WorldWideScience

Sample records for professionals educational systems

  1. Creation in the system of high professional education

    Directory of Open Access Journals (Sweden)

    Листопад А.А

    2016-12-01

    Full Text Available Reasons of appearance creative paradigm are certain in the system of high professional education. History of becoming of teaching creation is analyzed. Basic approaches and methods of organization creative activity, which found its usage in the system of high professional education were presented. The article examines various aspects of pedagogical creativity in higher professional education system. This study challenges current thinking about the integration of these phenomena into the area of modern education.

  2. Professional Development Policy in a Small Rural Education System.

    Science.gov (United States)

    Maxwell, T. W.

    1991-01-01

    Professional development policy of a small, rural education system in New South Wales (Australia) allows control of staff development at system, school, and individual levels; and identifies a rationale and aim, assumptions, principles of procedure, and characteristics of a healthy professional learning environment. These features guide…

  3. TEACHERS TRAINING FOR EDUCATION OF TEENAGE MOBILITY IN THE SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION

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    Yuliya Vadimovna Naidanova

    2017-06-01

    Full Text Available Purpose. The article is devoted to the problem of teachers training for education of teenage mobility in the system of additional professional education. The author’s aim is to describe the model of teachers training for education of teenage mobility and the complex of organizational-pedagogical conditions for its implementation. Methods. The basis of the research is the theoretical (theoretical analysis and synthesis of information contained in the pedagogical, psychological literature about the problem of research, modeling research methods. Results. The results of this work consist in the fact that the author gives a definition of the concept “teachers training for education of teenage mobility”, describes the model of teachers training for education of teenage mobility, which contains of an orientating, contensive-methodical and diagnostic-valuative component; stages of design and implementation of the program for education of teenage mobility; block of development and realization of mobility self-education programs; offers a complex of organizational-pedagogical conditions for implementation of model, which includes the developing of a unified information-educational environment for the educational program participants of additional professional education; pedagogical facilitation self- education for mobility of the participants; continuous feedback as the basis for organizing the productive and creative cooperation of the educational process subjects. Practical implication. The results of this research can be applied to train teachers for fulfillment of new labor functions in the system of additional professional education.

  4. CREATING A PHYSICAL EDUCATION TEACHER’S PROFESSIONAL IMAGE IN THE TERMS OF EDUCATION SYSTEM REFORMING

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    Volodymyr Tymoshenko

    2016-04-01

    Full Text Available The article discusses the formation of a physical education teachers’ professional image and its main characteristics. It substantiates the importance of studying the process of creating a positive professional image of the teacher in terms of humanization and democratization of the education system. The features of the teacher’s and the students’ modern professional work belongs to the profession of the physical education teacher. The author presents the analysis of scientific-pedagogical and socio-psychological literature. The following problems were solved: the degree of studying image formation problem is examined; the structure and nature of a modern teacher’s image is determined. It was concluded that the formation of a physical education teachers’ positive professional image is not a substitute for teaching activities and additional components are required. It is also necessary to focus on the teacher’s understanding of internal student world, and the constant development of his inner world. Reforming education, going to the humanization and democratization, focuses on personal development, not just on a simple transfer of knowledge imposes entirely new requirements for teacher personality. Society needs not only a teacher who gives knowledge, reproduces them and is a competent performer, and, above all, a professional, capable of continuous self-improvement that focuses on creativity and flexibility of thinking; personality, possessing a high human culture, is able to predict the end result of his or her activities, to realize their ideas, active, emotionally balanced and strong-willed person. The success of the teachers’ work depends on the degree of awareness of their professional and personal impact on others and taking responsibility for the consequences of this influence. A positive image is important for teachers and students and it is important for the teacher, as well-formed image is the key to success, both

  5. Psychological help in crisis: The limits of professional competence of education system professionals

    OpenAIRE

    L. V. Miller

    2013-01-01

    We present the results of research and practice of professionals providing psychological support to the subjects of education environment in crisis situations, as well as the author experience in providing emergency counseling. We emphasize that the effectiveness of psychological support is determined by interaction between experts of the same and others departments. We describe the limits of competence of educational institutions specialists. A special role in the provision of psychological ...

  6. A Comparative Review of Canadian Health Professional Education Accreditation Systems

    Science.gov (United States)

    Curran, Vernon R.; Fleet, Lisa; Deacon, Diana

    2006-01-01

    Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by…

  7. Ontological Approach as Basic Educational Methodology in the System of Higher Professional Pedagogical Education

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    Galustov Ambarcum Robertovich

    2017-09-01

    Full Text Available The modernization of the Russian education determines the directives in the education of the younger generation of basic national values in the socio-historical, cultural and family traditions of Russian multinational people. New aims of Russian education also determine the change of the methodological foundations of education, in which priority should be given to ontological methodological approach associated with the change in perception of the essentials of human. The ontological approach considers the human not only as a physical being and conscious, but, above all, spiritual. The article analyzes the possibility of the ontological approach as a core methodology in the system of higher professional teacher’s education based on training of teachers in the educational sphere of the Cossack pedagogy. The realization of ideas of Cossack pedagogy in terms of higher professional pedagogical education is considered. The use of such pedagogical approaches, arising from the methodological basis, involves student-centered, anticipating approach, pedagogical support, socio-cultural animation, openness and cooperation, creative approach.

  8. Educating professionals

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2011-01-01

    relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts’ in accordance with the curriculum. How...... does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter ‘he’) uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program....

  9. Professionalism in Dance Education

    Science.gov (United States)

    Koff, Susan R.; Mistry, Gianna Limone

    2012-01-01

    Professionalism in Dance Education is a complex construction. It can be imposed from the outside (degree completed, job status, salary) or can be identified from the professional herself. Seven graduate dance education students were interviewed with specific focus on the transition from student to professional and the feelings surrounding this…

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

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    A. G. Gorbunov

    2017-01-01

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

  11. THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

    OpenAIRE

    Galiya H. Vakhitova

    2015-01-01

    RETRACTED ARTICLEThe aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research wor...

  12. Noospheric vector of management applied to the system of higher professional education

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    Yulia A. Mishina

    2017-01-01

    Full Text Available The aim of the research is to substantiate the necessity, expediency of the wide use of the noospheric management approaches, and technologies applied to the system of higher professional education in modern conditions. The materials and methods. Information base of the research is formed, based on education laws in Ukraine, Russia and the Donetsk People’s Republic, educational standards of higher professional education, as well as publications of scientists on the subject matter under study. In the given research it was used such methods: textological, analysis, generalization and modeling. The results. In the research, it is comprehensively examined the concept of noosphere, analyzed the modern theories and concepts of its development in relation to the development of society, an integral part of which is the system of education. It is indicated that there is the relationship between the noosphere and management in general, and with modern system of education, in particular. The concept of noospheric education is introduced and studied its impact on holistic  development of personality. The comparative characteristic of the structure and levels of the educational system of Ukraine, the Russian Federation and the Donetsk People’s Republic is performed; the types of educational institutions of the abovementioned states are compared. The structure of educational institution of higher professional education is proposed as a socio-economic system, managed from the perspective of the concept of noospheric education. The factors of competitiveness of educational institution of the higher school from the point of view of noospheric management are considered. Special attention is given to the internal factor of competitiveness of educational institutions, such as the quality of student life, because this position, particularly from the point of view of noospheric management, has a significant influence on the rating among consumers. The

  13. Educators' Professional Characteristics

    Science.gov (United States)

    Krishnaveni, R.; Anitha, J.

    2007-01-01

    Purpose: To develop a comprehensive model of professional characteristics of an educator that will prepare them for high standards of professional achievements, as all professions demand standardization and formulation of guidelines in today's competitive environment. Design/methodology/approach: Literature on essentials of an educator was sourced…

  14. DUAL EDUCATIONAL SYSTEM AS A FOCILITATOR OF SUCCESSFUL PROFESSIONAL AND SOCIAL ADAPTATION OF FUTURE SPECIALISTS

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    Y. A. Yugfeld

    2014-01-01

    Full Text Available The paper discusses one of the urgent social problems - the discrepancy between the vocational education and labor market demands. Nowadays, apart from the necessary knowledge and skills, the college leavers should be able to meet the challenges of life – i.e. update the acquired information, establish necessary contacts, deal with multilevel nonstandard problems. For solving the above problem, the authors recommend a dual educational system, integrating the theoretical and practical courses and based on the training facilities of educational institutions and industrial enterprises. The given model is regarded as the most effective one for developing students’ potential and guaranteeing their adaptation to the work place. Due to the close interaction between the educational institutions and employers, the dual system can provide a successful psychological and professional integration of future specialists. In conclusion, the paper discusses the experience of Pervouralsk Metallurgical College implementing the duel system aimed at vocational training of qualified and competitive specialists.

  15. [Professional education and work of indigenous health agents in the Brazilian health system].

    Science.gov (United States)

    de Moura-Pontes, Ana Lucia; Garnelo, Luiza

    2014-01-01

    To discuss the role of indigenous health agents in the implementation of the model of differentiated attention or intercultural health in Brazil. We revised the scientific literature about the work and professional education of indigenous health agents in the Brazilian indigenous health system. There is a subordination of the agents to the hegemonic medical model. With regards to professional education, we observe the absence and irregularity of these processes, with a general emphasis the biomedicine. There are conflicts with the health team and community, with devaluation of the agents. The agent does not plays the role of mediator between the different health knowledge and practices. We suggest that the discussion of the model of differentiated attention should strengthen the relationship between the health system and the selfcare.

  16. Professional education and work of indigenous health agents in the Brazilian health system

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    Ana Lucia de Moura-Pontes

    2014-07-01

    Full Text Available Objective. To discuss the role of indigenous health agents in the implementation of the model of differentiated attention or intercultural health in Brazil. Materials and methods. We revised the scientific literature about the work and professional education of indigenous health agents in the Brazilian indigenous health system. Results. There is a subordination of the agents to the hegemonic medical model. With regards to professional education, we observe the absence and irregularity of these processes, with a general emphasis the biomedicine. There are conflicts with the health team and community, with devaluation of the agents. The agent does not plays the role of mediator between the different health knowledge and practices. Conclusions. We suggest that the discussion of the model of differentiated attention should strengthen the relationship between the health system and the selfcare.

  17. Role of professional motivation in the system of education of students in physical culture high schools.

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    Stepanchenko N.I.

    2012-09-01

    Full Text Available The main approaches to the professional motivation formation in the system of education in the physical culture шт. high educational institutions have been determined in the article. Content of programs, textbooks and training manuals of professionally orientated disciplines aiming to determine their topic orientation on the sport pedagogue profession have been analyzed. It has been shown that didactical provision of the "Theory and Methods of the Chosen Type of Sports" and psychological-pedagogical disciplines, generally, does reflect a setting towards forming of theoretical competence in students. The main conditions of the students motivation development have been noted, such as renewing of the content and technology of the educational activity in the high educational institutions with including such components like didactical provision (of content, methods of realization, means of cooperation in the system "lecturer-student", which is based on the integration of pedagogical and sport components of context approach based training; professionally oriented tasks, which are actualizing students life experience in connection with the specialty; taking part in the pedagogical activity; psychological-pedagogical interaction in motivation development.

  18. STRATEGICAL DEVELOPMENT OF SYSTEM OF PROFESSIONAL ADDITIONAL EDUCATION OF INNOVATION UNIVERSITY

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    Andrey A. Ivanov

    2013-01-01

    Full Text Available This article is devoted to development of additional professional education in competitive environment not only between public universities, but also between commercial organizations. In the article has been reviewed approaches to creation and realization strategies of additional professional education programs development in innovative university. Also there are recommendations on how to adopt products to the market of educational services.

  19. 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”

  20. Martial arts, professional education and the apprenticeship system: Documentary analysis of Brazilian judo

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    A.J. Drigo

    2011-01-01

    Full Text Available The aim of this research was to describe the process of professional education of judo coaches in Brazil. In order to do this, documental sources were used as means of data collection. Results showed that highly regarded institutions such as Confederação Brasileira de Judô, Federação Paulista de Judô, and Liga Paulista de Judô all support educational structures that resembles the apprenticeship system, that is, education which provide mostly employment-preparation skills for trained labour, in detriment of education on the application of scientific principles aiming at improving sporting performance. In conclusion, Brazilian judo seems to be kept away from the academic formation model and linked to the know how to do traditions.

  1. [The system of continuing professional education of medical doctors in Austria. Structure, guidelines and quality management].

    Science.gov (United States)

    Routil, W

    2006-05-01

    This article describes the system of continuing medical education in Austria. Pursuant to section sign 49 para.1* of the Austrian Medical Law 1998/Amendment 2001, Austrian doctors are under the obligation to participate in continuing professional education according to the guidelines of the Austrian Medical Chamber. The Austrian doctors see themselves as members of an independent profession. The Austrian system of continuing (physician) professional education developed continuously, for one, based on the principle of self-responsibility of licensed doctors and for the other, on the responsibility for self-administration of the medical profession. The participation in CPD or CME events, which are quality assured by a given set of rules, is documented by a time-limited diploma issued by the Austrian Medical Chamber. The recognition system comprises CPD-CME events in Austria as well as abroad, literature study under specific rules including an assessment system and the use of electronic media. The CPD-CME guidelines are updated annually by the Austrian Medical Chamber. The permanent maintenance and administration of the CPD-CME Programme of the Austrian Medical Chamber (Diplom-Fortbildungs-Programm, DFP), was handed over to the Austrian Academy of Physicians, which is under the obligation to report to its founding body, the Austrian Medical Chamber.

  2. Peculiarities in Construction of Future Teachers' Professional Training Content in the System of Multilevel Pedagogical Education in Canada

    Science.gov (United States)

    Pavlyuk, Victoria; Ivanchyuk, Halyna

    2016-01-01

    The article deals with the peculiarities of future teachers' training content in the system of Canadian multilevel teacher education. Main features of the Canadian teachers' training content are the standardization of multilevel pedagogical education content, Canada's focus on multilevel teachers' education in professional development of future…

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

    Science.gov (United States)

    Bell, Glenda Love

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

  4. The Diagnostics of Professional Focus and Value-Oriented Sphere of Personality in the System of Higher Education

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    Lilia Romankova

    2017-10-01

    Full Text Available This article examines the importance of psychological and pedagogical research in the field of professional focus and value orientation sphere of personality in the higher education system, which can provide an opportunity to model the pedagogical activity in order to shape important professional qualities of future specialists.

  5. Changing Health Professionals' Attitudes and Practice Behaviors Through Interprofessional Continuing Education in Oral-Systemic Health.

    Science.gov (United States)

    Mowat, Stephanie; Hein, Casey; Walsh, Tanya; MacDonald, Laura; Grymonpre, Ruby; Sisler, Jeffrey

    2017-12-01

    Integration of oral-systemic science into clinical care holds promise for improving patient outcomes and presenting opportunities for individuals in various health care professions to learn with, from, and about each other. The aim of this study was to examine whether an interprofessional continuing education program dedicated to oral-systemic health improved participants' attitudes toward interprofessional education and collaboration between dental and non-dental health care professionals and whether it influenced the physicians' practice of screening for debilitating oral diseases. The study took place in 2014 and used a mixed-methods approach, consisting of Readiness for Interprofessional Learning Scale (RIPLS) surveys conducted before, immediately after, and six months after the intervention, as well as surveys of self-reported practice behaviors and semi-structured interviews. A total of 231 health care professionals participated in the lectures and roundtable discussions. Of those, 134 responded to the pre-program survey (58% response rate), 110 responded to the post-program survey (48% response rate), and 58 responded to the survey six months after the program (25% response rate). The participants' median total RIPLS score at baseline was 76.5, which increased significantly immediately following the program (81.0) but returned to baseline six months later (76.5). Participants' RIPLS domain scores also increased significantly by profession from before to after the event, with effects returning to baseline after six months. Significantly more physicians reported screening for caries and periodontal disease after the intervention. An overall theme of "learning with, from, and about each other" was drawn from the interviews with 15 participants. The physicians took away a message of "just look in the mouth," while the dental professionals reported feeling valued as members of the health care team. Although reported improvements in oral-systemic health practice

  6. Educator professional development as a component of earthquake and tsunami readiness and early warning systems

    Science.gov (United States)

    Pratt-Sitaula, B. A.; Butler, R. F.; Lillie, R. J.; Hunter, N.; Magura, B.; Groom, R.; Hedeen, C.; Johnson, J. A.; Olds, S. E.; Charlevoix, D.; Coe, M.

    2014-12-01

    The implementation of any real-time earthquake analysis for disaster mitigation requires not just scientific expertise and equipment but thoughtful, far-reaching, and long term education for emergency management personnel and the public. The "Cascadia EarthScope Earthquake and Tsunami Education Program" (CEETEP) is working to mitigate these potential disasters through collaboration building and professional development for K-12 teachers, park and museum interpreters, and emergency management outreach educators in communities along the Oregon and Washington coast (2013-2016). In this project nearly 150 coastal Cascadia educators are being introduced to critical knowledge about (among other things) earthquake monitoring and earthquake early warning systems. In collaboration last year with UNAVCO, CEETEP developed an animation explaining how GPS and seismic systems can work in concert to greatly enhance earthquake early warning systems for Cascadia and other subduction zone areas (www.youtube.com/user/unavcovideos, "animations"). Science and preparedness educators are key partners in the endeavor of implementing earthquake and tsunami early warning systems. The knowledge of how to run effective professional development programs for such educators will greatly enhance outreach efforts. Initial results from CEETEP are very encouraging. Four of the planned six workshops were held in 2013 (northern coastal Oregon) and 2014 (Olympic Peninsula, Washington). Results from Year 1 show that participant content knowledge improved from 50% to 86% over the course of the workshop. Similarly, confidence in teaching about workshop topics increased from an average of 2.8 to 5.2 on a 6-point scale. Participant optimism about the efficacy and tractability of community-level planning also increased from 5.7 to 7.4 on a 9-point scale. Nearly 90% of participants continued to be active with the program through the time of the March 8, 2014 Share-a-thon and presented on a wide range of

  7. Teacher Educators' Professional Journeys: Pedagogical and Systemic Issues Affecting Role Perceptions

    Science.gov (United States)

    Braund, Martin

    2015-01-01

    Teacher educators in many countries share similar concerns as they aspire to improve education for learners and stimulate interest in further study and careers. The roles and professional development of school teachers have been researched, but little attention has been given to teacher educators. Using a small-scale, illuminative study in England…

  8. Professional development of distance education professionals ...

    African Journals Online (AJOL)

    Erna Kinsey

    Professional development of distance education professionals (DEPs) at TSA: a profile of functions. J.F. van Koller. Institute for Staff Development, Technikon SA, Private Bag X6, Florida, 1710 South Africa jvcoller@tsa.ac.za. This article deals with the development of a profile of the functions and required competencies of ...

  9. Educational Programs for Intelligence Professionals.

    Science.gov (United States)

    Miller, Jerry P.

    1994-01-01

    Discusses the need for education programs for competitive intelligence professionals. Highlights include definitions of intelligence functions, focusing on business intelligence; information utilization by decision makers; information sources; competencies for intelligence professionals; and the development of formal education programs. (38…

  10. THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

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    Galiya H. Vakhitova

    2015-03-01

    Full Text Available The aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. Results. In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. Scientific novelty and practical significance. The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. The author of article considers additional education as a perspective direction of development of

  11. THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Galiya H. Vakhitova

    2015-01-01

    Full Text Available RETRACTED ARTICLEThe aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. Results. In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. Scientific novelty and practical significance. The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. The author of article considers additional education as a perspective direction of

  12. Teacher Reflection among Professional Seminary Faculty in the Seminaries and Institutes Department of the Church Educational System

    Science.gov (United States)

    Gardner, Ryan S.

    2011-01-01

    This qualitative study aimed at exploring and explaining the practices and processes of teacher reflection among a group of professional secondary-level religious educators in the Church Educational System of The Church of Jesus Christ of Latter-day Saints, as well as seeking to understand the perceived impact of those reflective practices on the…

  13. Learning for employability : Integrating employability into professional bachelor programmes and quality assurance in four higher education systems

    NARCIS (Netherlands)

    Kolster, Renze; Westerheijden, Donald F.; Frederiks, Mark

    2014-01-01

    The paper reports on a comparative study, conducted in 2013-14, of four higher education systems (the Netherlands, Flanders, North Rhine-Westphalia and Ireland), which aimed to find out how higher education institutions integrate learning for employability into professional bachelor programmes in

  14. Educating for Innovation: Finding Balance in the Army’s Professional Military Education System

    Science.gov (United States)

    2016-06-10

    development. Doing so will demonstrate the importance of education in the Army and the leaders that choose to facilitate it through teaching ...for Learning, Teaching , and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives, the authors offer a new taxonomy for the cognitive... education . This study was completed through qualitative research examining artifacts pertinent to the topic including books, journals , studies

  15. Cultivating Sustained Teachers' Professional Learning within a Centralised Education System

    Science.gov (United States)

    Shaari, Imran; Lim, Victor; Hung, David; Kwan, Yew Meng

    2018-01-01

    This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data…

  16. 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

  17. Professions in Organizations, Professional Work in Education

    Science.gov (United States)

    Vanderstraeten, Raf

    2007-01-01

    Professions are occupational arrangements for dealing with human problems. Professional "people work" requires a certain interactive closeness; face-to-face communication is prominent in professional-client relations. This also seems the case in the educational system. But in education, organization provides the "raison d'etre" of this profession.…

  18. Accountability Requirements and Professional Development in the US Adult Basic and Literacy Education System

    Directory of Open Access Journals (Sweden)

    CRISTINE SMITH

    2009-12-01

    Although high-stakes accountability systems help focus professional development efforts on the curricular needs of students, little evidence exists to support the claim that such systems help teachers change their practice to enhance student learning...A tendency exists…to narrow the focus of professional development activities to tested subjects or provide general support that is disconnected from curricular needs. (Association for Supervision and Curriculum Development 2004:3

  19. The Importance of the System of Primary Professional Education for Russia's Innovative Economy

    Science.gov (United States)

    Medvedeva, E. I.; Kroshilin, S. V.

    2014-01-01

    Changes in educational policy in Russia will affect the proportion of young people who obtain their occupational qualifications in a university and in secondary-level professional training schools. There is currently a shortage of skilled blue-collar workers in Russia, and more needs to be done to ensure high-quality training for this sector of…

  20. Experience of Forming Professional and Communicative Competency of Future Social Workers in Education Systems of Western European Countries

    Science.gov (United States)

    Baranyuk, Vita

    2015-01-01

    The article analyzes the experience of forming professional and communicative competency of future social workers in the education systems of Western European countries, in particular, France, Germany and Switzerland. On the basis of generalization of the studied data it has been found out that each country has its own techniques of forming…

  1. The peculiarities of the organization of the self-educated work in the system of the professional training

    Directory of Open Access Journals (Sweden)

    Валентина Борисівна Броннікова

    2015-05-01

    Full Text Available In the article it was discovered the role of the self-educated work as the important component of the training of the highly skilled expert, personality which is able to self-development, self-education, innovatory activity. It was determined the peculiarities of the organization of the students’ self-educated work in the system of the professional training, their consideration will promote the increasing of the effective education, will develop the activity and self-sufficiency as the features of the character

  2. Professional Language in Language Education

    Science.gov (United States)

    Zascerinska, Jelena

    2010-01-01

    Introduction. The use of 3-5 languages where professional language is one of them is of the greatest importance in order to form varied cooperative networks for the creation of new knowledge. The Aim of the Study. To identify and analyze professional language on the pedagogical discourse in language education. Materials and Methods. The search for…

  3. Professionalism and Institutionalization of Education of Speech and Language Impaired Children in an Inclusive System in Germany

    Science.gov (United States)

    Mussmann, Jorg

    2011-01-01

    This paper discusses the future of professionalism of the traditional exclusive and curative pedagogy for speech and language impaired children in Germany. This specialized professional domain is currently being challenged to define as a specialized educational domain of education and educational science their resources with a justifiable…

  4. Educating Future Environmental Health Professionals

    Science.gov (United States)

    Knechtges, Paul L; Kelley, Timothy R

    2015-01-01

    Future environmental health problems will require a new generation of educated and trained professionals. Efforts to enhance the environmental public health workforce have been promoted by several organizations. While progress has been measured by these organizations, many environmental health academic programs are experiencing budget reductions and lower enrollments. One of the reasons for this trend is the so-called higher education crisis. We argue that training is not equivalent to education in the environmental health sciences, albeit the two terms are often used interchangeably. Organizations involved with the education, training, and credentialing of environmental health professionals must work together to ensure the viability and effectiveness of environmental health academic programs. PMID:26617460

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

    African Journals Online (AJOL)

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

  6. Professional Values in University Education

    Directory of Open Access Journals (Sweden)

    Pilar M. Casares García

    2010-08-01

    Full Text Available One of the key functions of universities is professional training. Performing professional tasks properly calls for not only acquisition of the appropriate technical competences, but also the development of ethical values. In order to adjust to the needs of society and students, university education should offer an integrated development model, which, in addition to technical and cognitive competences, also plans for the inclusion of personal and moral growth.

  7. Educating for Professional Identity Development

    NARCIS (Netherlands)

    C.P. Tan (Chin Peil)

    2014-01-01

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

  8. Monitoring Standards for Professional Education.

    Science.gov (United States)

    Cameron, Helen

    2001-01-01

    A central issue in professional education is who has a mandate for determining the appropriateness of university curriculum and monitoring its quality. Examination of the accreditation guidelines of seven professions (law, medicine, nursing, psychology, physiotherapy, social work, and teaching) suggests that the relevance of professional…

  9. 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

  10. Assessing Health Professional Education: Workshop Summary

    Science.gov (United States)

    Cuff, Patricia A.

    2014-01-01

    "Assessing Health Professional Education" is the summary of a workshop hosted by the Institute of Medicine's Global Forum on Innovation in Health Professional Education to explore assessment of health professional education. At the event, Forum members shared personal experiences and learned from patients, students, educators, and…

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

    Science.gov (United States)

    Sparrow, Gregory S.

    2017-01-01

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

  12. Defining Professionalism in Teacher Education Programs

    Science.gov (United States)

    Creasy, Kim L.

    2015-01-01

    Professionalism and how it is to be acquired should be a focus of every teacher education program. Despite the significant role professionalism plays there is a lack of a universally accepted definition of professionalism in teacher education programs. This paper investigates "working definitions" of professionalism as they pertain to…

  13. Assessing health professional education: workshop summary

    National Research Council Canada - National Science Library

    Cuff, Patricia A

    2014-01-01

    "Assessing health professional education is the summary of a workshop hosted by the Institute of Medicine's Global Forum on Innovation in Health Professional Education to explore assessment of health...

  14. Assessing health professional education: workshop summary

    National Research Council Canada - National Science Library

    Cuff, Patricia A

    2014-01-01

    ... professional education. At the event, Forum members shared personal experiences and learned from patients, students, educators, and practicing health care and prevention professionals about the role each could play...

  15. Development of a web database portfolio system with PACS connectivity for undergraduate health education and continuing professional development.

    Science.gov (United States)

    Ng, Curtise K C; White, Peter; McKay, Janice C

    2009-04-01

    Increasingly, the use of web database portfolio systems is noted in medical and health education, and for continuing professional development (CPD). However, the functions of existing systems are not always aligned with the corresponding pedagogy and hence reflection is often lost. This paper presents the development of a tailored web database portfolio system with Picture Archiving and Communication System (PACS) connectivity, which is based on the portfolio pedagogy. Following a pre-determined portfolio framework, a system model with the components of web, database and mail servers, server side scripts, and a Query/Retrieve (Q/R) broker for conversion between Hypertext Transfer Protocol (HTTP) requests and Q/R service class of Digital Imaging and Communication in Medicine (DICOM) standard, is proposed. The system was piloted with seventy-seven volunteers. A tailored web database portfolio system (http://radep.hti.polyu.edu.hk) was developed. Technological arrangements for reinforcing portfolio pedagogy include popup windows (reminders) with guidelines and probing questions of 'collect', 'select' and 'reflect' on evidence of development/experience, limitation in the number of files (evidence) to be uploaded, the 'Evidence Insertion' functionality to link the individual uploaded artifacts with reflective writing, capability to accommodate diversity of contents and convenient interfaces for reviewing portfolios and communication. Evidence to date suggests the system supports users to build their portfolios with sound hypertext reflection under a facilitator's guidance, and with reviewers to monitor students' progress providing feedback and comments online in a programme-wide situation.

