

    Professional/bureaucratic conflict theory suggests that the extent to which nurse managers use management control systems will depend on whether their goal orientation is to system rather than output or derived goals. This article examines the use of budgeting as a management control strategy, in relation to the goal orientation of nurse managers, in four large teaching hospitals. The goal orientations and use of budgeting by nurse managers is also compared with those of physician managers and other sub-unit managers. The results indicate that nurse managers appear to be developing their goals of professionalization without a diminution of their organizational focus or their orientation towards providing a high standard of patient care.

  4. Science Thought and Practices: A Professional Development Workshop on Teaching Scientific Reasoning, Mathematical Modeling and Data Analysis

    Science.gov (United States)

    Robbins, Dennis; Ford, K. E. Saavik

    2018-01-01

    The NSF-supported “AstroCom NYC” program, a collaboration of the City University of New York and the American Museum of Natural History (AMNH), has developed and offers hands-on workshops to undergraduate faculty on teaching science thought and practices. These professional development workshops emphasize a curriculum and pedagogical strategies that uses computers and other digital devices in a laboratory environment to teach students fundamental topics, including: proportional reasoning, control of variables thinking, experimental design, hypothesis testing, reasoning with data, and drawing conclusions from graphical displays. Topics addressed here are rarely taught in-depth during the formal undergraduate years and are frequently learned only after several apprenticeship research experiences. The goal of these workshops is to provide working and future faculty with an interactive experience in science learning and teaching using modern technological tools.

  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. Addressing the hidden curriculum: understanding educator professionalism.

    Science.gov (United States)

    Glicken, Anita Duhl; Merenstein, Gerald B

    2007-02-01

    Several authors agree that student observations of behaviors are a far greater influence than prescriptions for behavior offered in the classroom. While these authors stress the importance of modeling of professional relationships with patients and colleagues, at times they have fallen short of acknowledging the importance of the values inherent in the role of the professional educator. This includes relationships and concomitant behaviors that stem from the responsibilities of being an educator based on expectations of institutional and societal culture. While medical professionals share standards of medical practice in exercising medical knowledge, few have obtained formal training in the knowledge, skills and attitudes requisite for teaching excellence. Attention needs to be paid to the professionalization of medical educators as teachers, a professionalization process that parallels and often intersects the values and behaviors of medical practice but remains a distinct and important body of knowledge and skills unto itself. Enhancing educator professionalism is a critical issue in educational reform, increasing accountability for meeting student needs. Assumptions regarding educator professionalism are subject to personal and cultural interpretation, warranting additional dialogue and research as we work to expand definitions and guidelines that assess and reward educator performance.

  7. 75 FR 60616 - Commission Guidance Regarding Auditing, Attestation, and Related Professional Practice Standards...

    Science.gov (United States)

    2010-10-01

    ... Regarding Auditing, Attestation, and Related Professional Practice Standards Related To Brokers and Dealers... Oversight Board in the Dodd-Frank Wall Street Reform and Consumer Protection Act to establish auditing... 60617

  8. Whistleblowing & Professional Responsibilities.

    Science.gov (United States)

    Professional Engineer, 1979

    1979-01-01

    Discussed are the moral dilemmas encountered daily by professionals and how the teaching of ethics may help resolve the conflicts individuals face with respect to whistleblowing. Included are consideration of responsibilities, role of ethics codes, and courses on professional ethics. (CS)

  9. A ‘How-To-Guide’ for teaching and assessing Collaborator Role competencies in family medicine residency and health professional training programs

    OpenAIRE

    Newton, Christie; Kopansky-Giles, Deborah; Eyre, Alison; Balkou, Steve

    2017-01-01

    Introduction: Collaborative practice competencies are essential for safe, effective practice in today’s health care system. Providing learners with formal teaching and assessment opportunities is a requirement for accreditation in medicine and other health professional programs.  However, identifying and assessing a trainee’s ability to competently collaborate in practice across educational contexts remains challenging. Further, without common assessment tools for collaborative practice teach...

  10. Analysis of the basic professional standards involving the work of psychologists in difficult and legally significant situations

    Directory of Open Access Journals (Sweden)

    Bogdanovich N. V.

    2016-06-01

    Full Text Available In this article the analysis of professional standards in terms of the scope of work of the psychologist with clients in difficult life and legal situations. The criteria of analysis chosen: reflected in professional activities, the choice of grounds for the selection of professional activities that focus on a specific Department, selection of a particular direction of activity of the psychologist (prevention, support, rehabilitation. It is shown that all five of the analyzed standards imply such a situation, but only three of them ("educational psychologist", "Psychologist in the social sphere", "Specialist in rehabilitative work in the social sphere" describe the activities of the psychologist, and the remaining ("Expert of bodies of guardianship and guardianship concerning minors" and "Specialist in working with families" are more organizational in nature. The conclusion about compliance of the training programs developed by the Department of legal psychology and law and education, the requirements of professional standards, proposed improvements in these programs.

  11. International standards for tuberculosis care: Relevance and implications for laboratory professionals

    Directory of Open Access Journals (Sweden)

    Pai M

    2007-01-01

    Full Text Available On World Tuberculosis (TB Day 2006, the International Standards for Tuberculosis Care (ISTC was officially released and widely endorsed by several agencies and organizations. The ISTC release was the culmination of a year long global effort to develop and set internationally acceptable, evidence-based standards for tuberculosis care. The ISTC describes a widely endorsed level of care that all practitioners, public and private, should seek to achieve in managing individuals who have or are suspected of having, TB and is intended to facilitate the effective engagement of all healthcare providers in delivering high quality care for patients of all ages, including those with smear-positive, smear-negative and extra-pulmonary TB, TB caused by drug-resistant Mycobacterium tuberculosis and TB/HIV coinfection. In this article, we present the ISTC, with a special focus on the diagnostic standards and describe their implications and relevance for laboratory professionals in India and worldwide. Laboratory professionals play a critical role in ensuring that all the standards are actually met by providing high quality laboratory services for smear microscopy, culture and drug susceptibility testing and other services such as testing for HIV infection. In fact, if the ISTC is widely followed, it can be expected that there will be a greater need and demand for quality assured laboratory services and this will have obvious implications for all laboratories in terms of work load, requirement for resources and trained personnel and organization of quality assurance systems.

  12. An evaluation of approaches used to teach quality improvement to pre-registration healthcare professionals: An integrative review.

    Science.gov (United States)

    Armstrong, Lorraine; Shepherd, Ashley; Harris, Fiona

    2017-08-01

    Improving the quality of healthcare remains central to UK and international policy, practice and research. In 2003, The Institute of Medicine's 'Health Professions Education: A Bridge to Quality', advocated quality improvement as a core competency for all healthcare professionals. As a result, developing capacity and capability of those applying improvement methodologies in the pre-registration population has risen, yet, little is known about the teaching approaches employed for this purpose. To describe and analyse educational approaches used to teach quality improvement to pre-registration healthcare professionals and identify enabling and impeding factors. Integrative review. CINAHL, PsychINFO, MEDLINE, ERIC, ASSIA, SCOPUS and Google Scholar were accessed for papers published between 2000 and 2016. Publications where quality improvement education was delivered to pre-registration healthcare professionals were eligible. One author independently screened papers, extracted data using a modified version of the Reporting of Primary Studies in Education Guideline and evaluated methodological quality using the Weight of Evidence Framework. The Kirkpatrick Education Evaluation Model was used to explore the impact of teaching approaches. Enabling and impeding factors were thematically analysed. A narrative synthesis of findings is presented. Ten papers were included, representing nursing, pharmacy and medicine from UK, Norway and USA. Studies comprised four quantitative, four mixed method, one qualitative and one cluster randomised trial, all allocated medium Weight of Evidence. Teaching approaches included experiential learning cited in all studies, didactics in seven, group work in four, seminars in three, self-directed learning in three and simulation in one. Most studies measured Level 1 of the Kirkpatrick Model (reaction), all but one measured Level 2 (skills, knowledge or attitudes), none measured Level 3 (behaviour) and one measured Level 4 (patient outcomes

  13. A situation analysis of inter-professional education and practice for ethics and professionalism training at Makerere University College of Health Sciences.

    Science.gov (United States)

    Byakika-Kibwika, Pauline; Kutesa, Annet; Baingana, Rhona; Muhumuza, Christine; Kitutu, Freddy Eric; Mwesigwa, Catherine; Chalo, Rose Nabirye; Sewankambo, Nelson K

    2015-10-23

    Students at Makerere University College of Health Sciences (MakCHS) are introduced to ethics and professionalism using the inter-professional education (IPE) model. Ethics and professionalism should be running themes throughout succeeding years of study during which students are expected to develop qualities and skills for future inter-professional practice (IPP). We performed a situation analysis of IPE and IPP among students and teaching health professionals at MakCHS to guide development of a relevant training curriculum of ethics and professionalism. A cross sectional study with quantitative and qualitative methods which included questionnaires, focus group discussions and key informant interviews. We interviewed 236 undergraduate students (148, 63 % male) and 32 teaching health professionals (25, 78 % male). Two hundred fifteen (91 %) students indicated they had joint learning activities with students of other professions and 166 (70 %) stated there was benefit in having an IPE model training curriculum. Most students (140, 59 %) strongly agreed that learning with other students will make them more effective members of the health team. Whereas the respondents reported inter professionalism as being well articulated in their course curricula, more than half said IPE is only implemented in the pre-clinical years of study. They noted that IPE and IPP concepts were not well programmed, health professionals engaged in teaching had poor attitudes towards IPE and IPP, there were limited numbers of skilled health care workers to implement IPP and there was poor communication between students and teaching health professionals. Majority of teaching health professionals noted challenges in implementation of IPE such as poor coordination and large student population and major factors influencing ethics and professionalism in healthcare such as limited government support, low pay for the health care workers, disrespect and lack of appreciation of the health workers by the

  14. Learning to teach science in urban schools

    Science.gov (United States)

    Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea

    2001-10-01

    Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.

  15. Integrating Mobile Phones into Teaching and Learning: A Case Study of Teacher Training through Professional Development Workshops

    Science.gov (United States)

    Ekanayake, Sakunthala Y.; Wishart, Jocelyn

    2015-01-01

    This paper presents the development and implementation of a professional development workshop series on integrating mobile phones into science teaching for a group of teachers in Sri Lanka. The series comprised a 3-day Planning Workshop followed by implementation of the planned lessons in real classrooms and a subsequent 1-day Reviewing Workshop.…

  16. Pedagogical Factors that Influence EFL Teaching: Some Considerations for Teachers’ Professional Development

    Directory of Open Access Journals (Sweden)

    Abad José Vicente

    2013-04-01

    Full Text Available In this article we present the results of a qualitative research study on the pedagogical factors that influence English teaching in four public schools of Medellín, Colombia. Twelve teachers were interviewed regarding three linguistic principles: communicative competence, native language effect, and interlanguage. The data analysis led to the identification of various factors, such as teachers’ linguistic ego, view of their teaching role, and attitude towards English, which shape English teaching and are tied to teachers’ education. It was concluded that teachers’ professional development must tap into these factors so teachers can effectively revise their beliefs and adjust their practices to ensure a high qualityin their teaching.En este artículo se presentan los resultados de una investigación cualitativa acerca de los factorespedagógicos que influyen en la enseñanza del inglés en cuatro escuelas públicas de Medellín (Colombia. Doce maestros fueron entrevistados sobre tres principios lingüísticos: competencia comunicativa, efecto de la lengua nativa e interlenguaje. A partir del análisis se concluyó que factores como el ego lingüístico, la percepción del papel del docente y la actitud frente al inglés son determinantes en laenseñanza de esta lengua. Se concluye que dichos factores deben ser incorporados en los programas de desarrollo profesional para que los maestros puedan revisar sus creencias y ajustar sus prácticas efectivamente y así asegurar la calidad de su enseñanza.

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

    Science.gov (United States)

    Doolittle, Gini; Sudeck, Maria; Rattigan, Peter

    2008-01-01

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

  18. LOOKING INTO MY BACKYARD: SHIFTS IN PROFESSIONAL IDENTITY

    Directory of Open Access Journals (Sweden)

    Teuku Zulfikar

    2012-07-01

    Full Text Available Professional development is a long-life journey and rewarding in an academia. Teachers are required to improve their competences. They do not only enhance their subject matters but also upgrade their pedagogical knowledge. Professional development can be conducted through many ways. It could be done through formal education, informal training or self-reflection. This is reflexivity on an English teacher’s professional journey. It scrutinizes phases of language learning and teaching awareness. The article starts with my first contact with English and then goes on to learning-teaching experience in the later phases. The reflection on these experiences shapes my teaching identity and improves teaching competence.

  19. The use of standardized patients in the plastic surgery residency curriculum: teaching core competencies with objective structured clinical examinations.

    Science.gov (United States)

    Davis, Drew; Lee, Gordon

    2011-07-01

    As of 2006, the Accreditation Council for Graduate Medical Education had defined six "core competencies" of residency education: interpersonal communication skills, medical knowledge, patient care, professionalism, practice-based learning and improvement, and systems-based practice. Objective structured clinical examinations using standardized patients are becoming effective educational tools, and the authors developed a novel use of the examinations in plastic surgery residency education that assesses all six competencies. Six plastic surgery residents, two each from postgraduate years 4, 5, and 6, participated in the plastic surgery-specific objective structured clinical examination that focused on melanoma. The examination included a 30-minute videotaped encounter with a standardized patient actor and a postencounter written exercise. The residents were scored on their performance in all six core competencies by the standardized patients and faculty experts on a three-point scale (1 = novice, 2 = moderately skilled, and 3 = proficient). Resident performance was averaged for each postgraduate year, stratified according to core competency, and scored from a total of 100 percent. Residents overall scored well in interpersonal communications skills (84 percent), patient care (83 percent), professionalism (86 percent), and practice-based learning (84 percent). Scores in medical knowledge showed a positive correlation with level of training (86 percent). All residents scored comparatively lower in systems-based practice (65 percent). The residents reported unanimously that the objective structured clinical examination was realistic and educational. The objective structured clinical examination provided comprehensive and meaningful feedback and identified areas of strengths and weakness for the residents and for the teaching program. The examination is an effective assessment tool for the core competencies and a valuable adjunct to residency training.

  20. Design the Professional Educational Environment for Teacher in the Conditions of the Introduction and Development of Professional Standard of the Activity: the Leningrad Oblast Experience

    Directory of Open Access Journals (Sweden)

    Bayeva I.A.,

    2016-07-01

    Full Text Available On the example of the educational system of Leningrad oblast the authors analyse how the environmental approach can be used in the implementation of the professional standard for teachers. The issues concerning the process of the implementation and acquisition of the professional standard are discussed in relation to the innovative project “Safe Educational Environment” carried out in collaboration with the Russian Academy of Education. This project is aimed at setting up the most socially significant components of professional and educational environment as well as at creating and testing a system of psychological safety support for subjects of the educational process in the region. The authors emphasize the advantages of the system approach that implies the introduction of various innovations in education and helps to achieve a synergistic effect in the teacher’s professional activity. Also, they show how the methodology of the environmental approach may be employed in the designing of professional educational environment as one of the technologies in the teacher’s practice.

  1. Problemes de l'enseignement des langues secondes standard pour les minorites culturelles (Problems of Teaching Standard Second Languages to Cultural Minorities).

    Science.gov (United States)

    Laforge, Lorne

    In most industrialized countries, especially in urban areas with a heavy concentration of cultural minorities, teaching a standard second language to schoolchildren is a misleading concept and an ambiguous enterprise. In a country that fosters official unilingualism, schoolchildren have to learn a standard second language as if it were a first…

  2. [The federal state educational standard and teaching of history of medicine].

    Science.gov (United States)

    Sorokina, T S

    2016-01-01

    The article considers actual issues of teaching of history of medicine in Russia in connection with transition of higher medical school of Russia to the new Federal state educational standard of high education if the third generation meaning placement of discipline in education process, programs of training, personnel support.

  3. Teaching emergent bilingual students flexible approaches in an era of new standards

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    Proctor, C Patrick; Hiebert, Elfrieda H

    2016-01-01

    Recent educational reform initiatives such as the Common Core State Standards (CCSS) largely fail to address the needs--or tap into the unique resources--of students who are developing literacy skills in both English and a home language. This book discusses ways to meet the challenges that current standards pose for teaching emergent bilingual students in grades K-8. Leading experts describe effective, standards-aligned instructional approaches and programs expressly developed to promote bilingual learners' academic vocabulary, comprehension, speaking, writing, and content learning. Innovative

  4. Identifying Professional Teaching Standards Using Rasch Model Analysis: The Case of Northern Cyprus

    Science.gov (United States)

    Alibaba Erden, Hale; Özer, Bekir

    2013-01-01

    Problem Statement: The Teacher's-Act defined for the state-school teachers of North Cyprus shows that teachers are not selected according to any specific standards. In North Cyprus, apart from the exam topics defined at the teacher's exam regulations, there is not any kind of identified standard for teachers. Training qualified teachers based upon…

  5. The Teaching Artist as Cultural Learning Entrepreneur: An Introductory Conceptualization

    Science.gov (United States)

    Chemi, Tatiana

    2015-01-01

    In the field of teaching artists a new professional profile might be arising: the cultural learning entrepreneur. Compelled by European standards for business and social innovation, the new role is in search of identity and shared understanding. In the present article, the author presents a network project, funded by the European Community, which…

  6. Elementary Teachers' Perceptions of Their Professional Teaching Competencies: Differences between Teachers of Math/Science Majors and Non-Math/Science Majors in Taiwan

    Science.gov (United States)

    Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee

    2018-01-01

    The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…

  7. A mini-midwifery business institute in a midwifery professional roles course: an innovative teaching strategy for successful career planning and business management of practice.

    Science.gov (United States)

    Jesse, D Elizabeth; Dewees, Connie; McDowell, William C

    2015-01-01

    It is essential to include teaching strategies in midwifery education that address career planning and the business aspects of practice. This article presents the Mini-Midwifery Business Institute (M-MBI), an innovative teaching strategy for midwives that can also be applied to other advanced practice professions. The M-MBI can be integrated into a professional roles course. Before and after graduation, midwifery students and other advanced practice professionals can use the information to gain confidence and skills for successful career planning and the business management of practice. © 2014 by the American College of Nurse-Midwives.

  8. Nurturing Medical Professionalism in the Surgical Community ...

    African Journals Online (AJOL)

    Introduction: The teaching of professionalism worldwide is changing for effectiveness. Our aim was to explore the reflection of the surgical teaching community in a Kenyan context on how professionalism can be effectively inculcated through the socio-cultural concept of activity theory. Methods: A sequential mixed-methods ...

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

    Directory of Open Access Journals (Sweden)

    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.

  10. DESIGNING UNIVERSITY TEXTBOOK “FUNDAMENTALS OF BUSINESS INFORMATICS” IN ACCORDANCE WITHREQUIREMENTS OF THE EDUCATIONAL AND PROFESSIONAL STANDARDS

    OpenAIRE

    Ю В Фролов; К Р Овчинникова

    2016-01-01

    The article discusses step by step the process of designing an interdisciplinary tutorial on the basics of business informatics in the context of the requirements Federal state educational and professional standards. Taken into account comparison between the hierarchy of educational results, which are reflected in the structural elements of the textbook, and levels of skill requirements in the professional standard. Based on Layer-technology didactic designing described the sequence of action...

  11. 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.

  12. The use of international standards in ethics education in the Tunisian audit context

    Directory of Open Access Journals (Sweden)

    Arfaoui Feten

    2015-11-01

    Full Text Available This study examined the educational tools used in teaching ethics in the Tunisian audit context. Data collection was based observation of ethics education sessions. The findings identified a large difference between the observed teaching practices of ethics education and the requirements of international education standards. The data collected and the discussion of the findings revealed the main challenges in teaching ethics to auditors in addition to certain innovative educational tools that can be used by future professionals when confronted with difficult situations in the workplace.

  13. Psychological and pedagogical grounds for applying communicative method of teaching foreign languages in higher school with the purpose of realization of students professional orientation

    OpenAIRE

    Yavoruk, O.; Gridneva, S.