  16. Professionalism Prevails in Adult Education ESL Classrooms

    Science.gov (United States)

    Brown, Megan C.; Bywater, Kathleen

    2010-01-01

    The purpose of this report is to explore the issue of professionalism of adult education ESL educators and uncover any inequities. The arc of this exploration describes the history of adult education, the current state of adult education ESL professionals, and the direction in which ESL adult educators appear to be heading. The results illustrate…

  17. 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

  18. INSTITUTIONALIZATION OF ADDITIONAL PROFESSIONAL EDUCATION AT THE HIGHER SCHOOL

    Directory of Open Access Journals (Sweden)

    Гузель Ильмировна Алмаева

    2014-03-01

    Full Text Available Purpose consists in identification of conditions, factors and tendencies of process of an institutionalization of additional professional education at the higher school.Methodology: a theoretical analysis of an institutionalization of additional professional education at the higher school; questioning being trained according to various programs of additional professional educationResults: It is established that now additional professional education on the basis of the higher education is at a transitional stage from industrial type to post-industrial type.  Process of an institutionalization of additional professional education in higher education institution of post-industrial type at the initial stage.Practical implications: system of additional education in higher education institution structure.DOI: http://dx.doi.org/10.12731/2218-7405-2013-11-5

  19. [Professional medical education in Russia].

    Science.gov (United States)

    Mel'nikova, I Iu; Romantsov, M G; Shul'diakov, A A

    2013-09-01

    There is a tendency to increase the role of education process in the life of the individual, caused by necessity of new knowledge, experience and skills, which is the effective measure to adapt human being to the current social and economic conditions. The idea of education as a relatively short period of life is gone. It becomes obvious, that use of forms and types of adult education becomes limited and inefficient. The development of the modern education system involves training with a high level of independence and leadership of the individual student; provision by vocational education institutions a wide range of educational services; adequate to the needs of the labor market; variability of methods and forms of education; active use of the modern educational technology as one of the most convenient ways of training.

  20. Professional development of distance education professionals ...

    African Journals Online (AJOL)

    Erna Kinsey

    profile of functions of ETD practitioners at distance education institutions. Firstly, the .... Sciences and Engineering, Faculty of Economic and Management. Sciences and the Faculty ... vacuum, since it forms part of the higher education sector in South. Africa. ... The performance of administrative duties is also increasingly be-.

  1. Professional development of distance education professionals (DEPs)

    African Journals Online (AJOL)

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

  2. Problems of Teacher Training under the Two-Level System of Higher Professional Education, (A Roundtable)

    Science.gov (United States)

    Russian Education and Society, 2013

    2013-01-01

    Teacher education programs in Russia need to be redesigned to be suitable for the changes that have occurred in Russian society, and also to equip teachers to help students connect with their local cultures and ethnicities.

  3. Primary Teachers' Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience

    Science.gov (United States)

    Gotsuliak, Kateryna

    2015-01-01

    Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service--Differentiation in Action, Ireland's official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick…

  4. Professional Growth of Primary School Teacher during the Inter-Certification Period in the System of Lifelong Pedagogical Education of the Russian Federation

    Science.gov (United States)

    Poperechna, Lesia

    2014-01-01

    This article reveals the organizational experience of the professional development of primary school teachers during the inter-certification period in the system of lifelong pedagogical education of the Russian Federation. The issue of international experience features in practical implementation of teaching experience during the…

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

    African Journals Online (AJOL)

    Musumali

    This result suggests that a large proportion of teaching staff could benefit from teacher education. ... requirement for formal training in teaching for the horde health professionals who participate (full-time, part-time or ... training for educators in health professionals' education. Method: 250 medical students from the MB ChB.

  6. Postgraduate Professional Pedagogical Education in Mexico

    Science.gov (United States)

    Zhyzhko, Olena

    2015-01-01

    This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

  7. The Professional Developmental Needs of Higher Education-Based Teacher Educators: An International Comparative Needs Analysis

    Science.gov (United States)

    Czerniawski, Gerry; Guberman, Ainat; MacPhail, Ann

    2017-01-01

    A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an…

  8. Rebooting Kirkpatrick: Integrating Information System Theory Into the Evaluation of Web-based Continuing Professional Development Interventions for Interprofessional Education.

    Science.gov (United States)

    Shen, Nelson; Yufe, Shira; Saadatfard, Omid; Sockalingam, Sanjeev; Wiljer, David

    2017-01-01

    Information system research has stressed the importance of theory in understanding how user perceptions can motivate the use and adoption of technology such as web-based continuing professional development programs for interprofessional education (WCPD-IPE). A systematic review was conducted to provide an information system perspective on the current state of WCPD-IPE program evaluation and how current evaluations capture essential theoretical constructs in promoting technology adoption. Six databases were searched to identify studies evaluating WCPD-IPE. Three investigators determined eligibility of the articles. Evaluation items extracted from the studies were assessed using the Kirkpatrick-Barr framework and mapped to the Benefits Evaluation Framework. Thirty-seven eligible studies yielded 362 evaluation items for analysis. Most items (n = 252) were assessed as Kirkpatrick-Barr level 1 (reaction) and were mainly focused on the quality (information, service, and quality) and satisfaction dimensions of the Benefits Evaluation. System quality was the least evaluated quality dimension, accounting for 26 items across 13 studies. WCPD-IPE use was reported in 17 studies and its antecedent factors were evaluated in varying degrees of comprehensiveness. Although user reactions were commonly evaluated, greater focus on user perceptions of system quality (ie, functionality and performance), usefulness, and usability of the web-based platform is required. Surprisingly, WCPD-IPE use was reported in less than half of the studies. This is problematic as use is a prerequisite to realizing any individual, organizational, or societal benefit of WCPD-IPE. This review proposes an integrated framework which accounts for these factors and provides a theoretically grounded guide for future evaluations.

  9. Changing the health care system: a professional education program for Hispanic leaders in California.

    Science.gov (United States)

    Greenwald, H P; DeVries, R A; Dickstein, D A

    2001-01-01

    This article reports characteristics and evaluation findings on a program aimed at promoting change in California's health care system by training minority managers and policy specialists. Between 1990 and 1992, 30 Hispanic college graduates enrolled in the University of Southern California's Hispanic Leadership Program. Funded in part by the W. K. Kellogg Foundation, this program led to award of the Master of Health Administration degree and involved students in a series of community workshops. Evaluation took place via alumni surveys and focus groups. Although four individuals failed to complete the program, nearly all others entered careers potentially leading to positions of influence in health care delivery. Graduates indicated that they possessed most of the skills they considered necessary to help improve services to Hispanic people. All had taken concrete action toward this objective. Experience with the program has provided lessons valuable for conducting efforts of this kind, the principal one being that success requires substantial human and material resources. Long-term follow-up will be necessary to assess the program's ultimate impact on California's health care system.

  10. Professiological Bases of Professional Pedagogical Education

    Directory of Open Access Journals (Sweden)

    Markova S.M.

    2017-08-01

    Full Text Available The article deals with professiological foundations of pedagogical education, describes the scientific trends that include methodology and methods of vocational guidance, professiological features of cognition, methods of professiological description of various professions, and professional activity in general. The authors shed light on the spheres of professional research: examination of socio-economic, scientific and technical, techno-technical processes, scientific analysis of production, the professional educator’s professional spheres of action. The article presents the conditions of professional education’s development that include the developing economic integration, scientific and technical progress, veritable forecast of brand new professions, interaction of science, production and education.

  11. Labour economics and healthcare professional education.

    Science.gov (United States)

    Walsh, Kieran

    2015-01-01

    Healthcare professional education is the undergraduate, postgraduate and continuing professional development for doctors, nurses and allied healthcare professionals. Labour economics is the relationship between workers and employers, and the resultant effect on employment and wages. Healthcare professional education ultimately produces a workforce, and that workforce is governed by the rules of labour economics like any other workforce. Despite all of these largely incontrovertible facts, there has been remarkably little interest in the relationship between healthcare professional education and labour economics. This short article attempts to redress this shortcoming by describing some of the factors that can affect healthcare professional education and labour economics, and aims to mention some of the methods in which these two disciplines can interact with each other.

  12. Professionalizing tutors and tutorials in higher education

    Directory of Open Access Journals (Sweden)

    Colunga, Silvia

    2012-01-01

    Full Text Available The paper analyzes the necessity of professionalizing training of university teachers performing tutorial activities in higher education as a response to the demands of pupils following a part-time model. Permanent training of tutor is emphasized as a way to enhance professional and personal accomplishments. This training gives priority to educative orientation and interventional actions.

  13. The Professional Educator: Pittsburgh's Winning Partnership

    Science.gov (United States)

    Hamill, Sean D.

    2011-01-01

    Professional educators--whether in the classroom, library, counseling center, or anywhere in between--share one overarching goal: seeing all students succeed in school and life. In this regular feature, the work of professional educators is explored--not just their accomplishments, but also their challenges--so that the lessons they have learned…

  14. Teachers Learning: Professional Development and Education. Cambridge Education Research Series

    Science.gov (United States)

    McLaughlin, Colleen, Ed.

    2012-01-01

    "Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

  15. Rhode Island Model Evaluation & Support System: Support Professional. Edition II

    Science.gov (United States)

    Rhode Island Department of Education, 2015

    2015-01-01

    Rhode Island educators believe that implementing a fair, accurate, and meaningful evaluation and support system for support professionals will help improve student outcomes. The primary purpose of the Rhode Island Model Support Professional Evaluation and Support System (Rhode Island Model) is to help all support professionals do their best work…

  16. The Implementation of Graduate Education to Professional Performance: Teachers' Perspectives

    Science.gov (United States)

    Berkant, Hasan Güner; Baysal, Seda

    2017-01-01

    One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor's degree has…

  17. [Rehabilitation in undergraduate education and advanced professional training of the participating professional groups].

    Science.gov (United States)

    Mau, Wilfried; Bengel, Jürgen; Pfeifer, Klaus

    2017-04-01

    In the German health care system, multiprofessional and coordinated rehabilitation care provides support for successful disease management. Against a background of the conditions and strong dynamics of the provision, this article gives an overview of some of the pertinent developments in rehabilitation-related undergraduate education and advanced professional training of physicians, psychologists, and exercise therapy professions in Germany. Frequently, there are few provisions and great variation between different locations. New conditions, such as the National Competence-Based Learning Objectives for Undergraduate Medical Education, the National Guidelines for Graduate Medical Education, and the ongoing reform of the psychotherapists' law emphasizing training in psychotherapy at university, allow the expectation of a positive effect on the competence of rehabilitation professionals. Education in physiotherapy is developing according to international standards aimed at improved evidence-based care. For the widely evidence-based undergraduate education and advanced professional training in sports and exercise therapy better profiling and professionalization should be sought.

  18. Theory and practice in professional education

    DEFF Research Database (Denmark)

    Nielsen, Trine Kløveager

    the relationship between theory and practice through conducting a systematic review of the international research based on qualitative and quantitative methods of relevance to the review question: “Which strategies in education affect the theory practice relation in professional education programs in teaching......, nursing, engineering and social work and in other professional bachelor education programs regarding health, teaching and technology, and how?”. The systematic review consists of a research mapping which will identify and characterize the empirical research concerning the review question and a synthesis......Background: A fundamental component in professional education is the link between theory and practice. However, many students in professional education programs experience a lack of coherence between theory and practice which is often described as the theory practice gap. This PhD-project is part...

  19. Transportable educational programs for scientific and technical professionals: More effective utilization of automated scientific and technical data base systems

    Science.gov (United States)

    Dominick, Wayne D.

    1987-01-01

    This grant final report executive summary documents a major, long-term program addressing innovative educational issues associated with the development, administration, evaluation, and widespread distribution of transportable educational programs for scientists and engineers to increase their knowledge of, and facilitate their utilization of automated scientific and technical information storage and retrieval systems. This educational program is of very broad scope, being targeted at Colleges of Engineering and Colleges of Physical sciences at a large number of colleges and universities throughout the United States. The educational program is designed to incorporate extensive hands-on, interactive usage of the NASA RECON system and is supported by a number of microcomputer-based software systems to facilitate the delivery and usage of the educational course materials developed as part of the program.

  20. ADHD: a critical update for educational professionals.

    Science.gov (United States)

    Te Meerman, Sanne; Batstra, Laura; Grietens, Hans; Frances, Allen

    2017-06-01

    A medical approach towards behavioural problems could make professionals without a medical background, like teachers and other educational professionals feel inapt. In this article, we raise six scientifically grounded considerations regarding ADHD, currently the most prevalent childhood psychiatric diagnosis. These "need to knows" show just how misguided and potentially stigmatizing current conceptualizations of unruly behaviour have become. Some examples are given of how teachers are misinformed, and alternative ways of reporting about neuropsychological research are suggested. A reinvigorated conceptual understanding of ADHD could help educational institutions to avoid the expensive outsourcing of behavioural problems that could also-and justifiably better-be framed as part of education's primary mission of professionalized socialization.

  1. A Study of Ethics and Professionalism in Zimbabwe's Education ...

    African Journals Online (AJOL)

    There has been a marked decline in the character, moral values and general behaviour of students coming out of the Zimbabwean education system. Accordingly, this study sought to investigate issues of ethics and professionalism in the Zimbabwean education system, and examine how the trend of the gradual erosion of ...

  2. Death Education for the Health Professional.

    Science.gov (United States)

    Benoliel, Jeanne Quint, Ed.

    1982-01-01

    Contains seven articles reviewing various death education programs for health professionals. Discusses death education in undergraduate and advanced nursing practice programs; a graduate course focusing on social, psychological, and cultural conditions influencing death; two death education programs in medical schools; and humanistic health care…

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

    African Journals Online (AJOL)

    Musumali

    The results 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.

  4. Research and professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2006-01-01

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

  5. Professional Standards for Visual Arts Educators

    Science.gov (United States)

    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…

  6. English education for healthcare professionals in Japan

    Directory of Open Access Journals (Sweden)

    Janelle Moross

    2017-11-01

    Full Text Available In a global environment, education for healthcare professionals should include cultivating human resources who have the necessary skills to work in an international arena. This article will review the current status of English education for dental healthcare professionals in Japan. After conducting a literature search using the keywords: English education, Japan, and dental, only a few studies were found that investigated and proposed suggestions for dental professional English education. Even so, these were still in the early stages with outcomes yet to be fully evaluated. Even though English is thought indispensable for global professionals, and that increasing chances for communication skills is necessary, little attention has been addressed to English education for dental professionals or the implementation of such education in the Japanese undergraduate dental curricula. With the current reality of field expansion in dentistry, the need for not only improved English communication skills for Japanese dentists, but also the acquisition of essential expertise, psychomotor, teambuilding, critical thinking, and creative thinking skills in English as well as Japanese, is a definite probability. In order to reach this level of knowledge, further efforts and research would be necessary for the advancement and development of dental professional English education in Japan.

  7. English education for healthcare professionals in Japan.

    Science.gov (United States)

    Moross, Janelle; Seki, Naoko; Morio, Ikuko

    2017-11-01

    In a global environment, education for healthcare professionals should include cultivating human resources who have the necessary skills to work in an international arena. This article will review the current status of English education for dental healthcare professionals in Japan. After conducting a literature search using the keywords: English education, Japan, and dental, only a few studies were found that investigated and proposed suggestions for dental professional English education. Even so, these were still in the early stages with outcomes yet to be fully evaluated. Even though English is thought indispensable for global professionals, and that increasing chances for communication skills is necessary, little attention has been addressed to English education for dental professionals or the implementation of such education in the Japanese undergraduate dental curricula. With the current reality of field expansion in dentistry, the need for not only improved English communication skills for Japanese dentists, but also the acquisition of essential expertise, psychomotor, teambuilding, critical thinking, and creative thinking skills in English as well as Japanese, is a definite probability. In order to reach this level of knowledge, further efforts and research would be necessary for the advancement and development of dental professional English education in Japan.

  8. Educational Professionalism: An Inside-Out View

    Science.gov (United States)

    Glazer, Joshua L.

    2008-01-01

    The past two decades have witnessed numerous efforts to enhance educational professionalism, such as more stringent requirements for entry, increased autonomy, and higher pay. Yet, these types of initiatives typically target aspects of the profession external to the work of teaching. In this article, I expand the view of professionalism implicit…

  9. Toward Multinational Professional Military Education in Europe

    DEFF Research Database (Denmark)

    Schaub Jr, Gary John; Breitenbauch, Henrik Ø.

    European NATO nations need better staff officers. Operation Unified Protector exposed a widespread deficiency in the professional knowledge of field-grade European officers. Professional military education (PME) is where corrective Alliance action must focus. The Nordic countries—Norway, Denmark...

  10. Functions Of Higher Professional Foreign Language Education

    Directory of Open Access Journals (Sweden)

    M. A. Bogatyreova

    2014-01-01

    Full Text Available The article is about the functions of professional higher education dealing with the sphere of foreign languages (FL. There are all indications that these functions are mainly determined by the higher education objectives, the dominating role that foreign languages play in modern society and politics. The analysis of existing linguistic concepts (up to the ХХ-th century as well as the current state of FL educational system, testifies to the fact that a number of urgent and indispensable changes are needed. The desirable transformations are aimed to amplify the contents of the functional burden of professional FL education. According to the provisions of the latest state standards, the transmission to new paradigms of thinking is primarily provided by the innovation modus, that is intended to steadily develop sociocultural technologies, improve the contents of FL education, increase the effectiveness of students' achievements, work out a new system of monitoring, controlling and assessing academic results. However, multi-media techniques and strategies should be associated with the anthropological paradigm, capable of driving in motion the "front-running" mechanism of sociocultural reproduction. That means that graduates' FL proficiency, alongside with influence, property and benefit, is becoming the most important indicator of social status in modern society. Consequently, multifunctional FL education is supposed to reflect the formation of axiological values of students, their inner motives and personal attitudes that, being embodied in the creative products of speech, exercise an essential impact on valuable society orientations. Evidently, society is intellectual to an extent it applies knowledge which was accumulated in the cultural gene pool of humanity. It is just through the educational channel that the basic value of culture performs the function of adjusting objective reality to individuals' goals and their meaningful implications

  11. FUNCTIONS OF HIGHER PROFESSIONAL FOREIGN LANGUAGE EDUCATION

    Directory of Open Access Journals (Sweden)

    M. A. Bogatyreova

    2014-01-01

    Full Text Available The article is about the functions of professional higher education dealing with the sphere of foreign languages (FL. There are all indications that these functions are mainly determined by the higher education objectives, the dominating role that foreign languages play in modern society and politics. The analysis of existing linguistic concepts (up to the ХХ-th century as well as the current state of FL educational system, testifies to the fact that a number of urgent and indispensable changes are needed. The desirable transformations are aimed to amplify the contents of the functional burden of professional FL education. According to the provisions of the latest state standards, the transmission to new paradigms of thinking is primarily provided by the innovation modus, that is intended to steadily develop sociocultural technologies, improve the contents of FL education, increase the effectiveness of students' achievements, work out a new system of monitoring, controlling and assessing academic results. However, multi-media techniques and strategies should be associated with the anthropological paradigm, capable of driving in motion the "front-running" mechanism of sociocultural reproduction. That means that graduates' FL proficiency, alongside with influence, property and benefit, is becoming the most important indicator of social status in modern society. Consequently, multifunctional FL education is supposed to reflect the formation of axiological values of students, their inner motives and personal attitudes that, being embodied in the creative products of speech, exercise an essential impact on valuable society orientations. Evidently, society is intellectual to an extent it applies knowledge which was accumulated in the cultural gene pool of humanity. It is just through the educational channel that the basic value of culture performs the function of adjusting objective reality to individuals' goals and their meaningful implications

  12. Education and Training for Health Professionals

    Science.gov (United States)

    The Cancer Classroom Series is a collection of webinars that highlights topics that provide the educational content, tools, and resources necessary for health professionals, especially those working in public health, to address cancer as a public health problem.

  13. Education, practical training and professional development for public health practitioners: a scoping review of the literature and insights for sustainable food system capacity-building.

    Science.gov (United States)

    Wegener, Jessica; Fong, Debbie; Rocha, Cecilia

    2018-02-13

    Noting the upstream positioning of sustainable food systems (SFS) to multiple global crises, the present review described examples of emerging and promising practices to support SFS-oriented education, practical training (PT) and continuing professional development (CPD) among trainees and public health practitioners (PHP). A secondary objective was to compile the evidence into practical considerations for educators, supervising practitioners and professional associations. A scoping review of the literature published between 2007 and 2017 was conducted in May 2017 using four databases: CINAHL, MEDLINE, Scopus and HSSA, along with bibliography hand-searching and expert consultation. Articles were screened for relevance and specificity by independent raters. Nineteen articles were included for analysis. Two-thirds of the articles related to dietitians and public health nutritionists. Emerging practices included curriculum-based considerations, incorporation of 'sustainability' within professional competencies and self-reflection related to SFS. Descriptions of SFS-related education, PT and CPD practices appeared largely in the literature from developed countries. Articles converged on the need for ecosystems, food systems and sustainability considerations within and across practice to support current and future practitioners. There is growing interest in SFS but guidance to support educators and preceptors is lacking. Updates to dietary guidelines to reflect issues of sustainability are a timely prompt to examine the education, training and development needs of trainees and PHP. Practical examples of emerging practices can empower PHP to promote SFS in all areas of practice. More research is needed to address identified gaps in the literature and to improve SFS-specific education, PT and CPD.

  14. Building the Commercial Education Professional Competency Profile

    OpenAIRE

    Araya Muñoz, Isabel

    2012-01-01

    This paper provides a complete description of the Commercial Education Professional Competency Profile that resulted from the curricular diagnosis of the Licenciatura en Educación Comercial , at the Universidad Nacional, Costa Rica.  The methodological strategy used relies on the principles of research on education. Upon expert validation, written questionnaires were applied to first-year students, students of the licenciatura, practicing professionals and employers. The objective was to desc...

  15. Professional Selection of Entrants to Higher Educational Institutions: International Experience

    Directory of Open Access Journals (Sweden)

    Zhanar Y. Sarsekeyeva

    2013-01-01

    Full Text Available The article deals with the global experience of the professional selection of entrants to higher educational institutions, which is aimed at the provision of qualified contingent of future specialists. This paper attaches great attention to studying the experience of such countries as England, USA, Spain, Switzerland, Finland, Latvia, Estonia. The increase of the percentage of school-leavers, intentionally focused on selection of professional activity gives confidence that the problem of the professional selection of entrants to higher educational institutions will become more important for the future development of the whole educational system. Personal formation of school-leavers as the potential of the nation and the country as a whole will become the thorniest question for the whole society. Professional selection of applicants is based on such principles as democracy, humanity, scientific validity, professional orientation, availability, phasing, massive involvement. The analysis of foreign experience of professional selection of entrants to higher educational institutions showed that the main objective of professional selection is to identify applicant's professional orientation as a leading personality attribute, features of incentive system, abilities, potential for further self-fulfillment in the chosen profession.

  16. ANTINOMY OF THE MODERN AVERAGE PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    A. A. Listvin

    2017-01-01

    Full Text Available Introduction. Successful upgrade of the secondary professionaleducation (SPE has a key value for innovative development of domestic economy. First of all, the solution of a task of creation of high-technology workplaces and development of labour productivity has a key role. However, the process of reforming of SPE, which dragged on for many years, is followed by the internal and external contradictions which are slowing down an inflow of necessary skilled personnel on the labor market.The aim of the present article consists in drawing attention to the collected problems and contradictions in the system of SPE which are in many respects caused by inconsistency in rule-making and legislative activity of the Ministry of Education and Science of the Russian Federation, special-purpose committees of the State Duma of Federal Assembly of the Russian Federation in education.Methods. The research is based on the analysis of normative and program documents in the field of SPE, realization of competence-based approach in practice of activity of establishments of professional education.Results and scientific novelty consist in identification and designation of the obvious and hidden antinomy existing in the SPE system now. The reasons for the late reaction of system of training of personnel to the transformations happening in economy are disclosed: discrepancy of training programs to requirements of employers; unsatisfactory quality of training of graduates; fall of prestige of working professions and specialties among youth; the broken ratio in a life-long education chain «a worker – a technician – an engineer»; reduction of the staff of masters of professional training; disinterest of employers in the joint SPE problem resolution (in cooperation with pedagogical community; excessively fractional specialization of professions of workers in available occupational classifications, etc. The designated problems enable to begin a search

  17. Ethical Issues in Continuing Professional Education.

    Science.gov (United States)

    Lawler, Patricia Ann

    2000-01-01

    Continuing professional education practitioners often face ethical dilemmas regarding their obligations to multiple stakeholders and issues arising in new arenas such as the workplace, distance education, and collaboration with business. Codes of ethics can guide practice, but practitioners should also identify their personal core values system…

  18. Postgraduate Professional Pedagogical Education In Mexico

    Directory of Open Access Journals (Sweden)

    Zhyzhko Olena

    2015-08-01

    Full Text Available This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher pedagogical schools, universities, autonomous universities, tecnological universities, technological institutes, research institutions, institutions of postgraduate education. Despite common goals, public and private institutions performed the posgraduate profesional pedagogical education on various organizational and procedural schemes. The main characteristics of postgraduate professional pedagogical education in Mexico are a relatively recent launch of the first programs (70-ies of the twentieth century; the rapid development of postgraduate professional pedagogical education in the 80-ies - 90-ies years of the XX century; the relative uniformity of its distribution between the state (61.1 % and private (39.9 % universities; careful surveillance of public higher pedagogical education quality through periodic programs’s evaluation; various thematic orientation of the programs; low rates of the ultimate effectiveness (the number of graduates, who received a diploma.

  19. Transforming health professionals' education in Rwanda ...

    African Journals Online (AJOL)

    Teaching and Learning Strategies in iSOCO. Health professional educators in Rwanda are joining forces in the attempt to ensure a coherent and account- able education of the future workforce. One component of this process is the development of a Social and Com- munity Medicine training program (iSOCO), from which.

  20. Nourishing Professional Practice: Continuing Education in Dietetics.

    Science.gov (United States)

    Kinneer, James W.

    The literature on continuing education (CE) in dietetics was reviewed. The review focused on the following: motivators and barriers for participation in continuing dietetic education, formats for CE in dietetics, and approaches to assessing learner needs. The role of professional associations, the existence of voluntary credentialing programs, the…

  1. Continuing Professional Education in the Military

    Science.gov (United States)

    Gleiman, Ashley; Zacharakis, Jeff

    2016-01-01

    The military relies on continuing professional education as a key component to the success of its organization. With decreasing budgets and increasing importance for a force that operates efficiently and thinks critically, the cognitive tension among training, education, and learning comes center stage.

  2. Experienced Teacher Educators and their Professional Learning.

    NARCIS (Netherlands)

    dr Marcel van der Klink; dr.ir. Quinta Kools; dr Simone White

    2010-01-01

    The professional development of teacher educators is increasingly being recognised as a topic of paramount importance. This is partly caused by the stronger emphasis on improving the quality of teacher education programs and as a consequence on attention for the lifelong learning of those

  3. 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…

  4. Blogging for educators writing for professional learning

    CERN Document Server

    Sackstein, Starr

    2015-01-01

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

  5. Experience of Organization of the System of Psychological and Pedagogical Professional Development of Teachers of Higher Educational Institutions

    Science.gov (United States)

    Akimova, Olga B.; Dorozhkin, Evgenij M.; Sikorskaya, Galina P.; Kireeva, Ekaterina E.

    2016-01-01

    The relevance of the researched problem is caused by the changed social and economic conditions in Russia that led to search of the paradigms of education adequate to new social and economic development of the country. The presented article is directed to drawing attention of the pedagogical public to modern forms of organization of the system of…

  6. Education Roadmap for Mining Professionals

    Energy Technology Data Exchange (ETDEWEB)

    none,

    2002-12-01

    This document represents the roadmap for education in the U.S. mining industry. It was developed based on the results of an Education Roadmap Workshop sponsored by the National Mining Association in conjunction with the U.S. Department of Energy, Office of Energy Efficiency and Renewable Energy, Office of Industrial Technologies. The Workshop was held February 23, 2002 in Phoenix, Arizona.

  7. What Should Be Taught in Secondary Schools' Nutrition and Food Systems Education? Views from Prominent Food-Related Professionals in Australia.

    Science.gov (United States)

    Sadegholvad, Sanaz; Yeatman, Heather; Parrish, Anne-Maree; Worsley, Anthony

    2017-11-02

    Education can help young people to attain the knowledge and the skills that they need to make proper food choices and develop lifelong healthy eating patterns. This study explored the perspectives of prominent food-related professionals in Australia regarding essential nutrition and food systems (N&FS) education programs for adolescents during formal education. Semi-structured interviews were conducted with 21 prominent food-related professionals in Australia. Interview transcripts were analysed thematically. Four essential areas for N&FS education programs were identified. (1) Key nutrition messages to a healthy lifestyle; (2) Skill development programs to enhance health and wellbeing; (3) Ethical food-related lessons to support environmental sustainability, farm animal welfare, local producers, and food security; and, (4) Introductory lessons about foods from farm to plate to facilitate more informed food choices. Findings of this study may provide new insights for curriculum developers in Australia for further assessment of the current gaps in N&FS components of secondary school curriculum. Integration of these four areas into secondary school curricula has the potential to enhance adolescents' knowledge of important scientific and ethical issues in a range of N&FS fields, and enable them to develop fundamental food-related life skills that are supportive of health and wellbeing.

  8. What Should Be Taught in Secondary Schools’ Nutrition and Food Systems Education? Views from Prominent Food-Related Professionals in Australia

    Directory of Open Access Journals (Sweden)

    Sanaz Sadegholvad

    2017-11-01

    Full Text Available Education can help young people to attain the knowledge and the skills that they need to make proper food choices and develop lifelong healthy eating patterns. This study explored the perspectives of prominent food-related professionals in Australia regarding essential nutrition and food systems (N&FS education programs for adolescents during formal education. Semi-structured interviews were conducted with 21 prominent food-related professionals in Australia. Interview transcripts were analysed thematically. Four essential areas for N&FS education programs were identified. (1 Key nutrition messages to a healthy lifestyle; (2 Skill development programs to enhance health and wellbeing; (3 Ethical food-related lessons to support environmental sustainability, farm animal welfare, local producers, and food security; and, (4 Introductory lessons about foods from farm to plate to facilitate more informed food choices. Findings of this study may provide new insights for curriculum developers in Australia for further assessment of the current gaps in N&FS components of secondary school curriculum. Integration of these four areas into secondary school curricula has the potential to enhance adolescents’ knowledge of important scientific and ethical issues in a range of N&FS fields, and enable them to develop fundamental food-related life skills that are supportive of health and wellbeing.

  9. Education of healthcare professionals and the public.

    Science.gov (United States)

    McNulty, Cliodna A M; Cookson, Barry D; Lewis, Michael A O

    2012-07-01

    In the winter of 2007-08 a new public-facing antimicrobial campaign was agreed by the Advisory Committee on Antimicrobial Resistance and Healthcare-Associated Infection (ARHAI) Education sub-Group (later divided into subgroups for professional and public education): it comprised posters with a positive message on how the public could help themselves when they had a cold. However, the poster campaign, used in isolation in England, did not improve antibiotic use; therefore, the Public Education sub-Group took forward educational approaches to change the behaviour of the public and health professionals. Professionals have been encouraged to give patients clear information about the likely duration of symptoms, self-care, and benefits and harms of antibiotics, reinforcing the public poster campaigns in surgeries, hospitals and pharmacies. Since 2008, campaigns have been launched in England to coincide with European Antibiotic Awareness Day (EAAD) on 18 November, using Department of Health and EAAD materials. Professional education has been facilitated by the 2008 National Institute for Health and Clinical Excellence respiratory tract infection delayed prescribing guidance for general practitioners. A toolkit of materials for medicines management teams, to facilitate good antimicrobial stewardship in primary care (ASPIC), is being taken forward by the Public Education sub-Group and professional societies. After advice from ARHAI, in 2009 the General Medical Council requested that all postgraduate deans and Royal Colleges ensure infection prevention and control and antimicrobial prescribing become standard practice implemented in all clinical settings, and that they are emphasized strongly in undergraduate and postgraduate medical training. ARHAI has also taken a keen interest in reviewing, advising and leading on a number of European Union initiatives dealing with professional education.

  10. Tablet and Face-to-Face Hybrid Professional Development: Providing Earth Systems Science Educators Authentic Research Opportunities through The GLOBE Program at Purdue University

    Science.gov (United States)

    Wegner, K.; Branch, B. D.; Smith, S. C.

    2013-12-01

    The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program (www.globe.gov). GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based authentic science investigations of the environment and the Earth system working in close partnership with NASA, NOAA and NSF Earth System Science Projects (ESSP's) in study and research about the dynamics of Earth's environment. GLOBE Partners conduct face-to-face Professional Development in more than 110 countries, providing authentic scientific research experience in five investigation areas: atmosphere, earth as a system, hydrology, land cover, and soil. This presentation will provide a sample for a new framework of Professional Development that was implemented in July 2013 at Purdue University lead by Mr. Steven Smith who has tested GLOBE training materials for future training. The presentation will demonstrate how institutions can provide educators authentic scientific research opportunities through various components, including: - Carrying out authentic research investigations - Learning how to enter their authentic research data into the GLOBE database and visualize it on the GLOBE website - Learn how to access to NASA's Earth System Science resources via GLOBE's new online 'e-Training Program' - Exploring the connections of their soil protocol measurements and the history of the soil in their area through iPad soils app - LIDAR data exposure, Hydrology data exposure

  11. Building the Commercial Education Professional Competency Profile

    Directory of Open Access Journals (Sweden)

    Isabel Araya-Muñoz

    2012-12-01

    Full Text Available This paper provides a complete description of the Commercial Education Professional Competency Profile that resulted from the curricular diagnosis of the Licenciatura en Educación Comercial , at the Universidad Nacional, Costa Rica.  The methodological strategy used relies on the principles of research on education. Upon expert validation, written questionnaires were applied to first-year students, students of the licenciatura, practicing professionals and employers. The objective was to describe a particular education situation. Data was analyzed according to two categories: intentions/principles and scope/development. The findings resulted in the characteristics of the Commercial Education professionals, i.e. characteristics related to the discipline, characteristics related to the administrative management of teaching, specific and general characteristics of education and pedagogy, and characteristics associated to human development. Based on those criteria, on the curricular requirements of the information sources and on the curricular perspectives of the Academic Unit, ideas were put into practice to build the competency profile. The ideas proposed comprise the curricular fundamentals of the educational project on which the profile is set out, which include the subject of the study program, the global competency or training goal, the generic competencies as cross-cutting approaches, as well as the –pedagogical and disciplinary− specific competencies. The specific competencies of the discipline are focused on four competency areas: document production, organizational support, technological resources and information management. (1 Translator’s Note: One-year post-Bachelor study program in Commercial Education.

  12. Technology Education Professional Enhancement Project

    Science.gov (United States)

    Hughes, Thomas A., Jr.

    1996-01-01

    The two goals of this project are: the use of integrative field of aerospace technology to enhance the content and instruction delivered by math, science, and technology teachers through the development of a new publication entitled NASA Technology Today, and to develop a rationale and structure for the study of technology, which establishes the foundation for developing technology education standards and programs of the future.

  13. Higher Education and the Professional Job Market

    Directory of Open Access Journals (Sweden)

    Alejandro Mungaray Lagarda

    2001-05-01

    Full Text Available The paper deals with the relationship between the professional job market and institutions of higher education, within the framework of socioeconomic globalization and regional decentralization processes. The discussion focuses on how this relationship generates flaws in the market due to the role played by higher education as an intermediary between job applicants and those offering employment and professional opportunities; and due also to the fact that higher education institutions have their own objectives, which differ from those of the market. The article states the need to acknowledge and overcome the limitations which the concentration of income imposes on Latin American students’ access to this educational level and their continuance in it. The paper also stresses the need for a closer connection between academic and job practices through curricular changes and the certification of knowledge that will be useful on the job. This would allow a better correlation with the productive sector, in that it would improve the absorption of graduates.

  14. Virtual reality environments for health professional education

    OpenAIRE

    Saxena, Nakul; Kyaw, Bhone M.; Všetečková, Jitka; Dev, Parvati; Paul, Pradeep; Lim, Kenneth Teck Kiat; Kononowicz, Andrezej; Masiello, Italo; Tudor Car, Lorainne; Nikolaou, Charoula K.; Zary, Nabil; Car, Josip

    2016-01-01

    This is the protocol for a review and there is no abstract. The objectives are as follows: To assess the effects of virtual reality environment (VRE)-based educational interventions for health professionals on knowledge, skills, and participants??? attitude towards and satisfaction with the interventions. Additionally, this review will assess the interventions' economic impact (cost and cost effectiveness), patient-related outcomes and unintended adverse effects of VRE-based educational inter...

  15. Continuing professional development for educational psychologists

    OpenAIRE

    2015-01-01

    M.Ed. The aim of this study was to describe the most prominent needs for Continuing Professional Development (CPD) amongst Educational Psychologists in South Africa, in order to provide guidelines for further provision of CPD activities. This was done by implementing a questionnaire in a cross-sectional survey. The questionnaire was mailed to an initial sample of 1000 (out of 1100) registered Educational Psychologists, whose details were obtained from the Health Professions Council of Sout...

  16. THE ROLE OF EDUCATIONAL EFFECTIVENESS FOR THE STANDARD OF FEDERAL GOVERNMENTAL EDUCATION PROFESSIONAL HIGH EDUCATION IN THE PROFESSIONAL PREPARATION OF STUDENTS FOR THE PSYCHO-PEDAGOGICAL FIELD

    Directory of Open Access Journals (Sweden)

    Svetlana Petrovna Akutina

    2015-02-01

    Full Text Available The goal: the educational research of educational effectiveness FGOS PVO for the professional preparation.The research method and the methodological approach: to enlighten the goals of the Federal Governmental Education Standard (FGOS of the high professional education (VPO of the psycho-pedagogical field within the education system reforming; to create new didactical materials, programs, plans, training courses; to model the educational effectiveness of a high education institution according to the competence approach.The clue of the educational effectiveness is in the developing an individual educational path for students in the comprehensive phase, and as a result the role of an educator, and a tutor increases; the changes in social cultural sphere of an educational institution, the importance of students self-management are to remodel the formulating personal needs paradigm in professional, private, intellectual, cultural and modal advancing.The research results are to open valuable possibilities of educational effectiveness in FGOS VPO influencing the professional preparation, that is filled with innovative forms, me-thods, technological approaches in cooperation between students and educators; to organize socially oriented process within the educational and extra educational context, to construct an individual educational path to obtain a qualification, to guaranty the realization of a new educational system for educators’ cooperation, for tutors and social partners; all these permit to act in different cultural spheres acquiring positive experience of professional training.The application field: the research results are applied in the pedagogical activity to prepare professional figures in the psycho pedagogical area, in educational projects with students, in cooperating with various social partners.

  17. Training of Professional Education Child

    OpenAIRE

    Cláudia Maria Radetski; Susana Fátima Soldi; Verônica F. Alves da Silva

    2000-01-01

    The process of political liberalization initiated in the country from the 80's has, undeniably, progress related to achievement of certain rights to certain parts of Brazilian society. In this context, the recognition came on the scene of the child as a subject of rights and their right to education. O processo de abertura política iniciado no país a partir da década de 80 trouxe, inegavelmente, avanços relacionados à conquista de alguns direitos a determinadas parcelas da sociedade brasil...

  18. E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

    Directory of Open Access Journals (Sweden)

    Vasyl KOVALCHUCK

    2017-07-01

    Full Text Available The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing e-coaching, e-mentoring has identified the possibility of using e-coaching and e-mentoring in postgraduate pedagogical education in continuous professional development of teachers. Monitoring and questioning have proved the idea that teachers require the new content of postgraduate education for their own professional development. They are interested in mastering new technologies, delivering master-classes and demonstration lessons. The results of the discussion in focus groups including representatives of the administration of educational establishments, teachers and lecturers of postgraduate pedagogical educational establishments are shown in the SWOT-analysis. The experts confirmed the need and possibility of the e-coaching and e-mentoring implementation in postgraduate pedagogical education. The major risks of e-coaching and e-mentoring implementation in postgraduate pedagogical education are e-coaches’ and e-mentors’ training and ICT competence. The Internet services, e-coaching and e-mentoring applications and programs are able to provide continuous professional development of teachers. The educational and professional e-coaching and e-mentoring programs require further studying in postgraduate pedagogical education.

  19. Comparative Analysis of Theoretical Approaches to Professional Training of the Future Customs Officers in the System of Higher Education of Ukraine and Poland

    Directory of Open Access Journals (Sweden)

    Korzhynska Tetiana

    2015-03-01

    Full Text Available The article deals with the content of future customs officers’ professional training. Such notions as “training”, “specialists’ professional training”, “customs officers’ professional training”. The article presents an overview of the scientific literature, theoretical analyzes of materials concerning the issues of future customs officers’ professional training in the higher educational institutions of Ukraine and the Republic of Poland, still remaining open. The major scientific approaches of leading domestic and foreign scientists to study future customs officers’ professional training have been characterized, in particular competence approach, functional approach, instrumental approach, learner-centred approach, axiological approach, historical and systematic-andcomprehensive approaches, theoretical generalization The conception of the research problem in the educational sphere of higher educational institutions has been theoretically generalised. The point of the article is focused on the fact that professional training of future specialists of customs authorities is a process of learning, understanding and specific knowledge, skills and proficiencies of future customs officers who perform the functions of future professional activities, fulfil their functions in accordance with their professional duties during customs service. Also it has been noted that professional training of future customs specialists is caused by personal, practical, functional, historical factors that it is important in the process of understanding this phenomenon and in the research and development processes.

  20. Library Professionals' Education in the Mercosur Countries

    Science.gov (United States)

    de Oliveira, Ely Francina Tannuri; Guimaraes, Jose Augusto Chaves

    2004-01-01

    This paper deals with library professionals education in Mercosur--the Common Market of South America--established on 29 March, 1991 to expand the national markets of Argentina, Brazil, Paraguay and Uruguay, and promote free circulation of goods, services and production agents in that region. The paper presents, through a descriptive study, the…

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

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

    2016-05-02

    May 2, 2016 ... Under the project, IDRC grantee IT for Change (ITfC), isimplementing action research on a professional learning communities(PLCs) model for collaborative creation of open educational resources ... Teachers across 34 districts have learned to use digital tools and resources in their classroom teaching.

  2. Transforming health professionals' education in Rwanda ...

    African Journals Online (AJOL)

    tion that is community-oriented (Mullan et al., 2011). These recommendations move health professionals' edu- cation from an isolated learning phenomenon facilitated by educators in a classroom or health facility, to being a broader and more interactive process in which society and communities play a key role. Teaching ...

  3. Special Education Professionals' Perceptions toward Accessible Playgrounds

    Science.gov (United States)

    Stanton-Chapman, Tina L.; Schmidt, Eric L.

    2016-01-01

    The perceptions and beliefs of 303 special education professionals toward currently available playgrounds in their school or community were examined. Survey respondents (a) indicated that their students with a disability could not fully participate in their school or community's playground offerings, (b) discussed the need for a peer buddy program…

  4. Hospice: An Education Center for Professionals.

    Science.gov (United States)

    Doyle, Derek

    1982-01-01

    Recognizes the need for improved professional training in the care of the dying. Discusses ways in which such training might be provided in the light of British experience. Suggests that hospice programs should incorporate an education program aimed to meet deficiencies revealed in recent studies. (Author)

  5. E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

    National Research Council Canada - National Science Library

    Vasyl KOVALCHUCK; Iryna VOROTNYKOVA

    2017-01-01

    The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers...

  6. CONTINUOUS AND INTEGRATED PROFESSIONAL EDUCATION IN THE DEVELOPMENT OF HUMAN CAPITAL

    Directory of Open Access Journals (Sweden)

    Elena A. Dubik

    2013-01-01

    Full Text Available In the article problems of integrated and continuous professional education are considered. A new continuous integrated professional educational specialist training programme (school - higher school - industrial enterprise and its specifics are discussed. The system makes possible for the human capital to develop its professional skills and scientific knowledge on a life long term.

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

    Directory of Open Access Journals (Sweden)

    Tatyana V. Matveeva

    2015-01-01

    additional professional education objects in the new economic paradigm are indentified. Scientific novelty. The research findings include the following conclusions: the main tendencies in the development of accreditation procedures for assessing the quality of educational services in system of additional professional education in modern Russia are revealed; the fundamentals of professional public accreditation of additional professional education programs organization are justified; the gaps in the legal regulation of accreditation of additional educational programs are identified, and the necessity of professional public accreditation for improvement the competitiveness of additional educational programs is justified. Practical significance. Proposed and developed evaluation system of educational programs provides objectivity, credibility and transparency of the evaluation procedures; defines guidelines for accreditation institutions, expert committees, education authorities, managers and employees of educational institutions implementing programs of additional professional education. Systematic experience in evaluation of additional professional education institutions can be used in the career development system of senior executives. 

  8. Teacher Educators' Constructions of Professionalism: A Case Study

    Science.gov (United States)

    Murray, Jean

    2014-01-01

    This article addresses an under-researched area of teacher education by analysing teacher educators' constructions of their professionalism and the constituent professional resources and senses of identity on which that professionalism draws. The research is an embedded case study of 36 teacher educators in two Schools of Education in England,…

  9. Roles for Information professionals in patient education: Librarians' perspective

    Directory of Open Access Journals (Sweden)

    Susan L. MacDonald

    2010-07-01

    Full Text Available Through an examination of librarians’ contributions to the PEPTalk research project, this article highlights roles for information professionals at various stages in the design and clinical implementation of an information system that delivers patient education. The Personal Education Plan (PEPTalk was a collaborative, multi-disciplinary research project (2005-2006 based at the University Health Network’s Princess Margaret Hospital that designed an information system to provide web-based health information resources to both patients and clinicians under a shared umbrella of patient education. This article provides an overview of the PEPTalk project methods and outcomes, and documents the contributions of librarians throughout the design and clinical implementation stages of the project. Librarians brought expertise about information seeking behaviours of both patients and clinicians to the project; liaised across institutional and professional boundaries; developed a classification system for online learning objects, and educated project team about information and health literacies. The contributions of librarians on the PEPTalk project illustrate the need for boundary spanners, information brokers, knowledge translators, and change champions in the design and implementation of patient education delivery systems. There are new roles emergent at the intersections of clinical practice and health information provision. There is a need for the traditional skills and expertise of librarians and other information professionals in tailoring health information. Yet the design and implementation of patient education systems also require the development of new skills and the application of advanced information literacy as it pertains to both clinicians and patients.

  10. The Peculiarities of Physical Education Teachers’ Professional Training: Foreign Experience

    Directory of Open Access Journals (Sweden)

    Soltyk Oleksandr

    2017-12-01

    Full Text Available The article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a number of peculiarities, implementation of which in the process of professional training of teachers of physical education in Ukraine will have positive impact. They are reorientation of professional training, as well as future activity on health protection of students, individual physical development, skills development, big-scale implementation of health-improving systems, non-standard types of motor activity in educational process. This calls for improvement of medical knowledge, health fundamentals, disease prevention, and injury prevention. Increase of the role and duration of teaching practice and implementation of compulsory year-long training at future workplace are of great importance. Taking into account national traditions, historical experience of the development of physical culture in native land, and introduction of national types of motor activity to the curricula have positive effect. The division on two individual stages is common in professional training of teachers. The first one is primarily oriented on theoretical component of educational, while the second one emphasizes practical activity of a future teacher. Along with standardization, independence and autonomy of educational institutions in matters of professional training organization have positive effect in educational process. Governmental support, namely financing of physical training and sports and educational sphere, improvement of material and technical base, plays a key role in the process of professional training of future teacher of physical education.

  11. Special Education Professional Development Needs in Zimbabwe

    Science.gov (United States)

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

    2017-01-01

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

  12. Spiritual Care Education of Health Care Professionals

    Directory of Open Access Journals (Sweden)

    Donia Baldacchino

    2015-05-01

    Full Text Available Nurses and health care professionals should have an active role in meeting the spiritual needs of patients in collaboration with the family and the chaplain. Literature criticizes the impaired holistic care because the spiritual dimension is often overlooked by health care professionals. This could be due to feelings of incompetence due to lack of education on spiritual care; lack of inter-professional education (IPE; work overload; lack of time; different cultures; lack of attention to personal spirituality; ethical issues and unwillingness to deliver spiritual care. Literature defines spiritual care as recognizing, respecting, and meeting patients’ spiritual needs; facilitating participation in religious rituals; communicating through listening and talking with clients; being with the patient by caring, supporting, and showing empathy; promoting a sense of well-being by helping them to find meaning and purpose in their illness and overall life; and referring them to other professionals, including the chaplain/pastor. This paper outlines the systematic mode of intra-professional theoretical education on spiritual care and its integration into their clinical practice; supported by role modeling. Examples will be given from the author’s creative and innovative ways of teaching spiritual care to undergraduate and post-graduate students. The essence of spiritual care is being in doing whereby personal spirituality and therapeutic use of self contribute towards effective holistic care. While taking into consideration the factors that may inhibit and enhance the delivery of spiritual care, recommendations are proposed to the education, clinical, and management sectors for further research and personal spirituality to ameliorate patient holistic care.

  13. ANALYSIS OF THE RATIO OF FREE AND PAID EDUCATIONAL SERVICES IN HIGHER PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Nikolay Dmitrievich Naydenov

    2015-02-01

    Full Text Available This article analyzes the relationship of public and private ownership in education in the Russian Federation. Recommendations to improve theoperating conditions of education by sector of free and paid educational services system of higher education are given.Modernization of production necessitates a clear understanding of private and public ownership in education, dynamics of free and paid educational services. In the economic literature there is not enough attention to the analysis of rational combination of paid and free educational services, particularly in the higher education system.In the article the analysis of trends in the delimitation of the sphere of higher professional education by form of ownership and the nature of reimbursement of educational services in the Russian Federation for the years 1993-2010 is given.Research methods: abstract-analytical method, statistical methods, analysis, aggregation, interviews.The society localizes areas of public and private property in accordance with the maximum efficiency of resources involved.The main trend in the development of higher professional education in the Russian Federation and CIS (The Commonwealth of independent States countries is the adoption by universities of properties of business structures. The share of the commercial sector in educational services is growing. «Free» educational services are dominated in the field of fundamental education. Paid public and private educational services are dominated in the field of specia-lized professional educational services.

  14. Students' experiences of inter-professional education through ...

    African Journals Online (AJOL)

    Students' experiences of inter-professional education through International Classification of Functioning-based activities at a community-based rehabilitation centre. ... To ultimately strengthen the health system, training has to respond to new health challenges, health science developments and societal needs. The Bishop ...

  15. 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,…

  16. Section 1--The Value of Psychology in Health Professional Education

    Science.gov (United States)

    Upton, Dominic

    2008-01-01

    The education of nurses, midwives and allied health care professionals in the UK is guided by professional bodies and the over arching Health Professionals Council (HPC)/Nursing and Midwifery Council (NMC). Each of these professional bodies provides regulatory frameworks and guidance notes on the educational content of the degree level programmes…

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

    African Journals Online (AJOL)

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

  18. Interprofessional education for internationally educated health professionals: an environmental scan

    Science.gov (United States)

    Arain, Mubashir; Suter, Esther; Mallinson, Sara; Hepp, Shelanne L; Deutschlander, Siegrid; Nanayakkara, Shyama Dilani; Harrison, Elizabeth Louise; Mickelson, Grace; Bainbridge, Lesley; Grymonpre, Ruby E

    2017-01-01

    Objective The objective of this environmental scan was to identify Western Canadian interprofessional education (IPE) resources that currently exist for internationally educated health professionals (IEHPs). Methodology A web-based search was conducted to identify learning resources meeting defined inclusion criteria with a particular focus on the resources available in the Western Canadian provinces. Information was extracted using a standardized template, and we contacted IEHP programs for additional information if necessary. Members of the research team reviewed preliminary findings, identified missing information from their respective provinces, and contacted organizations to fill in any gaps. Results The scan identified 26 learning resources for IEHPs in Western Canadian provinces and 15 in other provinces focused on support for IEHPs to meet their profession-specific licensing requirements and to acquire knowledge and competencies relevant to working in the Canadian health care system. Most learning resources, such as those found in bridging programs for IEHPs, included an orientation to the Canadian health care system, components of cultural competence, and at least one aspect of interprofessional competence (eg, communication skills). None of the 41 learning resources provided comprehensive training for IEHPs to cover the six interprofessional competency domains defined in the Canadian Interprofessional Health Collaborative (CIHC) National Interprofessional Competency Framework. Conclusion The IEHPs learning resources in Western Canada do not cover all of the interprofessional competencies. This review points to the value of developing a comprehensive IPE curriculum, based on the six domains identified in the CIHC National Interprofessional Competency Framework. PMID:28424551

  19. 75 FR 6192 - Office of Elementary and Secondary Education Indian Education-Professional Development Grants

    Science.gov (United States)

    2010-02-08

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION Office of Elementary and Secondary Education Indian Education-- Professional Development Grants Catalog... Education--Professional Development Grants. The Intergovernmental Review Deadline date as published on page...

  20. Babysitter or professional? Perceptions of professionalism narrated by Ontario early childhood educators

    Directory of Open Access Journals (Sweden)

    Debra HARWOOD

    2016-06-01

    Full Text Available Self-constructed perceptions of early childhood educator professionalism were explored in a small-scale mixed-method survey using convenience sampling. Fifty-four educators in Ontario, Canada participated in the study and shared their views related to professionalism. A mixed-methodology was employed using an electronic questionnaire composed of closed- and open-ended questions on ideas related to professionalism. The results of the study demonstrated that all the educators held a strong self-perception of professionalism regardless of their level of education, reporting high levels of job satisfaction, competence, recognition as a professional from others, and self-recognition as a professional. Participants’ notions of professionalism focused on the qualities of an individual considered a professional (e.g., good listener, patient, and understanding whereas discussions of criticality, authority, or the historical, gendered, cultural, racial, and social practices of early childhood education were noticeably absent.

  1. How to educate professionals for the professional meeting with adults with intellectual disabilities/impairments?

    DEFF Research Database (Denmark)

    Nørgaard, Britta

    .g. public management and modernization? On one hand the meeting or encounter represents essential values and ethical aspects according to professional traditions and standards as part of the welfare system in Denmark. On the other hand people with intellectual impairments in our welfare society often......My ph.d.-work in general reflects aspects from disability research, research on professions, ethics, a socio-political context and modernization. This article just reflects minor parts of the work. How are you as an adult with intellectual disabilities recognized and seen? From a traditional point...... of view the professional work would be characterized by care, support and development, communication, ethics, recognition and respect. Are these values at risk in our contemporary welfare system? And how do we make these values part of a professional education which itself is under pressure from e...

  2. Professional development workshops for physics education research

    Science.gov (United States)

    Sayre, Eleanor C.; Franklin, Scott V.; Kustusch, Mary Bridget

    2017-01-01

    Physics education research holds the promise of satisfying expectations of both scholarship, which is increasing at teaching-centric institutions, and teaching effectiveness, a concern at all institutions. Additionally, junior physics education researchers seek more diverse training in research methods and theories. Emerging education researchers need support as they develop their research programs and expand their theoretical and methodological expertise, and they benefit from the guidance of knowledgable peers and near-peers. Our two-part professional development model combines intensive in-person workshops with long-term remote activities. During a two-week in-person workshop, emerging and established education researchers work closely together to develop research questions, learn appropriate analytic techniques, and collect a corpus of data appropriate to their research questions. Afterwards, they meet biweekly in a distributed, mentored research group to share analyses and develop their ideas into publishable papers. In this talk, we discuss this model for professional development and show results from one three-year implementation in the IMPRESS program at the Rochester Institute of Technology. Partially funded by the PERTG of the AAPT.