    2010-01-01

    The article deals with the notion of “professional orientation”, its components and levels. The principles of communicative method of teaching foreign languages are analyzed from psychological and pedagogical point of view. Expediency of applying the given method with the purpose of realization of students’ professional orientation is substantiated.

  14. A new look on the teaching profession through the analasys of modern educational standards

    Directory of Open Access Journals (Sweden)

    Shevtsova M.A.

    2016-11-01

    Full Text Available The article discusses the ways of problem solving in the sphere of pedagogical education to prepare teachers for lifelong professional self-development. The analysis and fulfillment of requirements of modern educational standards help to solve the problem of training future teachers based on system-activity approach, using personal experience of students and modern technologies. The professional teacher standard - is the main point in improving the quality of education in training teachers.

  15. 77 FR 7489 - Small Business Size Standards: Professional, Technical, and Scientific Services

    Science.gov (United States)

    2012-02-10

    ... would (1) provide a competitive advantage to larger firms over their truly small counterparts; (2) allow... Vol. 77 Friday, No. 28 February 10, 2012 Part V Small Business Administration 13 CFR Part 121 Small Business Size Standards: Professional, Technical, and Scientific Services; Final Rule #0;#0...

  16. Teaching Evolution: A Heuristic Study of Personal and Cultural Dissonance

    Science.gov (United States)

    Grimes, Larry G.

    Darwinian evolution is a robustly supported scientific theory. Yet creationists continue to challenge its teaching in American public schools. Biology teachers in all 50 states are responsible for teaching science content standards that include evolution. As products of their backgrounds and affiliations teachers bring personal attitudes and beliefs to their teaching. The purpose of this study was to explore how biology teachers perceive, describe, and value their teaching of evolution. This research question was explored through a heuristic qualitative methodology. Eight veteran California high school biology teachers were queried as to their beliefs, perceptions, experiences and practices of teaching evolution. Both personal and professional documents were collected. Data was presented in the form of biographical essays that highlight teachers' backgrounds, experiences, perspectives and practices of teaching evolution. Of special interest was how they describe pressure over teaching evolution during a decade of standards and No Child Left Behind high-stakes testing mandates. Five common themes emerged. Standards have increased the overall amount of evolution that is taught. High-stakes testing has decreased the depth at which evolution is taught. Teacher belief systems strongly influence how evolution is taught. Fear of creationist challenges effect evolution teaching strategies. And lastly, concern over the potential effects of teaching evolution on student worldviews was mixed. Three categories of teacher concern over the potential impact of evolution on student worldviews were identified: Concerned, Strategist, and Carefree. In the final analysis teacher beliefs and attitudes still appeared to he the most important factor influencing how evolution is taught.

  17. Professional training in physiotherapy: barriers to the diversification of practical learning scenarios and for teaching-service integration

    Directory of Open Access Journals (Sweden)

    Ana Paula Maihack Gauer

    2018-06-01

    Full Text Available Abstract Introduction: Professional training in health, at present, aims to develop competencies and skills for a performance according the principles of the Unified Health System (SUS, in Portuguese. In this sense, the Ministries of Health and Education have set up devices for training reorientation that prioritize teaching-service integration and diversification of learning scenarios. Objective: To describe barriers to the diversification of practical learning scenarios and for teaching-service integration in a physiotherapy course from the perspective of teachers and students. Methods: This is a qualitative research developed according to the case study method, with the participation of 16 students and 11 teachers-physiotherapists. During the data collection three focus groups were established, two with students and one with professors, besides individual interviews with both the course coordinator and the pedagogical articulator of the National Program for the Reorientation of Professional Health Training of the assessed course. Data were analyzed through thematic content analysis. Results: Among the identified barriers there are students’ low participation in public health services; saturation of public health services for students to carry out practical activities; low number of physiotherapists in Primary Care; indirect relationship of Clinical School with SUS. Conclusion: In order to improve the teaching-service interaction and to diversify the learning scenarios it is necessary to prioritize an integrated planning of actions to overcome identified barriers, including the participation of both the university managers and health services.

  18. Engaging Teenagers in Astronomy Using the Lens of Next Generation Science Standards and Common Core State Standards

    Science.gov (United States)

    Gillette, Sean; Wolf, Debbie; Harrison, Jeremiah

    2017-06-01

    The Vanguard Double Star Workshop has been developed to teach eighth graders the technique of measuring position angle and separation of double stars. Through this program, the students follow in the footsteps of a professional scientist by researching the topic, performing the experiment, writing a scientific article, publishing a scientific article, and finally presenting the material to peers. An examination of current educational standards grounds this program in educational practice and philosophy.

  19. The Context of Graduate Student Preparation in Physics: professional roles of research and teaching

    Science.gov (United States)

    Finkelstein, Noah

    2004-05-01

    This talk considers the role of graduate training from a broad perspective --- that of making professional physicists. Following Shulman's definition and characterization of 'professionals' [1], it may be observed that graduate student preparation in research follows a traditional and effective track of creating professionals. However, at the same time, other forms professional activity of physicists, notably teaching and educational practice, remain largely absent. This talk presents a model of the contextual nature of student learning that sheds light on why and how this division occurs. Given such attention to context, this talk then examines a graduate student program in physics that is designed to augment the traditional training of graduate students in order to more fully inform and prepare students for their future roles. Data are presented from a study of a local four-year implementation of the national Preparing Future Physics Faculty Program to document the structure, key features, and outcomes of the program. Results include a framework and general heuristics for successful implementation, and the impact of emphasizing education and physics education research. Among the findings, this graduate training program demonstrates one mechanism for infusing physics education research and its findings into the broader physics community. [1] Shulman. L.S., Professing the Liberal Arts, In Education and Democracy: Re-imagining Liberal Learning in America, edited by Robert Orrill. New York: College Board Publications, 1997

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

    Science.gov (United States)

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

    2017-01-01

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

  1. Embedding argumentation discourse within elementary inquiry teaching: Implications for professional development

    Science.gov (United States)

    Borger, Laurie Landon

    The National Research Council's most recent report Taking Science to School: Learning and Teaching Science in Grades K-8, (2007) has suggested a redefinition of science proficiency. "This framework rests on a view of science as both a body of knowledge and an evidence-based, model building enterprise that continually extends, refines, and revises knowledge" (p.2). Therefore embedding argumentation discourse within inquiry teaching includes educating students to voice their own evidence based explanations and justifications for acceptance, refinement, or possible rejection by their peers. This new perspective will require elementary teachers to challenge their own knowledge, beliefs, and practices about science proficiency. It will necessitate the creation of professional development opportunities that are specific to the needs of the teachers who are facilitating the reform during a time period when the NCLB (2001) legislation requires 100% proficiency for all students in reading and math. This intrinsic case study involved the purposive sampling of 30 regular elementary education teachers in one rural school district in Pennsylvania. A grounded theory perspective was used to examine the elementary teachers' beliefs, practices, and barriers as a means to specify the necessary supports needed to accept the challenges associated with the redefinition of science proficiency. Data was collected through a survey, observational inventory, checklist, and interviews. Using constant comparison analysis, this researcher and the district's Science Department Head, identified and refined emerging trends into the following four essential themes: equity and accountability, teacher's beliefs, isolation, and curriculum rigor. Each theme influenced instructional practices. Most notably the implementation of the teacher evaluation plan encouraged teachers to view science as a lower priority and hindered their desire to improve it. Isolation kept teachers' science knowledge and

  2. Anticipation and Action in Graduate-Level Design Programs: Building a Theory of Relationships among Academic Culture, Professional Identity and the Design of the Teaching Environment

    Science.gov (United States)

    Littlejohn, Deborah Kathleen

    2011-01-01

    This research concerns the culture of design education in the context of great change in the social and professional conditions of practice. Findings illuminate interrelationships among pedagogy, professional identity and the design of the instructional setting in programs that teach visual communication and interaction design. Participants'…

  3. Effects of a Teacher Professional Development Program on Science Teachers' Views about Using Computers in Teaching and Learning

    Science.gov (United States)

    Çetin, Nagihan Imer

    2016-01-01

    The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was…

  4. Effectiveness of Mind Mapping in English Teaching among VIII Standard Students

    Science.gov (United States)

    Hallen, D.; Sangeetha, N.

    2015-01-01

    The aim of the study is to find out the effectiveness of mind mapping technique over conventional method in teaching English at high school level (VIII), in terms of Control and Experimental group. The sample of the study comprised, 60 VIII Standard students in Tiruchendur Taluk. Mind Maps and Achievement Test (Pretest & Posttest) were…

  5. Pair Programming as a Modern Method of Teaching Computer Science

    Directory of Open Access Journals (Sweden)

    Irena Nančovska Šerbec

    2008-10-01

    Full Text Available At the Faculty of Education, University of Ljubljana we educate future computer science teachers. Beside didactical, pedagogical, mathematical and other interdisciplinary knowledge, students gain knowledge and skills of programming that are crucial for computer science teachers. For all courses, the main emphasis is the absorption of professional competences, related to the teaching profession and the programming profile. The latter are selected according to the well-known document, the ACM Computing Curricula. The professional knowledge is therefore associated and combined with the teaching knowledge and skills. In the paper we present how to achieve competences related to programming by using different didactical models (semiotic ladder, cognitive objectives taxonomy, problem solving and modern teaching method “pair programming”. Pair programming differs from standard methods (individual work, seminars, projects etc.. It belongs to the extreme programming as a discipline of software development and is known to have positive effects on teaching first programming language. We have experimentally observed pair programming in the introductory programming course. The paper presents and analyzes the results of using this method: the aspects of satisfaction during programming and the level of gained knowledge. The results are in general positive and demonstrate the promising usage of this teaching method.

  6. Common Core Standards, Professional Texts, and Diverse Learners: A Qualitative Content Analysis

    Science.gov (United States)

    Yanoff, Elizabeth; LaDuke, Aja; Lindner, Mary

    2014-01-01

    This research study questioned the degree to which six professional texts guiding implementation of the Common Core Standards in reading address the needs of diverse learners. For the purposes of this research, diverse learners were specifically defined as above grade level readers, below grade level readers, and English learners. The researchers…

  7. Instructional Internships: Improving the Teaching and Learning Experience for Students, Interns, and Faculty

    Science.gov (United States)

    Hemmerich, Abby L.; Hoepner, Jerry K.; Samelson, Vicki M.

    2015-01-01

    Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate…

  8. The IUGS Task Group on Global Geoscience Professionalism - promoting professional skills professionalism in the teaching, research and application of geoscience for the protection and education of the public

    Science.gov (United States)

    Allington, Ruth; Fernandez-Fuentes, Isabel

    2013-04-01

    -regulation in the Earth sciences; • To provide geoscientists in all areas of professional practice and at all stages of their careers with practical guidance and support on professional matters; • To continue and increase over time the provision of symposia and technical sessions to allow for exchange and knowledge transfer at IGCs and other events for those involved in, and impacted by, the evolution of professionalism in the geosciences. • To act as a resource to members of IUGS, and others, of material and speakers to present to geoscience groups - in particular young Earth scientists - around the world on professional practice and registration matters (including geoscience practice standards and guidelines, and reporting standards, codes of ethics and conduct, and professional registration.) The sponsors of the new TG are: • European Federation of Geologists (EFG) • Geoscientists Canada • American Institute of Professional Geologists (AIPG) • Australian Institute of Geoscientists (AIG) • South African Council for Natural Scientific Professions (SACNSP) • El Colegio de Geólogos de Bolivia (College of Geologists of Bolivia)

  9. Engaging Teenagers in Astronomy Using the Lens of Next Generation Science Standards and Common Core State Standards (Abstract)

    Science.gov (United States)

    Gillette, S.; Wolf, D.; Harrison, J.

    2017-12-01

    (Abstract only) The Vanguard Double Star Workshop has been developed to teach eighth graders the technique of measuring position angle and separation of double stars. Through this program, the students follow in the footsteps of a professional scientist by researching the topic, performing the experiment, writing a scientific article, publishing a scientific article, and finally presenting the material to peers. An examination of current educational standards grounds this program in educational practice and philosophy.

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

    Science.gov (United States)

    Moore, Felicia Michelle

    2003-10-01

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

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

    Science.gov (United States)

    McGee, Steven; Nutakki, Nivedita

    2017-01-01

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

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

    NARCIS (Netherlands)

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

    2018-01-01

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

  13. Developing medical educators - a mixed method evaluation of a teaching education program.

    Science.gov (United States)

    Roos, Marco; Kadmon, Martina; Kirschfink, Michael; Koch, Eginhard; Jünger, Jana; Strittmatter-Haubold, Veronika; Steiner, Thorsten

    2014-01-01

    Background It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. Methods An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations. Results Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (Pteaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations. Conclusions Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

  14. Developing medical educators--a mixed method evaluation of a teaching education program.

    Science.gov (United States)

    Roos, Marco; Kadmon, Martina; Kirschfink, Michael; Koch, Eginhard; Jünger, Jana; Strittmatter-Haubold, Veronika; Steiner, Thorsten

    2014-01-01

    It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations. Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (Pteaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations. Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

  15. Developing Standards for EFL in Indonesia as Part of the EFL Teaching Reform

    Directory of Open Access Journals (Sweden)

    Suwarsih Madya

    2002-01-01

    Full Text Available Abstract: The teaching of English in Indonesia has so far been unable to reach its declared goal, which is the students' mastery of the English macro skills listening, speaking, reading, writing. Various factors have certainly contributed to this failure, but the highly centralized curriculum has been one of the many to be blamed for it. The new system of regional autonomy gives ample opportunity to schools/ regions to develop their own curricula. This will lead to the need for the establishment of standard of English to ensure the achievement of the ultimate goal of teaching English throughout the country. This paper suggests that the development of standards for English should involve as many parties concerned as possible, including EFL teachers, EFL teacher educators, and users of school graduates. Another suggestion made related to the aspects to be covered in the standards, namely (1 the qualification of EFL policy makers, EFL teacher educators, and EFL teachers; (2 class size, (3 facilities and equipment, and (4 assessment and evaluation.

  16. Evaluation of Virtual Teaching-Learning Environments based on usability standards

    Directory of Open Access Journals (Sweden)

    Jose I. Cocunubo-Suarez

    2018-01-01

    Full Text Available The main objective of this review article is to determine the necessary sub-characteristics or aspects for the evaluation of Virtual Teaching-Learning Environments (VTLEs as final or finished products based on ISO 9126, 14598 and 25000-SQuaRE standards. A systematic information search was carried out. A total of 108 documents were retrieved about subjects such as web usability, virtual learning environments, usability, educational software, educational web evaluation, usability evaluation and web usability evaluation. Out of the 108 documents, 70 were selected by inclusion and exclusion analysis. The eight subfeatures of greater statistical frequency were identified among the subset of documents and then integrated as a proposal for standard 25000-SQuaRE.

  17. A Survey of Elementary and Secondary Music Educators' Professional Background, Teaching Responsibilities and Job Satisfaction in the United States

    Science.gov (United States)

    Matthews, Wendy K.; Koner, Karen

    2017-01-01

    The focus of this exploratory study was to examine the current trends of K-12 music educators in the United States regarding their (a) professional background, (b) classroom teaching responsibilities, and (c) job satisfaction. Participants included seven thousand four hundred and sixty-three (N = 7,463) currently employed music teachers who were…

  18. Design and validation of a standards-based science teacher efficacy instrument

    Science.gov (United States)

    Kerr, Patricia Reda

    National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA

  19. Exploring Japanese university English teachers' professional identity

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    Nagatomo, Diane Hawley

    2012-01-01

    This book examines the professional identities of Japanese university English teachers. It focuses on how relatively new teachers develop their professional identities, how gender impacts the professional identities of female professors, and how teaching practices and beliefs reflect personal and professional identity.

  20. Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes.

    Science.gov (United States)

    Phelps, Geoffrey; Kelcey, Benjamin; Jones, Nathan; Liu, Shuangshuang

    2016-10-03

    Mathematics professional development is widely offered, typically with the goal of improving teachers' content knowledge, the quality of teaching, and ultimately students' achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect. The study drew on a large database representing five different assessments of MKT and collectively 326 professional development programs and 9,365 teachers. Results from cross-classified hierarchical growth models found that standardized average change estimates across the five assessments ranged from a low of 0.16 standard deviations (SDs) to a high of 0.26 SDs. Power analyses using the estimated pre- and posttest change estimates indicated that hundreds of teachers are needed to detect changes in knowledge at the lower end of the distribution. Even studies powered to detect effects at the higher end of the distribution will require substantial resources to conduct rigorous experimental trials. Empirical benchmarks that describe average program change and its variation provide a useful preliminary resource for interpreting the relative magnitude of effect sizes associated with professional development programs and for designing adequately powered trials. © The Author(s) 2016.

  1. Professionalism - The Game Spirit. (Job Alternatives to Teaching).

    Science.gov (United States)

    Ulrich, Celeste

    The economic situation has limited the number of teaching jobs available for physical education majors. The determination of priorities is essential in planning for a teaching job. As an alternative to teaching there are job possibilities in sport centers, commercial sport establishments, fitness salons, dance studios, and self-styled teaching…

  2. Professionalism, professionalization, expertise and compassion: a qualitative study of medical residents.

    Science.gov (United States)

    Phillips, Susan P; Dalgarno, Nancy

    2017-01-23

    Formal and informal medical curricula convey expectations about professionalization, that is, the development of physician identity, and also about professionalism. This study examined whether, in general, junior residents experienced any dissonance between these roles and focused particularly on how they negotiated conflicts between compassion, self-care, duty and medical expertise. In 2015, purposive sampling was used to select 21 first-year residents at a Canadian medical school. Participants listened to a 5-min audio-recording narrated in either male or female voice. Facing compassion fatigue after three obstetrical disasters over less than 2 days the resident narrator asks to go home. Participants reacted in writing to questions about this request and relevant teaching/modelling. Responses were analyzed using a qualitative, exploratory, thematic research design. Four themes were identified: i) empathy, self-doubt and fear of weakness, ii) the need for support from and communication with physicians and others, iii) education received, and iv) professionalization outranks professionalism. Participants agreed that under the circumstances the narrator's care, compassion and request were appropriate. Never the less, many grappled with feeling that asking to be relieved of work demonstrated weakness and a shirking of responsibility. Respondents had received no formal teaching about balancing compassion for patients or self with professional duty. Preceptors' informal teaching and modeling valorized scientific disengagement above all else. What emerged was participants' drive to become detached clinicians who set aside emotional responses and interactions that could impede and be incompatible with professionalization. However, participants also recognized and lamented what was lost in such a transformation. In the transition from student to practitioner, trainees' views and the modeling they receive shift emotion and compassion, whether for self or patients, from

  3. Preventing nosocomial infections: improving compliance with standard precautions in an Indonesian teaching hospital.

    NARCIS (Netherlands)

    Duerink, D.O.; Farida, H.; Nagelkerke, N.J.; Wahyono, H.; Keuter, M.; Lestari, E.S.; Hadi, U.; Broek, P.J.J.A. van den

    2006-01-01

    Standard precautions can prevent transmission of micro-organisms. This study investigated hand hygiene, handling of needles and use of personal protective equipment in an Indonesian teaching hospital, and performed a multi-faceted intervention study to improve compliance. An intervention was

  4. Exposure to child and adolescent psychiatry for medical students: are there optimal "teaching perspectives"?

    Science.gov (United States)

    Hunt, Jeffrey; Barrett, Rowland; Grapentine, W Lex; Liguori, Gina; Trivedi, Harsh K

    2008-01-01

    The ability to develop quality medical student exposures in child and adolescent psychiatry is critical to the professional development of these future physicians and to the growth of recruitment efforts into the field. This study identifies teaching perspectives among child and adolescent psychiatry faculty to determine whether there are optimal perspectives that positively influence medical student satisfaction. Eighty-eight third- and fourth-year students at an allopathic U.S. medical school assessed teacher performance over a 1-year period using a standard internal teacher evaluation. Three experienced faculty members teaching the medical student seminars each completed a Teaching Perspective Inventory. The authors compared the different teaching perspectives with student satisfaction scores on the standard teacher evaluation instrument. All teachers had two dominant perspectives and one recessive perspective. Each teacher had a predominant developmental perspective but they differed in other dominant and recessive perspectives. The transmission perspective was associated with significantly less favorable scores on the standard teacher evaluation compared to the apprenticeship and nurturing perspective. The authors discuss the value of teaching perspective identification among child and adolescent psychiatry faculty for medical student education.

  5. Developing the Teaching Profession: Factors Influencing Teachers’ Performance

    Directory of Open Access Journals (Sweden)

    Hamdi Serin

    2017-10-01

    Full Text Available Teachers always seek for possible ways to develop their teaching. There are many ways teachers can develop professionally. They can do this by generating new ideas or thinking deeply about reformulating what they do in class. Nevertheless, they cannot fully improve professional development on their own. Teachers can learn with the help of other people who have knowledge and experience in teaching and learning. They learn from in-service training programs that teach new techniques and approaches. Teacher development is a long-term process that requires systematic planning. Professional advancement in the teaching profession is based on some factors. This paper defines the characteristics of teachers’ professional development and aims to explain the factors it hinges upon.

  6. A non-freaked out guide to teaching the common core using the 32 literacy anchor standards to develop college- and career-ready students

    CERN Document Server

    Stuart, Dave

    2014-01-01

    Implement the Common Core for ELA without all the stress A Non-Freaked Out Guide to Teaching the Common Core uses the often-neglected anchor standards to get to the heart of the Common Core State Standards (CCSS)-teaching students the skills they need to be college and career ready. Each anchor standard is broken down into its key points, and a discussion of each anchor standard''s central purpose helps outline the context for each required skill. This easy-to-read guide gives educators the kind of clear explanations, examples, and strategies they need to feel comfortable teaching the CCSS, an

  7. 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.

  8. Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

    Science.gov (United States)

    Stephenson, Robert L.

    The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

  9. Teaching quality improvement in Tanzania: a model of inter-professional partnership for global health development

    Directory of Open Access Journals (Sweden)

    John Kvasnicka

    2017-01-01

    Full Text Available Background: Education is a universal need in health care and a tool for quality improvement. We developed a two-day medical education conference in Iringa, Tanzania, that has now evolved to teach the basics of quality improvement to an inter-professional audience from the 28 hospitals in the southern zone of the Tanzania Christian Social Services Commission (CSSC. Methods: We describe the planning, budget, implementation, evolution and evaluation of this on-going medical education conference. Representatives from medicine, nursing, pharmacy and administration from all 28 hospitals were invited to attend. Attendees evaluated the conference and individual lectures on a 5 point scale. In addition, attendees were asked to rate the most important learning aspect of the conference. Results: Over 100 Tanzanian health professionals and administrators from the 28 hospitals in the southern zone of the CSSC attended. Evaluation forms were completed by 82 attendees. The 2016 conference received an overall rating of 4.0 on a 5 point scale. The individual lectures received an overall rating of 4.2 on a 5 point scale. Quality improvement techniques and co-leadership topics were rated as most useful by attendees. Conclusion: We provide a framework for developing a medical education conference that can be replicated in other settings. Teaching the basics of quality improvement by having hospital leadership teams develop individual quality improvement projects is a highly useful method of instruction.

  10. From Classroom Teaching to Remote Teaching

    DEFF Research Database (Denmark)

    Borch, Ole; Helbo, Jan; Knudsen, Morten

    2000-01-01

    for teaching purpose on the Internet. It is also described how courses in the two different teaching environments can be maintained in one place. More professional teaching tools are available on the market, but the methods described in this paper are based on Luvit[1], an open low-cost web-based teaching tool...... and at the same time easy to learn and use by both developer and students. Two in-house project groups have tested the project work with success after a short learning period. 35 remote students under Open Education in Multimedia Industrial Information Technology (MII) are using the Luvit[1] tool and the methods...

  11. The use of innovative teaching methods subject in training of bachelor «Standardization and metrology»

    Directory of Open Access Journals (Sweden)

    Yushchik E. V.

    2016-04-01

    Full Text Available the article considers the application of innovative teaching methods by the example of a method of collaborative learning in the laboratory practice in teaching subject «Network information technologies» to guide the preparation of 27.03.01 «Standardization and metroliya».

  12. DESIGNING UNIVERSITY TEXTBOOK “FUNDAMENTALS OF BUSINESS INFORMATICS” IN ACCORDANCE WITHREQUIREMENTS OF THE EDUCATIONAL AND PROFESSIONAL STANDARDS

    Directory of Open Access Journals (Sweden)

    Ю В Фролов

    2016-12-01

    Full Text Available The article discusses step by step the process of designing an interdisciplinary tutorial on the basics of business informatics in the context of the requirements Federal state educational and professional standards. Taken into account comparison between the hierarchy of educational results, which are reflected in the structural elements of the textbook, and levels of skill requirements in the professional standard. Based on Layer-technology didactic designing described the sequence of action necessary for the design of the textbook, substantive content of which is aimed at achieving the required learning outcomes.

  13. Elementary teachers' knowledge and practices in teaching science to English language learners

    Science.gov (United States)

    Santau, Alexandra O.

    Efforts to improve education---more concretely science education---by creating fundamental shifts in standards for students and teachers have been launched by educators and policy makers in recent years. The new standards for science instruction address improvements in student learning, program development, assessment, and professional development for teachers, with the goal to prepare US students for the academic demands of the 21st century. The study examined teachers' knowledge and practices in science instruction with English language learning (ELL) students. It also examined relationships among key domains of science instruction with ELL students, as well as profiles of teaching practices. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger 5-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. The study involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses, classroom observation ratings, and post-observation interviews, results indicated that (1) teachers' knowledge and practices were within the bounds of the intervention, but short of reform-oriented practices and (2) relationships among the four domains existed, especially at grade 5. These findings can provide insights for professional development and future research, along with accountability policies.

  14. Teaching practice and effect of the curriculum design and simulation courses under the support of professional optical software

    Science.gov (United States)

    Lin, YuanFang; Zheng, XiaoDong; Huang, YuJia

    2017-08-01

    Curriculum design and simulation courses are bridges to connect specialty theories, engineering practice and experimental skills. In order to help students to have the computer aided optical system design ability adapting to developments of the times, a professional optical software-Advanced System of Analysis Program (ASAP) was used in the research teaching of curriculum design and simulation courses. The ASAP tutorials conducting, exercises both complementing and supplementing the lectures, hands-on practice in class, autonomous learning and independent design after class were bridged organically, to guide students "learning while doing, learning by doing", paying more attention to the process instead of the results. Several years of teaching practice of curriculum design and simulation courses shows that, project-based learning meets society needs of training personnel with knowledge, ability and quality. Students have obtained not only skills of using professional software, but also skills of finding and proposing questions in engineering practice, the scientific method of analyzing and solving questions with specialty knowledge, in addition, autonomous learning ability, teamwork spirit and innovation consciousness, still scientific attitude of facing failure and scientific spirit of admitting deficiency in the process of independent design and exploration.

  15. FUTURE SHIP ENGINEERS’ TRAINING BY MEANS OF PROFESSIONALLY ORIENTED DISCIPLINES

    Directory of Open Access Journals (Sweden)

    Уляна Ляшенко

    2015-12-01

    Full Text Available The article represents the problem of future ship engineers’ training by means of professionally oriented disciplines. This paper focuses on the effectiveness of future specialists’ training in case of implementation the author’s methods in the educational process of teaching (based on competence, person-oriented, module-rating, technological, activity, communicative approaches in accordance with cognitive-enriching, reproductive-activity and professional-creative stages. Leading principles of teaching(scientific approach, systematic and sequence approach, accessibility, conscious approach and activity, connection with life, individual approach and corresponding pedagogical conditions (implementation of holistic integrated approach while teaching professionally oriented disciplines; positive motivation of cadets’ professional interest through the contents, forms and means of educational activity of marine engineers’ professional training are defined; functioning mechanisms of interdisciplinary integration in the process of studying professionally oriented disciplines are disclosed. The author of the article grounds the purposefulness of implementation of the mentioned author’s methods in educational process as it will make the process of ship engineers’ professional training more effective and will allow to use the acquired professional knowledge and in the future professional activity.

  16. [Professionalism: Values and competences in specialized medical training].

    Science.gov (United States)

    Giménez, N; Alcaraz, J; Gavagnach, M; Kazan, R; Arévalo, A; Rodríguez-Carballeira, M

    To determine the perception of healthcare professionals (tutors, residents and teaching collaborators) involved in specialist medical training on the core values and skills to develop their tasks. A tailor-made questionnaire aimed at healthcare professionals in 9health care centres and a referral hospital. Questionnaire: 4 sections and 51 variables (scale 1-10). A total of 287 professionals participated, which included 97% tutors (n=59), 38% residents (n=61), and 56% others (97 teaching collaborators and 70 not associated with teaching). The alfa Cronbach coefficient was 0.945. Best rated values were work compliance (8.7 points), ethics in professional practice (8.6 points), and respect for their team (8.3 points). The best rated competence was communication with patients and families (8.1 points), followed by self-motivating leadership (7.9 points), and the practical application of medical and healthcare theoretical knowledge (7.8 points). The values received, on average, 0.7 points above competences (95% CI: 0.5-0.9). There were no differences between tutors and residents, although differences were found between doctors and nurses, and between males and females. Most of the professionals (tutors, residents, and teaching collaborators) share the same perception of the values and competencies that influence their professional development. This perception was influenced by the professional category and gender, but not age or working in a hospital or primary health care. Copyright © 2016 SECA. Publicado por Elsevier España, S.L.U. All rights reserved.

  17. Use of standardized multidimensional evaluation tools and the emergence of the case manager's professional identity in France.

    Science.gov (United States)

    Nugue, Mathilde; De Stampa, Matthieu; Couturier, Yves; Somme, Dominique

    2012-01-01

    In France, the national public health plan proposes a group of innovations including the initiation of case management for older adults in complex situations, particularly those with cognitive disorders. In this context, public authorities asked case managers to use a standardized multidimensional evaluation tool. The results of a qualitative study on the pertinence of such a tool relative to the emergence of this new professional field are described. Early use of an evaluation tool seems to be linked to the emergence of a new professional identity for recently recruited case managers. Factors determining the strength of this link are training tool standardization, computerization, and local structure's involvement. Our results contribute to identifying one of the ways by which professional identity can be changed to become a case manager.

  18. The Knowledge Base of Subject Matter Experts in Teaching: A Case Study of a Professional Scientist as a Beginning Teacher

    Science.gov (United States)

    Diezmann, Carmel M.; Watters, James J.

    2015-01-01

    One method of addressing the shortage of science and mathematics teachers is to train scientists and other science-related professionals to become teachers. Advocates argue that as discipline experts these career changers can relate the subject matter knowledge to various contexts and applications in teaching. In this paper, through interviews and…

  19. Teaching Staff Advanced Training: European Experience

    Science.gov (United States)

    Kovalchuk, Vasyl

    2015-01-01

    The issue of teaching staff advanced training is paid much attention in many countries. In the Republic of Moldova progressive professional credits system is used. Credits are scored not only in assigning teaching degrees or issuing a certificate of continuing professional education, but also for teachers' evaluation at the educational…

  20. Properties, promotive and obstructive conditions of multi-professional teaching and learning of health professions and non-health professions: an explorative survey from the perspective of teachers.

    Science.gov (United States)

    Schmitz, Daniela; Höhmann, Ulrike

    2016-01-01

    Care for people with dementia is considered a multi-professional challenge that requires a collaborative approach between health professionals and non-health professionals. Didactic strategies to ensure the same qualifications across these occupational groups are lacking. This article presents the joint learning of selected properties and promotive and obstructive conditions, using the example of a multi-professional Master's programme. It subsequently draws conclusions for didactic concepts. The perceptions of 12 teachers on this Master's programme, all representing different professions, were determined by using a qualitative exploratory survey on the three stated dimensions. With the aid of a summarising content analysis, their statements were condensed and abstracted so as to deduce appropriate requirements for methodical and didactic learning scenarios. In view of the fact that the students have very varied previous knowledge, the main challenge is finding a balance between expertise and tediousness. Establishing essential and common expertise, as well as sensitivity for different perspectives, is made particularly difficult by the fact that health and non-health professions differ greatly in terms of methods and approaches. For a successful outcome, the content focal points and didactic and methodical concepts for a learning group need to take into account the composition of that specific group. Recourse to didactic standard concepts is only possible to a limited extent. The aim of joint teaching and learning of health and non-health professionals is to enhance the understanding of a profession: This is done by making individuals aware of their role in the chain of care, so they can recognise and organise the mutual conditionality of their own and external professional contributions.

  1. Resilience and professional development for primary school teachers

    OpenAIRE

    Dulc, Tjaša

    2016-01-01

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

  2. Eulerian Circles (Venn Diagrams) as model for modern economy education on the basis of Russian professional standards

    Science.gov (United States)

    Sharonov, M. A.; Sharonova, O. V.; Sharonova, V. P.

    2018-03-01

    The article is an attempt to create a model built using Eulerian circles (Venn diagrams) to illustrate the methodological impact of recent Federal Law 283-FZ “On the independent evaluation of qualifications” and new Federal State Educational Standards of higher education of generation 3++ on educational process in Russia. In modern economic conditions, the ability to correctly assess the role of professional standards, as a matter of fact, some set, the degree of intersection with the approximate basic educational program and the Federal State Educational Standards becomes an important factor on which in the future will depend not only the demand of graduates in the labor market, but also the possibility of passing the professional and public accreditation of the proposed program.

  3. Teachers' perceptions on primary science teaching

    Science.gov (United States)

    Kijkuakul, Sirinapa

    2018-01-01

    This qualitative research aimed to review what primary teachers think about how to teach science in rural school contexts. Three primary schools in Thailand were purposively chosen for this study. Eleven primary science teachers of these schools were the research participants. Questionnaires, interviews, and observations were implemented to reveal the primary school teachers' educational backgrounds, science teaching context, and need for self-driven professional development. Content and discourse analysis indicated that the non-science educational background and the science teaching context implied a need for self-driven professional development. The non-science educational background teachers were generally unfamiliar with the current national science curriculum, and that they would not be comfortable when the researcher observed their science teaching practice. They also believed that experimentation was the only one strategy for teaching science, and that the priority for their teaching support was teaching media rather than their understanding of scientific concepts or teaching strategies. As implication of this research, subsequent developments on science teacher profession in rural context, therefore, need to promote teachers' understandings of nature of science and technological and pedagogical content knowledge. In addition, they should be challenged to practice on critically participatory action research for academic growth and professional learning community.

  4. Educational games for health professionals.

    Science.gov (United States)

    Akl, E A; Sackett, K; Pretorius, R; Erdley, S; Bhoopathi, P S; Mustafa, R; Schünemann, H J

    2008-01-23

    The use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We used a comprehensive search strategy including an electronic search of the following databases: DARE, EPOC register, CENTRAL, MEDLINE, EMBASE, CINAHL, AMED, ERIC, and Dissertation Abstracts Online (search date: January 2007). We also screened the reference list of included studies and relevant reviews, contact authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with "a form of competitive activity or sport played according to rules". Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behaviour (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified 1156 citations. Out of 55 potentially eligible citations, we included one RCT. The methodological quality was fair. The game, used as a reinforcement technique, was based on the television game show "Family Feud" and focused on infection control. The study did not assess any patient or process of care outcomes. The group that was randomized to the game had statistically higher scores on the knowledge test (P = 0.02). The findings of this systematic review do not confirm nor refute the utility of games as a teaching

  5. Professional Development of Novice Special Education Teachers

    Directory of Open Access Journals (Sweden)

    Silmara de Oliveira Gomes Papi

    2018-06-01

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

  6. Standards and interdisciplinary treatment of boxing injuries of the head in professional boxing on the basis of an IBF World Championship Fight.

    Science.gov (United States)

    Dragu, Adrian; Unglaub, Frank; Radomirovic, Sinisa; Schnürer, Stefan; Wagner, Walter; Horch, Raymund E; Hell, Berthold

    2010-12-01

    Boxing injuries are well known in hobby boxing as well as in professional boxing. Especially in professional boxing it is of great importance to implement and follow prevention-, diagnosis- and therapy-standards in order to prevent or at least to minimize injuries of the athlete. The utmost aim would be to establish international prevention-, diagnosis- and therapy-standards for boxing injuries in professional boxing. However, this aim is on a short run unrealistic, as there are too many different professional boxing organisations with different regulations. A realistic short term aim would be to develop a national standard in order to unify the management and medical treatment of boxing injuries in professional boxing. We present the management and interdisciplinary treatment of a professional boxer with a bilateral open fracture of the mandible during a middle weight IBF World Championship Fight. On the basis of this case we want to present and discuss the possibilities of an interdisciplinary and successful medical treatment. In order to prevent or minimize boxing injuries of professional boxers, annual MRI-Scans of the head and neck have to be performed as prevention standard. Furthermore, neurocognitive tests must be performed on a regular basis. Boxing injuries in professional boxing need an interdisciplinary, unbiased and complex analysis directly at the boxing ring. The treatment of the injuries should be only performed in medical centres and thus under constant parameters. The needed qualifications must be learned in mandatory national licence courses of boxing physicians, referees and promoters.

  7. Assessing Teacher Change in Facilitating Mathematizing in Urban Middle Schools: Results of an Effective Professional Development Program

    Science.gov (United States)

    Tarlow, Lynn D.

    2014-01-01

    This study documents the change in teaching practices of a group of mathematics teachers in urban middle schools as they participated in a program of professional development to promote standards-based learning environments. The teachers made a shift in their classroom practice from a traditional, didactic lecture approach towards a role of…

  8. Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients.

    Science.gov (United States)

    Carvalho, Irene P; Pais, Vanessa G; Silva, Filipa R; Martins, Raquel; Figueiredo-Braga, Margarida; Pedrosa, Raquel; Almeida, Susana S; Correia, Luís; Ribeiro-Silva, Raquel; Castro-Vale, Ivone; Teles, Ana; Mota-Cardoso, Rui

    2014-05-09

    Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers' communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants' confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Improvements were statistically significant in both years in all measures except in simulated patients' assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. The program's positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients.

  9. Professional Development in Climate Science Education as a Model for Navigating the Next Generations Science Standards - A High School Science Teacher's Perspective

    Science.gov (United States)

    Manning, C.; Buhr, S. M.

    2012-12-01

    The Next Generation Science Standards attempt to move the American K12 education system into the 21st century by focusing on science and engineering practice, crosscutting concepts, and the core ideas of the different disciplines. Putting these standards into practice will challenge a deeply entrenched system and science educators will need significant financial support from state and local governments, professional development from colleges and universities, and the creation of collegial academic networks that will help solve the many problems that will arise. While all of this sounds overwhelming, there are proven strategies and mechanisms already in place. Educators who tackle challenging topics like global climate change are turning to scientists and other like-minded teachers. Many of these teachers have never taken a class in atmospheric science but are expected to know the basics of climate and understand the emerging science as well. Teachers need scientists to continue to reach out and provide rigorous and in-depth professional development opportunities that enable them to answer difficult student questions and deal with community misconceptions about climate science. Examples of such programs include Earthworks, ICEE (Inspiring Climate Education Excellence) and ESSEA (Earth System Science Education Alliance). Projects like CLEAN (Climate Literacy and Energy Awareness Network) provide excellent resources that teachers can integrate into their lessons. All of these benefit from the umbrella of documents like Climate Literacy: The Essential Principles of Climate Science. Support from the aforementioned networks has encouraged the development of effective approaches for teaching climate science. From the perspective of a Geoscience master teacher and instructional coach, this presentation will demonstrate how scientists, researchers, and science education professionals have created models for professional development that create long-term networks supporting

  10. Professional Commitment and Professional Marginalism in Teachers

    Directory of Open Access Journals (Sweden)

    Kalashnikov A.I.