  3. Evaluation of formal educational processes for healthcare professionals.

    Science.gov (United States)

    Otrenti, Eloá; Mira, Vera Lúcia; Bucchi, Sarah Marília; Borges-Andrade, Jairo Eduardo

    2014-01-01

    Analyzing the scientific literature on the evaluation of formal educational processes for healthcare professionals. Integrative literature review in which were reviewed the following databases: VHL, Pubmed and Cochrane. The final sample was composed of 19 articles in Portuguese, English and Spanish published from 2000 to July 2010. The subject of study was the evaluation of formal educational processes for health professionals, which had at least the abstract available online. There is no use of a systematic methodology to evaluate the formal educational processes in this study group. The evaluation focus mainly on the learning of participants, with little attention to the teaching process. There are no evaluations on the impact caused by this type of training in institutions and users of the health system, which can incur the risk of reducing the value of formal education processes. A full evaluation of the formal educational processes for professionals during a longer time is important to assess the impact of these processes and provide information about the necessities of continuing education of this population.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

  6. Professional Leadership Practices and Diversity Issues in the U.S. Higher Education System: A Research Synthesis

    Science.gov (United States)

    Karkouti, Ibrahim Mohamad

    2016-01-01

    This paper examines the effects of negligence toward diversity issues on campus racial climate, describes how exclusionary practices affect minority students' (i.e., Asian American, Hispanic, Black, and Native American) educational experiences, and addresses faculty issues relevant to diversity. In addition, the paper identifies the factors that…

  7. Technologies for Raising Professional Competence in Teachers Working in Inclusive Educational Institutions

    Directory of Open Access Journals (Sweden)

    Zakharova A.V.,

    2016-12-01

    Full Text Available This paper focuses on the issues of raising professional competence in teachers working in inclusive educational organisations and outlines the main strategies of specialist training within master’s programmes. It is emphasized that one of the most essential components of graduate education is the development of professional (practice-oriented competencies during training at networking educational institutions, which would make future specialists able to solve professional tasks of any difficulty and to come up with new schemes for professional activity in the context of the transformation of the Russian education system.

  8. E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

    Science.gov (United States)

    Kovalchuck, Vasyl; Vorotnykova, Iryna

    2017-01-01

    The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing e-coaching, e-mentoring…

  9. PROFESSIONAL TRAINING IN THE TERMS OF MICROENTERPRISES: PROCESS MODELLING OF EDUCATIONAL AND PROFESSIONAL INTERACTION

    Directory of Open Access Journals (Sweden)

    V. A. Fedorov

    2017-01-01

    Full Text Available Aim. The aim of this article is to understand the current issues of pedagogical training situation of a potential employee an experienced professional when using the internal resources of micro-enterprises. The relevance of the research problem dues to the needs of the labour market, terms of developing economy situation of micro-entrepreneurship and the demands of the subject of labour activity to vocational training without discontinuing work.Methodology and research methods. A leading approach to the study of this problem is a system-activity one, which allows us to represent the process of professional training in terms of the micro-enterprise as a system activity of subjects for the development of professional competence of the employee. The following research methods are used to solve the set tasks: theoretical study and analysis of psychological, pedagogical, sociological, scientific-methodical and special literature on the problem under study; a systematic approach to the disclosure of the nature of the problem and the formation of conceptual-terminological apparatus of the research; study and analysis of legislative and normative-legal acts; empirical – pedagogical observation, generalization and study of teaching experience, pedagogical design, questionnaire, interview, interviews, analysis of results, method of expert evaluations and their generalization.Results. The results of the research showed that the process of training and professional interaction of the micro-enterprise employees will be effective if training and professional interaction of the micro-enterprise employees to be considered as a productive mutual agreed actions of subjects of labour, aimed at solving the educational and professional problems in the process of joint labour activity. Developed structural-functional model of training and professional interaction of employees of micro-enterprises allows us to introduce the process of professional training as a

  10. Integrating cultural humility into health care professional education and training.

    Science.gov (United States)

    Chang, E-shien; Simon, Melissa; Dong, XinQi

    2012-05-01

    As US populations become increasing diverse, healthcare professionals are facing a heightened challenge to provide cross-cultural care. To date, medical education around the world has developed specific curricula on cultural competence training in acknowledgement of the importance of culturally sensitive and grounded services. This article proposes to move forward by integrating the concept of cultural humility into current trainings, in which we believe, is vital in complementing the current model, and better prepare future professionals to address health challenges with culturally appropriate care. Based on the works of Chinese philosophers, cultural values and the contemporary Chinese immigrants' experience, we hereby present the QIAN (Humbleness) curriculum: the importance of self-Questioning and critique, bi-directional cultural Immersion, mutually Active-listening, and the flexibility of Negotiation. The principles of the QIAN curriculum reside not only between the patient and the healthcare professional dyad, but also elicit the necessary support of family, health care system as well as the community at large. The QIAN curriculum could improve practice and enhance the exploration, comprehension and appreciation of the cultural orientations between healthcare professionals and patients which ultimately could improve patient satisfaction, patient-healthcare professional relationship, medical adherence and the reduction of health disparities. QIAN model is highly adaptable to other cultural and ethnic groups in multicultural societies around the globe. Incorporating its framework into the current medical education may enhance cross-cultural clinical encounters.

  11. From Humanizing the Educational Process to Professionally Mobile Specialists Training

    Directory of Open Access Journals (Sweden)

    T. A. Fugelova

    2012-01-01

    Full Text Available Training professional mobile specialists capable of responding flexibly to dynamic changes in society is considered to be the most important issue of the modern educational system. The paper justifies the idea that technical universities should take responsibility for solving this problem by means of humanization of technical education, which implies reconsidering its values and general notions. For overcoming the technocratic trends, the author recommends to cultivate the value of professionalism in the humanization context.Professionalism is defined by using the «professional service» idea as a «purpose acknowledgment, supertask, even a mission». The main components of the above attitude lie in finding the harmony with the world and its basic values. Therefore, technical universities face the challenge of training people of intelligence with a high moral and business responsibility. The basic value of such a person is regarded as «dedication to the cause» - the constant desire to improve the world and leave behind them- selves something of value to society. For training such specialists, the educational process should provide teachers dialogue and collaboration with students to facilitate the process of self-determination and self-development of the prospective specialists. 

  12. Cultural competence education for health professionals.

    Science.gov (United States)

    Horvat, Lidia; Horey, Dell; Romios, Panayiota; Kis-Rigo, John

    2014-05-05

    Cultural competence education for health professionals aims to ensure all people receive equitable, effective health care, particularly those from culturally and linguistically diverse (CALD) backgrounds. It has emerged as a strategy in high-income English-speaking countries in response to evidence of health disparities, structural inequalities, and poorer quality health care and outcomes among people from minority CALD backgrounds. However there is a paucity of evidence to link cultural competence education with patient, professional and organisational outcomes. To assess efficacy, for this review we developed a four-dimensional conceptual framework comprising educational content, pedagogical approach, structure of the intervention, and participant characteristics to provide consistency in describing and assessing interventions. We use the term 'CALD participants' when referring to minority CALD populations as a whole. When referring to participants in included studies we describe them in terms used by study authors. To assess the effects of cultural competence education interventions for health professionals on patient-related outcomes, health professional outcomes, and healthcare organisation outcomes. We searched: MEDLINE (OvidSP) (1946 to June 2012); Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library) (June 2012); EMBASE (OvidSP) (1988 to June 2012); CINAHL (EbscoHOST) (1981 to June 2012); PsycINFO (OvidSP) (1806 to June 2012); Proquest Dissertations and Theses database (1861 to October 2011); ERIC (CSA) (1966 to October 2011); LILACS (1982 to March 2012); and Current Contents (OvidSP) (1993 Week 27 to June 2012).Searches in MEDLINE, CENTRAL, PsycINFO, EMBASE, Proquest Dissertations and Theses, ERIC and Current Contents were updated in February 2014. Searches in CINAHL were updated in March 2014.There were no language restrictions. We included randomised controlled trials (RCTs), cluster RCTs, and controlled clinical trials of

  13. 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.

  14. Professionalization in Pharmacy Education as a Matter of Identity

    Science.gov (United States)

    Gupta, Tarun Sen; Glass, Beverley D

    2015-01-01

    Little research exists on the formation of professional identity in higher education health programs. Such programs may approach the teaching, learning, and assessment of professionalism based upon a suite of attitudes, values, and behaviors considered indicative of a practicing professional. During this transition, professional identity formation can be achieved through student engagement with authentic experiences and interaction with qualified professionals. This paper examines the shift toward identity formation as an essential element of professional education and considers its implications for pharmacy curriculum design. PMID:26839431

  15. The Application of Augmented Reality Technology in Food Professional Education

    OpenAIRE

    Wei Shan

    2015-01-01

    This study presents the application of augmented reality technology in food professional education, combining with the current situation of applying virtual reality education, analyzes the problems existing in the virtual reality application in food professional education, puts forward some suggestions and finally prospects the developing trend of the technology of virtual reality now.

  16. Life Science Professional Societies Expand Undergraduate Education Efforts

    Science.gov (United States)

    Matyas, Marsha Lakes; Ruedi, Elizabeth A.; Engen, Katie; Chang, Amy L.

    2017-01-01

    The "Vision and Change in Undergraduate Biology Education" reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by…

  17. Professional Development of Teacher-Educators towards Transformative Learning

    Science.gov (United States)

    Meijer, Marie-Jeanne; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy; Geijsel, Femke

    2017-01-01

    This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five experienced educators, a professional development…

  18. Forming Professional Competency of Education Managers in Central European Countries

    Science.gov (United States)

    Tovkanets, Oksana

    2017-01-01

    The article deals with the problem of forming education managers' professional competency in the context of European integration educational processes. The peculiarities of education managers' competences as well as directions of their professional training in motivational, cognitive and metacognitive spheres have been theoretically justified. The…

  19. New technologies and the education of information professionals

    Directory of Open Access Journals (Sweden)

    Catherine HARE

    2016-03-01

    Full Text Available Using the example of the Masters in Records Management by Distance Learning at the University of Nortumbria at Newcastle in the United Kingdom, the article will explore the potentials of the new information and communication technologies and the implications for using them as a means of delivery for education for information professionals.The key challenge is to ensure that the education instils not only an awareness of the technologies and skills in their use but also the capacity to understand and evaluate their potential since they are the prime tools of trade for information professionals today. An effective approach is to study the technologies through using the technologies but success can only be achieved if the wider systems of processes and approaches, based on teamwork, are developed to recognise specialisms and divisions of labour. 

  20. The professional skills in Physical Education

    Directory of Open Access Journals (Sweden)

    Tejada Mora, Jesús

    2012-07-01

    Full Text Available The aim of the new degrees in the university community has in common to require students begin to acquire over their training, a range ofskills to achieve the knowledge, attitudes and skills: personal, professional and methodological required for the performance of each of the professions.Although the skills are not mandatory in the old degrade of Teacher of Physical Education at the University of Huelva, one must know what skills andto what degree are currently being developed. Thus, university lecturers have a more objective reference starting from the reality of students, focusingon those skills that are less developed and strengthening the most favored ones today. The methodology used was quantitative, using the questionnaireas a measurement instrument and subsequent analysis through SPSS version 18 program. The sample was composed of pupils of the last year of teachingPhysical Education at the University of Huelva, the lectures of Physical Education Area of the University and teachers in active of the province ofHuelva

  1. School Diagnostic: Perceptions of Educational Professionals

    Directory of Open Access Journals (Sweden)

    Sónia Caridade

    2015-07-01

    Full Text Available AimThe school is a privileged context to prevent certain problems that may begin during the development of young students. The main objective is to assess the perceptions of educational professionals about the school structure, functioning, and organization, as well as students’ behaviors.MethodWe developed an exploratory study using a questionnaire, applied to a sample of 81 educational agents, teachers and non-teachers, aged between 25 and 62 years (M = 45.8, SD = 10.6.ResultsDespite the positive perception of the participants about the physical school environment, it is necessary to create spaces for leisure and sport, logistic conditions and multidisciplinary teams in order to maximize the overall good functioning of schools. Adding to this, participants described the participation of parents in the school life as negative; they also identified several disruptive behaviours among students and referred to a general lack of active participation in life school.ConclusionIt is important to create action plans in schools, which should be multimodal and multi-agent in order to have intervention perspectives with connected actions developed by different educational agents.

  2. Forming Professional Competency of Education Managers in Central European Countries

    Directory of Open Access Journals (Sweden)

    Tovkanets Oksana

    2017-03-01

    Full Text Available The article deals with the problem of forming education managers’ professional competency in the context of European integration educational processes. The peculiarities of education managers’ competences as well as directions of their professional training in motivational, cognitive and metacognitive spheres have been theoretically justified. The performed analysis of curricula in higher education institutions of Central European countries has proved their use of the complex approach to forming professional competences of education managers. The author has revealed the peculiarities of education managers’ professional training while mastering accredited specialized courses in School Management in the Centre for Lifelong Education at Faculty of Education at Palacký University in Olomouc, the Czech Republic; a Bachelor’s degree in Education Specialization (School Management at Charles University in Prague, the Czech Republic; in the context of the project launched by the European Social Fund (EFS called “The Development of Education Managers’ Competences in Schools and Educational Institutions in the Hradec Králové Region – the Model of Professional Education”, the Czech Republic. It has been concluded that higher education institutions of Central European countries focus on the development of pedagogical and managerial competencies. It has been highlighted that the complication of training content and the modernization of disciplines will allow to form thinking and actions of education managers as comprehensively educated specialists able to successfully deal with professional tasks using their educational and intellectual potential.

  3. [Education in bioethics, a way for professionalism].

    Science.gov (United States)

    Urionabarrenetxea, K Martínez

    2011-01-01

    One of the elements that have historically defined professions making them different from mere occupations is the fact that their responsibilities have been defined more in moral than juridical terms. Because it is not the due respect to the law but the tendency to moral excellence the fundamental characteristic of professions. Professionalism is the base of medicine's contract with society and it obliges to put patients' interests above the doctors' ones, supplying competence and integrity standards, and providing expert help to society in health matters. Education in bioethics is an appropriate instrument to reach this goal, as it promotes an interdisciplinary analysis of the problems created by the medical and biological progress and its correspondent technologies, to find what is most human in its practical application. Copyright © 2010 SECA. Published by Elsevier Espana. All rights reserved.

  4. Clinician-Educators as Dual Professionals: A Contemporary Reappraisal.

    Science.gov (United States)

    Stoddard, Hugh A; Brownfield, Erica D

    2016-07-01

    Physicians who teach face unique responsibilities and expectations because they must educate learners while simultaneously caring for patients. Recently this has become even more difficult as the environment for clinician-educators has been undermined by public antipathy toward both the education profession and the medicine profession.Erosion of public confidence in both professions is evidenced by three trends. First, the democratizing nature of the Internet and the availability of technical knowledge to laypeople have encroached on the domain of professional knowledge. Second, the responsibility of a professional to make decisions has been undercut by legal interpretations regarding how physicians are paid for patient care and how teachers are evaluated on performance. And finally, altruistic motivations in both professions have been called into question by external forces promoting "accountability" rather than trusting professionals to act for the best interest of their patients or students.In this climate of increasing accountability and decreasing trust for professionals, clinician-educators can best serve patients and learners through transdisciplinary collaboration with professional educators. Clinician-educators should rely on professional educators for judgment and specialized knowledge in the field of education rather than embodying both professions by themselves. Health care practice has become more team oriented; health care education should do likewise to counteract the social and political trends eroding public confidence in medicine and education. Relying on collaboration with education professionals constitutes a substantial change to how clinician-educators define themselves, but it holds the best promise for medical training in the current social milieu.

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

    Science.gov (United States)

    Fellenz, Martin R.

    2016-01-01

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

  6. The Relationship between Continuing Education and Perceived Competence, Professional Support, and Professional Value among Clinical Psychologists

    Science.gov (United States)

    Bradley, Stacy; Drapeau, Martin; DeStefano, Jack

    2012-01-01

    Introduction: Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing…

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

    Science.gov (United States)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

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

  8. IMPROVEMENT OF EDUCATIONAL COGNITIVE ACTIVITY STUDENTS IN THE PROFESSIONAL EDUCATIONAL ORGANIZATION ON THE BASIS OF VISUALIZATION TECHNOLOGY OF EDUCATIONAL INFORMATION

    Directory of Open Access Journals (Sweden)

    Liliya A. Kolmakova

    2015-01-01

    Full Text Available The aim of the study is to consider the problem of improving the quality of education in the professional educational organizations.Methods. The scientific and pedagogical analyses of the concepts forming a terminological field of a problem are used. The system, competence-based and personal approaches are used for development of models of cognitive visualization. Questioning of students was carried out to establish the level of development of their informative activity.Results. The constituent parts of the modern educational process and the need to create specific conditions for its implementation are identified and described. The author gives a generalized characteristic of visualization technology of educational information. The application of cognitive visualization models using information and communication technologies are proved. The results showing the evolution of motivational indicators of students’ activity before and after application of LSM and the «Metaplan» in the educational process are presented.Scientific novelty. The pedagogical conditions that allow using information and communication technologies as means of the trainees’ educational informative activity improvement in the professional educational organization are defined. Features of the directed application of methods of cognitive visualization of educational information, both for improvement of educational cognitive activity, and for formation of professional competences of students by profession «A chef, a confectioner» are noted.Practical importance. Use of methods of cognitive visualization in educational process on the example of studying of Chemistry and Biology in the professional educational organization is considered in details. The teaching package providing application of methods of cognitive visualization of educational information for the purpose of improvement of educational cognitive activity of students in the professional educational organization

  9. Making "Professionalism" Meaningful to Students in Higher Education

    Science.gov (United States)

    Wilson, Anna; Åkerlind, Gerlese; Walsh, Barbara; Stevens, Bruce; Turner, Bethany; Shield, Alison

    2013-01-01

    With rising vocational expectations of higher education, universities are increasingly promoting themselves as preparing students for future professional lives. This makes it timely to ask what makes professionalism meaningful to students. In addressing this question, we first identify aspects of professionalism that might represent appropriate…

  10. Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

    Science.gov (United States)

    Sondgerath, Travis

    2016-01-01

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

  11. Professional development of teacher-educators towards transformative learning

    NARCIS (Netherlands)

    Meijer, Marie-Jeanne; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy; Geijsel, Femke

    2016-01-01

    This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five

  12. Interprofessional education for internationally educated health professionals: an environmental scan

    Directory of Open Access Journals (Sweden)

    Arain M

    2017-03-01

    Full Text Available Mubashir Arain,1 Esther Suter,1 Sara Mallinson,1 Shelanne L Hepp,1 Siegrid Deutschlander,1 Shyama Dilani Nanayakkara,2 Elizabeth Louise Harrison,3 Grace Mickelson,4 Lesley Bainbridge,5 Ruby E Grymonpre2 1Workforce Research & Evaluation, Alberta Health Services, Edmonton, AB, 2College of Pharmacy, University of Manitoba, Winnipeg, MB, 3School of Physical Therapy, College of Medicine, University of Saskatchewan, Saskatoon, SK, 4Provincial Health Services Authority, Vancouver, BC, 5Department of Physical Therapy, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada Objective: The objective of this environmental scan was to identify Western Canadian interprofessional education (IPE resources that currently exist for internationally educated health professionals (IEHPs. Methodology: A web-based search was conducted to identify learning resources meeting defined inclusion criteria with a particular focus on the resources available in the Western Canadian provinces. Information was extracted using a standardized template, and we contacted IEHP programs for additional information if necessary. Members of the research team reviewed preliminary findings, identified missing information from their respective provinces, and contacted organizations to fill in any gaps. Results: The scan identified 26 learning resources for IEHPs in Western Canadian provinces and 15 in other provinces focused on support for IEHPs to meet their profession-specific licensing requirements and to acquire knowledge and competencies relevant to working in the Canadian health care system. Most learning resources, such as those found in bridging programs for IEHPs, included an orientation to the Canadian health care system, components of cultural competence, and at least one aspect of interprofessional competence (eg, communication skills. None of the 41 learning resources provided comprehensive training for IEHPs to cover the six interprofessional competency

  13. Critical issues in educational innovation and teachers' professional profile

    Directory of Open Access Journals (Sweden)

    Francesca Oddone

    2015-10-01

    Full Text Available Recent studies carried out at national and international levels indicate that ICT use in the Italian school system is lagging in a number of ways. Observation of the situation in lower secondary schools has prompted us to conduct an investigation focusing on three different areas: teachers’ knowledge and use of technology, sharing of contents and processes, and the adoption of collaborative strategies for learning and teaching. This paper combines the quantitative data collected from different research studies into digital technologies in the Italian school system with the results of a survey we conducted into the professional profile of teachers in the Liguria region. The aim is to reveal the actual level of technology usage and to bring to light critical issues involved. This ultimate goal of this undertaking is to support the sharing and uptake of innovative practices through teacher-centred professional development that promotes inclusive education.

  14. Exploring Current and Future Roles of Non-Dental Professionals: Implications for Dental Hygiene Education.

    Science.gov (United States)

    Maxey, Hannah L; Farrell, Christine; Gwozdek, Anne

    2017-09-01

    The health care system is undergoing transformation in which oral health is not only valued as an aspect of overall health, but health care delivery systems are aligning to better deliver total patient care. As a result of this transformation, education for many non-dental professionals incorporates oral health content to prepare them to practice in comprehensive delivery models. While some non-dental professionals already incorporate oral health care in their service, many opportunities exist for expansion of oral health care delivery by other non-dental professionals, including radiologic technicians, nursing staff, and human services professionals. As non-dental professionals take on expanded roles in oral health care, the dental hygiene workforce must be prepared to practice in settings with new types of professionals. Dental hygiene curricula should prioritize interprofessional education to best prepare these students for practice in evolved delivery models. This article was written as part of the project "Advancing Dental Education in the 21st Century."

  15. The education of kind in the educational professional's initial formation

    Directory of Open Access Journals (Sweden)

    Josefa Caridad López-Ferrera

    2016-06-01

    Full Text Available In the context Cuban they visualize improvements in relation to the woman in the sociocultural and educational, but still the treatment is necessary to the focus of kind in the pedagogic technical training, as from the educational influence and takes of conscience for the human development. The purpose of this work is to reflect about the relations of kind with the intensity of transforming the knowledge on kind and it excluding and patriarchal modes of acting stereotyped, in modes of equity, solidarity, tolerance and respect that you favor the formation of a free professional of prejudices, taboos and to surpass the culture of die inherited; I eat civic of high self-esteem and realization, with capability of influencing the social development, for the attributes it has been in educated, and forming human complete, happy, critical, reflexive and ethical beings, than contribute to the perfecting of the social project Cuban.

  16. Professional identity in medical students: pedagogical challenges to medical education.

    Science.gov (United States)

    Wilson, Ian; Cowin, Leanne S; Johnson, Maree; Young, Helen

    2013-01-01

    Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

  17. Professionalism education should reflect reality: findings from three health professions.

    Science.gov (United States)

    Burford, Bryan; Morrow, Gill; Rothwell, Charlotte; Carter, Madeline; Illing, Jan

    2014-04-01

    Despite a growing and influential literature, 'professionalism' remains conceptually unclear. A recent review identified three discourses of professionalism in the literature: the individual; the interpersonal, and the societal-institutional. Although all have credibility and empirical support, there are tensions among them. This paper considers how these discourses reflect the views of professionalism as they are expressed by students and educator-practitioners in three health care professions, and their implications for education. Twenty focus groups were carried out with 112 participants, comprising trainee and educator paramedics, occupational therapists and podiatrists. The focus group discussions addressed participants' definitions of professionalism, the sources of their perceptions, examples of professional and unprofessional behaviour, and the point at which participants felt one became 'a professional'. Analysis found views of professionalism were complex, and varied within and between the professional groups. Participants' descriptions of professionalism related to the three discourses. Individual references were to beliefs or fundamental values formed early in life, and to professional identity, with professionalism as an aspect of the self. Interpersonal references indicated the definition of 'professional' behaviour is dependent on contextual factors, with the meta-skill of selecting an appropriate approach being fundamental. Societal-institutional references related to societal expectations, to organisational cultures (including management support), and to local work-group norms. These different views overlapped and combined in different ways, creating a complex picture of professionalism as something highly individual, but constrained or enabled by context. Professionalism is grown, not made. The conceptual complexity identified in the findings suggests that the use of 'professionalism' as a descriptor, despite its vernacular accessibility, may be

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

    Directory of Open Access Journals (Sweden)

    Наталія Сулаєва

    2015-09-01

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

  19. A Framework for Professional Ethics Courses in Teacher Education

    Science.gov (United States)

    Warnick, Bryan R.; Silverman, Sarah K.

    2011-01-01

    Evidence suggests that professional ethics is currently a neglected topic in teacher education programs. In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of…

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

    Science.gov (United States)

    Ashraf, Hamid; Kafi, Zahra H.

    2017-01-01

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

  1. Lessons from the field: Transforming health professionals' education ...

    African Journals Online (AJOL)

    Health professionals' education is undergoing enormous transformation internationally and also in Rwanda. We present the contribution of a Social and Community Medicine program at the University of Rwanda to this new era of community oriented, people centred and socially accountable health professionals' education.

  2. Professional Piano Education in Chinese Piano Music Culture

    Science.gov (United States)

    Wang, Changkui

    2010-01-01

    The development of Chinese piano music culture including professional piano education is based on the traditional culture of "neutralization", and in the researches about the professional piano education in the 21st century, the research of the piano teaching in normal colleges is the most active one, and it is mainly centralized in the…

  3. Teacher Professionalism: What Educators Can Learn from Social Workers

    Science.gov (United States)

    Bair, Mary Antony

    2014-01-01

    Although there are numerous calls to enhance the professionalism of teachers, there is little empirical research in the United States that examines educators' understanding of the concept. This exploratory case study compared the conceptualization of professionalism by faculty and students in a college of education vis-à-vis the conceptualization…

  4. Lifelong Professional Education in the Russian Federation: Personal Aspect

    Science.gov (United States)

    Ibatova, Aygul Z.; Ippolitova, Natalia V.; Mukhametgaliyeva, Safia Kh.; Rodionova, Anna E.; Yagafarova, Khafiza N.; Ikonnikova, Ludmila N.

    2016-01-01

    The article analyzes the problem of realization of the postulate of "lifelong education" in the field of professional education in Russia, and reveals its importance for the development of personality of a future specialist. A brief overview and the results of the implementation of this principle in the process of professional training…

  5. Professional Socialization of Electrical Engineers in University Education

    Science.gov (United States)

    Keltikangas, Kirsti; Martinsuo, Miia

    2009-01-01

    University educators constantly seek ways in which courses and curricula would promote students' professional development in line with the needs of industries. The purpose of this study was to develop a framework for analysing professional socialization particularly in the context of electrical engineering education and explore factors associated…

  6. A Narrative Analysis of a Teacher Educator's Professional Learning Journey

    Science.gov (United States)

    Vanassche, Eline; Kelchtermans, Geert

    2016-01-01

    This article reports on a narrative analysis of one teacher educator's learning journey in a two-year professional development project. Professional development is conceived of as the complex learning processes resulting from the meaningful interactions between the individual teacher educator and his/her working context. Our analysis indicates…

  7. Effectiveness of Online Professional Development for Rural Special Educators

    Science.gov (United States)

    Gaumer Erickson, Amy S.; Noonan, Patricia M.; McCall, Zachary

    2012-01-01

    Retaining teachers and accessing professional development have been long-standing struggles for rural school districts, particularly with respect to teachers with special education endorsements. This study examined the effect of asynchronous online professional development in secondary special education and transition for 86 rural special…

  8. Making Lives Go Better: University Education and "Professional Capabilities"

    Science.gov (United States)

    Walker, M.; McLean, M.

    2010-01-01

    This article charts a research project on higher education and poverty reduction chronologically, mapping the process of thinking through and generating an Index of public-good professional education based on literatures; empirical data from actors-lecturers, students, alumni, professional bodies and NGOs; and participatory dialogue. Amartya Sen's…

  9. 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.

  10. Adaptivity in Professional Printing Systems

    NARCIS (Netherlands)

    Verriet, J.H.; Basten, T; Hamberg, R.; Reckers, F.J.; Somers, L.

    2013-01-01

    There is a constant pressure on developers of embedded systems to simultaneously increase system functionality and to decrease development costs. Aviable way to obtain a better system performance with the same physical hardware is adaptivity: a system should be able to adapt itself to dynamically

  11. A Danish international MOOC in professional Care Education

    DEFF Research Database (Denmark)

    Buhl, Mie; Andreasen, Lars Birch; Jensen Mondrup, Henrik

    2015-01-01

    This article will present the planning of a Danish designed MOOC which shall support a NGO educational programme for professional caregivers in Indonesia initiated by a Danish organisation and in collaboration with Indonesian stakeholders. Firstly, a general overview of MOOC will be presented....... Secondly, pedagogical models for cMOOC and xMOOC and the supporting learning theories will be discussed, including a pedagogical model drawing on Scandinavian ideas of learning as an activity of knowledge construction through project- and problem-based processes in relation to MOOC. Thirdly, the particular...... case will be introduced. Thus the paper does not represent MOOC activities in the formal educational system in Denmark. Rather the case exemplifies a Danish approach to implementing educational programmes in another country supported by MOOC....

  12. Education, Measurement and the Professions: Reclaiming a Space for Democratic Professionality in Education

    Science.gov (United States)

    Biesta, Gert

    2017-01-01

    In this article, I explore the impact of the contemporary culture of measurement on education as a professional field. I focus particularly on the democratic dimensions of professionalism, which includes both the democratic qualities of professional action in education itself and the way in which education, as a profession, supports the wider…

  13. The Role of Health Literacy in Professional Education and Training.

    Science.gov (United States)

    Aldoory, Linda

    2017-01-01

    This chapter marks the territory and leadership potential found in research, practice and policy related to the role of health literacy in higher education and professional training. There is limited published work that has summarized the role and scope of health literacy in higher education and professional training. This chapter will provide a review of the research in the area, a description of some of the educational practices in health literacy, and a case example of how policy might influence the role of health literacy in professional higher education.

  14. Informative and educational spaces in higher educational establishment and their influence on professional development of future teacher of physical culture.

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2011-03-01

    Full Text Available In the article the problems of professional development of future teacher of physical culture are examined in the conditions of informative educational space. The value of acmeological approach opens up in the process of professional development of future teacher of physical culture. It is indicated that not only the individual features of future teacher of physical culture but also features of innovative environment influence on professional development. The system awareness of professional development of future teacher of physical culture is presently needed in the conditions of informative educational space of higher school.

  15. The challenge of promoting professionalism through medical ethics and humanities education.

    Science.gov (United States)

    Doukas, David J; McCullough, Laurence B; Wear, Stephen; Lehmann, Lisa S; Nixon, Lois LaCivita; Carrese, Joseph A; Shapiro, Johanna F; Green, Michael J; Kirch, Darrell G

    2013-11-01

    Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a national expert panel of medical educators in ethics, history, literature, and the visual arts. PRIME II faculty engaged in a dialogue on the future of professionalism in medical education. The authors present three overarching themes that resulted from the PRIME II discussions: transformation, question everything, and unity of vision and purpose.The first theme highlights that education toward professionalism requires transformational change, whereby medical ethics and humanities educators would make explicit the centrality of professionalism to the formation of physicians. The second theme emphasizes that the flourishing of professionalism must be based on first addressing the dysfunctional aspects of the current system of health care delivery and financing that undermine the goals of medical education. The third theme focuses on how ethics and humanities educators must have unity of vision and purpose in order to collaborate and identify how their disciplines advance professionalism. These themes should help shape discussions of the future of medical ethics and humanities teaching.The authors argue that improvement of the ethics and humanities-based knowledge, skills, and conduct that fosters professionalism should enhance patient care and be evaluated for its distinctive contributions to educational processes aimed at producing this outcome.

  16. Testing and Grading in Professional Education,

    Science.gov (United States)

    1980-06-26

    Accession For NTIS GA&I * TIc TAB iUnaxnoune’d jd%-’Ajf’ i oa nUEDITED BY: LAWRENCE P. GRAYSON __ NATIONAL INSTITUTE OF EDUCATION * Distribution...system used by a professor. reflect A stldent’is at solilt I.vil of , *.,*I --,i-e 1,s.t . art, iu.i by motit profesors . I" not all ro In i plIvln ih

  17. Humanitarian Meaning of University Professional Education

    OpenAIRE

    Petrova, Galina; Gural, Svetlana; Brylina, Irina; Kornienko, Alla; Kornienko, Anna; Nikitina, Uliya; Kachalov, Nikolay

    2015-01-01

    In the 20{th} century, the university faced a principally new type of cultural development and there was a necessity of transformation to get adapted to new conditions. Change of cultural epochs lead to a change in criteria and principles conditioning the university education system. Largely it affected "externally invisible and inaudible" factor, "the fluid of spiritual life" of the university, "human immaterial sub-basis" of its existence (Jaspers, 2006 ) - its humanitarian meaning. This ca...

  18. Teaching the teachers: faculty development in inter-professional education.

    Science.gov (United States)

    Davis, Beth P; Clevenger, Carolyn K; Posnock, Samuel; Robertson, Bethany D; Ander, Douglas S

    2015-02-01

    The purpose of this study is to evaluate changes in self-concept for the knowledge, skills and attitudes toward inter-professional teamwork of facilitators who participated in training and an inter-professional team training event. Inter-professional education requires dedicated and educated faculty. A pretest posttest quasi-experimental design was used for the evaluation. Fifty-three facilitators were asked to complete pre-post questionnaires to measure inter-professional team self-concept (IPTSC), assessing self-concept for the knowledge, skills, and attitudes required for performing in an inter-professional team. Post-session scores on inter-professional team knowledge, skills and attitudes were significantly higher (F(1, 31) = 5.59, p = .02). A facilitator development course and participation in the teaching event had a positive impact on perceived knowledge, skills and attitudes toward inter-professional teamwork. Copyright © 2014 Elsevier Inc. All rights reserved.

  19. Certified Health Education Specialists' Participation in Professional Associations: Implications for Marketing and Membership

    Science.gov (United States)

    Thackeray, Rosemary; Neiger, Brad L.; Roe, Kathleen M.

    2005-01-01

    A number of health education professional associations exist to advance the profession through research, practice, and professional development. Benefits of individual membership may include continuing education, networking, leadership, professional recognition, advocacy, professional mobility, access to research findings, advances in the…

  20. Ten steps to conducting health professional education research.

    Science.gov (United States)

    Scott, Karen; Caldwell, Patrina; Schuwirth, Lambert

    2015-08-01

    The approaches used to educate future clinicians must be continually improved through evidence-based methods. Clinicians interested in conducting education research need to understand the terminology and conventions of health professional education, in the same way that health professional educators from education backgrounds need to be aware of clinical practices and scientific mores and jargon. This article provides clinicians with 10 steps to conducting health professional education research, and encourages collaboration between clinicians interested in education and health professional educators. The basic steps in conducting education research are introduced, beginning with literature searches, using appropriate terminology and writing conventions, and finding research collaborators. We encourage researchers to ask themselves, 'So what?' about their research idea to ensure it is interesting and relevant to a journal's readers. The nuts and bolts of educational research are then presented, including research questions and methodologies, outcome measures, theoretical frameworks and epistemologies. The final two steps aim to foster internationally relevant and well-designed research studies. Conducting and publishing education research is often difficult for clinicians, who struggle with what is required. Yet clinicians who teach are ideally placed to identify the knowledge gaps about how we can more effectively educate future clinicians. These 10 steps provide clinicians with guidance on how to conduct education research so relevant research findings can inform the education of future clinicians. Conducting and publishing education research is often difficult for clinicians. © 2015 John Wiley & Sons Ltd.

  1. Professional Development of Continuing Higher Education Unit Leaders: A Need for a Competency-Based Approach

    Science.gov (United States)

    Bacheler, Margaret

    2015-01-01

    The purpose of this study was to examine the effect of professional development experiences on the career competencies of continuing higher education unit leaders (CHEULs). In the American system of higher education, a CHEUL manages an administrative unit that offers educational programs to adult learners (Cranton, 1996). To face the challenges…

  2. The evaluator’s profile in certifying professional competences: a new educational role

    Directory of Open Access Journals (Sweden)

    Arcadia Martín Pérez

    2009-04-01

    Full Text Available The Accreditation, Evaluation and Recognition Systems are intended at certifying professional competences associated to a specific professional profile acquired through any kind of learning (formal, non-formal and informal. The key element in this system is the process of evaluation which leads to verify such competences. In this paper we focus on the professional profile of the evaluator in the accreditation, evaluation and recognition systems, highlighting the development of a new line of professional development for teachers and trainers in formal and non-formal education.

  3. Assessing professionalism within dental education; the need for a definition.

    Science.gov (United States)

    Zijlstra-Shaw, S; Robinson, P G; Roberts, T

    2012-02-01

    Professionalism is a broad competency needed by dentists to act effectively and efficiently and is seen as a central part of both undergraduate and postgraduate curricula. Assessment is vital in education to assess progress and direct future learning. It is also an essential part of good professional regulation, which depends upon high quality assessment to maintain credibility. Educators must produce clear expectations that students can strive for. Thus dental educators are required to understand precisely what is meant by "professionalism" in relation to dentistry in order to both teach and assess it. The aim of this paper is to explain the importance of professionalism, explore its features and its assessment as described in the literature. The paper concludes that without a validated definition of this construct, assessment of professionalism within dental education will be compromised. © 2011 John Wiley & Sons A/S.

  4. General Practitioners and Online Continuing Professional Education: Projected Understandings

    Directory of Open Access Journals (Sweden)

    Jan Brace-Govan

    2004-01-01

    Full Text Available Continuing professional education seems to be particularly suited to the online environment with opportunities to communicate anywhere anytime. This appears to be convenient and time efficient for the busy working professional. The views of practising professionals were sought and form the basis of this paper. Primary care physicians at two locations, who actively pursue continuing education, discuss the role of information technology in their daily professional practice and give their views about online education. This professional group is a good example of how a particular interaction style is significant to the collective cultural mores of a group. The paper concludes that these group preferences need to be taken into account when designing continuing education and some suggestions are made for design.

  5. The Professional Status of Educational Research: Professionalism and Developmentalism in Twenty-First-Century Working Life

    Science.gov (United States)

    Evans, Linda

    2013-01-01

    "How helpful and how necessary is it for at least some of us to see ourselves as professional educational researchers?" asked Donald McIntyre in his 1996 presidential address to the British Educational Research Association. Still pertinent to consideration of the direction in which the British educational research community ought to…

  6. Professional preparation in physical education: changing labor market and competence

    Directory of Open Access Journals (Sweden)

    Go Tani

    2013-09-01

    Full Text Available Professional preparation is indeed a complex and dynamic process because it involves a number of interacting elements, which change in time. The objective of the present essay is to analyze the professional preparation in physical education, with the focus on the relation between the very dynamic labor market and the required competence of the professionals to deal with the associated demands. There is no doubt that the professional preparation must not aim to train professionals to merely repeat means for solving practical problems, but professionals with the capacity to repeat the process of solving problems. Consequently, professional preparation programs need to be formative instead of informative and prepare professionals capable of using scientific thinking and method to solve practical problems of intervention.

  7. 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.

  8. The Reaffirmation Professional Pedagogical in the formation of educators

    Directory of Open Access Journals (Sweden)

    Omar Blas Aulet-Álvarez

    2016-11-01

    Full Text Available The work undertakes the problem of the motivation professional pedagogical in the formation of the professional of the education, like one of the primary addresses of work educational that is carried out now. The reflections that socializing forms part of the inquiries carried out by the bus of investigators of the project institutional: The educational orientation in the formation of educators: Systematizing of results. Intentional the formative work through the strategy curricular of reaffirmation professional pedagogical like an alternating methodological that introduction in her practices. It is purpose of the authors, socialize the experiences reached in the educational practice that facilitate the motivation professional pedagogical stated explicitly in a group of strategic actions whose execution and effective control for the several buses pedagogical of the university, you contributed to perfect the process of the initial formation of students in the races pedagogical and with it elevate the quality of egression.

  9. Nuevo profesionalismo, educación médica y sistemas de salud New professionalism, medical education and healthcare systems

    Directory of Open Access Journals (Sweden)

    Alberto Infante Campos

    2011-06-01

    Full Text Available El propósito de este artículo es discutir de qué modo el denominado "nuevo profesionalismo" puede ayudar a que la educación de los médicos se haga teniendo en cuenta los efectos de la globalización tanto sobre la situación de salud como sobre las necesidades de profesionales sanitarios, con particular énfasis en los países de la Unión Europea los cuales están inmersos en un profundo proceso de reforma de sus enseñanzas universitarias. Para ello, en primer lugar se presentan los conceptos básicos del "nuevo profesionalismo" y de las estrategias fundamentales de la educación médica actual que trata de formar médicos capaces de afrontar los retos éticos, científicos y profesionales que se plantean a comienzos del presente siglo. A continuación, se insiste en la interdependencia de las reformas del pregrado, del posgrado y de la formación continuada. Se plantean luego los retos y dificultades que han de afrontarse a la hora de cambiar las distintas etapas de la educación médica. Y se concluye que, pese a lo reciente de las reformas de la educación médica, a su gran complejidad, y a la todavía escasa disponibilidad de evaluaciones contrastadas sobre sus resultados, existen fuertes sinergias entre los principios y valores del "nuevo profesionalismo" y los objetivos de las reformas.The scope of this paper is to discuss how so-called "new professionalism" can help in how the education of physicians is conducted, by taking into account the effects of globalization both on the situation of health and on the needs of health professionals with particular emphasis on European Union countries, which are engaged in a profound process of reform in university education. To achieve this, first we present the basic concepts of "new professionalism" and the key strategies of current medical education, which is to train physicians capable of dealing with ethical, scientific and professional challenges that are arising at the beginning of

  10. Professionalism: a framework to guide medical education.

    Science.gov (United States)

    Brody, Howard; Doukas, David

    2014-10-01

    Despite considerable advances in the incorporation of professionalism into the formal curriculum, medical students and residents are too often presented with a mechanical, unreflective version of the topic that fails to convey deeper ethical and humanistic aspirations. Some misunderstandings of professionalism are exacerbated by commonly used assessment tools that focus only on superficially observable behaviour and not on moral values and attitudes. Following a selective literature review, we engaged in philosophical ethical analysis to identify the key precepts associated with professionalism that could best guide the development of an appropriately reflective curriculum. The key precepts needed for a robust presentation of professionalism can be grouped under two headings: 'Professionalism as a trust-generating promise' (representing commitment to patients' interests, more than a mere business, a social contract, a public and collective promise, and hard work), and 'Professionalism as application of virtue to practice' (based on virtue, deeper attitudes rather than mere behaviour, and requiring of practical wisdom). These key precepts help students to avoid many common, unreflective misunderstandings of professionalism, and guide faculty staff and students jointly to address the deeper issues required for successful professional identity formation. © 2014 John Wiley & Sons Ltd.

  11. The professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2010-01-01

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

  12. A COMPARATIVE STUDY OF ATTITUDE TOWARDS PHYSICAL EDUCATION AMONG PROFESSIONAL AND NON-PROFESSIONAL COLLEGE BOYS

    Directory of Open Access Journals (Sweden)

    R.Radhamani

    2010-08-01

    Full Text Available The title of this study is A Comparative study of Attitude towards Physical Education Between Professional and Non-professional College students. The level of attitude towards physical education may varyaccording to individual differences. To analyse and compare the level of attitude differences between professional and non-professional college students the investigator administered Adams scale of attitude towards physical education. This scale is consisted of 40 statements. Seven point Likert scale was used to measure thescale. Four hypotheses have been formulated.Hypotheses were formulated based on the following dimensions:1. Course2. Age3. Parental occupation4. LocalityA sample of 100 college students were taken for this study from various Professional and non – professional colleges located at in and around Salem. A random sampling technique was used to select theparticipantsparticipants. According to the course the participants were divided into two groups. I.e. professional and non-professional courses. According to the age the participantsparticipants were divided into two group’s i.e. 20 years & below and above 20 years. According to the occupation of the parents again the participants, they were divided into two groups i.e. self-employed and salary employed. Again according to the locality the participants were divided into groups. i.e. urban and rural. ‘t’-test and Chi – square were used to interpret and analyse the collected data. The overall finding of the study reveals that the boys studying in on-professionalcolleges showed higher positive attitude towards physical education than boys studying in professional colleges.The age of the subject and the occupation of the parent did not have any relationship with the subject’s attitude towards physical Education. But the locality of the subject has a significant relationship with their attitude towards physical education

  13. Comparative Analysis of Theoretical Approaches to Professional Training of the Future Customs Officers in the System of Higher Education of Ukraine and Poland

    Science.gov (United States)

    Korzhynska, Tetiana

    2015-01-01

    The article deals with the content of future customs officers' professional training. Such notions as "training", "specialists' professional training", "customs officers' professional training". The article presents an overview of the scientific literature, theoretical analyzes of materials concerning the issues of…

  14. Supporting Novice Special Education Teachers through Quality Professional Development

    Science.gov (United States)

    Tate, Mary E.

    2013-01-01

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

  15. Professional self-concept development of special education teachers

    OpenAIRE

    Strniša, Tjaša

    2017-01-01

    This master's degree thesis main problem is focused on professional self-concept of Slovenian special education teachers. I am trying to figure out if the professional self-concept changes due to different stages of a teacher's career. In the theoretical part of the thesis I have defined the term self-concept and focused mainly on teachers' professional self-concept. I present the development of self-concept with Erikson's theory of psychosocial development and how this phenomena is expres...

  16. Accounting for professionalism: an innovative point system to assess resident professionalism

    Directory of Open Access Journals (Sweden)

    Gary L. Malakoff

    2014-04-01

    Full Text Available Background: Professionalism is a core competency for residency required by the Accreditation Council of Graduate Medical Education. We sought a means to objectively assess professionalism among internal medicine and transitional year residents. Innovation: We established a point system to document unprofessional behaviors demonstrated by internal medicine and transitional year residents along with opportunities to redeem such negative points by deliberate positive professional acts. The intent of the policy is to assist residents in becoming aware of what constitutes unprofessional behavior and to provide opportunities for remediation by accruing positive points. A committee of core faculty and department leadership including the program director and clinic nurse manager determines professionalism points assigned. Negative points might be awarded for tardiness to mandatory or volunteered for events without a valid excuse, late evaluations or other paperwork required by the department, non-attendance at meetings prepaid by the department, and inappropriate use of personal days or leave. Examples of actions through which positive points can be gained to erase negative points include delivery of a mentored pre-conference talk, noon conference, medical student case/shelf review session, or a written reflection. Results: Between 2009 and 2012, 83 residents have trained in our program. Seventeen categorical internal medicine and two transitional year residents have been assigned points. A total of 55 negative points have been assigned and 19 points have been remediated. There appears to be a trend of fewer negative points and more positive points being assigned over each of the past three academic years. Conclusion: Commitment to personal professional behavior is a lifelong process that residents must commit to during their training. A professionalism policy, which employs a point system, has been instituted in our programs and may be a novel tool to

  17. Life Science Professional Societies Expand Undergraduate Education Efforts

    Science.gov (United States)

    Matyas, Marsha Lakes; Ruedi, Elizabeth A.; Engen, Katie; Chang, Amy L.

    2017-01-01

    The Vision and Change in Undergraduate Biology Education reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by societies for undergraduate education and documented changes in support during the Vision and Change era. Society representatives responded to a survey on programs, awards, meetings, membership, teaching resources, publications, staffing, finances, evaluation, and collaborations that address undergraduate faculty and students. A longitudinal comparison group of societies responded to surveys in both 2008 and 2014. Results indicate that life science professional societies are extensively engaged in undergraduate education in their fields, setting standards for their discipline, providing vetted education resources, engaging students in both research and education, and enhancing professional development and recognition/status for educators. Societies are devoting funding and staff to these efforts and engaging volunteer leadership. Longitudinal comparison group responses indicate there have been significant and quantifiable expansions of undergraduate efforts in many areas since 2008. These indicators can serve as a baseline for defining, aligning, and measuring how professional societies can promote sustainable, evidence-based support of undergraduate education initiatives. PMID:28130272

  18. Classroom Effects of an Early Childhood Educator Professional Development Partnership

    Science.gov (United States)

    Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly

    2011-01-01

    We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

  19. Professional Experience as a Wicked Problem in Initial Teacher Education

    Science.gov (United States)

    Southgate, Erica; Reynolds, Ruth; Howley, Peter

    2013-01-01

    Professional experience in teacher education is explored through the conceptual lens of the wicked problem. Wicked problems are socially constructed and complex. This paper outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions. The…

  20. Professional Noticing Practices of Novice Mathematics Teacher Educators

    Science.gov (United States)

    Amador, Julie

    2016-01-01

    The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those…

  1. Developing Professional Ethics for Social Educators and Early Childhood Educators in Denmark

    DEFF Research Database (Denmark)

    Ribers, Bjørn

    2016-01-01

    Over the last two decades, Danish labour unions have been working continuously on developing professional ethical codes and guidelines for social educators and early childhood and youth educators in Denmark. The majority of empirical research projects studying ethical dimensions of social work...... empirical research results on ethical issues in the professional practice and in the education of welfare professionals. The paper discusses the current state of professional ethics in childhood and youth work and debates the constellation between educational policies, the political process of developing...... professional ethical codes and the continuing changes in the organisation of the Danish welfare state, which vehemently influence the welfare professions....

  2. Contributions to Types of Professional Knowledge by Higher Education Journals

    Science.gov (United States)

    Kramer, Jenna W.; Braxton, John M.

    2017-01-01

    The scholarship of practice consists of three levels. This chapter describes progress toward the attainment of these levels using the types of professional knowledge published in the core journals of higher education.

  3. Education to defend professional values in the new corporate age.

    Science.gov (United States)

    Relman, A S

    1998-12-01

    involved with other policymakers and representatives of the public in efforts to improve the health care system, while preserving professional and social values. To do this, physicians will need a better knowledge of the health care system and its problems than most of them possess. This is a challenge medical educators must now address.

  4. Using twitter in health professional education: a case study.

    Science.gov (United States)

    Gagnon, Kendra

    2015-01-01

    The vast majority of health care students, providers, and organizations utilize social media to access and share information. However, there is little research exploring integration of social media into health professional education. This case study describes how the social media site Twitter was used in a first-year physical therapy professionalism course to teach, support, and model professional online communication. Twitter was used for discussion and sharing among 36 doctor of physical therapy (DPT) students enrolled in a first-year professionalism course. Participants completed four Twitter assignments. Outcome measures included student surveys of overall social media use, perceptions of Twitter use in the course, Twitter use during the course, and student engagement measured using a subset of questions from the National Survey of Student Engagement (NSSE). During the course, students posted a total of 337 tweets (mean 9.36 tweets/student). Pre- and post-course surveys showed an increase in academic and professional social media use. Perception of Twitter use in the course was generally positive. There was a small increase in mean NSSE score that was not statistically significant. Using Twitter in a physical therapy professionalism course was a positive experience for students and was associated with increased academic and professional social media use. Future studies are needed to determine whether deliberate teaching of social media as a professional technology competency will result in meaningful increases in professional online engagement and improved digital professionalism in health professional students and providers.

  5. Improving communication among health professionals through education: a pilot study.

    Science.gov (United States)

    Schroeder, R E; Morrison, E E; Cavanaugh, C; West, M P; Montgomery, J

    1999-01-01

    Communication can be thought of as a message that is sent, received, and understood. Each discipline of the health profession has its own jargon and means of expressing ideas in shorthand. These separate forms of communicating are effective among those of the same background but are often at the root of misunderstandings between professional groups. This article reviews communication theory and traces the difficulties created when inter-disciplinary teams of healthcare try to work together and communicate. As multi-disciplinary teams are increasingly dealing with the complex problems of today's healthcare system, clear communication and understanding has never been more important. If educators could assist in creating an understanding of vocabulary used for decision processes, communication could improve. The authors of this study performed a multi-stage Delphi survey that grouped terms used by administrators and clinicians and produced a lexicon of corresponding terms. An expert panel then reviewed and modified the list. The result is a lexicon that can be useful to assist clinicians and administrators to communicate with each other. By utilizing clinical terminology, or vice versa, instead of management or clinical jargon, some of the translation done by administration or clinicians could be reduced. Examples of how the lexicon can be utilized are provided in the article. This includes using it in health administration education to demonstrate the variances in clinical/managerial terms. It could also be provided as a primer to physicians, nurses, and other health professionals who assume administrative positions to enhance their communication with administrators.

  6. Training Programmes for Distance Education Professionals: An Analytical Assessment

    Directory of Open Access Journals (Sweden)

    Anil K. MISRA

    2006-10-01

    Full Text Available Present paper seeks to analyze the impact of training programmes on distance education professionals of Indira Gandhi National Open University, (IGNOU. The objective of the paper is to identify the training needs of Distance Education Professionals to manage distance education affairs of IGNOU, to evaluate the effectiveness of existing training programmes, to develop a feasible training and professional development model for distance education Professionals (DEPs and to suggest initiatives in existing training for the skill development of DEPs for effective career growth and development. Attempt has been made to apply statistical tools such as skewness, kurtosis, regression and correlation on a different set of variables to assess the impact of the training programmes on DE professionals such as teachers and academics. While addressing the objectives of the study it is revealed that some of the indicators have opened up scope for improvement. Nevertheless trainees have expressed mixed reaction on the quality of training pgrammes with respect to content, methodology and effectiveness. Based on the analysis a workable training model has also been suggested where emphasis on the Common Training Approach (CTA has been given besides, work specific training. For the over all professional development of DEPs a suitable training strategy has been worked out which ensures training at different strata that includes primary, secondary & tertiary level considering the experience & job requirements of the professionals.

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

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

    ROER4D) project, which aims to improve educational policy, practice, and research in developing countries through a better understanding of the use and impact of open educational resources. It provides evidence-based research from a ...

  8. Offshore Educational Marketing: Professional and Industrial Issues.

    Science.gov (United States)

    Nicholls, Jane

    1987-01-01

    Problems resulting from Australia's recently adopted policy of charging full educational costs to overseas students and actively marketing its institutions in Malaysia are discussed, including the response of foreign governments, educational issues, and the concerns of Australia's faculty. (MSE)

  9. THE PROFESSIONAL ROLE OF TEACHER OF EDUCATION FOR FAMILY LIFE

    Directory of Open Access Journals (Sweden)

    Anna Zellma

    2016-12-01

    Full Text Available Teachers of education for family life take all sorts of forms of professional activity in school. The activities are an important component of teachers’ professional role. They arise, among others, from applicable laws, professional obligations, curriculum assumptions in particular types of schools and social expectations. However, personal characteristics as well as professional qualifications and competence are of great importance. These factors determine the quality of professional activity of the teacher of education for family life. By analyzing the issue mentioned in the title of this thesis, attention was drawn to the rights and obligations of teachers of education for life in the family that relate to teaching, upbringing, prevention and care. Reference is made at the same time to the existing educational documents and curriculum assumptions. This made it possible to indicate what the proper fulfillment of teaching, educational-preventive and caring tasks of the teacher of education for life in the family depends on. It has been proved that regardless of the changes taking place in the socio-cultural realities, the needs and interests of students and the expectations of parents, teachers of education for life in the family is required to take fair and responsible participation in the issues relating to marriage and family. He also has to support his students in the integral development and shape social and moral attitudes based on universal moral and social values.