    2017-11-01

    Full Text Available The article reviews teachers' attitudes towards the teaching profession which can be expressed both in professional commitment and in professional marginalism. The dominance of professional marginalism could affect destructively the students as well as the teacher’s personality, hence the issues related to the content of personal position of a marginal and the rate of marginalism among teachers. It was suggested that marginalism could be revealed in the study of professional commitment. The study involved 81 teachers of Sverdlovsk secondary schools aged 21—60 years with work experience ranging from 1 month to 39 years. The Professional Commitment Questionnaire was used as the study technique. The results showed that negative emotional attitude towards the profession and reluctance to leave the profession were grouped as a separate factor. The dispersion factor was 12,5%. The factor loadings ranged from 0.42 to 0.84. The study proved that professional marginalism in teachers includes dissatisfaction with work, feelings of resentment against profession and an unwillingness to leave the profession.

  11. YouTube as a Teacher Training Tool: Information and Communication Technology as a Delivery Instrument for Professional Development

    Science.gov (United States)

    Copper, Jenna; Semich, George

    2014-01-01

    High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in…

  12. Four (Algorithms) in One (Bag): An Integrative Framework of Knowledge for Teaching the Standard Algorithms of the Basic Arithmetic Operations

    Science.gov (United States)

    Raveh, Ira; Koichu, Boris; Peled, Irit; Zaslavsky, Orit

    2016-01-01

    In this article we present an integrative framework of knowledge for teaching the standard algorithms of the four basic arithmetic operations. The framework is based on a mathematical analysis of the algorithms, a connectionist perspective on teaching mathematics and an analogy with previous frameworks of knowledge for teaching arithmetic…

  13. Evaluating the Rate of Compliance with Radiation Protection Standards in Shohada Teaching Hospital -Tabriz

    Directory of Open Access Journals (Sweden)

    Faramarz Pourasghar

    2016-01-01

    Full Text Available ​ Background and Objectives : If proper diagnosis is regarded as the basis of modern medicine, medical radiography is the foundation of medical diagnosis. Properly applied radiography helps physicians to diagnose problems. On one side, using it to improve quality of life is essential but on the other hand, its hazards are obvious. A reasonable usage and according to protection standards are the best way to benefit its advantages and reduce the hazards. Material and Methods : This cross-sectional study was conducted by a researcher-made check list that its validity and reliability were confirmed by experts. It was performed as direct observation in Shohada teaching hospital. Collected data were entered into Excel software and analyzed applying descriptive statistics. Results : The results indicated that compliance with protection standards regarding staff protection ranged from 73.6 to 100 percent and it ranged from 0 to 99.2 percent regarding patient protection. Compliance with protection standards concerning the availability of the devices was lower than average but it was rated higher than average regarding environmental protection. Conclusion : In general, not all protection standards for radiological diagnostic tests are followed at the radiology ward in the shohada teaching hospital. Continuous training courses and increasing staff and patients' awareness might resolve this problem.

  14. Can Pre-Service Physical Education Majors Identify Learning Standards during Authentic Teaching Episodes?

    Science.gov (United States)

    Kniffin, Mike; Foley, John; MacDonald, Lynn Couturier; Howarth, Kath

    2014-01-01

    Only a handful of research studies have been conducted to determine whether or not physical educators or pre-service physical education teachers are utilizing learning standards in their teaching. While pre-service teachers are typically required to align lesson objectives and content, their extent of their understanding of how learning standards…

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

    Science.gov (United States)

    Olive, Kenneth E; Abercrombie, Caroline L

    2017-02-01

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

  16. Motivation for the teaching profession

    OpenAIRE

    Křížová, Kateřina

    2012-01-01

    Anotace: The thesis "The motivation for the teaching profession" dealt with fundamental problems of motivation to the teaching profession. In the theoretical part, we have focused on general characteristics of terms that pertain to the teaching profession, particularly the theory of the teaching profession, the choice of the teaching profession, the phase of the teaching profession, teacher typology, the role of teacher training and professionalization of teachers, but also washed into the te...

  17. Ethics and professionalism education during neonatal-perinatal fellowship training in the United States.

    Science.gov (United States)

    Cummings, C L; Geis, G M; Kesselheim, J C; Sayeed, S

    2015-10-01

    The objectives of this study were to determine the perceived adequacy of ethics and professionalism education for neonatal-perinatal fellows in the United States, and to measure confidence of fellows and recent graduates when navigating ethical issues. Neonatal-Perinatal Fellowship Directors, fellows and recent graduates were surveyed regarding the quality and type of such education during training, and perceived confidence of fellows/graduates in confronting ethical dilemmas. Forty-six of 97 Directors (47%) and 82 of 444 fellows/graduates (18%) completed the surveys. Over 97% of respondents agreed that ethics training is 'important/very important'. Only 63% of Directors and 37% of fellows/graduates rated ethics education as 'excellent/very good' (P=0.004). While 96% of Directors reported teaching of ethics, only 70% of fellows/graduates reported such teaching (Pethics and professionalism for fellows is important, yet currently insufficient; a more standardized curriculum may be beneficial to ensure that trainees achieve competency.

  18. The Professionalization of Hong Kong Teachers: Dilemma between Technical Rationality and Individual Autonomy

    Science.gov (United States)

    Mak, Grace C. L.

    2003-01-01

    This article studies the dilemma between professionalization and professionalism in the development of teaching into a bureaucratic organization in Hong Kong. Professionalization and bureaucratization are simultaneous processes. Teaching as an occupation has grown from a state of idiosyncrasy to a profession with defined boundaries. However,…

  19. Faculty Professional Development for Quality Online Teaching

    Science.gov (United States)

    Alexiou-Ray, Jennifer; Bentley, Courtney C.

    2015-01-01

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

  20. Teacher Professionalism: The Wrong Conversation.

    Science.gov (United States)

    Coulter, David; Orme, Liz

    2000-01-01

    Defining teachers as professionals in the same way that doctors or engineers are professionals is reductionist because such definition generally distorts the moral dimensions of teaching by using the wrong language (clients, customers), focusing on limited forms of knowledge, and ignoring the fundamental democratic character of education.…

  1. Observation Tools for Professional Development

    Science.gov (United States)

    Malu, Kathleen F.

    2015-01-01

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

  2. INFORMATION AND COMMUNICATION TECHNOLOGIES AS A MEAN OF IMPROVING OF TRADITIONAL METHODOLOGY OF UKRAINIAN LANGUAGE TEACHING (FOR PROFESSIONAL PURPOSES

    Directory of Open Access Journals (Sweden)

    Svitlana V. Shyyka

    2017-06-01

    Full Text Available In the article it is explained the elements of practical experience and defined the main directions of introduction of information and communication technologies in the studying university course “Ukrainian language (for professional purposes” for non-philological specialization. It is analyzed the use of modern audiovisual resources and related software during lectures, practical classes, students’ independent work, individual problem tasks and research, writing essays, extracurricular communications. It is argued that modern information and communication technologies combined with traditional methods of teaching and learning can significantly optimize the educational process and improve its quality, promote cognitive activity of students and formation of communicative competence as a part of training future professionals.

  3. Teaching Geoethics Across the Geoscience Curriculum

    Science.gov (United States)

    Mogk, David; Bruckner, Monica; Kieffer, Susan; Geissman, John; Reidy, Michael; Taylor, Shaun; Vallero, Daniel

    2015-04-01

    Training in geoethics is an important part of pre-professional development of geoscientists. Professional societies, governmental agencies, and employers of the geoscience workforce increasingly expect that students have had some training in ethics to guide their professional lives, and the public demands that scientists abide by the highest standards of ethical conduct. The nature of the geosciences exposes the profession to ethical issues that derive from our work in a complex, dynamic Earth system with an incomplete geologic record and a high degree of uncertainty and ambiguity in our findings. The geosciences also address topics such as geohazards and resource development that have ethical dimensions that impact on the health, security, public policies, and economic well-being of society. However, there is currently no formal course of study to integrate geoethics into the geoscience curriculum and few faculty have the requisite training to effectively teach about ethics in their classes, or even informally in mentoring their research students. To address this need, an NSF-funded workshop was convened to explore how ethics education can be incorporated into the geoscience curriculum. The workshop addressed topics such as where and how should geoethics be taught in a range of courses including introductory courses for non-majors, as embedded modules in existing geoscience courses, or as a dedicated course for majors on geoethics; what are the best pedagogic practices in teaching ethics, including lessons learned from cognate disciplines (philosophy, biology, engineering); what are the goals for teaching geoethics, and what assessments can be used to demonstrate mastery of ethical principles; what resources currently exist to support teaching geoethics, and what new resources are needed? The workshop also explored four distinct but related aspects of geoethics: 1) Geoethics and self: what are the internal attributes of a geoscientist that establish the ethical

  4. 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.

  5. Comparison of Teaching Strategies for Cultural Humility in Physical Therapy.

    Science.gov (United States)

    Paparella-Pitzel, Susan; Eubanks, Robin; Kaplan, Sandra L

    2016-01-01

    Cultural competence and cultural humility are ongoing processes that healthcare professionals should continually strive for in order to provide effective and comprehensive plans of care for patients. This 2-year, longitudinal, educational pilot study describes the levels of competency in second-year entry-level physical therapy students and compares the outcomes of three teaching strategies for cultural competence and cultural humility. All students received a standard 2-hour lecture; study volunteers were randomly assigned to one of two enriched educational groups, involving a standardized patient or a paper case enrichment. Students shifted from initial levels of "culturally incompetent" and/or "culturally aware" to "culturally competent" as measured by the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised. This shift was maintained after 1.5 yrs following the exposure. Because the enriched educational groups were underpowered, preliminary quantitative data are inconclusive, but qualitative feedback from students is strongly positive. A minimal dose of a structured 2-hr lecture with a skilled instructor, who creates a safe environment for cultural learning, produced positive shifts toward greater cultural competence. Five processes emerged for teaching cultural humility that may assist in designing comprehensive educational experiences on this topic. A framework for organizing course content is presented.

  6. Erosion of Digital Professionalism During Medical Students' Core Clinical Clerkships.

    Science.gov (United States)

    Mostaghimi, Arash; Olszewski, Aleksandra E; Bell, Sigall K; Roberts, David H; Crotty, Bradley H

    2017-05-03

    The increased use of social media, cloud computing, and mobile devices has led to the emergence of guidelines and novel teaching efforts to guide students toward the appropriate use of technology. Despite this, violations of professional conduct are common. We sought to explore professional behaviors specific to appropriate use of technology by looking at changes in third-year medical students' attitudes and behaviors at the beginning and conclusion of their clinical clerkships. After formal teaching about digital professionalism, we administered a survey to medical students that described 35 technology-related behaviors and queried students about professionalism of the behavior (on a 5-point Likert scale), observation of others engaging in the behavior (yes or no), as well as personal participation in the behavior (yes or no). Students were resurveyed at the end of the academic year. Over the year, perceptions of what is considered acceptable behavior regarding privacy, data security, communications, and social media boundaries changed, despite formal teaching sessions to reinforce professional behavior. Furthermore, medical students who observed unprofessional behaviors were more likely to participate in such behaviors. Although technology is a useful tool to enhance teaching and learning, our results reflect an erosion of professionalism related to information security that occurred despite medical school and hospital-based teaching sessions to promote digital professionalism. True alteration of trainee behavior will require a cultural shift that includes continual education, better role models, and frequent reminders for faculty, house staff, students, and staff. ©Arash Mostaghimi, Aleksandra E Olszewski, Sigall K Bell, David H Roberts, Bradley H Crotty. Originally published in JMIR Medical Education (http://mededu.jmir.org), 03.05.2017.

  7. Personal professional development

    CSIR Research Space (South Africa)

    Rao, S

    2008-10-01

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

  8. Professional Development to Promote Teacher Adaptability

    Science.gov (United States)

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

    2016-01-01

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

  9. Assessment of professional engineering skills - define, monitor and assess

    DEFF Research Database (Denmark)

    Andersson, Niclas; Andersson, Pernille Hammar

    2012-01-01

    , professional engineering skills need to be included in the syllabus of engineering courses and study programs, which in turn call for the implementation of learning objectives, teaching activities as well as methods for assessing the professional performance of the engineering students. The implicit...... life experience from industry and consequently, they might have limited knowledge about professional skills which of course delimits their ability to evaluate the students’ professional performance. The objective of this study is to design and test a method to assess professional skills...... in an engineering teaching context. A suggested approach, based on the three consecutive steps of Define – Monitor – Assess, was applied and tested in an engineering course in which the students and professional engineers from industry interacted in an extensive role play simulation. The students’ were actively...

  10. Teaching business ethics to professional engineers.

    Science.gov (United States)

    Sauser, William I

    2004-04-01

    Without question "business ethics" is one of the hot topics of the day. Over the past months we have seen business after business charged with improper practices that violate commonly-accepted ethical norms. This has led to a loss of confidence in corporate management, and has had severe economic consequences. From many quarters business educators have heard the call to put more emphasis on ethical practices in their business courses and curricula. Engineering educators are also heeding this call, since the practice of engineering usually involves working for (or leading) a business and/or engaging in business transactions. In the summer of 2002, Auburn University's Engineering Professional Development program made the decision to produce--based on the author's Executive MBA course in Business Ethics--a distance-delivered continuing education program for professional engineers and surveyors. Participants across the USA now may use the course to satisfy continuing education requirements with respect to professional licensing and certification. This paper outlines the purpose and content of the course and describes its production, distribution, application, and evaluation.

  11. The Impact of Collaborative Reflections on Teachers' Inquiry Teaching

    Science.gov (United States)

    Lin, Huann-shyang; Hong, Zuway-R.; Yang, Kuay-keng; Lee, Sung-Tao

    2013-12-01

    This study investigates the impact of collaborative reflections on teachers' inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through observing colleagues' teaching practices and discussing with university professors about their own inquiry teaching. The pre- and post-treatment classroom observations and comparisons of their teaching reveal that the three teachers were more focussed on asking inquiry-oriented questions in the post-treatment teaching. With additional qualitative data analysis, this study identified supportive resources of professional development. Workshop training sessions and sample unit served as the initiative agent in the beginning stage. Discussions with peers and reflective observation of peer teaching acted as a facilitative agent. Finally, student responses and researchers' on-site visit comments worked as a catalytic agent for their professional development.

  12. 'You're judged all the time!' Students' views on professionalism: a multicentre study.

    Science.gov (United States)

    Finn, Gabrielle; Garner, Jayne; Sawdon, Marina

    2010-08-01

    This study describes how medical students perceive professionalism and the context in which it is relevant to them. An understanding of how Phase 1 students perceive professionalism will help us to teach this subject more effectively. Phase 1 medical students are those in the first 2 years of a 5-year medical degree. Seventy-two undergraduate students from two UK medical schools participated in 13 semi-structured focus groups. Focus groups, carried out until thematic saturation occurred, were recorded and transcribed verbatim. Data were analysed and coded using NVivo 8, using a grounded theory approach with constant comparison. From the analysis, seven themes regarding professionalism emerged: the context of professionalism; role-modelling; scrutiny of behaviour; professional identity; 'switching on' professionalism; leniency (for students with regard to professional standards), and sacrifice (of freedom as an individual). Students regarded professionalism as being relevant in three contexts: the clinical, the university and the virtual. Students called for leniency during their undergraduate course, opposing the guidance from Good Medical Practice. Unique findings were the impact of clothing and the online social networking site Facebook on professional behaviour and identity. Changing clothing was described as a mechanism by which students 'switch on' their professional identity. Students perceived society to be struggling with the distinction between doctors as individuals and professionals. This extended to the students' online identities on Facebook. Institutions' expectations of high standards of professionalism were associated with a feeling of sacrifice by students caused by the perception of constantly 'being watched'; this perception was coupled with resentment of this intrusion. Students described the significant impact that role-modelling had on their professional attitudes. This research offers valuable insight into how Phase 1 medical students

  13. Teaching medical ethics and law.

    Science.gov (United States)

    Parker, Malcolm

    2012-03-01

    The teaching of medical ethics is not yet characterised by recognised, standard requirements for formal qualifications, training and experience; this is not surprising as the field is still relatively young and maturing. Under the broad issue of the requirements for teaching medical ethics are numerous more specific questions, one of which concerns whether medical ethics can be taught in isolation from considerations of the law, and vice versa. Ethics and law are cognate, though distinguishable, disciplines. In a practical, professional enterprise such as medicine, they cannot and should not be taught as separate subjects. One way of introducing students to the links and tensions between medical ethics and law is to consider the history of law via its natural and positive traditions. This encourages understanding of how medical practice is placed within the contexts of ethics and law in the pluralist societies in which most students will practise. Four examples of topics from medical ethics teaching are described to support this claim. Australasian medical ethics teachers have paid less attention to the role of law in their curricula than their United Kingdom counterparts. Questions like the one addressed here will help inform future deliberations concerning minimal requirements for teaching medical ethics.

  14. PROFESSIONAL DEVELOPMENT PEDAGOGICAL AND EXECUTIVES OF THE EDUCATION ORGANIZATIONS OF THE REPUBLIC OF ADYGEA TO IMPLEMENTATION OF NEW STANDARDS

    Directory of Open Access Journals (Sweden)

    Andzhela Muharbievna Shekhmirzova

    2017-09-01

    Full Text Available In the context of introduction of standards of a new generation, before the Russian education organizations there were tasks connected with modernization of system of professional development pedagogical and executives. Studying of a condition of education practice of professional development of the pedagogical and managerial personnel to implementation of innovative activities according to requirements of new standards, showed that it can’t flexibly react to changes of requests of modern society and provide high quality of education. Basic reasons of practical difficulties are connected with lack of complete system of professional development of pedagogical and leading employees of the general and vocational education to implementation of requirements of standards of new generation on condition of their coordinate collective interaction. The purpose of research – presentation of an innovative model of training and retraining of teachers and executives of the educational system in Republic of Adygea, focused on ensuring their readiness for implementation of the requirements of the new standards taking into account the National System of Teacher Growth. Method or methodology of work: in the article presents a set of theoretical and empirical methods of pedagogical research. Results: in the context of the innovation model the levels of readiness of pedagogical and managerial staff of the system of general and professional education in the territory of the Republic of Adygea to innovative activities to implement the requirements of the new generation standards are revealed taking into account the National System of Teacher Growth. Practical implications: The results of the study can form a basis to the managerial strategy of the general education organizations in Republic of Adygea in case of the solution of urgent tasks on implementation of the planned results of training according to requirements of new standards and improvement of quality of

  15. IN HOUSE TRAINING (IHT MODEL TO IMPROVE THE ABILITIES OF ENGLISH TEACHERS IN DEVELOPING TEACHING MATERIALS

    Directory of Open Access Journals (Sweden)

    Nenden Sri Lengkanawati

    2015-07-01

    Full Text Available The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personality, social, pedagogical, and  professional. However, there are two competencies (pedagogical and professional which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study was designed to aim at: (1 creating a conceptual framework for enhancing teachers’ capabilities in developing and implementing teaching materials; (2 designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials; and (3 piloting and implementing the IHT model in teacher training programs. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials (Crowford: 2002 and the design of IHT (Wallace: 1993. The results showed that most respondents tended to resort to the textbook as the primary source for students’ learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few obstacles in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model to be incorporated in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.

  16. Improving teaching on the basis of student evaluation: integrative teaching consultation.

    Science.gov (United States)

    Wibbecke, Gerald; Kahmann, Janine; Pignotti, Tanja; Altenberger, Leander; Kadmon, Martina

    2015-01-01

    Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher's reflection and own objectives to improve their teaching as well as data from students ratings. Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher. The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.

  17. Teaching at primary healthcare services within the Brazilian national health system (SUS in Brazilian healthcare professionals' training

    Directory of Open Access Journals (Sweden)

    Ramona Fernanda Ceriotti Toassi

    2013-06-01

    Full Text Available The aim of this study was to analyze the role of teaching at primary healthcare services within the Brazilian National Health System (SUS in dentists' training, at a public university in the south of Brazil. A qualitative methodological approach (case study was used. Interviews were conducted with 12 dentistry students, six dentists who were preceptors working in public primary healthcare services and three teachers connected with this curricular training. Our findings showed that the curricular training in SUS primary healthcare services had an impact on the dentists' education through establishment of bonds, autonomy in problem-solving and multiprofessional teamwork. It was seen that they learned about how healthcare services function, about healthcare and about development of cultural competence. There is a need to maintain constant questioning regarding these practices, and to ensure the presence of infrastructure and qualified professionals for teaching at these services.