  10. General and professional values of student nurses and nurse educators.

    Science.gov (United States)

    Riklikiene, Olga; Karosas, Laima; Kaseliene, Snieguole

    2018-03-01

    The aim of this study was to explore and compare the self-reported general and professional values in undergraduate student nurses and nurse educators in Lithuania. Contemporary nursing requires strong moral motivation and clear values as nurses confront many ethical dilemas in their practice. Students acquire essential values of the nursing profession through the appropriate role modelling of their educators. Nursing students seek to become capable in providing ethical and professional patient care while their educators attempt to model desired behaviours. A national cross-sectional comparative study was carried out in March 2011. Four-hundred eight respondents participated: 316 undergraduate nursing students and 92 nurse educators. A 57-item questionnaire was delivered to nursing programs at three universities and six colleges. Permission to conduct the study was granted by The Center on Bioethics. Student nurses and their educators rated the general value of altruism equally. Educators, in comparison with students, ranked honesty and intellectualism significantly higher and more often admired truth-telling in any circumstance. Students were more likely to avoid intellectual challenges in reading and placed lower importance on academic qualifications for career advancement. The professional nursing values of honesty, intellectualism and authority were ranked significantly higher by nurse educators than student nurses. The study revealed differences in self-reported general and professional values in undergraduate student nurses and nurse educators. The values of nurse educators were not always stronger than those of students. Positive relationships between particular general and professional values in both students and educators confirmed the link between professional and personal values. © 2017 John Wiley & Sons Ltd.

  11. Professional qualification in Social Education: the role of the Practicum

    Directory of Open Access Journals (Sweden)

    Carmen Pereira Dominguez

    2013-01-01

    Full Text Available This article addresses the role to be performed by the Practicum in the training of social workers. For this purpose we have done a brief tour around the different criteria that have supported the professional development of social education and academic training. It offers thus an epistemological revision has its initial motivation in the need identified in several research projects in which we have participated in over the selection of studies in the early stages of post-compulsory education and compulsory secondary. The analysis of the different actors involved in the process of professionalization of social education and the importance of certain skills, lead us to propose a Practicum able to provide a framework for reflection on professional practices in a learning coordinated context, interdisciplinary and professionalism.

  12. Human trafficking: review of educational resources for health professionals.

    Science.gov (United States)

    Ahn, Roy; Alpert, Elaine J; Purcell, Genevieve; Konstantopoulos, Wendy Macias; McGahan, Anita; Cafferty, Elizabeth; Eckardt, Melody; Conn, Kathryn L; Cappetta, Kate; Burke, Thomas F

    2013-03-01

    Human trafficking is an increasingly well-recognized human rights violation that is estimated to involve more than 2 million victims worldwide each year. The health consequences of this issue bring victims into contact with health systems and healthcare providers, thus providing the potential for identification and intervention. A robust healthcare response, however, requires a healthcare workforce that is aware of the health impact of this issue; educated about how to identify and treat affected individuals in a compassionate, culturally aware, and trauma-informed manner; and trained about how to collaborate efficiently with law enforcement, case management, and advocacy partners. This article describes existing educational offerings about human trafficking designed for a healthcare audience and makes recommendations for further curriculum development. A keyword search and structured analysis of peer-reviewed and gray literature, conducted in 2011 and 2012, yielded 27 items that provide basic guidance to health professionals on human trafficking. The 27 resources differed substantially in format, length, scope, and intended audience. Topic areas covered by these resources included trafficking definitions and scope, health consequences, victim identification, appropriate treatment, referral to services, legal issues, and security. None of the educational resources has been rigorously evaluated. There is a clear need to develop, implement, and evaluate high-quality education and training programs that focus on human trafficking for healthcare providers. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  13. Sexuality education in Malaysia: perceived issues and barriers by professionals.

    Science.gov (United States)

    Khalaf, Zahra Fazli; Low, Wah Yun; Merghati-Khoei, Effat; Ghorbani, Behzad

    2014-07-01

    This research explored the perspectives of Malaysian professionals on the issues and barriers affecting the implementation of sexuality education in Malaysia. This qualitative study involved in-depth interviews with 15 key professionals working in the field of sexuality and reproductive health in Malaysia. Thematic analysis was selected to analyze data. Barriers to sexuality education were perceived from 5 aspects: feasibility, acceptability, accountability, strategies, and community unawareness. Respondents believed that implementing national sexuality education is a time-consuming project. They regarded Malaysian multicultural society as a barrier to national sexuality education, and they believed that school-based sexuality education is not easily accomplished in Malaysia; also abstinence-only policy restricts the access of young people to accurate information. Lack of community involvement was perceived as a key concern to sexuality education. Campaigning to promote awareness of families, teachers, community leaders, and policy makers are recommended to help establishing national sexuality education in Malaysia. © 2014 APJPH.

  14. Workplace Learning in Dual Higher Professional Education

    NARCIS (Netherlands)

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

    2014-01-01

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

  15. Workplace Learning in Dual Higher Professional Education

    Science.gov (United States)

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

    2014-01-01

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

  16. Initial teacher education and continuing professional development for science teachers

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

    , and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating......Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects...... and developing science teachers....

  17. "Professional Development of Higher Education Teachers, - Can Distance Education Make a Difference?"

    OpenAIRE

    Yngve Troye NORDKVELLE,

    2006-01-01

    The paper reviews some of the classical indicators of academic professionalism, and illuminates a historical epoche when research and teaching became separate dimensions of professionalism in higher education. The paper argues that this separation has gone too far and that a new sense of professionalism needs to be invoked in the area of teaching in higher education. It is claimed that this area is challenged by the demands that professors must take part in distance education activities invol...

  18. The Educational and Professional Trajectories of Secondary School Graduates

    Science.gov (United States)

    Cherednichenko, G. A.

    2011-01-01

    Research on Russian students shows that obtaining a higher level of education and adding to one's knowledge, skills, abilities, and motivations increases levels of social and professional status. Investment in human capital in Russia, especially in education, also brings benefits that are not directly related to income, such as a rise in social…

  19. Society for Music Teacher Education Professional Literature Project.

    Science.gov (United States)

    Heller, George N., Ed.

    This project aims to correct the somewhat chaotic state of professional literature on music teacher education. First, the project provides a tentative definition of music teacher education and then proceeds to sort, classify, and define the diverse literature. After an introduction, the project is divided into the following sections: (1)…

  20. Your Customer's Voice: An Innovation Roadmap for Professional Education

    Science.gov (United States)

    Gallagher, Sean; Mishra, Seema

    2013-01-01

    In this article, Gallagher and Mishra state that "innovation" is in vogue in the increasingly competitive and globalized higher education landscape, particularly in the world of serving working professionals in continuing higher education. Too often, however, colleges and universities do not consider the voice of the consuming public--in…

  1. Social Media, Professionalism and Higher Education: A Sociomaterial Consideration

    Science.gov (United States)

    Fenwick, Tara

    2016-01-01

    Within debates about student professionalism and how to develop it in higher education (HE), increasing focus has turned to students' uses of social media. While social media skills are promoted by some HE educators, most emphasis is still given to perceived hazards and abuses of social media in practice. These are typically framed as a matter of…

  2. "It's More than Care": Early Childhood Educators' Concepts of Professionalism

    Science.gov (United States)

    Harwood, Debra; Klopper, Audrey; Osanyin, Ajike; Vanderlee, Mary-Louise

    2013-01-01

    This article reports on the findings from a small-scale study of early childhood educators' perceptions of their roles, responsibilities and ideas related to professionalism. Twenty-five early childhood educators from Canada (Ontario), Nigeria and South Africa participated in qualitative interviews to address the following questions: (1) In what…

  3. Communities of practice; facilitating teacher professionalization in higher education

    NARCIS (Netherlands)

    dr. Donald Ropes

    2005-01-01

    The field of higher professional educational in the Netherlands is undergoing drastic structural changes. Organizational-wide mergers are commonplace and are often followed by development of new curricula. Furthermore, this is often accompanied by the implementation of a completely new educational

  4. Objective Structured Professional Assessments for Trainee Educational Psychologists: An Evaluation

    Science.gov (United States)

    Dunsmuir, Sandra; Atkinson, Cathy; Lang, Jane; Warhurst, Amy; Wright, Sarah

    2017-01-01

    Objective Structured Professional Assessments (OSPAs) were developed and evaluated at three universities in the United Kingdom, to supplement supervisor assessments of trainee educational psychologists' placement practice. Participating second year students on three educational psychology doctoral programmes (n = 31) and tutors (n = 12) were…

  5. Inclusion Professional Development Model and Regular Middle School Educators

    Science.gov (United States)

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

    2014-01-01

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

  6. A Study of Perceptions of Online Education among Professionals

    Science.gov (United States)

    Ghandforoush, Parviz

    2013-01-01

    In this paper we research the perceptions of professionals towards the acceptability of online degree programs in their work profession. Although online education is prolific, its acceptability has been slow and has often been attributed to be a poor quality alternative to traditional brick and mortar education. In this paper we attempt to…

  7. Professionalization of Family Life Education: Defining the Field

    Science.gov (United States)

    Darling, Carol A.; Fleming, Wm. Michael; Cassidy, Dawn

    2009-01-01

    An online professional practice analysis of family life educators was conducted resulting in responses from 522 Certified Family Life Educators (CFLEs) and a comparison group of 369 noncertified family practitioners. This survey included questions about the characteristics of CFLEs, their work environments, and practice-related tasks within 10…

  8. Engagement through Microblogging: Educator Professional Development via Twitter

    Science.gov (United States)

    Carpenter, Jeffrey P.; Krutka, Daniel G.

    2015-01-01

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

  9. Researching Professional Educational Practice: The Case for "Dirty Theory"

    Science.gov (United States)

    Hardy, Ian J.

    2012-01-01

    In this essay, Ian Hardy argues that a research process involving generalizing from professional educational practice can and should inform the work of educators, including academic researchers, policymakers, and practitioners, but that these generalizations need to be derived from, and in dialogue with, the complexity and specificity of actual…

  10. Anatomy of Professional Practice: Promising Research Perspectives on Educational Leadership

    Science.gov (United States)

    English, Fenwick W.

    2007-01-01

    This is the first book to bring into focus the full scope of professional practice in educational leadership. This book probes the limitations of traditional research in fully comprehending the true nature of leadership, and points out how future research must be expanded to deal with understanding the complexity of educational leadership…

  11. Transnational Education: A Case Study of One Professional Doctorate

    Science.gov (United States)

    O'Neill, Marnie

    2012-01-01

    This case study of a Doctor of Education program in a transnational setting is contextualized in Australian national policies for international higher education and influences of regionalization and globalization. The doctorate was designed to meet aspirations of professional practitioners in Australia and South East Asia where the School had…

  12. Bilingual Multicultural Education and the Professional: From Theory to Practice.

    Science.gov (United States)

    Trueba, Henry T., Ed.; Barnett-Mizrahi, Carol, Ed.

    A general text on bilingual multicultural education geared toward teachers, teacher trainers, supervisors, administrators, researchers, and other professionals in the field, at both the preservice and inservice levels, is presented. Contents are as follows: a historical, philosophical, and legal introduction to bilingual education; theoretical…

  13. METHODOLOGY OF PROFESSIONAL PEDAGOGICAL EDUCATION: THEORY AND PRACTICE (theoretical and methodological foundations of vocational teacher education

    Directory of Open Access Journals (Sweden)

    Evgeny M. Dorozhkin

    2014-01-01

    Full Text Available The study is aimed at investigating a justification of the new approach to the problem of vocational education development through the prism of interdependence research methodology and practice. This conceptual setup allows determining the main directions for teacher training modernization of vocational schools. The authors note that the current socio-economic situation in our country has actualized the problem of personnel training. Politicians, economists and scientists’ speeches are all about the shortage of skilled personnel. They see the main reason of this catastrophic situation in the present system of primary and secondary vocational education. At least they concern over the current practice of pedagogical personnel training of vocational education who are to restore the system of vocational education. Our country, Russia has a great positive experience in solving this problem. Scientific-methodological centre for vocational teacher education is the Russian State Vocational Pedagogical University under the scientific direction of Academician of the Russian Academy of Education, G. M. Romantsev. The reflection of scientifictheoretical bases of this education led the authors to the analysis and designing (formation of existent and new professional and pedagogical methodology. Methods. The fundamental position of A. M. Novikov on the generality of the research (scientific and practical activity methodology has become the theoretical platform of the present study. Conceptual field, conceptual statements and professional model are presented as the whole system (or integrating factor. The theoretical framework has determined the logic of the study and its results. Scientific and educational methodology differentiation in terms of the subject of cognitive activity has allowed identifying the main scientific and practical disciplines of vocational teacher education. The creative concept as the subject ground is instrumental analysis of

  14. Preventing the 'professional cleansing' of nurse educators.

    Science.gov (United States)

    Calpin-Davies, P J

    2001-09-01

    The purpose of this paper is to argue that contrary to perceived wisdom nursing education ought to abandon the lecturer practitioner role on the grounds that it is a flawed concept predicated on a false assumption. In addition, and more seriously, it is in effect a significant hidden subsidy to service at the expense of education. It is suggested that by restructuring the nurse educator's role using the concepts of primary nursing as a method of organizing nurse educator's core activities, the perception and reality of teaching practice could be transformed. Calpin-Davies suggests that such a strategy enables nurse educators to be considered as practising nurses. It also has the added advantage that it is consistent with the form of organizing nursing expected of clinical colleagues. In addition it provides a basis for partnership with clinical nurses and with students, it responds to the imagined theory--practice gap, and affords nurse educators the means of becoming a credible role model.

  15. Can higher education improve the professional identity of CNNs?

    Science.gov (United States)

    Frankland, Sharon

    2010-12-01

    Community nursery nurses (CNNs) are an important part of the multidisciplinary team. This paper discusses how two students undertaking a foundation degree in early years experienced changes to their personal and professional identities. A 'life history' approach was used to understand and interpret their experiences in depth. Both students would not have entered higher education had it not been for the widening participation drive. The higher education experience had a positive influence on personal and professional identity for the learners. They underlined that the widening participation drive can enable those students from 'non-traditional backgrounds' to enter and benefit from higher education. However, changes to higher education funding and public sector cutbacks have raised grave concerns about the continued ability of CNNs and other early years practitioners to access such courses. This could have a negative effect on the continuing professional development and subsequent changing identities within this particular group.

  16. Professionalization in Teacher Education As an Interorganizational Learning Challenge

    Directory of Open Access Journals (Sweden)

    Heike de Boer

    2018-01-01

    Full Text Available Cultural and social changes, new administrative regulations, and curricular reforms have had a significant impact on the work and professional self-image of future teachers in many European countries involved in the Bologna Process. This constellation gives rise to new challenges for established routines, practices, and identities of the organizations involved in teacher education. This article deals with processes of professionalization in teacher education and presents new forms of interorganizational cooperation between schools, universities, education authorities, and extracurricular agencies. Three case studies from Germany and Austria clearly demonstrate that different organizational cultures as well as different professional self-images meet in cooperative environments. The goal of the article was to analyze systematically the various interorganizational learning challenges in the field of teacher education.

  17. Research in clinical laboratory science: professionals' educational preparation.

    Science.gov (United States)

    Laudicina, Rebecca; Fenn, JoAnn P; Freeman, Vickie; McCoy, Carol; McLane, Mary Ann; Mundt, Lillian; Polancic, Joan; Randolph, Tim; Shanahan, Kristy

    2011-01-01

    To describe the educational preparation of CLS professionals for conducting research. A link to 3-part online survey was sent by electronic mail to 7,572 members of the American Society for Clinical Laboratory Science and 500 program directors research project. Barriers to participation in research by undergraduates include time limitations within the curriculum, insufficient faculty time, and lack of funds, space, and equipment. Increased emphasis on developing research skills is found in educational programs at the master's degree level. The formal educational background of many CLS professionals may leave them unprepared or underprepared for conducting research. Although there was broad representation among participants across educational levels, employment settings, and job positions, the number of survey respondents was limited. Possible directions for future research include conducting this survey using members of additional professional organizations.

  18. Teaching and Assessing Professionalism in Radiology Resident Education.

    Science.gov (United States)

    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.

  19. Qualifications and ethics education: the views of ICT professionals

    Directory of Open Access Journals (Sweden)

    Yeslam Al-Saggaf

    2017-11-01

    Full Text Available Do information and communications technology (ICT professionals who have ICT qualifications believe that the ethics education they received as part of their ICT degrees helped them recognise ethical problems in the workplace and address them? If they do, are they also influenced by their personal ethics? What else helps them recognise ethical problems in the workplace and address them? And what are their views in relation to the impact of ethics education on professionalism in the ICT workplace? A quantitative survey of 2,315 Australian ICT professionals revealed that participants who reported having various levels of qualifications found ethics education or training, to a small degree, helpful for recognising ethical problems and addressing them; although it is those with Non-ICT qualifications, not those with ICT degrees, who were influenced more by ethics education or training. This suggests that educators need to consider how to better prepare ICT graduates for the workplace challenges and the types of situations they subsequently experience. The survey also found that participants who reported having various levels of qualifications were not influenced by their personal ethics or indeed any other factor making ethics education or training important for developing professionalism. The quantitative survey was followed by qualitative interviews with 43 Australian ICT professionals in six Australian capital cities. These interviews provided further empirical evidence that ethics education is crucial for enabling ICT professionals to recognise ethical problems and resolve them and that educators need to consider how to better prepare ICT graduates for the types of moral dilemmas that they are likely going to face in the workforce.

  20. Life Science Professional Societies Expand Undergraduate Education Efforts.

    Science.gov (United States)

    Matyas, Marsha Lakes; Ruedi, Elizabeth A; Engen, Katie; Chang, Amy L

    2017-01-01

    The Vision and Change in Undergraduate Biology Education reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by societies for undergraduate education and documented changes in support during the Vision and Change era. Society representatives responded to a survey on programs, awards, meetings, membership, teaching resources, publications, staffing, finances, evaluation, and collaborations that address undergraduate faculty and students. A longitudinal comparison group of societies responded to surveys in both 2008 and 2014. Results indicate that life science professional societies are extensively engaged in undergraduate education in their fields, setting standards for their discipline, providing vetted education resources, engaging students in both research and education, and enhancing professional development and recognition/status for educators. Societies are devoting funding and staff to these efforts and engaging volunteer leadership. Longitudinal comparison group responses indicate there have been significant and quantifiable expansions of undergraduate efforts in many areas since 2008. These indicators can serve as a baseline for defining, aligning, and measuring how professional societies can promote sustainable, evidence-based support of undergraduate education initiatives. © 2017 M. L. Matyas et al. CBE—Life Sciences Education © 2017 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).

  1. Knowledge and professionalism in music teacher education

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik; Holst, Finn

    2013-01-01

    Discussion of ways in which different kinds of pedagogical knowledge are present and develop in music education practices of preeschool, primary school and musicschool.......Discussion of ways in which different kinds of pedagogical knowledge are present and develop in music education practices of preeschool, primary school and musicschool....

  2. Selection for professional training as educational psychologists ...

    African Journals Online (AJOL)

    I co-ordinate the MEd Psych programme of the Department of Educational Psychology, University of Stellenbosch. After the completion of this training programme as well as an internship of twelve months, candidates are qualified to register as educational psychologists at the Health Professions Council of South Africa.

  3. Effect of Health Care Professionals' Continuing Education ...

    African Journals Online (AJOL)

    Purpose: To evaluate the impact of educational intervention by health care providers on clinical outcomes in type 2 diabetes patients in a Yemeni health facility. Methods: A prospective, one-group and pre- and post-test design to assess the effects of health care providers' education on clinical patient outcomes was ...

  4. Aspects of cancer education for professionals

    NARCIS (Netherlands)

    Haagedoorn, Emilie Lini

    1985-01-01

    In this thesis a study is reported on some aspects of cancer education in the Dutch Medical Schools. As a basis for this study has served a nationwide, well documented Survey on Cancer Education in the U.S. Medical, Dental and Osteopathic Schools. ... Zie: Summary and conclusions

  5. Reimagining professional competence in physical education

    Directory of Open Access Journals (Sweden)

    Catherine D. Ennis

    2013-12-01

    Full Text Available Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students' opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education.

  6. Evaluation of an assessment system for professionalism amongst dental students.

    Science.gov (United States)

    Zijlstra-Shaw, S; Roberts, T; Robinson, P G

    2017-11-01

    Dental professionalism is an essential requirement to practice dentistry that covers both abilities and personal qualities. Therefore, a programme of assessment that promotes personal and professional development throughout the undergraduate dental education course is needed. This study aimed to develop and validate a system to assess dental students' professionalism based on a previously developed conceptual framework. Using the framework, an assessment programme was designed to encourage students to reflect on and explain their observed behaviours with appropriate feedback. The programme was panel-tested and then administered to a cohort of senior dental students. Internal reliability criterion validity and construct validity were evaluated quantitatively, whilst the usefulness of the programme was evaluated qualitatively. Mean of student, staff and agreed grades was similar, and there were no floor or ceiling effects. All item-total correlations were >0.6 and Cronbach's alpha = 0.95 indicating acceptable internal reliability. All items correlated significantly with global ratings indicating good criterion validity. All hypothesized correlations were significant, and grades were not related to age or gender. Qualitative data produced three themes: assessment process, educational value and suggestions for improvement. The assessment programme has good internal reliability and validity and suggests that basing an assessment system around the explicit theoretical model is a valuable educational tool. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  7. 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.

  8. Learning Design for Sustainable Educational and Professional Development

    DEFF Research Database (Denmark)

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

    2015-01-01

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

  9. TABLET (MOBILE TECHNOLOGY FOR PROFESSIONAL MUSIC EDUCATION

    Directory of Open Access Journals (Sweden)

    Gorbunova Irina B.

    2016-12-01

    Full Text Available The article highlights issues associated with the introduction of cloud-centric and tablet (mobile devices in music education, use of which confronts the teacher-musician fundamentally new challenges. So, it's a development of practical teaching skills with the assistance of modern technology, a search of approaches to the organization of educational process, a creation of conditions for the continuity between traditional music learning and information technologies in educational process. Authors give the characteristics of cloud computing and the perspective of its use in music schools (distance learning, sharing, cloud services, etc.. Also you can see in this article the overview of some mobile applications (for OS Android and iOS and their use in the educational process.

  10. NPS Executive Education and Professional Development Programs Annual Report 2016

    OpenAIRE

    2016-01-01

    The Naval Postgraduate School (NPS) has strong executive education and professional development (EE/PD) programs that extend the reach of its graduate programs to mid- or senior-grade professionals who are unable to take the time out of their careers to attend degree programs, or who need targeted information at their locations on their time schedules. In addition to degree and certificate courses offered for credit, Schools, Centers, Departments, Institutes and other organizations of NPS pro...

  11. Professional Development of Higher Education Teachers, Can Distance Education Make a Difference?

    Science.gov (United States)

    Nordkvelle, Yngve Troye

    2006-01-01

    The paper reviews some of the classical indicators of academic professionalism, and illuminates a historical epoche when research and teaching became separate dimensions of professionalism in higher education. The paper argues that this separation has gone too far and that a new sense of professionalism needs to be invoked in the area of teaching…

  12. USING COMPUTER TECHNOLOGIES IN PROFESSIONAL LINGUISTIC EDUCATION OF ECONOMISTS AND MANAGERS

    Directory of Open Access Journals (Sweden)

    A. I. Sorokina

    2006-01-01

    Full Text Available The paper considers a didactic potential of computer technologies for professional linguistic education of economists and managers. A special attention is given to computer programs, Internet, e- mail, local area network, and text editor. The integration of linguistic education into professional education enhances personal and professional potential of economists and managers. That is why interaction between linguistic and professional education is a significant necessity and assumes a special importance in professional education of economists and managers.

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

    Directory of Open Access Journals (Sweden)

    Nurmambek Ramashov

    2013-01-01

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

  14. 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.

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

    Science.gov (United States)

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

    2017-11-01

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

  16. Physical Education Teachers' Professionalization: A Review of Occupational Power and Professional Control

    Science.gov (United States)

    Kougioumtzis, Konstantin; Patriksson, Goran; Strahlman, Owe

    2011-01-01

    This article reviews research on physical education (PE) teachers' professionalization considering their relative position at schools and in the community as well as their control over the lesson formation. The position considers issues of prestige, status and esteem while lesson formation regards constitutional, organizational and physical…

  17. Informal, Practice-Based Learning for Professionals: A Changing Orientation for Legitimate Continuing Professional Education?

    Science.gov (United States)

    Ritchie, Karen

    1998-01-01

    A practice-based learning model, involving self-directed learning, critical self-reflection, intentional active learning, and learning community, provides a way to structure informal continuing professional education (CPE) that occurs in practice. As individuals assume more responsibility for their learning, the legitimacy of informal CPE should…

  18. Professional Insiders/Outsiders? Teacher Professionalism and the Primary School Physical Education Specialist

    Science.gov (United States)

    Brooks, Caroline; DinanThompson, Maree

    2013-01-01

    This paper provides a context for exploring the positioning of Physical Education specialist teachers (PE specialist teachers) in primary schools in Queensland in the discourses of teacher professionalism. A critical analysis of literature on the history and status of the subject and its practitioners aims to contextualize discourses in and about…

  19. Teacher Educators: Proposing New Professional Development Models within an English Further Education Context

    Science.gov (United States)

    Eliahoo, Rebecca

    2017-01-01

    At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players. Efforts are intensifying across a significant number of countries to promote the professional development of teacher…

  20. Moral crisis, professionals and ethical education.

    Science.gov (United States)

    Hunt, G

    1997-01-01

    Western civilization has probably reached an impasse, expressed as a crisis on all fronts: economic, technological, environmental and political. This is experienced on the cultural level as a moral crisis or an ethical deficit. Somehow, the means we have always assumed as being adequate to the task of achieving human welfare, health and peace, are failing us. Have we lost sight of the primacy of human ends? Governments still push for economic growth and technological advances, but many are now asking: economic growth for what, technology for what? Health care and nursing are caught up in the same inversion of human priorities. Professionals, such as nurses and midwives, need to take on social responsibilities and a collective civic voice, and play their part in a moral regeneration of society. This involves carrying civic rights and duties into the workplace.

  1. Professional Higher Education Institutions as Organizational Actors

    Science.gov (United States)

    Elken, Mari; Røsdal, Trude

    2017-01-01

    Organizational actorhood is a term that has gained prominence in literature about higher education as a way to describe some of the key global change processes with emphasis on organizational accountability, formalization of structure, focus on goal definition and managerialism. At the same time, there is less knowledge about how organizational…

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

    African Journals Online (AJOL)

    Musumali

    assurance benchmark by the School. This result suggests that a large proportion of teaching staff could benefit from teacher education. Four hundred and four questionnaires were completed and returned out of the 426 that had been distributed, yielding a response rate of 94.8 %. The Cronbach's alpha for reliability test was ...

  3. Designing education for professional expertise development.

    NARCIS (Netherlands)

    Elvira, Q.L.; Imants, J.G.M.; Dankbaar, B.; Segers, M.S.R.; Imants, J.

    2017-01-01

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

  4. Introducing Mobile Technology in Graduate Professional Education

    Science.gov (United States)

    Anand, Gopesh; Chhajed, Dilip; Hong, Seung Won; Scagnoli, Norma

    2014-01-01

    The insertion of mobile technology in educational settings is becoming more prevalent, making it important to understand the effectiveness of such technology in enhancing students' learning and engagement. This article is based on research conducted to study the effects of the use of mobile technology--specifically iPads--by students in a graduate…

  5. Modern Trends of Additional Professional Education Development for Mineral Resource Extracting

    Science.gov (United States)

    Borisova, Olga; Frolova, Victoria; Merzlikina, Elena

    2017-11-01

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

  6. Flexible Programmes in Higher Professional Education: Expert Validation of a Flexible Educational Model

    Science.gov (United States)

    Schellekens, Ad; Paas, Fred; Verbraeck, Alexander; van Merrienboer, Jeroen J. G.

    2010-01-01

    In a preceding case study, a process-focused demand-driven approach for organising flexible educational programmes in higher professional education (HPE) was developed. Operations management and instructional design contributed to designing a flexible educational model by means of discrete-event simulation. Educational experts validated the model…

  7. THE CLOUD TECHNOLOGIES IN PROFESSIONAL EDUCATION OF THE FUTURE ECONOMISTS

    Directory of Open Access Journals (Sweden)

    Yu. Dyulicheva

    2014-04-01

    Full Text Available The usage of the cloud services in the professional education of the future economists are investigated. The following cloud services are analyzed in the paper: 1 the cloud service gantter for project management, its resources management, risks evaluation with example of the capabilities for Ganter diagram creation, project critical path determination based on gantter cloud service are considered; 2 the cloud service SageMath Cloud with capabilities of programming languages R, Python, Cython GAP usage for data analysis with example of the linear regression model construction on data sample based on the language R usage are considered; 3 Google’s cloud service based on the spreadsheets for the linear programming problems solving based on the tool Solver for the linear optimization problem is investigated; 4 the educational project Big Data University the main goal of which is learning of the students to handle big data based on the cloud technologies with the capabilities to learn request language SQL, language R for data analyses and the methods for data warehouse preprocessing are considered; 5 the cloud services from «1С» and «BuhSoft» studying of the accounting information systems with the reports creation and payroll capabilities are analyzed.

  8. FUTURE PROFESSIONAL EMPLOYEE`S COMPETITIVENESS A SOCIAL & EDUCATIONAL CONCEPT

    Directory of Open Access Journals (Sweden)

    Irina Aleksandrovnа Levitskaya

    2016-01-01

    Full Text Available In today’s world of growing value and importance of such indicators of competitive modern specialist training as professionalism, moral and social maturity, mobility, readiness for innovation. The implementation of this approach in the practice of higher education requires a multidisciplinary integrative approach. This ensures the integrity of the general professio-nal training of modern specialists. After graduating high school graduate is faced with the problem of the fierce market competition. Being dependent on changes in the job market, the specialist should be able to realize their potential ability to work, i.e. to be competitive in the labor market. The greatest importance is the integrative characteristics of the individual, providing a higher professional status, consistently high demand for professional services, higher ranking position in the job market, i.e. competitiveness.

  9. Aligning Evaluation Results and Professional Development: Driving Systemic Human Capital Management Reform

    Science.gov (United States)

    Behrstock-Sherratt, Ellen; Jacques, Catherine

    2012-01-01

    This brief provides district and other educational leaders with research-based information on aligning professional development policies with teacher evaluations to drive more comprehensive human capital management. First, this brief describes an aligned evaluation and professional development system. Next, it discusses existing models and…

  10. Constructions of Professional Identity in a Dynamic Higher Education Sector

    Science.gov (United States)

    Lewis, Kenton

    2014-01-01

    The expansion and specialisation of "non-academic" higher education roles, in response to increased regulation, monitoring and measurement of the sector, can be attributed to a rise in neoliberal manageralism and globalisation. Such changes have challenged the professional status of the academy, potentially…

  11. Graduate and Professional Education: An Incisive Look at Dentistry

    Science.gov (United States)

    Nyre, Glenn F.; Zhonga, Frida A.

    1975-01-01

    Factors influencing the graduate and professional education of women are reviewed and a successful University of California, Los Angeles (UCLA) School of Dentistry outreach program is described for recruiting women dental students through use of a slide-tape, special publications, and the involvement of school counselors. (JT)

  12. Discussing Pedagogical Dilemmas with Teacher Educators: Facilitating Their Professional Development

    Science.gov (United States)

    Yaffe, Elka; Maskit, Ditza

    2010-01-01

    The article describes action research that followed the professional development process of teacher educators engaged in the role of workshop mentors. The inquiry into their own practice and discussions about pedagogical dilemmas proved to be ways of conducting self-study during the interactive team meetings. The goal of these meetings was to…

  13. Understanding Pica Behavior: A Review for Clinical and Education Professionals

    Science.gov (United States)

    Stiegler, Lillian N.

    2005-01-01

    Pica is defined as the compulsive, recurrent consumption of nonnutritive items. Pica behavior often occurs in individuals with developmental disabilities; therefore, education and clinical professionals may be required to participate in various aspects of management, including identification, assessment, and treatment. This article will discuss…

  14. Professional Socialization Experiences of Early Career Urban Physical Educators

    Science.gov (United States)

    Flory, Sara Barnard

    2016-01-01

    The purpose of this research was to examine how three physical education (PE) teachers' professional socialization programmes influenced their early careers in urban schools in the US. Using cultural relevance theory and occupational socialization theory, three early career PE teachers were observed and interviewed for a period of six weeks each.…

  15. Diversity and Intercultural Communication in Continuing Professional Education.

    Science.gov (United States)

    Ziegahn, Linda

    2001-01-01

    Responds to common myths about workplace diversity: (1) there is not much diversity in the workplace; (2) the way business is done is neutral; and (3) it is the responsibility of minority cultures to adapt to the dominant culture. Suggests responses for continuing professional educators. (JOW)

  16. Tweeting Educational Technology: A Tale of Professional Community of Practice

    Directory of Open Access Journals (Sweden)

    Ina Blau

    2012-06-01

    Full Text Available This paper explores an Israeli professional community on Twitter practicing educational technology. Networking analysis of 42 users and 296 structural connections among them revealed that the adoption of Twitter was normally distributed and active participation was asymmetrical - 14.3% of users produced 80% of the tweets. Investment in participation was highly gratified by influence on the audience.

  17. Analyzing FCS Professionals in Higher Education: A Case Study

    Science.gov (United States)

    Hall, Scott S.; Harden, Amy; Pucciarelli, Deanna L.

    2016-01-01

    A national study of family and consumer sciences (FCS) professionals in higher education was analyzed as a case study to illustrate procedures useful for investigating issues related to FCS. The authors analyzed response rates of more than 1,900 FCS faculty and administrators by comparing those invited to participate and the 345 individuals who…

  18. Bringing Critical Thinking to the Education of Developing Country Professionals

    Science.gov (United States)

    Richmond, Jonathan E. D.

    2007-01-01

    Cultural differences between Asia and the West and their influence on teaching, are reviewed along with previous experiments in bringing critical thinking to Asian education, and recognition of needs for and barriers to achieving change. Principles driving design and implementation of a two-course sequence in professional transportation studies…

  19. Educational approaches aimed at preparing students for professional veterinary practice

    NARCIS (Netherlands)

    Jaarsma, A. D. C.; Dolmans, D. H. J. M.; Scherpbier, A. J. J. A.; van Beukelen, P.

    Changes in society and dissatisfaction with current educational practices have led to changes in undergraduate veterinary curricula. New approaches that are thought to better prepare students for future professional veterinary practice are being introduced. One such change is a transition from

  20. Education Policy Borrowing: Professional Standards for School Leaders in China

    Science.gov (United States)

    Wei, Wei

    2017-01-01

    Realizing there is a global policy convergence that emphasizes the standardized key qualities of and expectations for "successful" school leaders, this article provides an in-depth analysis on the initiation of the "Professional Standards for Compulsory Schools Principals" (Ministry of Education of the People's Republic of…

  1. South-South Cooperation in health professional education: A ...

    African Journals Online (AJOL)

    This article has four broad objectives: (i) to present a literature review on the evolution of Southern approaches to development co-operation; (ii) to indicate examples of current co-operative programmes in health and health professional education in Africa; (iii) to assess the advantages and disadvantages of these models; ...

  2. The Challenge of a Distance Learning Professional Doctorate in Education

    Science.gov (United States)

    Butcher, John; Sieminski, Sandy

    2006-01-01

    This article summarises research into the effectiveness of a distance learning doctorate in education (EdD). Drawing on an emerging literature which attempts to conceptualise professional doctorates as distinctive from the PhD, we developed a case-study approach to investigate the EdD student experience. Four themes emerge which are developed into…

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

    Directory of Open Access Journals (Sweden)

    T. V. Potemkinа

    2017-01-01

    Full Text Available Introduction. Nowadays, foreign and Russian researchers state the lack of reliable tools for diagnostics of professional gaps among teachers. It is unjustified to draw conclusions about skill level of teachers, relying only on results which are shown by pupils when holding unified state examinations and monitoring tests. However, information on results of an external assessment of quality of the general education (the USE, OGE, All-Russian test works and national researches of quality of education corresponds to professional development of teachers and more rational organization of this process.The aim of the article is to consider and discuss the relationship between professional development of teachers and external assessment of the quality of general education; the search of opportunities and terms of the results use of external evaluation procedures in teacher training.Methodology and research methods. The authors analyzed the publications (available on the Internet and in periodicals to determine the relevance of the problem and compare approaches to its solution by Russian and foreign researchers. The methods involve content analysis, problem-based and comparative analysis for the diagnosis of the current practices of teachers’ professional development. The purpose of the analysis is the inclusion of education quality assessment and evaluation results in the contents of programs of professional development of teachers.Results. The created request for the profitability analysis results of an external assessment of general education quality of professional development of pedagogical staff is observed. However, the analysis of modern practice of additional professional pedagogical education showed that the preparation to prevails; certification procedure results for improvement of pedagogical activity are rarely used. The main reasons for this situation are found out: lack of the target information products for system of professional

  4. Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education Perspective)Professionalism on the Developing Children Creativity (Sociology of Education Perspective)

    OpenAIRE

    Muslimah, Ummi Nurul

    2009-01-01

    This research is to study the concept of teachers’ professionalism and children creativity also the relation in sociology of educational perspective. This is a library research with a descriptive method. The writer collected the data from the writing sources published about some problems of teacher’s professionalism on the developing children creativity. Then, analyzing the thinking of every ideology and philosophy described clearly and completely, so the similarity and differences can be tre...

  5. Satisfaction with a distance continuing education program for health professionals.

    Science.gov (United States)

    Bynum, Ann B; Irwin, Cathy A; Cohen, Betty

    2010-09-01

    This study assessed differences in program satisfaction among health professionals participating in a distance continuing education program by gender, ethnicity, discipline, and community size. A one-group posttest design was used with a sample of 45,996 participants in the University of Arkansas for Medical Sciences, Rural Hospital, Distance Continuing Medical Education Program during 1995-2007. This program provided 2,219 continuing education programs for physicians (n = 7,047), nurses (n = 21,264), allied health (n = 3,230) and dental (n = 305) professionals, pharmacists (n = 4,088), administrators (n = 1,211), and marketing/finance/human resources professionals (n = 343). These programs were provided in Arkansas hospitals, clinics, and area health education centers. Interactive video technology and the Internet were used to deliver these programs. The program satisfaction instrument demonstrated adequate internal consistency reliability (Cronbach's alpha = 0.91) and construct validity. Participants had high levels of satisfaction regarding knowledge and skills, use of information to enhance patient care, program quality, and convenience of the technology (mean total satisfaction score = 4.44, range: 1-5). Results from the t-test for independent samples and one-way analysis of variance indicated that men (p = 0.01), African-Americans and Hispanics (p distance continuing education programs.

  6. Education for Professional Chaplains: Should Certification Competencies Shape Curriculum?

    Science.gov (United States)

    Fitchett, George; Tartaglia, Alexander; Massey, Kevin; Jackson-Jordon, Beth; Derrickson, Paul E

    2015-01-01

    The growing importance of professional chaplains in patient-centered care has raised questions about education for professional chaplaincy. One recommendation is that the curricula of Clinical Pastoral Education (CPE) residency programs make use of the chaplaincy certification competencies. To determine the adoption of this recommendation, we surveyed CPE supervisors from 26 recently re-accredited, stipended CPE residency programs. We found the curricula of 38% of these programs had substantive engagement with the certification competencies, 38% only introduced students to the competences, and 23% of the programs made no mention of them. The majority of the supervisors (59%) felt engagement with the competencies should be required while 15% were opposed to such a requirement. Greater engagement with chaplaincy certification competencies is one of several approaches to improvements in chaplaincy education that should be considered to ensure that chaplains have the training needed to function effectively in a complex and changing healthcare environment.

  7. Professional development of higher education teachers, - can distance education make a difference?

    Directory of Open Access Journals (Sweden)

    Yngve Troye NORDKVELLE,

    2006-01-01

    Full Text Available The paper reviews some of the classical indicators of academic professionalism, and illuminates a historical epoche when research and teaching became separate dimensions of professionalism in higher education. The paper argues that this separation has gone too far and that a new sense of professionalism needs to be invoked in the area of teaching in higher education. It is claimed that this area is challenged by the demands that professors must take part in distance education activities involving the use of information technologies. The particular organisation at any given higher education institution for open and distance education activities have a particular responsibility to develop this professional dimension. Therefore, it has to participate in more profound organisational developmental work together with academics and administration to promote reflection on their teaching, and surpass “ad-hocracy” and “loose-couplings” to become part of a learning organisation.

  8. Preparation and Professional Development of Teacher Educators in Tanzania: Current Practices and Prospects

    Science.gov (United States)

    Namamba, Adam; Rao, Congman

    2017-01-01

    Teacher educators play a key role in teacher education and education in general. Worldwide, little is known about preparation and professional development of teacher educators. This paper critically examined teacher educators' preparation and professional development in the context of educational reforms and mushrooming of teacher education…

  9. Professional Satisfaction of Secondary Education Teachers: The Case of Greece

    Directory of Open Access Journals (Sweden)

    Konstantina Koutrouba

    2017-04-01

    Full Text Available The present questionnaire-based study examines 379 Greek teachers’ perceptions about professional satisfaction and dissatisfaction. According to the results, teachers are professionally satisfied when they, firstly, feel able to effectively establish behaviour and communication rules in their classrooms, secondly, respond to students’ expectations and cooperate with parents and the school administration, thirdly, are supported by colleagues and educational services and, fourthly, share experiences in a collegial atmosphere. Job dissatisfaction, on the contrary, is reported to derive firstly from Curricula restrictions, secondly from a lack of specialized knowledge about teaching, and thirdly from the lack of a reliable assessment procedure.

  10. Continued Professional Education of Bulgarian Pharmacists: Second Registration Period

    Directory of Open Access Journals (Sweden)

    Petrova G.

    2014-06-01

    Full Text Available The continuing professional education prepares the pharmacists for the requirements of the changed role of pharmacists in the society. Different approaches to continuous professional education ranging from lectures to peer-mentoring work shops and web tools have been developed throughout the last 25 years. The goal of the current analysis is to systematize the trends in accredited education events for pharmacists by the Quality Committee of the BPhU during 2010-2013. This study is a retrospective database analysis. The information concerning the accredited forms of continuing education of pharmacists as well as other activities related to continuing education was extracted from the official protocols, issued by the Quality Commission of the Bulgarian Pharmaceutical Union (BPhU. The continuing postgraduate education of pharmacists in Bulgaria is developing with new elements which allow competence development through individual forms of self-development such as publication activities, delivering presentations, individual training, etc. In the educational programs accredited during the second registration period, still prevailed the short courses, with focus on the new medicinal products.

  11. An economical educational seismic system

    Science.gov (United States)

    Lehman, J. D.

    1980-01-01

    There is a considerable interest in seismology from the nonprofessional or amateur standpoint. The operation of a seismic system can be satisfying and educational, especially when you have built and operated the system yourself. A long-period indoor-type sensor and recording system that works extremely well has been developed in the James Madison University Physics Deparment. The system can be built quite economically, and any educational institution that cannot commit themselves to a professional installation need not be without first-hand seismic information. The system design approach has been selected by college students working a project or senior thesis, several elementary and secondary science teachers, as well as the more ambitious tinkerer or hobbyist at home 

  12. The Changing Roles and Identities of Professional Managers in UK Higher Education

    Science.gov (United States)

    Whitchurch, Celia

    2007-01-01

    Professional managers in UK universities represent an increasingly diverse grouping of staff. As boundaries blur between academic activity and the contributory functions required to deliver that activity in mass higher education systems and markets, their roles have become more fluid. Quasi-academic territories are developing in which professional…

  13. Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education PerspectiveProfessionalism on the Developing Children Creativity (Sociology of Education Perspective

    Directory of Open Access Journals (Sweden)

    Ummi Nurul Muslimah

    2016-07-01

    Full Text Available This research is to study the concept of teachers’ professionalism and children creativity also the relation in sociology of educational perspective. This is a library research with a descriptive method. The writer collected the data from the writing sources published about some problems of teacher’s professionalism on the developing children creativity. Then, analyzing the thinking of every ideology and philosophy described clearly and completely, so the similarity and differences can be treated clearly by using the description of teacher professionalism on developing children creativity. The findings of this study showed that the relation between teacher professionalism and developing children creativity in sociology of education is every educator have an important role in children education, although in teaching learning process or in out class, educators have always supported and challenged abilities of the gift, talent and creativity. The reason is because the children are more often spend much time with teacher, so the teacher more to know and more responsible to their children.

  14. Leadership Educator Journeys: Expanding a Model of Leadership Educator Professional Identity Development

    Science.gov (United States)

    Seemiller, Corey; Priest, Kerry L.

    2017-01-01

    There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity…

  15. A Reaction to: What about Health Educators? Nutrition Education for Allied Health Professionals

    Science.gov (United States)

    Turner, Lori W.; Knol, Linda; Meyer, Mary Kay

    2012-01-01

    "What about Health Educators? Nutrition Education for Allied Health Professionals" describes an important issue in health care that is the provision of nutrition education. Obesity and chronic disease rates are rapidly increasing. Due to increase in the prevalence rates of obesity and nutrition-related chronic diseases, there is a growing need for…

  16. Narrative study on the experience of paternity in education professionals

    Directory of Open Access Journals (Sweden)

    Eduardo Salvador Vila Merino

    2013-07-01

    Full Text Available With this article we investigate through a narrative inquiry into the links between parenting, and life experience, education and professional practice. The study involved 24 collaborators, whose status as parents and educators has allowed us to biographical approach to the links between the two facets of their lives. In the studywe have assumed a unique perspective and opinion of the experience of parenthood, read in conjunction withmale socialization processes, and embedded in professional development of each employee. The work resulted in each case the collection and analysis of data through personal accounts, with the approach we were looking for new ways to address parenting and its influence on educational craft itself. In this article, apart from general considerations derived from the analysis of the 24 stories, 4 cases recovered from their singularities to try to show each employee’s subjective sense and understanding of social and relational scenarios in which these subjectivities are going setting,  here by trying to expand personal conceptions, political and social justice is the education profession, placed in relation to male gender identity. Fromthe analysis of the stories related conclusions emerge formative potential of narrative, the implications of parenthood in personal and professional life and your relationships, look changes that have occurred from there and the importance of reflecting on these issues from alternative male models to the hegemonic.We finished the job pointing out possible future research and action in the light of the stories.

  17. Social media in nurse education: Utilization and E-professionalism.

    Science.gov (United States)

    Duke, Valda J A; Anstey, Allan; Carter, Sandra; Gosse, Natalie; Hutchens, Karen M; Marsh, Janice A

    2017-10-01

    To explore faculty and student utilization of social media and its professional implications in nurse education. A descriptive study. Five hundred six Bachelor of Nursing students, 112 Practical Nursing students and 74 faculty members were invited to complete a questionnaire of 28 questions relating to social media. Three hundred thirty-seven students and 29 faculty responded. Students spent significantly more time using social media compared to faculty and both groups used it mainly for personal use. However, almost twice as many students used social media for educational purposes than did faculty (58.5% vs 27.6%, pused social media to talk about academic related problems, only 28% of faculty did so (pacademic related problems. YouTube and text messaging were popular platforms for educational purposes. While Facebook was also a popular educational site for students (95% used it for informal learning; 67% for formal learning), it was much less commonly used by faculty (45% used it for informal learning; 17% for formal learning). More students than faculty felt that they were aware of privacy features, and of the professional behavior expected when using social media. In addition, more students (90.7%) than faculty (71.43%) used these privacy features (pacademic staff to view (p=0.003). There is a high reported usage of social media among students and faculty. Utilization of public platforms, while potentially beneficial, can have professional implications if not used appropriately with both personal and academic use. Developing best practice approaches for using social media in nurse education is essential to ensure that faculty and students are informed of e-professionalism. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. How do health care education and training professionals learn about the environment?

    Science.gov (United States)

    Glazer, H R; Stein, D S; Schafer, D S

    1993-01-01

    Preparing for the health care system of the future includes the ability to abstract information from relevant sectors of the environment. This study looked at the way health care educators scan the environment and the relationship of scanning behavior to management style. Results indicate that education and training professionals focus on the regulatory and customer sectors of the environment more than the technological and sociopolitical sectors.

  19. TRANSNATIONAL EDUCATION AS TOOL OF MARKETING POLICY OF THE BRITISH EDUCATION SYSTEM IN THE INTERNATIONAL MARKET OF EDUCATIONAL SERVICES

    Directory of Open Access Journals (Sweden)

    Ш В Тагирова

    2015-12-01

    Full Text Available The growth of academic mobility of students, professors, professionals, experts, as well as educational programs and institutions has led to the emergence of new forms of educational services in the global education market - transnational (cross-border education. International branch campuses, distance learning, joint educational programs, educational services of commercial providers are the most common types of transnational education and act as an effective tool of a national marketing strategy to promote a national education system in education global market

  20. Formación profesional: sistema educativo y empresa Formação profissional: empresa e sistema educativo Professional Training: The Educational System and Enterprise

    Directory of Open Access Journals (Sweden)

    María Ángeles Sotés-Elizalde

    2009-03-01

    -training initiatives for employment that are being implemented in Spain and can be accessed through different programs in and outside the educational system. Among the aspects that can be examined in relation to those programs, the authors focused on their legal regulation and their management by the institutions that are authorized to impart them, be they educational centers per se, organizations in the service sector, or companies in the market. Given the importance of the term “quality” as applies to management, the authors highlight two standardized models for quality assessment, which can be applied in any type of institution: namely, the standards of the International Organization for Standardization (ISO and those of the European Foundation for Quality Management (EFQM.

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

    Science.gov (United States)

    Spencer, Daniel

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

  2. SPORTS SCIENCES AND MULTICULTURALISM - EDUCATIONAL AND PROFESSIONAL IMPACT

    Directory of Open Access Journals (Sweden)

    Danica Pirsl

    2012-09-01

    Full Text Available The aim of the paper is to familiarize the sports sciences educators to the pedagogic concept and professional benefits and awareness of multicultural education if implemented in sports sciences curricula, especially in the efforts to obtain international transparency through sports science literature writing and publishing. Data Sources were textbook chapters and articles searched through the archives of Diversity Digest and Academic Medicine for the years 2000 to 2005 with the key words multiculturalism, diversity, cultural competence, education, and learning. Synthesized data were used to present a rational argument for the inclusion of a critical pedagogy into the field of sports science education. The infrastructure in the professional field of sports sciences, review of the literature on critical multicultural theory and pedagogy and the potential cognitive and intellectual implications of diversity and multicultural education were analyzed. Conclusions/Recommendations focus on possible various and creative strategies for implementing a multicultural agenda in sports sciences curricula and on the analysis of the associated benefits and outcomes of such educational strategies.

  3. Quality education in professional psychology: flowers blooming, Flexner, and the future.

    Science.gov (United States)

    Rozensky, Ronald H

    2013-11-01

    The educational system in professional psychology is reviewed, including how it utilizes its mission and core values to ensure quality-based educational experiences that graduate a quality "product" who ultimately provides quality health care services for consumers of psychological care. Education and training in, and the practice of, professional psychology must adopt and adapt to changes in accountability and quality expectations in the evolving health care system brought about by the implementation of the Patient Protection and Affordable Care Act. Definitions of "psychologist" and "specialist" are discussed, along with a rationale for a clearly articulated educational core that operationalizes learning objectives needed to be a competent, successful psychologist. Implications for quality assurance, including questions of educational outcomes and their impact on clinical outcomes of health care services, are related to the education and training sequence. Competency-based education, "pre-psych" requirements, evidenced-based care, specialization, and interprofessionalism, each a key component of a successful future for professional psychology, are also discussed.

  4. Learning in Higher Education Symposia: A New Professional Development Model for University Educators

    Science.gov (United States)

    Dobozy, Eva

    2012-01-01

    This report presents the findings of a case study of a novel professional development practice model for academic university staff developed by the Learning in Higher Education (LiHE) association. It describes the implementation of a social constructivist approach to professional development, characterised by various, structured collaborative…

  5. Relevance and Quality in Australian Tourism Higher Education: Educator and Professional Views.

    Science.gov (United States)

    Tan, Jacintha A. C.; Morgan, Damian J.

    2001-01-01

    Survey responses from 56 tourism educators and 100 professionals indicate that one-quarter of the professionals believe the tourism major gives graduates a competitive edge. Competencies in logical thinking, social interaction, content knowledge, and generic skills were outcomes identified by both groups. Communication between academics and…

  6. PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO

    Directory of Open Access Journals (Sweden)

    MARLI ELIZA DALMAZO AFONSO DE ANDRE

    2016-12-01

    Full Text Available This paper presents data from a study that investigated the professional development of teacher educators who work in the Training Centre for Basic Education Professionals (Cefapro in the state of Mato Grosso. They are responsible for the implementation of continuing education in schools. The methodological procedures included a survey with all teacher educators (PF, focus group with five PFs and systematic observation of the performance of a PF. The theoretical framework was based on studies of authors such as Carlos Marcelo (1992; 1996; 1999; 2009, Jacky Beillerot (1996 and Marguerite Altet (2003. The analysis focused on the relationship between Teacher educators and their functions, those prescribed by the Training Policy, as well as those determined by the training needs of teachers in school, understanding that this relationship guides the development of professionalism of this new educational actor.

  7. Physical Education Teacher Educators' Professional Identities, Continuing Professional Development and the Issue of Gender Equality

    Science.gov (United States)

    Dowling, Fiona

    2006-01-01

    Background: Despite the evidence that many girls and some boys are regularly subjected to inequalities within school physical education (PE) in Norway today, and international research showing how physical education teacher education (PETE) courses often construct unequal learning opportunities for their students on the basis of gender, few…

  8. Professional and personal enhancement: a pragmatic approach in dental education

    Directory of Open Access Journals (Sweden)

    Kandaswamy Deivanayagam

    2016-06-01

    Full Text Available Purpose: Students of health education are often offended by the transitions and challenges they face while encountering diverse people, ideas and academic workloads. They may be offended because of reasons not only related to their societal background but also to their basic competence in managing transitions. In the Asian scenario, students enter the first year of professional education in their late teen age along with the definition of self which was created by their parents. There are different issues that arise in this age group that may positively shape or negatively affect the personalities of students. They need to achieve a sense of balance between personal and professional traits on their own. Several students are often unable to cultivate the expected required qualities, which leads to an abject state of mind and hinder their progress. We identified the most common personal and professional hurdles in the lives of dental students and we provided experiential solutions to overcome the hurdles by using a sociable approach through an integrated, continuing education program. Methods: Designing and implementing a cohesive, amalgamated and inspiring personal and professional enhancement action program for dental students. Results: Feedback from students reflected that the needs and expectations of students vary with academic phase. In addition students expressed that this program series inculcated some positive skills, and overall, they are satisfied with the utility of the program. Conclusion: Personal and professional enhancement of students in accordance with individual needs as well as with expected requirements needs a committed administrative action plan. Our results in this context are encouraging and can be considered for application in dental institutions.

  9. FEATURES OF PROFESSIONAL DEVELOPMENT OF PHYSICAL TRAINING TEACHERS IN THE CONDITIONS OF POST-GRADUATE EDUCATION

    Directory of Open Access Journals (Sweden)

    Oksana Voitovska

    2016-09-01

    Full Text Available The analyze of a scientific and educational literature was done in the article as to problems of professional development of physical training teachers of postgraduate education.It is given proper definition of concept «professional development of physical training teachers».It is indicated that in current conditions, the quality and level of preparation of physical training teachers does not fully satisfy the needs of the individual, society and state.A new Ukrainian society with its problems, require physical training teachers of innovative type, that combines spiritual and physical wealth, ability for creative collaboration that are intended to form, to develop and to bring up a new generation of Ukrainians.It is determined that the creation in the system of post-graduate education conditions for the actualization of teachers of physical training, the needs of forming motivation, values of orientations in their continuous professional development and to ensure organizational and methodological support and their movement to a high level of professional competence and professional self-realization of physical training teachers are important and actual tasks of post-graduate education.