  18. Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients

    Science.gov (United States)

    2014-01-01

    Background Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. Methods A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants’ confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Results Improvements were statistically significant in both years in all measures except in simulated patients’ assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. Conclusions The program’s positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients. PMID:24886341

  19. 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…

  20. Identifying the Professional Development Needs of Public School Principals Based on the Interstate School Leader Licensure Consortium Standards

    Science.gov (United States)

    Spanneut, Gene; Tobin, Jim; Ayers, Steve

    2012-01-01

    The roles and responsibilities of principals are increasingly focused on instructional leadership. In many states, changes in the preparation and credentialing of future principals have been based on recognized leadership standards. Requirements for practicing principals to complete professional development aligned with such standards have also…

  1. Beyond the lecture: Teaching for professional development | Rowe ...

    African Journals Online (AJOL)

    Background. Clinical educators are being challenged to graduate students who can adapt to complex situations. Evidence suggests that one must go beyond teaching students what to know and what to do, and help them learn how to be. Objective. To identify teaching strategies that could be used to help develop students ...

  2. Beyond Externalising and Finalising Definitions: Standards for Teachers of English Language and Literacy in Australia (STELLA)

    Science.gov (United States)

    Doecke, Brenton

    2007-01-01

    This article explores issues relating to the development of the Standards for Teachers of English Language and Literacy in Australia (STELLA). STELLA is the product of work by members of the Australian Association for the Teaching of English (AATE) and the Australian Literacy Educators' Association (ALEA), the two key professional bodies in…

  3. Should "Eudaimonia" Structure Professional Virtue?

    Science.gov (United States)

    Eriksen, Andreas

    2016-01-01

    This article develops a "eudaimonistic" account of professional virtue. Using the case of teaching, the article argues that professional virtue requires that role holders care about the ends of their work. Care is understood in terms of an investment of the self. Virtuous role holders are invested in their practice in a way that makes…

  4. 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.

  5. Using video-taped examples of standardized patient to teach medical students taking informed consent.

    Science.gov (United States)

    Habibi Khorasani, Shirin; Ebrahimi, Sedigheh

    2015-04-01

    Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students' ability intaking informed consent from patients. This semi-experimental study was carried out on fifty eight subjects from the 4th-year students  of Shiraz University of Medical Sciences who attended in medical ethics coursebefore their 'clinical clerkship'training.Method of sampling was census and students were randomly allocated into two groups of control group(n=28) was trained in traditional lecture-based class and the case groupnamed as A1(n=22) were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issuesthrough the scenario based ethical examination before and after each training. Scenarios were related to the topics ofinformed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anovatest.P-Value less than 0.05 was considered as significant. The mean scores results of A2, A1and B groupwere found to be7.21 , 5.91 and 5.73 out of 8,respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (plecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better.it should be considered that mixed methodsof teaching should be used together for better result.

  6. Perception of Science Standards' Effectiveness and Their Implementation by Science Teachers

    Science.gov (United States)

    Klieger, Aviva; Yakobovitch, Anat

    2011-06-01

    The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers' perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers' perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers' professional development for the implementation of standards.

  7. Get on your boots: preparing fourth-year medical students for a career in surgery, using a focused curriculum to teach the competency of professionalism.

    Science.gov (United States)

    Hultman, Charles S; Connolly, Annamarie; Halvorson, Eric G; Rowland, Pamela; Meyers, Michael O; Mayer, David C; Drake, Amelia F; Sheldon, George F; Meyer, Anthony A

    2012-10-01

    Few educational programs exist for medical students that address professionalism in surgery, even though this core competency is required for graduate medical education and maintenance of board certification. Lapses in professional behavior occur commonly in surgical disciplines, with a negative effect on the operative team and patient care. Therefore, education regarding professionalism should begin early in the surgeon's formative process, to improve behavior. The goal of this project was to enhance the attitudes and knowledge of medical students regarding professionalism, to help them understand the role of professionalism in a surgical practice. We implemented a 4-h seminar, spread out as 1-h sessions over the course of their month-long rotation, for 4th-year medical students serving as acting interns (AIs) in General Surgery, a surgical subspecialty, Obstetrics/Gynecology, or Anesthesia. Teaching methods included lecture, small group discussion, case studies, and journal club. Topics included Cognitive/Ethical Basis of Professionalism, Behavioral/Social Components of Professionalism, Managing Yourself, and Leading While You Work. We assessed attitudes about professionalism with a pre-course survey and tracked effect on learning and behavior with a post-course questionnaire. We asked AIs to rate the egregiousness of 30 scenarios involving potential lapses in professionalism. A total of 104 AIs (mean age, 26.5 y; male to female ratio, 1.6:1) participated in our course on professionalism in surgery. Up to 17.8% of the AIs had an alternate career before coming to medical school. Distribution of intended careers was: General Surgery, 27.4%; surgical subspecialties, 46.6%; Obstetrics/Gynecology, 13.7%; and Anesthesia, 12.3%. Acting interns ranked professionalism as the third most important of the six core competencies, after clinical skills and medical knowledge, but only slightly ahead of communication. Most AIs believed that professionalism could be taught and

  8. An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

    Science.gov (United States)

    Campbell, Todd; Zuwallack, Rebecca; Longhurst, Max; Shelton, Brett E.; Wolf, Paul G.

    2014-01-01

    This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science teachers at the beginning and conclusion of a year of PD. Based on the analysis completed, Information…

  9. The Advanced Course in Professional Selling

    Science.gov (United States)

    Loe, Terry; Inks, Scott

    2014-01-01

    More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting…

  10. Educational interventions to train healthcare professionals in end-of-life communication: a systematic review and meta-analysis.

    Science.gov (United States)

    Chung, Han-Oh; Oczkowski, Simon J W; Hanvey, Louise; Mbuagbaw, Lawrence; You, John J

    2016-04-29

    Practicing healthcare professionals and graduates exiting training programs are often ill-equipped to facilitate important discussions about end-of-life care with patients and their families. We conducted a systematic review to evaluate the effectiveness of educational interventions aimed at providing healthcare professionals with training in end-of-life communication skills, compared to usual curriculum. We searched MEDLINE, Embase, CINAHL, ERIC and the Cochrane Central Register of Controlled Trials from the date of inception to July 2014 for randomized control trials (RCT) and prospective observational studies of educational training interventions to train healthcare professionals in end-of-life communication skills. To be eligible, interventions had to provide communication skills training related to end-of-life decision making; other interventions (e.g. breaking bad news, providing palliation) were excluded. Our primary outcomes were self-efficacy, knowledge and end-of-life communication scores with standardized patient encounters. Sufficiently similar studies were pooled in a meta-analysis. The quality of evidence was assessed using GRADE. Of 5727 candidate articles, 20 studies (6 RCTs, 14 Observational) were included in this review. Compared to usual teaching, educational interventions to train healthcare professionals in end-of-life communication skills were associated with greater self-efficacy (8 studies, standardized mean difference [SMD] 0.57;95% confidence interval [CI] 0.40-0.75; P communication scores (8 studies, SMD 0.69; 95% CI 0.41-0.96; p communication training may improve healthcare professionals' self-efficacy, knowledge, and EoL communication scores compared to usual teaching. Further studies comparing two active educational interventions are recommended with a continued focus on contextually relevant high-level outcomes. PROSPERO CRD42014012913.

  11. Teaching Standard Italian to Dialect Speakers: A Pedagogical Perspective of Linguistic Systems in Contact

    Science.gov (United States)

    Danesi, Marcel

    1974-01-01

    The teaching of standard Italian to speakers of Italian dialects both in Italy and in North America is discussed, specifically through a specialized pedagogical program within the framework of a sociolinguistic and psycholinguistic perspective, and based on a structural analysis of linguistic systems in contact. Italian programs in Toronto are…

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

    Science.gov (United States)

    Morokhovets, Halyna Yu; Lysanets, Yuliia V

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

  13. Improving teaching on the basis of student evaluation: Integrative teaching consultation

    Directory of Open Access Journals (Sweden)

    Wibbecke, Gerald

    2015-02-01

    Full Text Available Objective: Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher’s reflection and own objectives to improve their teaching as well as data from students ratings.Methods: Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher.Results: The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Conclusion: Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.

  14. Attitudes of Health Professional Educators Toward the Use of Social Media as a Teaching Tool: Global Cross-Sectional Study

    Science.gov (United States)

    Henningham, Lucy; Zou, Runyu; Huang, Jessica; O'Sullivan, Elizabeth; Last, Jason; Ho, Kendall

    2017-01-01

    Background The use of social media in health education has witnessed a revolution within the past decade. Students have already adopted social media informally to share information and supplement their lecture-based learning. Although studies show comparable efficacy and improved engagement when social media is used as a teaching tool, broad-based adoption has been slow and the data on barriers to uptake have not been well documented. Objective The objective of this study was to assess attitudes of health educators toward social media use in education, examine differences between faculty members who do and do not use social media in teaching practice, and determine contributing factors for an increase in the uptake of social media. Methods A cross-sectional Web-based survey was disseminated to the faculty of health professional education departments at 8 global institutions. Respondents were categorized based on the frequency of social media use in teaching as “users” and “nonusers.” Users sometimes, often, or always used social media, whereas nonusers never or rarely used social media. Results A total of 270 health educators (52.9%, n=143 users and 47.0%, n=127 nonusers) were included in the survey. Users and nonusers demonstrated significant differences on perceived barriers and potential benefits to the use of social media. Users were more motivated by learner satisfaction and deterred by lack of technology compatibility, whereas nonusers reported the need for departmental and skill development support. Both shared concerns of professionalism and lack of evidence showing enhanced learning. Conclusions The majority of educators are open-minded to incorporating social media into their teaching practice. However, both users and nonusers have unique perceived challenges and needs, and engaging them to adapt social media into their educational practice will require previously unreported approaches. Identification of these differences and areas of overlap

  15. Attitudes of Health Professional Educators Toward the Use of Social Media as a Teaching Tool: Global Cross-Sectional Study.

    Science.gov (United States)

    D'Souza, Karan; Henningham, Lucy; Zou, Runyu; Huang, Jessica; O'Sullivan, Elizabeth; Last, Jason; Ho, Kendall

    2017-08-04

    The use of social media in health education has witnessed a revolution within the past decade. Students have already adopted social media informally to share information and supplement their lecture-based learning. Although studies show comparable efficacy and improved engagement when social media is used as a teaching tool, broad-based adoption has been slow and the data on barriers to uptake have not been well documented. The objective of this study was to assess attitudes of health educators toward social media use in education, examine differences between faculty members who do and do not use social media in teaching practice, and determine contributing factors for an increase in the uptake of social media. A cross-sectional Web-based survey was disseminated to the faculty of health professional education departments at 8 global institutions. Respondents were categorized based on the frequency of social media use in teaching as "users" and "nonusers." Users sometimes, often, or always used social media, whereas nonusers never or rarely used social media. A total of 270 health educators (52.9%, n=143 users and 47.0%, n=127 nonusers) were included in the survey. Users and nonusers demonstrated significant differences on perceived barriers and potential benefits to the use of social media. Users were more motivated by learner satisfaction and deterred by lack of technology compatibility, whereas nonusers reported the need for departmental and skill development support. Both shared concerns of professionalism and lack of evidence showing enhanced learning. The majority of educators are open-minded to incorporating social media into their teaching practice. However, both users and nonusers have unique perceived challenges and needs, and engaging them to adapt social media into their educational practice will require previously unreported approaches. Identification of these differences and areas of overlap presents opportunities to determine a strategy to increase

  16. THE ROLE OF COMPUTER TECHNOLOGY IN TEACHING ENGLISH LANGUAGE

    Directory of Open Access Journals (Sweden)

    Батагоз Талгатовна Керимбаева

    2017-12-01

    Full Text Available In the article an attempt was made to define the role and to study the peculiarities of functioning of English language in higher education. The state of education of the Republic of Kazakhstan and trends of development of society are the most result problems of priority development of the education system on the basis of computer technology and the creation of a unified educational information environment. With the rapid development of science, fast updates of information, it is impossible to learn for a lifetime, it is important to develop the interest in obtaining knowledge for continuous self- education. Intense changes in society caused by the development of modern educational technologies, has led to the need for change of the education system. The main objective of the training is to achieve a new modern quality of education.Modernization of the Kazakhstan education defines the main goal of professional education as the training of qualified professional of the appropriate level and profile, fluent in their profession, capable to effective work on a speciality at the level of world standards, ready for professional growth and professional mobility. Modern trends of modernization of educational programs demand introduction of modern methods of teaching. The increasing introduction of new computer technology and the application of the competence approach in educational process of H.A. Yasawi International kazakh- turkish university promotes increase of efficiency of process of teaching English.

  17. Core Professionalism Education in Surgery: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Akile Sarıoğlu Büke

    2018-03-01

    Full Text Available Background: Professionalism education is one of the major elements of surgical residency education. Aims: To evaluate the studies on core professionalism education programs in surgical professionalism education. Study Design: Systematic review. Methods: This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Results: Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. Conclusion: It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.

  18. Core Professionalism Education in Surgery: A Systematic Review.

    Science.gov (United States)

    Sarıoğlu Büke, Akile; Karabilgin Öztürkçü, Özlem Sürel; Yılmaz, Yusuf; Sayek, İskender

    2018-03-15

    Professionalism education is one of the major elements of surgical residency education. To evaluate the studies on core professionalism education programs in surgical professionalism education. Systematic review. This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.

  19. The professionalism curriculum as a cultural change agent in surgical residency education.

    Science.gov (United States)

    Hochberg, Mark S; Berman, Russell S; Kalet, Adina L; Zabar, Sondra R; Gillespie, Colleen; Pachter, H Leon

    2012-01-01

    Teaching professionalism effectively to fully engaged residents is a significant challenge. A key question is whether the integration of professionalism into residency education leads to a change in resident culture. The goal of this study was to assess whether professionalism has taken root in the surgical resident culture 3 years after implementing our professionalism curriculum. Evidence was derived from 3 studies: (1) annual self-assessments of the residents' perceived professionalism abilities to perform 20 defined tasks representing core Accrediting Council on Graduate Medical Education professionalism domains, (2) objective metrics of their demonstrated professionalism skills as rated by standardized patients annually using the objective structure clinical examination tool, and (3) a national survey of the Surgical Professionalism and Interpersonal Communications Education Study Group. Study 1: aggregate perceived professionalism among surgical residents shows a statistically significant positive trend over time (P = .016). Improvements were seen in all 6 domains: accountability, ethics, altruism, excellence, patient sensitivity, and respect. Study 2: the cohort of residents followed up over 3 years showed a marked improvement in their professionalism skills as rated by standardized patients using the objective structure clinical examination tool. Study 3: 41 members of the national Surgical Professionalism and Interpersonal Communications Education Study Group rated their residents' skills in admitting mistakes, delivering bad news, communication, interdisciplinary respect, cultural competence, and handling stress. Twenty-nine of the 41 responses rated their residents as "slightly better" or "much better" compared with 5 years ago (P = .001). Thirty-four of the 41 programs characterized their department's leadership view toward professionalism as "much better" compared with 5 years ago. All 3 assessment methods suggest that residents feel increasingly

  20. Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study

    Science.gov (United States)

    2014-01-01

    Background The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. Methods We developed an ACTIVE teaching format structured around the following steps: assemble (A) into groups, convey (C) learning objectives, teach (T) background information, inquire (I) through cases and questions, verify (V) understanding, and explain (E) answer choices and educate on the learning points. We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention. We qualitatively assessed participating faculty members’ perspectives on the faculty development efforts and the feasibility of teaching using the ACTIVE format. Results Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P teaching format (overall absolute score increase of 11%, P = 0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture. Conclusions A structured ACTIVE teaching format improved resident engagement and initial knowledge, and required minimal resources. The ACTIVE teaching format offers an exciting alternative to the standard lecture for resident noon conference and is easy to implement. PMID:24985781

  1. Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning

    Directory of Open Access Journals (Sweden)

    Renee Michelle Goertzen

    2010-04-01

    Full Text Available As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants (TAs, we first identify their current classroom practices and why they engage in these practices. In this paper, we identify a set of teaching practices we call “focusing on indicators,” which occurs when TAs use signs such as key words or diagrams as evidence that students understand the target idea; these indicators are more superficial than a detailed explanation. Our primary finding is that although the three TAs discussed here share a common behavior, the beliefs and motivations that underlie this behavior vary. We argue that TA professional development focused on changing these TAs’ focus-on-indicator behavior is unlikely to be effective. Instead, responsive TA professional development will need to address the TAs’ beliefs that guide the observed classroom behavior.

  2. ENHANCING INTERCULTURAL COMPETENCE THROUGH PROFESSIONAL COMMUNICATION IN FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Anna Horňáková

    2014-03-01

    Full Text Available Nowadays, contacts between people from diverse cultural backgrounds are becoming more frequent and much closer. Highly developed skills in intercultural communication have a significant bearing on the quality of relationships between people from different cultures and nationalities. A recent rapid development in multicultural relationships therefore puts new demands also on university graduates. They need to be adequately prepared for new social situations and future job opportunities in their home country and also abroad. Achievement of communication competence is the principal objective in foreign language teaching and therefore intercultural competence is incorporated into the university curriculum. The findings of our survey Implementation of Modern Technologies in Professional Language Teaching (a part of a research project funded by the Kultúrna a edukačná grantová agentúra (KEGA of the Slovak Ministry of Education, no. 049PU4/2012 highlighted the importance of professional communication teaching and emphasized intercultural competence as one of the key priorities in the university education. We used a specially designed questionnaire to find out if our respondents (students in the Faculty of Health Sciences, the University of Prešov, Slovakia are sufficiently prepared to provide a proper care to clients/patients from different cultures. Our study showed that the language most used in professional practice was English, and that most respondents did not have any difficulty in communication with clients from different cultures. Sixty percent of the respondents also used non-verbal communication if verbal communication failed, and respected the cultural differences and individuality of patients; a small number of the respondents did not respect these factors. However, our findings also showed that there are still some language barriers between future healthcare professionals and clients/patients from diverse cultures, and that more

  3. Developing medical educators – a mixed method evaluation of a teaching education program

    Directory of Open Access Journals (Sweden)

    Marco Roos

    2014-03-01

    Full Text Available Background: It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. Methods: An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1 ‘Reaction’ on a professional and emotional level using standardized questionnaires; 2 ‘Learning’ applying a multiple choice test; 3 ‘Behavior’ by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4 ‘Results’ from student evaluations. Results: Our data indicate the success of the educational intervention at all observed levels. 1 Reaction: The participants showed a high acceptance of the instructional content. 2 Learning: There was a significant increase in knowledge (P<0.001 as deduced from a pre-post multiple-choice questionnaire, which was retained at 6 months (P<0.001. 3 Behavior: Peer-, self-, and expert-assessment indicated a transfer of learning into teaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4 Results: Teaching performance ratings improved in students’ evaluations. Conclusions: Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

  4. How are we assessing near-peer teaching in undergraduate health professional education? A systematic review.

    Science.gov (United States)

    Irvine, Susan; Williams, Brett; McKenna, Lisa

    2017-03-01

    Near Peer teaching (NPT) is reported as an effective pedagogical approach to student learning and performance. Studies in medicine, nursing and health sciences have relied mainly on self-reports to describe its benefits, focusing on psychomotor and cognitive aspects of learning. Despite increasing research reports on peer teaching internationally, little is known about the various domains of learning used in assessment of performance and objective learning outcomes of NPT. To determine the domains of learning and assessment outcomes used in NPT in undergraduate health professional education. Quantitative systematic review was conducted in accord with the PRISMA protocol and the Joanna Briggs Institute processes. A wide literature search was conducted for the period 1990-November 2015 of fourteen databases. Grey literature was undertaken from all key research articles. Studies meeting the inclusion criteria were eligible for consideration, including measured learning outcomes of near-peer teaching in undergraduate education in nursing, medicine and health sciences. Set limitations included publications after 1990 (2015 inclusive), English language and objective learning outcomes. A quality appraisal process involving two independent reviewers was used to analyse the data. Of 212 selected articles, 26 were included in the review. Terminology was confusing and found to be a barrier to the review process. Although some studies demonstrated effective learning outcomes resulting from near-peer teaching, others were inconclusive. Studies focused on cognitive and psychomotor abilities of learners with none assessing metacognition, affective behaviours or learning outcomes from quality of understanding. The studies reviewed focused on cognitive and psychomotor abilities of learners. Even though evidence clearly indicates that metacognition and affective behaviours have direct influence on learning and performance, indicating more research around this topic is warranted

  5. X-train: teaching professionals remotely.

    Science.gov (United States)

    Santerre, Charles R

    2005-05-01

    Increased popularity of the Internet, along with the development of new software applications have dramatically improved our ability to create and deliver online continuing education trainings to professionals in the areas of nutrition and food safety. In addition, these technological advances permit effective and affordable measurement of training outcomes, i.e., changes in knowledge, attitude, and behavior, that result from these educational efforts. Impact assessment of engagement programs is becoming increasing important for demonstrating the value of training activities to stakeholders. A novel software program, called X-Train, takes advantage of technological advances (databases, computer graphics, Web-based interfaces, and network speed) for delivering high-quality trainings to teachers and health care professionals. X-Train automatically collects outcome data, and generates and sends certificates of completion and communicates with participants through electronic messages. X-Train can be used as a collaborative tool whereby experts from various academic institutions are brought together to develop Web-based trainings. Finally, X-Train uses a unique approach that encourages cooperative extension specialists and educators to promote these educational opportunities within their state or county.

  6. Teamwork: Effectively Teaching an Employability Skill

    Science.gov (United States)

    Riebe, Linda; Roepen, Dean; Santarelli, Bruno; Marchioro, Gary

    2010-01-01

    Purpose: The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach: A three-phase approach to teaching teamwork was…

  7. Health professionals as mobile content creators: teaching medical students to develop mHealth applications.

    Science.gov (United States)

    Masters, Ken

    2014-10-01

    Patient access to health information and patient-provider communication is integral to medicine, and can be facilitated by mobile applications ("apps"). Traditionally, student training in mobile Health (mHealth) has focussed on health professionals as consumers of information, with negative impacts on the quality and value of medical apps. This study focuses on teaching medical students to develop their own medical apps. At Sultan Qaboos University, Oman, an app development environment, iBuildApp, was taught to medical students and used to develop their first apps. Students were surveyed on their perceptions of the project. Of the 166 students, 107 (64.5%) completed the survey. There was an increase in the perceived need for such learning, apps were aimed primarily at patients, and previous programming experience was the strongest influencer of a positive experience. A majority (77.6%) wanted more sophisticated development environments in spite of their apparent struggles. The impact of previous experience is similar to other studies; the perceived value and focus on patient apps is indicative of an awareness of patients' use of the devices not reflected in all literature. It is possible to teach medical students the fundamentals of app design so that they may contribute to app development in the future.

  8. Reflection and the way of competence development in educational standards of professionally oriented training of specialists in Kyrgyz literature

    Directory of Open Access Journals (Sweden)

    Akmatov Bolotbek Mekenovich

    2016-07-01

    Full Text Available The article examines problems of the professionally oriented training of specialists in Kyrgyz literature on the basis of competence in the situation of Kyrgyzstan entering the Bologna process. The author accents on a sharp necessity of the updates of both the form and the maintenance of teaching Kyrgyz literature during the Bachelor’s programme, curricula, regulations and positions in accordance with modern requirements combining large achievements in formation of the developed countries and literary-cultural values created by Kyrgyz people. Also the article marks the value of richness and vividness of speech, humour, metaphorical and allegoric language means in Kyrgyz literature. For example, works of Midin Alibaev, Raikan Shukyrbekov, Baidilda Sarnogoev, etc. The author evaluates the necessity of teaching the forms of national emotionally-expressive vocabulary through literature.

  9. Teachers’ beliefs about diversity: an analysis from a personal and professional perspective

    Directory of Open Access Journals (Sweden)

    Esther Chiner Sanz

    2015-01-01

    Full Text Available The purpose of this study was to examine the beliefs that teachers have about diversity and their level of sensitivity towards some topics related to it. Moreover, beliefs were compared according to teachers’ personal and professional views and teaching experience. The Personal and Professional Beliefs about Diversity Scales (Pohan and Aguilar, 1999 were administered to a sample of 233 teachers. Results showed highly positive beliefs towards diversity in all its dimensions (cultural, linguistic and social diversity, ability, gender, sexual orientation and religion, especially regarding its personal implications compared to the professional ones. Likewise, it was observed a significant relationship between years of teaching experience and professional beliefs about diversity, so teachers with no school experience showed a higher tolerance than those with teaching experience, mainly in aspects related to cultural, linguistic and social differences, ability and gender. The implications that these results have for educational practice and the need for the development of multicultural education courses that favour an effective teaching are discussed.

  10. Diffraction and interference–-a standard teaching topic using non-standard diffracting objects

    International Nuclear Information System (INIS)

    Gröber, S; Vetter, M; Eckert, B; Jodl, H-J

    2014-01-01

    This topic-–diffraction and interference-–is a standard topic in teaching wave optics in schools and universities as well as in physics practical labs. The theoretical presentation needs some knowledge in mathematics; the final formula for the intensity pattern as a function of all parameters such as number of slits N, slit width b, slit distance d, wavelength λ of light used is not too complicated. The experimental setup is standard and well known. In our opinion the shortage comes here from the relatively poor quality of scattering objects produced by photolithography and by the small number of various objects in N, b and d. We on the contrary offer objects produced by electron beam lithography with much higher contrast and larger resolution. As a consequence, students are allowed to study not only positions of a few maxima and minima of the interference pattern, but determine relative intensities of maxima and minima with respect to central maximum, details around sub-maxima, band shape and bandwidth. In addition, we generated 150 objects with a variety in N, b and d and also offer five different wavelengths. Since these objects are hardly available and not so easy to copy we offer this experiment as a remotely controlled laboratory experiment which means the real experiment located in A can be used by everyone with his or her computer located in B via the Internet. (paper)

  11. Creative teaching an evidence-based approach

    CERN Document Server

    Sale, Dennis

    2015-01-01

    This book contains an evidence-based pedagogic guide to enable any motivated teaching/training professional to be able to teach effectively and creatively. It firstly summarises the extensive research field on human psychological functioning relating to learning and how this can be fully utilised in the design and facilitation of quality learning experiences. It then demonstrates what creativity actually 'looks like' in terms of teaching practices, modelling the underpinning processes of creative learning design and how to apply these in lesson planning. The book, having established an evidence-based and pedagogically driven approach to creative learning design, extensively focuses on key challenges facing teaching professionals today. These include utilising information technologies in blended learning formats, differentiating instruction, and developing self-directed learners who can think well. The main purpose of the book is to demystify what it means to teach creatively, explicitly demonstrating the pr...

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

    Science.gov (United States)

    Al Asmari, AbdulRahman

    2016-01-01

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

  13. Using video-taped examples of standardized patient to teach medical students taking informed consent

    Directory of Open Access Journals (Sweden)

    SHIRIN HABIBI KHORASANI

    2015-04-01

    Full Text Available Introduction: Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students’ ability in taking informed consent from patients. Methods: This semi-experimental study was carried out on fifty eight subjects from the 4th-year students of Shiraz University of Medical Sciences who attended in medical ethics course before their ‘clinical clerkship’training.Method of sampling was census and students were randomly allocated into two groups of control group (n=28 was trained in traditional lecture-based class and the case groupnamed as A1 (n=22 were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issues through the scenario based ethical examination before and after each training. Scenarios were related to the topics of informed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anova test. P-value less than 0.05 was considered as significant. Results: The mean scores results of A2, A1 and B group were found to be 7.21, 5.91 and 5.73 out of 8, respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (p<0.001, followed by A1 group (p<0.05, while was the least in the B group (p=0.875. Conclusion: According to this research, lecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better. It should be considered that mixed methods of teaching should be used together for better result.

  14. Ethics Education for Professionals in Japan: A Critical Review

    Science.gov (United States)

    Maruyama, Yasushi; Ueno, Tetsu

    2010-01-01

    Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education,…

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

    Directory of Open Access Journals (Sweden)

    Tosriadi -

    2018-03-01

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

  16. Interpreting future physics teachers reflections on their professional practice during initial formation: the search for teaching autonomy construction

    Directory of Open Access Journals (Sweden)

    Rodolfo Langhi

    2012-01-01

    Full Text Available This research intends to answer the following main question: which traces of teacher autonomy construction are possible to achieve during reflective formative processes in disciplines like Methodology and Physics Teaching Practice carried out during three semesters, in an undergraduate program designed to physics teachers´ initial education? Using an analytical device based on teachers education research assumptions, which we called convergent formative triangulation for progressive teaching autonomy, we had as a main objective the search for the chance to achieve progressive levels of teachers autonomy, according to its three teacher professionalization models, present in a critical and transformative perspective, relating them to the current formative paradigms: the contents based one, the humanist, the activist, the reflective and the technical (approaches we called CHART. Taking into consideration future physics teachers´ collective reflections about their own teaching practice, this research was supported by the following methodological instruments: focus group, coaching, self-confrontation and formative assessment, taking the discourse analysis as background. The outcomes of this research, which followed a sample of 40 future High School physics teachers during three semesters, through the use of five formative steps (planning, implementation, reflection, socialization, involvement and continuity, revealed the evidences of teachers autonomy construction, probably provided by their own teaching practice collective reflections, according to the analytical device used. This research showed that the reflections brakes provided during the process can allow the future teachers to position themselves critically in relation to their future pedagogical activities, even after their initial training. This experience leads us to rethink how subjects like Methodology and Teaching Practice have been teaching in the teachers’ education programs at

  17. Crossing professional barriers with peer-assisted learning: undergraduate midwifery students teaching undergraduate paramedic students.

    Science.gov (United States)

    McLelland, Gayle; McKenna, Lisa; French, Jill

    2013-07-01

    Peer assisted learning (PAL) has been shown in undergraduate programmes to be as effective as learning from instructors. PAL is a shared experience between two learners often with one being more senior to the other but usually both are studying within the same discipline. Interprofessional education occurs when two or more professionals learn with, from and about each other. Benefits of PAL in an interprofessional context have not been previously explored. As part of a final year education unit, midwifery students at Monash University developed workshops for second year undergraduate paramedic students. The workshops focused on care required during and after the birth of the baby. To investigate the benefits of an interprofessional PAL for both midwifery and paramedic students. Data for this project were obtained by both quantitative and qualitative methods. Questionnaires were distributed to both cohorts of students to explore experiences of peer teaching and learning. Results were analysed using Statistical Package for Social Sciences (SPSS). Focus groups were conducted separately with both cohorts of students and transcripts analysed using a thematic approach. Response rates from the midwifery and paramedic students were 64.9% and 44.0% respectively. The majority of students regardless of discipline enjoyed the interprofessional activity and wanted more opportunities in their curricula. After initial anxieties about teaching into another discipline, 97.3 (n = 36) of midwifery students thought the experience was worthwhile and personally rewarding. Of the paramedic students, 76.9% (n = 60) reported enjoying the interaction. The focus groups supported and added to the quantitative findings. Both midwifery and paramedic students had a new-found respect and understanding for each other's disciplines. Midwifery students were unaware of the limited knowledge paramedics had around childbirth. Paramedic students admired the depth of knowledge displayed by the midwifery

  18. Teaching in relationship: the impact on faculty of teaching "the Healer's Art".

    Science.gov (United States)

    Rabow, Michael W; Newman, Maya; Remen, Rachel N

    2014-01-01

    Medical teachers report both positive and negative experiences, but these impacts are not well understood. In particular, the experience of faculty in relationship-centered education is unknown. We sought to assess the benefits to teachers of the Healer's Art, a popular international medical school elective course. We performed quantitative and qualitative analyses of course evaluations completed by 2009-10 Healer's Art faculty from 17 schools. Ninety-nine of 117 faculty (84.6%) completed the evaluation. No differences in quantitative responses based on gender, specialty, medical school, or year of graduation were observed. Respondents were likely or very likely to agree that the course was useful, positively impacted clinical work and teaching, and increased overall commitment to teaching. In describing the benefits of teaching in the Healer's Art, faculty emphasized four themes: Personal Response to Medicine, Professional Growth, Greater Connection, and Greater Empathy and Respect for Students. Healer's Art faculty report personal and professional benefits, as well as increased commitment to teaching and to a relationship-centered educational process.

  19. DLESE Teaching Boxes: Earth System Science Resources And Strategies For Using Data In The Classroom

    Science.gov (United States)

    Olds, S. E.; Weingroff, M.

    2005-12-01

    The DLESE Teaching Box project is both a professional development opportunity and an educational resource development project providing a pedagogic context that support teachers' use of data in the classroom. As a professional development opportunity, it is designed to augment teachers' science content knowledge, enhance their use of inquiry teaching strategies, and increase their confidence and facility with using digital libraries and online learning resources. Teams of educators, scientists, and instructional designers work together during a three part Teaching Box Development Workshop series to create Teaching Boxes on Earth system science topics. The resulting Teaching Boxes use Earth system science conceptual frameworks as their core and contain inquiry-based lessons which model scientific inquiry and process by focusing on the gathering and analysis of evidence. These lines of evidence employ an Earth systems approach to show how processes across multiple spheres, for example, how the biosphere, atmosphere, and geosphere interact in a complex Earth process. Each Teaching Box has interconnected lessons that provide 3-6 weeks of instruction, incorporate National and California science standards, and offer guidance on teaching pathways through the materials. They contain up-to-date digital materials including archived and real-time data sets, simulations, images, lesson plans, and other resources available through DLESE, NSDL, and the participating scientific institutions. Background information provided within the Box supports teacher learning and guides them to facilitate student access to the tools and techniques of authentic, modern science. In developing Teaching Boxes, DLESE adds value to existing educational resources by helping teachers more effectively interpret their use in a variety of standards-based classroom settings. In the past twelve months we have had over 100 requests for Teaching Box products from teachers and curriculum developers from

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

    Science.gov (United States)

    Murphy, Brid

    2017-01-01

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

  1. Food additions that consumers in the professional sector in the city

    African Journals Online (AJOL)

    user

    that the health-promoting benefits of consuming plant produce .... and health professionals, teaching professionals, and other professionals as .... food shows and demonstrations from abroad are ... their children (48,9%), and spoke English.

  2. Innovative teaching methods in the professional training of nurses – simulation education

    Directory of Open Access Journals (Sweden)

    Michaela Miertová

    2013-12-01

    Full Text Available Introduction: The article is aimed to highlight usage of innovative teaching methods within simulation education in the professional training of nurses abroad and to present our experience based on passing intensive study programme at School of Nursing, Midwifery and Social Work, University of Salford (United Kingdom, UK within Intensive EU Lifelong Learning Programme (LPP Erasmus EU RADAR 2013. Methods: Implementation of simulation methods such as role-play, case studies, simulation scenarios, practical workshops and clinical skills workstation within structured ABCDE approach (AIM© Assessment and Management Tool was aimed to promote the development of theoretical knowledge and skills to recognize and manage acutely deteriorated patients. Structured SBAR approach (Acute SBAR Communication Tool was used for the training of communication and information sharing among the members of multidisciplinary health care team. OSCE approach (Objective Structured Clinical Examination was used for student’s individual formative assessment. Results: Simulation education is proved to have lots of benefits in the professional training of nurses. It is held in safe, controlled and realistic conditions (in simulation laboratories reflecting real hospital and community care environment with no risk of harming real patients accompanied by debriefing, discussion and analysis of all activities students have performed within simulated scenario. Such learning environment is supportive, challenging, constructive, motivated, engaging, skilled, flexible, inspiring and respectful. Thus the simulation education is effective, interactive, interesting, efficient and modern way of nursing education. Conclusion: Critical thinking and clinical competences of nurses are crucial for early recognition and appropriate response to acute deterioration of patient’s condition. These competences are important to ensure the provision of high quality nursing care. Methods of

  3. Student Perception of Teaching Effectiveness: Development and Validation of the Evaluation of Teaching Competencies Scale (ETCS)

    Science.gov (United States)

    Catano, Victor M.; Harvey, Steve

    2011-01-01

    A major criticism of student evaluations of teaching is that they do not reflect student perspectives. Using critical incidents job analysis, students identified nine teaching effectiveness competencies: communication, availability, creativity, individual consideration, social awareness, feedback, professionalism, conscientiousness and…

  4. Professional autonomy.

    Science.gov (United States)

    Aprile, A E

    1998-02-01

    Professional autonomy may represent the first step to implementing measures that will allow CRNAs to attain a level of independent practice consistent with their clinical and educational training. Autonomy is regarded as an essential ingredient of professionalism and confers independent function at the individual practitioner level. The principle of autonomy refers to the individual's capacity to make independent decisions based on the assumption that he or she possesses the cognitive, psychological, and emotional faculties to make rational decisions. Nursing practice meets the first two criteria of professionalism--competence and dedication to an important social good. The third criterion of professionalism, autonomy, has been a focal point for controversy since the late nineteenth century, in which obedience to supervisors and physicians remained a central focus of nursing ethics teaching until the advent of feminism in the 1970s. This article presents a thorough analysis of these concepts with some thoughts on how understanding the fundamental precepts and further research may not only help maintain the current level of CRNA professional autonomy but serve to guide us to become more autonomous in the future.

  5. TRAINING COURSE AS AN ORGANIZATIONAL FORM OF STUDENTS’ TEACHING INTERNSHIP

    Directory of Open Access Journals (Sweden)

    T. A. Isaeva

    2014-01-01

    Full Text Available The research objective is to analyze the introduction of interactive educational technologies and methods during the teaching internship. The authors consider that a pedagogical concept «teaching internship» as an interactive form of the educational organization for students can be a useful possibility. This form is aimed at the development of students’ personal qualities for their future professional and pedagogical activities. The paper presents the types of internship training focused on the development of students’ personal qualities and willingness for future vocation and teaching, such as professional teaching, research, educational–rojecting and integrated types. The methods. The teaching professional training methodology involves SWOT-analysis to help students to gain the experience in the analysis of real pedagogical situations which are relevant for a particular educational organization and for education in general. On the basis of the group expert assessment method and the pedagogical aims arrangement by B. Bloom, the authors have worked out their own specific taxonomic model for reasoned training course tasks’ development; and the readiness level diagnostics of students involved in teaching internship. The results. The authors reveal new approaches to teaching internship organization for incoming vocational education teachers. It is specially noted that the training organization on the stages of teaching practice of bachelors provides not only constant feedback with the teaching internship head or tutor allowing to correct a practical activity but significantly increases students’ willingness to complete it in various educational institutions as well. Scientific novelty. The authors not only introduce the concept of «pedagogical training» but also supplement it, defining its aims and objectives. It is proved that SWOT-analysis usage as the strategic planning method during teaching course provides internal and

  6. The Global Teaching Profession: How Treating Teachers as Knowledge Workers Improves the Esteem of the Teaching Profession

    Science.gov (United States)

    Price, Heather E.; Weatherby, Kristen

    2018-01-01

    To better understand the status of the teaching profession, we present a conceptual framework outlining the 4 domains of knowledge-worker professionals: professional benchmarks, professional discretion, room for promotion, and workplace conditions and use the TALIS 2013 survey data to show that these domains exist globally and vary within…

  7. Science learning and teaching in a Creole-speaking environment

    Science.gov (United States)

    Lodge, Wilton

    2017-09-01

    The focus of this response to Charity Hudley and Christine Mallinson's article, `"Its worth our time": A model of culturally and linguistically responsive professional development for K-12 STEM educators', is to underpin a pedagogy that encourages and provides opportunities for the use of non-standard language in the description and practice of science. I discuss this within the context of Jamaica and provide an alternative way of science teaching, one which promotes Jamaican Creole as a mode of instruction for classroom talk and printed material.

  8. The Gender-Related Role of Teaching Profession in Turkey

    Science.gov (United States)

    Uygun, Selcuk

    2014-01-01

    Teaching is a professional job that requires expertise. The characteristics of the professionals can affect the quality of the profession. One of these characteristics is gender. In this study, the gender-related role of teaching profession in Turkey is examined. The analysis in a historical perspective of gender distributions of students who have…

  9. Professional Development Needs of Online Teachers

    Science.gov (United States)

    Roy, Mamta; Boboc, Marius

    2016-01-01

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

  10. Professional Competence Evaluation.

    Science.gov (United States)

    McGaghie, William C.

    1991-01-01

    Examines the evaluation and certification processes in law, medicine, teaching, the military, and other professions and discusses the shortcomings common to all. Cites Everett Hughes's assertion that a professional is one who routinely deals with other people's emergencies; notes that this capacity is difficult to assess. (DM)

  11. Constructive alignment: From professional teaching technique to governance of profession

    DEFF Research Database (Denmark)

    Fransson, Ola; Friberg, Gustav Torbjörn

    2015-01-01

    The focus of this article is on changes of epistemic content in evaluating and controlling teaching at universities. Methodologically, in this study, we integrate macro-historical-political configurations with contemporary micro-social situations in contrast to a discursive-philosophical orientat......The focus of this article is on changes of epistemic content in evaluating and controlling teaching at universities. Methodologically, in this study, we integrate macro-historical-political configurations with contemporary micro-social situations in contrast to a discursive...... (research on teaching and learning in the 1970s and 1980s) are used in another social setting (teaching and learning in higher education, or TLHE, in the 2010s). The epistemic content discussed here is the qualitative turn of teaching and learning in the 1970 s and 1980s, a turn that paved the way...

  12. TOWARDS THE FORMULATION OF A PROPOSAL FOR OPPORTUNITY-TO-LEARN STANDARDS IN EFL LEARNING AND TEACHING

    Directory of Open Access Journals (Sweden)

    Rosalba Cárdenas Ramos

    2011-08-01

    Full Text Available This paper focuses on the need to formulate and implement a proposal for opportunity-to-learn standards (OTL in the field of language learning and teaching in Colombia, with the aim of ensuring the necessary conditions for the implementation and achievement of the performance standards, issued by the Ministry of Education as part of the National Bilingual Program in this area. First, it reviews the concept, origins, composition and models of OTL standards, and then it examines the Colombian situation to make a case for OTL in this country.

  13. Exploring digital professionalism.

    Science.gov (United States)

    Ellaway, Rachel H; Coral, Janet; Topps, David; Topps, Maureen

    2015-01-01

    The widespread use of digital media (both computing devices and the services they access) has blurred the boundaries between our personal and professional lives. Contemporary students are the last to remember a time before the widespread use of the Internet and they will be the first to practice in a largely e-health environment. This article explores concepts of digital professionalism and their place in contemporary medical education, and proposes a series of principles of digital professionalism to guide teaching, learning and practice in the healthcare professions. Despite the many risks and fears surrounding their use, digital media are not an intrinsic threat to medical professionalism. Professionals should maintain the capacity for deliberate, ethical, and accountable practice when using digital media. The authors describe a digital professionalism framework structured around concepts of proficiency, reputation, and responsibility. Digital professionalism can be integrated into medical education using strategies based on awareness, alignment, assessment, and accountability. These principles of digital professionalism provide a way for medical students and medical practitioners to embrace the positive aspects of digital media use while being mindful and deliberate in its use to avoid or minimize any negative consequences.

  14. Role of Creative Activity in the Formation of Professional and Personal Experience of the Future Music Teacher

    Directory of Open Access Journals (Sweden)

    Natalia Popovych

    2014-05-01

    Full Text Available This paper investigated and substantiated the role of creative activity in the formation of professional and personal experience of the future music teacher. It was determined that the creative activity as a complex personality formation acts as a prerequisite and the result of musical and educational activities, provides an unusual approach and creative solution of professional problems. It is proved that the high level of creative activity is determined by positive motivation, strong interest and focus on music and teaching activities, expression of emotions and significant willpower, self-reliance, initiative, imagination, the ability to perform the academic tasks in a non-standard way, and the availability of adequate self-assessment of one’s own musical abilities and professional activities.

  15. Physicians' professional performance: an occupational health psychology perspective

    NARCIS (Netherlands)

    Scheepers, Renée A.

    2017-01-01

    Physician work engagement is considered to benefit physicians' professional performance in clinical teaching practice. Following an occupational health psychology perspective, this PhD report presents research on how physicians' professional performance in both doctor and teacher roles can be

  16. Health Professionals' Views of Communication: Implications for Assessing Performance on a Health-Specific English Language Test

    Science.gov (United States)

    Elder, Cathie; Pill, John; Woodward-Kron, Robyn; McNamara, Tim; Manias, Elizabeth; Webb, Gillian; McColl, Geoff

    2012-01-01

    The gap between linguistic and professional criteria is a widely acknowledged but unresolved issue in the teaching and assessment of languages for specific purposes (LSP). In the teaching of professional writing, language experts and workplace professionals have been characterized as living worlds apart with respect to their views of…

  17. perception of indonesian nursing students regaring caring behavior and teaching characteristics of their clinical nursing instructors

    Directory of Open Access Journals (Sweden)

    madiha mukhtar

    2016-11-01

    Full Text Available Student’s learning and performance reflects the professional attitude, behavior, ethics and standards of their instructors. The aim of this study is to analyse the perception of Indonesian Nursing students regarding caring behavior and teaching characteristics of their CNIs. In this exploratory cross-sectional study, 149 Professional Nursing students from Regular program (Baccalaureate and Post diploma BSN and 15 Clinical Nursing Instructors were recruited from nursing faculty of public university located in Surabaya Indonesia. Data were collected by questionnaire and FGD was conducted to explore detailed information. In descriptive analysis: 6 % students perceived the caring behavior of their clinical instructors as low, 52.3% responds it as enough and 41.6 % considered it good. Teaching characteristics of CNI; 2.7% low, 26.8 as enough and 70.5 % good as perceived by their students. Data collected from students was analysed by using logistic regression test. Professional commitment with (P-value .038, motivation (P-value .010 and clinical placement environment (P-value .002 in main category (significance value is < 0.05 shows influence on perception of Indonesian nursing students regarding caring behaviour and teaching characteristics of their CNIs. In focused group discussion students’ recommended to increase the number of visits in clinical area and emphasises on bed side clinical demonstration. It can be concluded that students’ characteristics does have influence on their perception regarding caring behavior and clinical setting environment influence their perception regarding teaching characteristics of their CNIs.

  18. Assessing Professionalism: A Theoretical Framework for Defining Clinical Rotation Assessment Criteria.

    Science.gov (United States)

    Armitage-Chan, Elizabeth

    Although widely accepted as an important graduate competence, professionalism is a challenging outcome to define and assess. Clinical rotations provide an excellent opportunity to develop student professionalism through the use of experiential learning and effective feedback, but without appropriate theoretical frameworks, clinical teachers may find it difficult to identify appropriate learning outcomes. The adage "I know it when I see it" is unhelpful in providing feedback and guidance for student improvement, and criteria that are more specifically defined would help students direct their own development. This study sought first to identify how clinical faculty in one institution currently assess professionalism, using retrospective analysis of material obtained in undergraduate teaching and faculty development sessions. Subsequently, a faculty workshop was held in which a round-table type discussion sought to develop these ideas and identify how professionalism assessment could be improved. The output of this session was a theoretical framework for teaching and assessing professionalism, providing example assessment criteria and ideas for clinical teaching. This includes categories such as client and colleague interaction, respect and trust, recognition of limitations, and understanding of different professional identities. Each category includes detailed descriptions of the knowledge, skills, and behaviors expected of students in these areas. The criteria were determined by engaging faculty in the development of the framework, and therefore they should represent a focused development of criteria already used to assess professionalism, and not a novel and unfamiliar set of assessment guidelines. The faculty-led nature of this framework is expected to facilitate implementation in clinical teaching.

  19. 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…

  20. The Iowa K-12 Climate Science Education Initiative: a comprehensive approach to meeting in-service teachers' stated needs for teaching climate literacy with NGSS

    Science.gov (United States)

    Stanier, C. O.; Spak, S.; Neal, T. A.; Herder, S.; Malek, A.; Miller, Z.

    2017-12-01

    The Iowa Board of Education voted unanimously in 2015 to adopt NGSS performance standards. The CGRER - College of Education Iowa K-12 Climate Science Education Initiative was established in 2016 to work directly with Iowa inservice teachers to provide what teachers need most to teach climate literacy and climate science content through investigational learning aligned with NGSS. Here we present teachers' requests for teaching climate with NGSS, and an approach to provide resources for place-based authentic inquiry on climate, developed, tested, and refined in partnership with inservice and preservice teachers. A survey of inservice middle school and high school science teachers was conducted at the 2016 Iowa Council of Teachers of Mathematics/Iowa Academy of Sciences - Iowa Science Teaching Section Fall Conference and online in fall 2016. Participants (n=383) were asked about their prior experience and education, the resources they use and need, their level of comfort in teaching climate science, perceived barriers, and how they address potential controversy. Teachers indicated preference for professional development on climate content and complete curricula packaged with lessons and interactive models aligned to Iowa standards, as well as training on instructional strategies to enhance students' ability to interpret scientific evidence. We identify trends in responses by teaching experience, climate content knowledge and its source, grade level, and urban and rural districts. Less than 20% of respondents reported controversy or negativity in teaching climate to date, and a majority were comfortable teaching climate science and climate change, with equal confidence in teaching climate and other STEM content through investigational activities. We present an approach and materials to meet these stated needs, created and tested in collaboration with Iowa teachers. We combine professional development and modular curricula with bundled standards, concepts, models, data

  1. Guidance for Professionals Working with Newborns and Their Families: Pathways to Positive Parenting

    Science.gov (United States)

    Pearson, Jolene

    2016-01-01

    Parents of newborns and infants are especially open to learning, and many new parents are actively seeking information. What do professionals teach them? How do they teach them? "Pathways" is an educator's guide to educating and supporting new parents. "Pathways" guides professionals in developing an approach to parent…

  2. Peer Observation of Teaching: A Decoupled Process

    Science.gov (United States)

    Chamberlain, John Martyn; D'Artrey, Meriel; Rowe, Deborah-Anne

    2011-01-01

    This article details the findings of research into the academic teaching staff experience of peer observation of their teaching practice. Peer observation is commonly used as a tool to enhance a teacher's continuing professional development. Research participants acknowledged its ability to help develop their teaching practice, but they also…

  3. Ethical standards and regulations principles of professional conduct in the field of mediation

    Directory of Open Access Journals (Sweden)

    Yulia I. Melnychuk

    2016-01-01

    Full Text Available An origin of conflicts, during life of man, is the inevitable phenomenon. A subject for a conflict results in the origin of conflict situation, which contains the negative colouring the display of which can be offence. Mediaciya appears the alternative method of permission of conflict, which is directed on zalagodzhennya and decision of conflicts by the direct socializing with an offender and suffering. A collaboration as a result of realization of which reasons of divergences and aspiration of resisting sides of search of vzaemopriynyatnikh ways of decision of situation turn out appears the base of process of mediacii. In this process the third participant is a neurohumor, the purpose of activity of which is adjusting and communicative process control. Institualizaciya of codes of conduct, which are added the certain types of moral mutual relations between people is optimum for realization of professional activity. Socialphilosophical interpretation of cultural, humanism principles of restoration process is fixed in the ethics standards of mediacii. Ethics norms are key in achievement of the real perfection, that is why there is a clear requirement in the ethics estimation of practice of neurohumor for the maintainance of moral, legal norms upgrading functioning. Professional practice of neurohumor is based on an awareness them of ethics aspects and social payment in prevention of recidivism, observance of ethics rules and standards, proper European legislation, national traditions.

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

    Science.gov (United States)

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

    2016-03-01

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

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

    Science.gov (United States)

    Yurtseven, Nihal

    2017-01-01

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

  6. Implementation of Teaching Skills and Strategies in the Schools

    DEFF Research Database (Denmark)

    Choeda, Choeda; Kinley, Kinley

    2013-01-01

    Teaching Skills’ and ‘Teaching Strategies’ are two core (professional) modules offered at the two colleges of education in Bhutan to develop pedagogical knowledge and skills of student teachers. However, a tracer study (in press) done by Samtse College of Education [SCE] revealed teacher graduates...... of teaching skills and strategies in the schools. Teacher graduates, both male and female having working experience of three years and above, teaching in Middle Secondary and Higher Secondary Schools, were selected as the participants in the study. Samples were drawn from the different parts of the country...... covering seventeen Dzongkhags. The study revealed adequate understanding of the concepts of professional modules. However, teachers were found to be grappling with the extra responsibilities affecting their planning to integrate skills and strategies into their teaching. Key words: Teaching skills...

  7. The professional methodological teaching performance of the professor of Physical education. Set of parameters for its measurement

    Directory of Open Access Journals (Sweden)

    Orlando Pedro Suárez Pérez

    2017-07-01

    Full Text Available This work was developed due to the need to attend to the difficulties found in the Physical Education teachers of the municipality of San Juan and Martínez during the development of the teaching-learning process of Basketball, which threaten the quality of the classes, sports results and preparation of the School for life. The objective is to propose parameters that allow measuring the professional teaching methodological performance of these teachers. The customized behavior of the research made possible the diagnosis of the 26 professors taken as a sample, expressing the traits that distinguish their efficiency, determining their potentialities and deficiencies. During the research process, theoretical, empirical and statistical methods were used, which permitted to corroborate the real existence of the problem, as well as the evaluation of its impact, which revealed a positive transformation in pedagogical practice. The results provide a concrete and viable answer for the improvement of the evaluation of the teaching-methodological component of the Physical Education teacher, which constitutes an important material of guidance for methodologists and managers related to the instrumental cognitive, procedural and attitudinal performance , In order to conduct from the precedent knowledge, the new knowledge and lead to a formative process, with a contemporary vision, offering methodological resources to control the quality of Physical Education lessons.

  8. Reflections of Turkish accounting and financial reporting standards on vocational school students: A research on comparing perceptions of intermediate and mid-level accounting professional candidates

    OpenAIRE

    Seldüz Hakan; Seldüz Emine

    2016-01-01

    This research aims to compare the perceptions of intermediate and mid-level accounting professional candidates on accounting and financial reporting standards. A significant part of accounting process is carried out by vocational school graduate intermediate and mid-level accounting professionals. However, it can be claimed that adequate education about accounting and financial reporting standards isn’t given in vocational schools although these standards structure the whole accounting proces...

  9. Gender differences in dental students' professional expectations and attitudes: a qualitative study.

    Science.gov (United States)

    da Graça Kfouri, M; Moysés, S T; Gabardo, M C L; Moysés, S J

    2017-09-22

    Introduction With the significant increase of women in dentistry, the profile of the dental professional has been altered.Aim To investigate the discourses of future dental surgeons, of both genders, from public and private universities of Curitiba, Paraná, Brazil, to detect whether gender profile differences can influence training and intended future practice.Methods The problem is approached using a qualitative design, with the strategy of collective interviews in focus groups followed by a discourse analysis.Results Women choose dentistry mainly because they like working with people and want to have formal employment in the future. Male discourses show a desire for professional status, worthy business prospects, and the flexibility of being self-employed. The analysis of the university education process revealed that men desire learning that is more technical, besides knowledge on business management, whereas women still complain of current prejudices in the personal relationships that exist with teaching staff and colleagues.Conclusion The teaching process, based on the technique-driven biomedical model, has not reached an ideal standard for the female gender in terms of training, which would be a model based on empathy and good relationships with human beings.

  10. The Production of Anatomical Teaching Resources Using Three-Dimensional (3D) Printing Technology

    Science.gov (United States)

    McMenamin, Paul G.; Quayle, Michelle R.; McHenry, Colin R.; Adams, Justin W.

    2014-01-01

    The teaching of anatomy has consistently been the subject of societal controversy, especially in the context of employing cadaveric materials in professional medical and allied health professional training. The reduction in dissection-based teaching in medical and allied health professional training programs has been in part due to the financial…

  11. Sharing decisions on SDM skills teaching

    DEFF Research Database (Denmark)

    Nielsen, Annegrethe

    decision making (SDM) are currently subjects to special attention in the Danish healthcare system. Recent research has shown that many Danish professionals find it difficult to implement SDM in their clinical practice. Following a pilot project for midwives in 2013, an interdisciplinary course...... for professionals involved in antenatal care and obstetrics was conducted. Aim The aim of the course was: • teaching a group of professionals the skills of SDM • enhancing the awareness of the complex task of SDM • developing competence within the group of professionals to secure an ongoing awareness and training...... had been participants in the pilot project. As the course’ activities were carried out the two midwives became increasingly involved in facilitating the teaching activities with their colleagues in the hope that the focus on communication skills development can be retained. Plan of the course...

  12. Educational games for health professionals.

    Science.gov (United States)

    Akl, Elie A; Kairouz, Victor F; Sackett, Kay M; Erdley, William S; Mustafa, Reem A; Fiander, Michelle; Gabriel, Carolynne; Schünemann, Holger

    2013-03-28

    The use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We searched the following databases in January 2012: MEDLINE, AMED, CINAHL, Cochrane Central Database of Controlled Trials, EMBASE, EPOC Register, ERIC, Proquest Dissertations & Theses Database, and PsycINFO. Related reviews were sought in DARE and the above named databases. Database searches identified 1546 citations. We also screened the reference lists of included studies in relevant reviews, contacted authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review. These search methods identified an additional 62 unique citations for a total of 1608 for this update. We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with "a form of competitive activity or sport played according to rules". Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behavior (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified a total of 2079 unique citations. Out of 84 potentially eligible citations, we included two RCTs. The game evaluated in the first study used as a reinforcement technique, was based on the television game show "Family Feud" and focused on infection control. The study did not assess any patient or process of care outcomes. The

  13. An Element of Practical Knowledge in Education: Professional Routines

    Science.gov (United States)

    Lacourse, France

    2011-01-01

    The question of practical knowledge and its teaching has arisen more perceptibly since the appearance of the aim to professionalize teachers. How can imperceptible knowledge such as professional routines be taught? To establish a social fabric and effective class management, it is essential to call on creative and adaptive professional routines.…

  14. O contexto profissional do indexador no ensino de indexaçãoThe professional context of the indexer in the teaching of indexing

    Directory of Open Access Journals (Sweden)

    Mariângela Spotti Lopes Fujita

    2010-10-01

    Full Text Available Propõe-se a investigação de metodologias de ensino com abordagem sociocognitiva para apresentação de estratégias de ensino que simulem a vivência de contextos profissionais propícios à elaboração das tarefas de análise de assunto para indexação de documentos. Na perspectiva do contato de indexadores aprendizes com um contexto profissional real, foram aplicadas as propostas do Portfólio de Fourie (2002 e o princípio da contextualização social de Ciência da Informação de Hjørland (2002 junto à disciplina “Indexação” do Curso de Biblioteconomia da UNESP de Marília. Os resultados obtidos desta pesquisa sobre investigação de estratégias de ensino em leitura documentária demonstram que os conhecimentos teóricos e metodológicos, em perspectiva sociocognitiva, proporcionam a visão de um contexto profissional no qual o indexador aprendiz tem consciência de suas estratégias de leitura documentária e consegue desenvolver seu conhecimento prévio profissional, de modo a realizar a tarefa de indexação compatível com a demanda informacional de usuários.It is proposed the search of teaching methodology with socio-cognitive approach to present teaching strategies that simulate the experience of professional context that is propitious to work out the tasks of subject analysis for the indexing of documents. Taking into account the contact of the learner indexers with the actual professional context, the proposals of Fourie Portfolio (2002 and Hjørland (2002 principle of the information science social context were applied in the discipline “Indexing” at UNESP Librarianship course in Marília, SP, Brazil. The results taken from this research on teaching strategies in documentary reading show that the methodological and theoretical knowledge, in socio-cognitive perspective, provide a view of a professional context in which the learner indexer is conscious of his strategies of documentary reading and can develop his

  15. Shade selection performed by novice dental professionals and colorimeter.

    Science.gov (United States)

    Klemetti, E; Matela, A-M; Haag, P; Kononen, M

    2006-01-01

    The objective of this study was to test inter-observer variability in shade selection for porcelain restorations, using three different shade guides: Vita Lumin Vacuum, Vita 3D-Master and Procera. Nineteen young dental professionals acted as observers. The results were also compared with those of a digital colorimeter (Shade Eye Ex; Shofu, Japan). Regarding repeatability, no significant differences were found between the three shade guides, although repeatability was relatively low (33-43%). Agreement with the colorimetric results was also low (8-34%). In conclusion, shade selection shows moderate to great inter-observer variation. In teaching and standardizing the shade selection procedure, a digital colorimeter may be a useful educational tool.

  16. Designing Personalized Online Teaching Professional Development through Self-Assessment

    Science.gov (United States)

    Rhode, Jason; Richter, Stephanie; Miller, Tracy

    2017-01-01

    Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an…

  17. Medical academia clinical experiences of Ward Round Teaching curriculum.

    Science.gov (United States)

    Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

    2014-01-01

    Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members' experience on Ward Round Teaching content. This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners.

  18. Medical academia clinical experiences of Ward Round Teaching curriculum

    Directory of Open Access Journals (Sweden)

    Fariba Haghani

    2014-01-01

    Full Text Available Background: Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members′ experience on Ward Round Teaching content. Methods and Materials: This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9. Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation.Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability were employed (Guba and Lincoln. Results: Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1 tangible teachings (analytic intelligence, technical intelligence, legal duties and (2 implied teachings (professionalism, professional discipline, professional difficulties. Conclusion: Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners.

  19. Development of Higher Education teaching: visibility and professional performance

    Directory of Open Access Journals (Sweden)

    Marilda Aparecida Behrens

    2010-07-01

    Full Text Available This text presents some reflections based on a thorough review of studies carried out by the PEFOP (Educational Paradigms and Teacher Education group on teaching performance in higher education. The complex scenario of teaching activity and the challenges imposed by daily academic tasks were investigated in order to specify some indicators used by students to qualify teaching activity at university. It could be observed that such indicators interfere with the evaluation of the professors’ performance. The investigation also showed how professors deal with the required institutional evaluations, whose indicators and metric indices cause concern. Finally, a qualitative field research based on a semi-open-ended questionnaire was carried out with 89 students from a community university.

  20. Towards a practical definition of professional behaviour.

    Science.gov (United States)

    Rogers, Wendy; Ballantyne, Angela

    2010-04-01

    Professionalism remains a challenging part of the medical curriculum to define, teach and evaluate. We suggest that one way to meet these challenges is to clarify the definition of professionalism and distinguish this from medical ethics. Our analysis is two staged. First, we reviewed influential definitions of professionalism and separated elements relating to (a) ethico-legal competencies, (b) clinical competence and (c) professionalism. In reference to professionalism, we then distinguished between aspirational virtues/values and specific behaviours. From these, we develop a working definition of medical professional behaviour consisting of six domains of behaviour: responsibility; relationships with and respect for patients; probity and honesty; self awareness and capacity for reflection; collaboration and team work; and care of colleagues. Second, we tested this working definition against empirical data concerning disciplinary action against practising doctors using (a) sources in the literature and (b) an original analysis of complaints received by the Medical Board of South Australia. Our empirical analysis supports the relevance of four of the six potential domains: responsibility; relationships with and respect for patients; probity and honesty; self awareness and capacity for reflection. There are additional reasons for retaining 'collaboration and team work' in the medical professional behaviour curriculum but 'care of colleagues' may be better addressed in the ethico-legal curriculum. Our definition of professional behaviour is consistent with the theoretical literature, captures behaviours that predict future complaints against practitioners and is consistent with current complaints about professionalism in South Australian practitioners. This definition can further the teaching and assessing of professional behaviour in medical schools.

  1. A study of science leadership and science standards in exemplary standards-based science programs

    Science.gov (United States)

    Carpenter, Wendy Renae

    The purpose for conducting this qualitative study was to explore best practices of exemplary standards-based science programs and instructional leadership practices in a charter high school and in a traditional high school. The focus of this study included how twelve participants aligned practices to National Science Education Standards to describe their science programs and science instructional practices. This study used a multi-site case study qualitative design. Data were obtained through a review of literature, interviews, observations, review of educational documents, and researcher's notes collected in a field log. The methodology used was a multi-site case study because of the potential, through cross analysis, for providing greater explanation of the findings in the study (Merriam, 1988). This study discovered six characteristics about the two high school's science programs that enhance the literature found in the National Science Education Standards; (a) Culture of expectations for learning-In exemplary science programs teachers are familiar with a wide range of curricula. They have the ability to examine critically and select activities to use with their students to promote the understanding of science; (b) Culture of varied experiences-In exemplary science programs students are provided different paths to learning, which help students, take in information and make sense of concepts and skills that are set forth by the standards; (c) Culture of continuous feedback-In exemplary science programs teachers and students work together to engage students in ongoing assessments of their work and that of others as prescribed in the standards; (d) Culture of Observations-In exemplary science programs students, teachers, and principals reflect on classroom instructional practices; teachers receive ongoing evaluations about their teaching and apply feedback towards improving practices as outlined in the standards; (e) Culture of continuous learning-In exemplary

  2. The Virtuous, Wise, and Knowledgeable Teacher: Living the Good Life as a Professional Practitioner

    Science.gov (United States)

    Campbell, Elizabeth

    2013-01-01

    In this essay, Elizabeth Campbell reviews three recent books that address the ethical nature of professional practice: "Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions," by Hugh Sockett; "The Good Life of Teaching: An Ethics of Professional Practice," by Chris Higgins; and "Towards Professional…

  3. 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.

  4. Application of E-Portfolio System to Enhance Teacher Professional Development

    Science.gov (United States)

    Liao, Chin-Wen

    2011-01-01

    This study focuses on the meaning, applications and future development of e-teaching portfolios as an attempt to highlight the important role it plays in the "post-modern teaching practice mode". For the purpose of enhancing teacher professional development, application of the teaching portfolio system in the post-modern teacher qualification…

  5. Reflective practice as a tool to teach digital professionalism.

    Science.gov (United States)

    Kung, Justin W; Eisenberg, Ronald L; Slanetz, Priscilla J

    2012-11-01

    Digital professionalism is increasingly being integrated into postgraduate medical education. We developed a small-group, reflective practice-based session incorporating radiology-specific cases to heighten residents' awareness about digital professionalism. Case-based, radiology-specific scenarios were created for a small-group, reflective practice-based session on digital professionalism. Anonymous pre- and postsession surveys evaluating residents' use of social media and their thoughts about the session were administered to the radiology residents. Twenty-five of 38 (66%) residents responded to the presession survey with 40% (10/25) reporting daily social media use; 50% (12/24) witnessing an unprofessional posting on Facebook; and 8% (2/25) posting something unprofessional themselves. Of the 21 residents who attended the session, 13 (62%) responded to the postsession survey. Residents reported that the session added to their understanding of professionalism 3.92, 95% CI (3.57-4.27). As a result of the session, residents stated that they were more aware of protecting patient privacy and confidentiality on social media sites 3.92, 95% CI (3.47-4.37), and would take a more active role in ensuring professional use of social media as it relates to patient care 4.00, 95% CI (3.66-4.34). Residents favorably viewed the reflective case-based session on digital professionalism as a means to be more aware of ways to avoid unprofessional interactions on the internet. Our results suggest that such reflective sessions are an effective method to educate residents on key concepts regarding digital professionalism. Copyright © 2012 AUR. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Gargus, Gerald Vincent

    This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support

  7. Professional Competencies of Cuban Specialists in Intensive Care and Emergency Medicine.

    Science.gov (United States)

    Véliz-Martínez, Pedro L; Jorna-Calixto, Ana R; Oramas-González, René

    2016-10-01

    INTRODUCTION The quality of medical training and practice reflects the competency level of the professionals involved. The intensive care and emergency medicine specialty in Cuba has not defined its competencies. OBJECTIVE Identify the competencies required for specialty practice in intensive care and emergency medicine. METHODS The study was conducted from January 2014 to December 2015, using qualitative techniques; 48 professionals participated. We undertook functional occupational analysis, based on functions defined in a previous study. Three expert groups were utilized: the first used various group techniques; the second, the Delphi method; and the third, the Delphi method and a Likert questionnaire. RESULTS A total of 73 specific competencies were defined, grouped in 11 units: 44 in the patient care function, 16 in management, 7 in teaching and 6 in research. A competency map is provided. CONCLUSIONS The intensive care and emergency medicine specialty competencies identified will help improve professional standards, ensure health workforce quality, improve patient care and academic performance, and enable objective evaluation of specialists' competence and performance. KEYWORDS Clinical competency, competency-based education, professional education, intensive care, emergency medicine, urgent care, continuing medical education, curriculum, medical residency, Cuba.

  8. Professionalism and Communication Education in Pediatric Critical Care Medicine: The Learner Perspective.

    Science.gov (United States)

    Turner, David A; Fleming, Geoffrey M; Winkler, Margaret; Lee, K Jane; Hamilton, Melinda F; Hornik, Christoph P; Petrillo-Albarano, Toni; Mason, Katherine; Mink, Richard

    2015-01-01

    Communication and professionalism are often challenging to teach, and the impact of the use of a given approach is not known. We undertook this investigation to establish pediatric critical care medicine (PCCM) trainee perception of education in professionalism and communication and to compare their responses from those obtained from PCCM fellowship program directors. The Education in Pediatric Intensive Care (E.P.I.C.) Investigators used the modified Delphi technique to develop a survey examining teaching of professionalism and communication. After piloting, the survey was sent to all 283 PCCM fellows in training in the United States. Survey response rate was 47% (133 of 283). Despite high rates of teaching overall, deficiencies were noted in all areas of communication and professionalism assessed. The largest areas of deficiency included not being specifically taught how to communicate: as a member of a nonclinical group (reported in 24%), across a broad range of socioeconomic and cultural backgrounds (19%) or how to provide consultation outside of the intensive care unit (17%). Only 50% of fellows rated education in communication as "very good/excellent." However, most felt confident in their communication abilities. For professionalism, fellows reported not being taught accountability (12%), how to conduct a peer review (12%), and how to handle potential conflict between personal beliefs, circumstances, and professional values (10%). Fifty-seven percent of fellows felt that their professionalism education was "very good/excellent," but nearly all expressed confidence in these skills. Compared with program directors, fellows reported more deficiencies in both communication and professionalism. There are numerous components of communication and professionalism that PCCM fellows perceive as not being specifically taught. Despite these deficiencies, fellow confidence remains high. Substantial opportunities exist to improve teaching in these areas. Copyright © 2015

  9. Evaluation of Professional Ethics Principles by Candidate Teachers

    Science.gov (United States)

    Sahan, Gülsün

    2018-01-01

    The aim of this study is to evaluate the teaching ethics principles according to the opinions of the prospective teachers. From the teaching profession ethics principles of the students, the positive and negative aspects of professionalism, service, responsibility, justice, equality, ensuring a healthy and safe environment, morality, honesty,…

  10. Professional development of teacher educators through informal learning

    NARCIS (Netherlands)

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

    2012-01-01

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

  11. The role of professional knowledge in case-based reasoning in practical ethics.

    Science.gov (United States)

    Pinkus, Rosa Lynn; Gloeckner, Claire; Fortunato, Angela

    2015-06-01

    The use of case-based reasoning in teaching professional ethics has come of age. The fields of medicine, engineering, and business all have incorporated ethics case studies into leading textbooks and journal articles, as well as undergraduate and graduate professional ethics courses. The most recent guidelines from the National Institutes of Health recognize case studies and face-to-face discussion as best practices to be included in training programs for the Responsible Conduct of Research. While there is a general consensus that case studies play a central role in the teaching of professional ethics, there is still much to be learned regarding how professionals learn ethics using case-based reasoning. Cases take many forms, and there are a variety of ways to write them and use them in teaching. This paper reports the results of a study designed to investigate one of the issues in teaching case-based ethics: the role of one's professional knowledge in learning methods of moral reasoning. Using a novel assessment instrument, we compared case studies written and analyzed by three groups of students whom we classified as: (1) Experts in a research domain in bioengineering. (2) Novices in a research domain in bioengineering. (3) The non-research group--students using an engineering domain in which they were interested but had no in-depth knowledge. This study demonstrates that a student's level of understanding of a professional knowledge domain plays a significant role in learning moral reasoning skills.

  12. The use of films as a teaching tool for the teaching-learning process in bioethics

    Directory of Open Access Journals (Sweden)

    Camila Maria Pereira Rates

    2014-12-01

    Full Text Available Objective. Identifying the contribution of using films in the process of teaching-learning in bioethics and verifying the facilities and difficulties in using this teaching resource. Methodology. A qualitative study analyzed from the Bardin referential. Semi-structured interviews were carried out, recorded, and transcribed in full. For definition of the sample was used the criteria of repetition. In total, participated in the study 21 students of Nursing and Biochemistry, members of a Center for Teaching and Research in Bioethics of a public federal university in the city of Divinópolis, Minas Gerais, Brazil. During the analysis of interviews, two thematic categories and two subcategories emerged. Results. In their responses, students indicated the importance of viewing the bioethical problem for the reflection and decision-making in professional practice. Many reported that from the experience in discussions of the films showed, were made changes in the ethical position. Conclusion: The use of films as a teaching resource contributes to the process of teaching-learning in bioethics for undergraduate students. The discussions of the films are stimulating and provide a space for reflection and dialogue on bioethical problems that students may encounter in their professional practice.

  13. What do general practitioners think of the new professional competence scheme?

    LENUS (Irish Health Repository)

    Daly, E

    2012-04-01

    The Irish Medical Practitioners Act 2007 places a statutory obligation on all registered Medical Practitioners to maintain their professional competence by participating in a recognised Professional Competence Scheme. A questionnaire survey was conducted among 48 GPs attending educational meetings to see if doctors had concerns about the Professional Competence Scheme and to ask if they felt they had the necessary time, skills and knowledge to carry out an audit. Twenty-eight GPs (58%) had concerns regarding their participation in the Professional Competence Scheme; 75% were concerned about the time required, and 67% felt they needed further education about the scheme. Although 73% of doctors reported that they understand how to undertake a clinical audit and 50% reported they have carried out an audit in practice, 60% have never had any teaching on audit and 85% would like teaching in this area. Only 48% of the group surveyed felt that audit was practical in their current practice. Doctors have some concerns about the new Professional Competence Scheme, including the audit component. In particular, they report a requirement for more teaching in this area, and are concerned about the time involved.

  14. [Healthcare professionals' knowledge, attitudes and practices in relation to standard hospital precautions].

    Science.gov (United States)

    Mandana Bambenongama, Norbert; Losimba Likwela, Joris

    2013-01-01

    The infectious risk in the healthcare setting is potentially ubiquitous. Several infectious agents may be transmitted to healthcare professionals, most of which are carried by blood and body fluids. The aim of this study was to assess knowledge, attitudes and practices of healthcare workers in delivery rooms and operating theatres about standard precautions in healthcare settings in order to deduce the actions to be implemented to improve their security. A descriptive cross-sectional survey was conducted in September 2011. A questionnaire was sent to 96 people using the direct interview technique. Only 20% of study subjects were familiar with the main bloodborne viruses (HBV, HCV and HIV). 67.8% of them considered that standard precautions must be applied only to women in labour and suspected HIV-positive patients. Almost all respondents (91.1%) had already been subject to at least one AES during the last 12 months. Respondents appeared to have a poor knowledge of the recommended actions following an AES. Recapping of needles after care is a practice reported by 55.6% of respondents. Routine use of protective barriers is unsatisfactory. The frequent failure of systematic application of standard precautions in healthcare settings by healthcare workers in the city of Isiro should lead the Ministry of Health to implement a process designed to increase awareness about standard precautions and improve the equipment necessary for strict compliance with these precautions.

  15. Teaching Engineering Practices

    Science.gov (United States)

    Cunningham, Christine M.; Carlsen, William S.

    2014-03-01

    Engineering is featured prominently in the Next Generation Science Standards (NGSS) and related reform documents, but how its nature and methods are described is problematic. This paper is a systematic review and critique of that representation, and proposes that the disciplinary core ideas of engineering (as described in the NGSS) can be disregarded safely if the practices of engineering are better articulated and modeled through student engagement in engineering projects. A clearer distinction between science and engineering practices is outlined, and prior research is described that suggests that precollege engineering design can strengthen children's understandings about scientific concepts. However, a piecemeal approach to teaching engineering practices is unlikely to result in students understanding engineering as a discipline. The implications for science teacher education are supplemented with lessons learned from a number of engineering education professional development projects.

  16. Teaching Certificate Program Participants' Perceptions of Mentor-Mentee Relationships.

    Science.gov (United States)

    Sheehan, Amy Heck; Gonzalvo, Jasmine D; Ramsey, Darin C; Sprunger, Tracy L

    2016-04-25

    Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program. Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important. Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.

  17. REBUILDING THE PROFESSIONAL TEACHING CAPACITY OF UNDERGRADUATE ENGLISH EDUCATION STUDENTS OF UIN ALAUDDIN MAKASSAR (A Case Study on Student-Teachers of PBI Students of Tarbiyah Faculty

    Directory of Open Access Journals (Sweden)

    Mardiana Nurdin

    2014-12-01

    Full Text Available Abstrak: Penelitian ini bertujuan untuk mengeksplorasi kapasitas pengajaran yang profe­sional mahasiswa PPL PBI UIN Alauddin Makassar yang melibatkan 4 guru pamong dan 30 mahasiswa PPL. Data dikumpulkan melalui survei online, lembar pengamatan dan dokumentasi yang dianalisis dengan menggunakan metode campuran qualitatif dan kuantitatif. Penelitian ini menyimpulkan bahwa: 1 mahasiswa PPL berpendapat bahwa seorang guru bahasa Inggris seharusnya mampu melakukan tanggung jawabnya sebagai seorang guru yang memiliki kompetensi paedagogik, profesional, sosial, dan kepribadian, 2 mahasiswa PPL cenderung menerima pebelajar mandiri, kerja berpasangan dan kerja kelompok, mengadaptasi pengajaran untuk memenuhi kebutuhan siswa sebelum praktik pembelajaran, tetapi cenderung menguranginya selama proses pembelajaran; mahasiswa PPL juga cenderung menerima pengajaran grammar secara eksplisit, koreksi kesalahan, dan pengucapan seperti penutur asli, pengetahuan teknikal, dan keterampilan interpersonal sebelum praktik mengajar dan meningkatkan proporsinya selama proses mengajar, 3 Guru pamong berpendapat bahwa maha­siswa PPL PBI UIN alauddin harus meningkatkan kemampuan bahasa Inggris, penggunaan metode pengajaran yang inovatif, penilaian autentik, dan penggu­naan media yang bervariasi. Abstract: This research aims to explore the professional teaching capacity of undergraduate English education students of UIN Alauddin Makassar. It involves 4 supervising-teachers and 30 student-teachers. The data were collected through online survey questionnaires, feedback observation sheets and documentation; analyzed quanti­tatively and qualitatively. The research finds that: 1 the student-teachers perceive an EFL teacher should be able to do their responsibilities which involves peda­gogic, professional, social, and personal competences; 2 the student-teachers have a tendency to accept learner autonomy, pair/group work, adapting teaching to cater for learner needs before

  18. Expository Versus Simulated Laboratory in Teaching Professional ...

    African Journals Online (AJOL)

    In Nigeria Polytechnics, demonstrating theories through practical and laboratory experiments is an important approach to teaching, especially in engineering curricula. Often, lack of interest, resources and logistics problems makes this impossible. Evidence suggests that the expository laboratory, as used in engineering ...

  19. Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice

    Science.gov (United States)

    Egeberg, Helen M.; McConney, Andrew; Price, Anne

    2016-01-01

    This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the "advice" found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom…

  20. 75 FR 28740 - Office of Elementary and Secondary Education: Overview Information; Teacher Incentive Fund...

    Science.gov (United States)

    2010-05-21

    ... effective teachers in teaching positions in hard-to-staff subjects and specialty areas, such as mathematics... evidence-based rubrics for observation, aligned with professional teaching standards; and, if applicable..., evidence-based rubric aligned with professional teaching or leadership standards and the LEA's coherent and...