  10. 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

  11. Professional Qualifications of Teachers for English for Primary and Secondary Education--A Brief Comparison between Hong Kong and China

    Science.gov (United States)

    Mak, Barley

    2016-01-01

    Entry to the teaching career in most education systems nowadays is based on academic qualifications and professional credentials. The requirements and trainings for teachers of English vary in different regions and countries. This short review presents the professional preparation of pre-service teachers of English and the English language…

  12. Educating Knowledge Professionals in Library and Information Science Schools

    Directory of Open Access Journals (Sweden)

    Ling-Ling Lai

    2005-03-01

    Full Text Available Knowledge management (KM is a multidisciplinary subject which involves efforts from professionals with diverse backgrounds. This paper aims to investigate the needed educational background and skills for knowledge management professionals. In particular,the focus of the paper is to examine whether a master’s degree in library and information science (LIS is a preferred educational background listed in KM-related job postings. In addition, the preferred skills and knowledge required by KM employers are analyzed to reveal the association with graduate courses in library and information science. Job postings were collected from various sources during a specific timeframe. Content analysis was used to discover the kinds of backgrounds, skills, and knowledge that are expected from the employers. By examining both KM literature and the job postings, it is agreed that a certain set of skills can be taught and essential knowledge can be obtained through the LIS curriculum.

  13. Is adult education a ‘white’ business? Professionals with migrant backgrounds in Austrian adult education

    OpenAIRE

    Brigitte Kukovetz; Annette Sprung

    2014-01-01

    This paper is based on an applied research project, which examines the participation of migrants (first and second generation) as professionals in Austrian adult education. We present selected outcomes concerning barriers and encouraging factors in the careers of professionals with migrant background. Our main findings show the importance of the recognition of credentials, of social capital and of strategies to avoid discrimination on behalf of the institutions of adult education. Introducing...

  14. Staff mobility, recruitment and professional development in Ethiopian higher education

    OpenAIRE

    Zeleke, Aytaged Sisay

    2009-01-01

    This study is aimed at understanding staff mobility, recruitment and professional development in Ethiopian higher education. To respond to these questions, qualitative method was mainly used. The data collection tools were literature review, internet, in depth interviews, documents, speeches and open ended questionnaire. These data collection instruments were appraised to learn about their strengths and weaknesses. Moreover, the interview was conducted in Amharic language and tape recording a...

  15. Sexuality education for health professionals: A literature review

    OpenAIRE

    CESNIK, Vanessa Monteiro; ZERBINI, Thais

    2017-01-01

    Abstract The objective of this study was to review the scientific literature addressing educational actions related to the training of health professionals in sexuality between 2003 and 2013. The results obtained show that college seniors, recent college graduates, or those working in hospitals and other health care facilities are not adequately prepared to meet patients' needs regarding sexuality. Several studies have shown improvement in the health practitioners' ability to deal with patien...

  16. 78 FR 5424 - Applications for New Awards; Indian Education-Professional Development Grants Program

    Science.gov (United States)

    2013-01-25

    ... Applications for New Awards; Indian Education--Professional Development Grants Program AGENCY: Office of... Education--Professional Development Grants Program Notice inviting applications for new awards for fiscal... Program: The purposes of the Indian Education Professional Development Grants program are to (1) Increase...

  17. 77 FR 6096 - Applications for New Awards; Indian Education-Professional Development Grants Program

    Science.gov (United States)

    2012-02-07

    ... Applications for New Awards; Indian Education--Professional Development Grants Program AGENCY: Office of... Education--Professional Development Grants Program Notice inviting applications for new awards for fiscal... Program: The purposes of the Indian Education Professional Development Grants program are to (1) increase...

  18. Continuing Professional Development (CPD) as a Means to Reducing Barriers to Inclusive Education: Research Study of the Education of Refugee Children in the Czech Republic

    Science.gov (United States)

    Bacakova, Marketa; Closs, Alison

    2013-01-01

    The article supports the view that teachers are key to quality inclusive education and that continuing professional development (CPD) plays an essential role in promoting pro-inclusion changes in education systems. It reports and uses the findings from a research study focused on the educational experiences of two groups of Myanmar (Burmese)…

  19. Exploring waves of relations between professional practice, education and learning Illustrated with management professionals

    DEFF Research Database (Denmark)

    Elkjær, Bente; Nielsen, Lise Tingleff

    2011-01-01

    insights about possible compositions of professionals’ learning through working life and participation in education. The focus is upon management biographies, and it is theoretically anchored in research on professionals’ practice and working life learning in a pragmatist version focussing on meetings...... professional practitioners as well as the relation between education and working life learning. The issues that are dealt with are the ‘when’ and ‘where’ of professionals’ learning by viewing practice, education and learning in a trajectory of life and subject to certain conditions. The purpose is to provide...... with tensions and ruptures as important for learning. The project is in its initial phase, and is as such mainly oriented towards proposing a framework for which to interpret professionals’ learning to practice a profession through biographical data. An example of interpretation is, however, provided and a most...

  20. Professional development of future teacher of physical culture in the light of reformation of higher athletic education in Ukraine.

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2010-12-01

    Full Text Available In the article professional development of future teacher of physical culture is examined in the light of reformation of higher athletic education in Ukraine. The role of introduction opens up modern informative, pedagogical and acmeological technologies in professional preparation of future teacher of physical culture with the purpose of optimization of their professional development in the conditions of reformation of higher athletic education in Ukraine. Specified that exactly informative modernization of educational process of future teachers of physical culture must be the kernel of modernization of higher athletic education in Ukraine. It is marked that professional development of specialists on a physical culture must take into account new progress of the system of higher athletic education trends.

  1. SOCIALIZATION OF A PERSONALITY IN RURAL AND MOUNTAINOUS CONDITIONS IN THE CONTEXT OF PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Yulianna Mokanyuk

    2015-04-01

    Full Text Available The article discusses the features of socialization in education and educational environment in rural and mountain schools. The author analyzes the characteristics of vocational guidance for adolescents; components of career guidance in schools in rural and mountainous areas. The author believes that the need to create and implement proactive forms and technologies to learn. It is primarily about school degree, since it is in the high school age formed the basis of social identity formation. This motivated the study of the methodological aspects of the education of pupils in schools in rural and mountainous areas. Targeting high school students for professional work in general secondary education system needs rethinking science, the result of which should be the introduction of educational practice new meaning of educational work, new forms of career guidance. Before modern rural and mountain schools acute problem enhance career guidance activities. The main content of professional orientation of young people in rural areas is to cultivate students' professional interests to sustainable agriculture in the daily academic and extracurricular activities. In this connection it is necessary to start adequate training for innovative development of rural and mountainous areas in need of systematic approach to training process that involves complex requirements, which form a system of nature.

  2. Genomics education for medical professionals - the current UK landscape.

    Science.gov (United States)

    Slade, Ingrid; Subramanian, Deepak N; Burton, Hilary

    2016-08-01

    Genomics education in the UK is at an early stage of development, and its pace of evolution has lagged behind that of the genomics research upon which it is based. As a result, knowledge of genomics and its applications remains limited among non-specialist clinicians. In this review article, we describe the complex landscape for genomics education within the UK, and highlight the large number and variety of organisations that can influence, direct and provide genomics training to medical professionals. Postgraduate genomics education is being shaped by the work of the Health Education England (HEE) Genomics Education Programme, working in conjunction with the Joint Committee on Genomics in Medicine. The success of their work will be greatly enhanced by the full cooperation and engagement of the many groups, societies and organisations involved with medical education and training (such as the royal colleges). Without this cooperation, there is a risk of poor coordination and unnecessary duplication of work. Leadership from an organisation such as the HEE Genomics Education Programme will have a key role in guiding the formulation and delivery of genomics education policy by various stakeholders among the different disciplines in medicine. © 2016 Royal College of Physicians.

  3. How to educate professionals for the professional meeting with adults with intellectual disabilities/impairments?

    DEFF Research Database (Denmark)

    Nørgaard, Britta

    2013-01-01

    My ph.d.-work in general reflects aspects from disability research, research on professions, ethics, a socio-political context and modernization. This article just reflects minor parts of the work. How are you as an adult with intellectual disabilities recognized and seen? From a traditional point...... they ought to be met with recognition as deserved. Which factors can be seen as critical in the professional meetings with these citizens with intellectual impairment? Through my empirical work with people with intellectual disability/impairment I see dilemmas for the professional due to different tendencies....... The fact that the professions related to people with intellectual disability/impairment is not always recognized and respected could be one essential factor. Often they are characterized as semi-professions, and the question could be if these meetings can be qualified by qualifying the relevant educations...

  4. A Preliminary Comparison of Student and Professional Motivations for Choosing Information Systems

    Science.gov (United States)

    Brooks, Nita; Korzaan, Melinda; Ceccucci, Wendy

    2014-01-01

    Demand for qualified information systems professionals continues to rise. Additionally, over the past decade, enrollment in information systems-related educational programs has declined. In order to understand why and to better understand how to position information systems undergraduate programs to recruit and retain students, this study provides…

  5. Academic Mobility Projects Management: Challenges for Ukrainian Professional Education

    Directory of Open Access Journals (Sweden)

    Zabolotna Oksana

    2015-12-01

    Full Text Available The article is devoted to the academic mobility projects management on the example of Pavlo Tychyna Uman State Pedagogical University in the Erasmus Mundus Projects, namely, EMINENCE and EMINENCE II. It has been pointed out that modern university is a constantly developing system possessing a hidden potential for innovations. Thus, the significance of international projects has been justified as they are the way for using the opportunities. And they have also been considered the means of funding research through collaboration and academic mobility. The description of EMINENCE and EMINENCE II has been given. The author stresses that the EMINENCE idea is that only through multiplication and spreading of gained abroad benefits the mobility of project participants will have wider impact on the capacity of sending partners. The responsibilities of PTUSPU performing the function of Joint-Coordinator within the projects have been enumerated and commented on. It has been mentioned by the author that twenty four representatives of PTUSPU have participated in the academic mobility hosted by European Universities. The statistical information illustrating the above given information has also been presented. The levels presupposed by the system of preparing for managing international projects have been listed, namely cultural, organizational, management and economic level. The characterization of each of these levels has been given. Different project phases such as pre-selection, selection, mobility and post-mobility periods have been described. In terms of description of the selection stage, the panels of EMINENCE Selection Committee along with their responsibilities have been listed. The number of challenges associated with international projects management, faced by Ukrainian professional education has been mentioned and emphasized.

  6. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators.

    Science.gov (United States)

    Cruess, Richard L; Cruess, Sylvia R; Boudreau, J Donald; Snell, Linda; Steinert, Yvonne

    2015-06-01

    Recent calls to focus on identity formation in medicine propose that educators establish as a goal of medical education the support and guidance of students and residents as they develop their professional identity. Those entering medical school arrive with a personal identity formed since birth. As they proceed through the educational continuum, they successively develop the identity of a medical student, a resident, and a physician. Each individual's journey from layperson to skilled professional is unique and is affected by "who they are" at the beginning and "who they wish to become."Identity formation is a dynamic process achieved through socialization; it results in individuals joining the medical community of practice. Multiple factors within and outside of the educational system affect the formation of an individual's professional identity. Each learner reacts to different factors in her or his own fashion, with the anticipated outcome being the emergence of a professional identity. However, the inherent logic in the related processes of professional identity formation and socialization may be obscured by their complexity and the large number of factors involved.Drawing on the identity formation and socialization literature, as well as experience gained in teaching professionalism, the authors developed schematic representations of these processes. They adapted them to the medical context to guide educators as they initiate educational interventions, which aim to explicitly support professional identity formation and the ultimate goal of medical education-to ensure that medical students and residents come to "think, act, and feel like a physician."

  7. eHealth education of professionals in the Baltic Sea Area.

    Science.gov (United States)

    Bygholm, Ann; Günther, Julia; Bertelsen, Pernille; Nøhr, Christian

    2012-01-01

    In this paper we present a study on the extent, level and content of e-Health in existing formal educational systems in Lithuania, Germany, Finland, Norway and Denmark with the objectives of identifying future educational needs within this area. The study was carried out as a desk-top study and took place within the context of the ICT for Health project. The results of the study on the one hand revealed a wide range of programs and courses that included e-Health, but on the other hand also showed that in the educations of health care professionals (physicians, nurses etc.) the integration of e-Health elements are often marginal or non-existing. Thus the study indicates that there is a need for a higher integration of e-Health in the education of health care professionals. We discuss what kind of knowledge of e-Health is needed and how it could or should be integrated in these educations. We argue that providing possibilities for applying and experimenting with e-Health system in a concrete and tangible manner is central in order to raise the acceptance and capabilities of health care professionals to use e-Health systems.

  8. Earth System Science Education Alliance

    Science.gov (United States)

    Myers, R.; Schwerin, T.

    2007-12-01

    The Earth System Science Education Alliance (ESSEA) professional development program is providing in-depth geoscience content and teaching methods to pre- and in-service teachers. The program is building and expanding on NASA's successful ESSEA program that was funded from 2000-2005. Now sponsored by NSF, the network has expanded to nearly 40 institutions of higher learning committed to teacher Earth system science education. The program supports participating institutions with funding, training, and standards-aligned courses and resources for pre- and in-service teachers. As a result, teachers are prepared to teach Earth system science using inquiry-based classroom methods, geoscience data and tools. From 1999-2005, the NASA funded ESSEA Program delivered online Earth system science professional development for K-12 teachers through a network of 20 colleges and universities. The program was led by the Institute for Global Environmental Strategies (IGES) and based on a trio of 16-week online courses (for elementary, middle, and high school teachers) that had been developed and piloted by NASA's Classroom of the Future at Wheeling Jesuit University. The ESSEA program's mission was to: 1) support universities, colleges, and science education organizations delivering the K-12 online graduate courses; 2) strengthen teachers' understanding of Earth system science; 3) demonstrate the ability to deliver exceptional professional development to a national audience; and 4) create a solid infrastructure to sustain the program. As of spring 2006, the courses had been used by 40 faculty at 20 institutions educating over 1,700 K-12 teachers in Earth system science. Through NSF funding beginning in late 2006, IGES is enhancing and building on the ESSEA foundation by: 1. Introducing extensive use of data, models and existing Earth system educational materials to support the courses; 2. Implementing a rigorous evaluation program designed to demonstrate growth in teachers' Earth

  9. The Singapore Education System.

    Science.gov (United States)

    Journal of Southeast Asian Education, 2000

    2000-01-01

    Describes the education system in Singapore and new initiatives designed to meet the challenges of the new millennium. Singapore has always placed a premium on education and will continue to invest heavily in young people to prepare them for a future characterized by globalization. Emphasis on elementary and secondary education will be accompanied…

  10. Axiological approach in the process of professionally - pedagogical preparation of future teachers of physical education [Aksiologicheskij podkhod v processe professional'no- pedagogicheskoj podgotovki budushchikh uchitelej fizicheskogo vospitaniia

    Directory of Open Access Journals (Sweden)

    Deminskaya L.A.

    2011-11-01

    Full Text Available It is considered humanism principles of the modern system of education based on the axiological approach near pedagogical process. The analysis of publications is conducted on questions of maintenance and realization of axiological approach in the field of trade pedagogical education. It is set that axiological approach in the process of professional-pedagogical preparation of future teachers is oriented to forming of the system of pedagogical values and values of physical education. Such valued orientations answer the requirements of modern teacher of physical education.

  11. Error perspective and consequences evaluation of the professional intervention in physical education: a content analysis

    Directory of Open Access Journals (Sweden)

    Jeane Barcelos Soriano

    2007-12-01

    and generate an increasing search for better professional education and responsibility for tasks specifi c to the area, as well as a concern with the ethical factors of professional intervention in physical education. The purpose of this study was to understand how physical education professionals describe and interpret the consequences of their professional intervention, based on the error perspective. Information was obtained by means of a semi-structure interview, conducted with 11 professionals who were not part of the school system, and who had 7 – 25 years of professional education. The data treatment followed the characteristics of the content analysis, establishing later the analysis categories, namely: 1 Academic Education and Professional Identity, which includes the characteristics and circumstances of professional education, identity and culture and 2 Professional intervention and Accreditation, which includes aspects connected to professional legitimacy and the accreditation process. This study allowed us to consider that, while Physical Education professionals are concerned with the quality of the services offered in the area, they do not clearly defi ne what constitutes a professional error in the area, and neither do they evaluate the consequences of their professional intervention based on this perspective.

  12. Professional competencies learned through working on a medication education project.

    Science.gov (United States)

    Hämeen-Anttila, Katri; Saano, Susanna; Vainio, Kirsti

    2010-08-10

    To implement a medication education project and assess the competencies students learned and implemented in professional practice after graduation. Fourth-year pharmacy students planned, carried out, and reported on a real-life project during 1 study year. Outside experts and 2 faculty members facilitated the work. The aim of the medication education project was to create material that schoolteachers could use to teach children about rational use of medicines. All students who had participated in the medication education program during its 3 years were contacted (n = 31). A questionnaire was sent to the 21 students who had graduated (18 responded), and a focus group was conducted with the 10 students completing their final year of pharmacy school (9 participants). The competencies that the students reported learning most were teamwork and social interaction skills. They considered the project motivating but also found it challenging and the deadlines frustrating. Through participation in a medication education project, students learned interpersonal skills, time management, conflict resolution, and other skills that many of them already were finding valuable in their professional practice.

  13. Virtues Education in Medical School: The Foundation for Professional Formation

    Science.gov (United States)

    Seoane, Leonardo; Tompkins, Lisa M.; De Conciliis, Anthony; Boysen, Philip G.

    2016-01-01

    Background: Studies have shown that medical students have high rates of burnout accompanied by a loss of empathy as they progress through their training. This article describes a course for medical students at The University of Queensland-Ochsner Clinical School in New Orleans, LA, that focuses on the development of virtues and character strengths necessary in the practice of medicine. Staff of the Ochsner Clinical School and of the Institute of Medicine, Education, and Spirituality at Ochsner, a research and consulting group of Ochsner Health System, developed the course. It is a curricular innovation designed to explicitly teach virtues and their associated prosocial behaviors as a means of promoting professional formation among medical students. Virtues are core to the development of prosocial behaviors that are essential for appropriate professional formation. Methods: Fourth-year medical students receive instruction in the virtues as part of the required Medicine in Society (MIS) course. The virtues instruction consists of five 3-hour sessions during orientation week of the MIS course and a wrapup session at the end of the 8-week rotation. Six virtues—courage, wisdom, temperance, humanity, transcendence, and justice—are taught in a clinical context, using personal narratives, experiential exercises, contemplative practices, and reflective practices. Results: As of July 2015, 30 medical students had completed and evaluated the virtues course. Ninety-seven percent of students felt the course was well structured. After completing the course, 100% of students felt they understood and could explain the character strengths that improve physician engagement and patient care, 100% of students reported understanding the importance of virtues in the practice of medicine, and 83% felt the course provided a guide to help them deal with the complexities of medical practice. Ninety-three percent of students stated they would use the character strengths for their own

  14. Virtues Education in Medical School: The Foundation for Professional Formation.

    Science.gov (United States)

    Seoane, Leonardo; Tompkins, Lisa M; De Conciliis, Anthony; Boysen, Philip G

    2016-01-01

    Studies have shown that medical students have high rates of burnout accompanied by a loss of empathy as they progress through their training. This article describes a course for medical students at The University of Queensland-Ochsner Clinical School in New Orleans, LA, that focuses on the development of virtues and character strengths necessary in the practice of medicine. Staff of the Ochsner Clinical School and of the Institute of Medicine, Education, and Spirituality at Ochsner, a research and consulting group of Ochsner Health System, developed the course. It is a curricular innovation designed to explicitly teach virtues and their associated prosocial behaviors as a means of promoting professional formation among medical students. Virtues are core to the development of prosocial behaviors that are essential for appropriate professional formation. Fourth-year medical students receive instruction in the virtues as part of the required Medicine in Society (MIS) course. The virtues instruction consists of five 3-hour sessions during orientation week of the MIS course and a wrapup session at the end of the 8-week rotation. Six virtues-courage, wisdom, temperance, humanity, transcendence, and justice-are taught in a clinical context, using personal narratives, experiential exercises, contemplative practices, and reflective practices. As of July 2015, 30 medical students had completed and evaluated the virtues course. Ninety-seven percent of students felt the course was well structured. After completing the course, 100% of students felt they understood and could explain the character strengths that improve physician engagement and patient care, 100% of students reported understanding the importance of virtues in the practice of medicine, and 83% felt the course provided a guide to help them deal with the complexities of medical practice. Ninety-three percent of students stated they would use the character strengths for their own well-being, and 90% said they would

  15. 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

    A new IUGS Task Group entitled the Task Group on Global Geoscience Professionalism was formed in 2012 and launched at a symposium at the 341GC in Brisbane on strengthening communication between fundamental and applied geosciences and between geoscientists and public. The Task Group aims to ensure that the international geoscience community is engaged in a transformation of its profession so as to embed the need for a professional skills base alongside technical and scientific skills and expertise, within a sound ethical framework in all arenas of geoscience practice. This needs to be established during training and education and reinforced as CPD throughout a career in geoscience as part of ensuring public safety and effective communication of geoscience concepts to the public. The specific objective of the Task Group on Global Geoscience Professionalism that is relevant to this poster session is: • To facilitate a more 'joined up' geoscience community fostering better appreciation by academics and teachers of the professional skills that geoscientists need in the workplace, and facilitate better communication between academic and applied communities leading to more effective application of research findings and technology to applied practitioners and development of research programmes that truly address urgent issues. Other Task Group objectives are: • To provide a specific international forum for discussion of matters of common concern and interest among geoscientists and geoscientific organizations involved in professional affairs, at the local, national and international level; • To act as a resource to IUGS on professional affairs in the geosciences as they may influence and impact "Earth Science for the Global Community" in general - both now and in the future; • To offer and provide leadership and knowledge transfer services to countries and geoscientist communities around the world seeking to introduce systems of professional governance and self

  16. IMPLEMENTING EDWARD DE BONO’S APPROACHES OF STRATEGIC THINKING IN THE FIELD OF PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Olena Lykholat

    2017-04-01

    Full Text Available Education is always regarded as a necessary factor of social development. One of the positive means to solve urgent problems in the field of professional education is not only systematization of the information, but also the creative accumulation and assimilation of the cultural experience and, as a result, of the scientific, artistic-design, project-constructive and/or technological principles of activities. The high standards to the future teachers’ professional education are caused by the binary character of the future activities: the teacher should be both a professional and a pedagogue. The transformation of the professional education, while there are lots of global challenges in the world, leads to the activation of the creative potential of the future pedagogue at a professional educational institution. The goal of this article is to analyze systems of thinking suggested by Edward de Bono, and to attempt implementing partially these approaches into strategic thinking in the field of professional education, i.e. in the future teachers’ sewing specialization at a professional educational institution. According to the goal of the article, the whole complex of scientific approaches and methods has been used at the different theoretical and empirical levels. The systemic approach is in the core of the research, following the idea of the integrity of thinking expressed by Edward de Bono and of mechanisms which facilitate it. At the moment in our volatile world there is a clear need in new type of thinking – creative and constructive, which allows to form new ideas and ways for development. The system of such a kind of thinking was developed by Edward de Bono. According to him, the main method for the process of problem solving should be: refusal from cliché and established patters of thinking; perception of the problem with humor; continuous questioning of permissiveness; change in the way of seeking for information; creation of integral

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

    Science.gov (United States)

    Lake, Jeremy Paul

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

  18. PEDAGOGICAL CONTENT THREE-FACTOR MODEL OF EDUCATING HIGH-SCHOOL STUDENTS FOR PROFESSIONAL ACTIVITIES

    Directory of Open Access Journals (Sweden)

    T. A. Lopatukhina

    2016-01-01

    Full Text Available The aim of the presented publication is to discuss the changes in the practice of professional higher education which consist in strengthening and emphasis of an educational component in educational process.Methods. The methods involve the analysis of a condition of higher education and the provisions of the Federal Law on Education regulating its functioning in the Russian Federation; text-centered approach to education of the person of culture – the professional specialist, responsible for the activities.Results and scientific novelty. It states that some drawbacks of the existing present-day education organization are being constantly discussed by a pedagogical community of the Russian Federation: the absence of development stability; the absence of effective strategies and technologies of their implementation; the triumph of national nihilism confirmed by high schools and individual scientists participation in different foreign educational projects, usually having world notorious reputation; penetration of commercial principals in to an education system, the latter having been turned in to an education service, etc. As a result the personality quality itself has greatly deteriorated as well as Russia society intellect, on the whole, according to some law, psychological, philosophical and pedagogical analysis. The article stresses that the way out maybe found in restoring Russian national traditions and lost values and returning them to Russian education via adequate upbringing process. The authors describe their innovative model comprising three directions: 1 the integral three-factor spiritual, moral and intellectual upbringing of the students; 2 specially selected text content professional information using text-centered approach and 3 peculiar interaction of two education subjects: a student and a teacher. Their cooperation envisages the following stages: first, teacher’s strict guidance of a student; then

  19. Transforming educational accountability in medical ethics and humanities education toward professionalism.

    Science.gov (United States)

    Doukas, David J; Kirch, Darrell G; Brigham, Timothy P; Barzansky, Barbara M; Wear, Stephen; Carrese, Joseph A; Fins, Joseph J; Lederer, Susan E

    2015-06-01

    Effectively developing professionalism requires a programmatic view on how medical ethics and humanities should be incorporated into an educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one's practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical education.The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and humanities-based knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.

  20. Educative practices and attitudes within the pre-school environment: evaluating the education professionals.

    Science.gov (United States)

    Antunes, Leonardo dos Santos; Antunes, Lívia Azeredo Alves; Corvino, Marcos Paulo Fonseca

    2008-01-01

    School and family together play an important role in the individual development of children. Therefore, this study aimed at evaluating the practices and attitudes towards oral health care of 245 education professionals working in 24 public municipal pre-schools in Niterói, State of Rio de Janeiro, Brazil. The data were obtained from self-questionnaires consisting of both open and closed questions. The methodology was both quantitative and qualitative, and the quantitative analysis was based on frequency (%). Regarding oral health practices, it was observed that the majority of the education professionals emphasized toothbrushing as a vital method of oral hygiene. In addition, 70.7% of the education professionals performed other types of oral hygiene activities with the schoolchildren, and 17.1% did so with the children's families. All the participants of the study considered that education professionals have a key role in promoting healthy oral habits amongst the schoolchildren and they believe that involving the dentist in educative programs is important. It was therefore concluded that the education professionals surveyed have positive practices and attitudes regarding the children's care, and they recognize their role in fostering healthy habits and developing integrated pedagogic oral health programs.

  1. Higher Education Students Registered with Disability Services and Practice Educators: Issues and Concerns for Professional Placements

    Science.gov (United States)

    Nolan, Clodagh; Gleeson, Claire; Treanor, Declan; Madigan, Susan

    2015-01-01

    Introduction: The number of students with disabilities accessing Higher Education Institutions (HEIs), including professional courses, has increased substantially within the Republic of Ireland over the past 10 years [AHEAD (Association of Higher Education, Access, and Disability) 2012. "Survey on the Participation Rates of Students with…

  2. Professional Recognition: Promoting Recognition through the Higher Education Academy in a UK Higher Education Institution

    Science.gov (United States)

    Thornton, Tim

    2014-01-01

    This study is on how one higher education institution included the United Kingdom Professional Standards Framework, developed by the Higher Education Academy, as a strategic benchmark for teaching and learning. The article outlines the strategies used to engage all academic (and academic-related) staff in achieving relevant professional…

  3. CSPAP Professional Preparation: Takeaways from Pioneering Physical Education Teacher Education Programs

    Science.gov (United States)

    Carson, Russell L.; Castelli, Darla M.; Kulinna, Pamela Hodges

    2017-01-01

    As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and…

  4. New Developments in Transnational Education and the Challenges for Higher Education Professional Staff

    Science.gov (United States)

    Henderson, Michelle; Barnett, Rebecca; Barrett, Heather

    2017-01-01

    Transnational education (TNE) is a fast moving area. The growth of TNE provision across the higher education (HE) sector has meant professional staff have developed considerable experience and knowledge in this field. However, the development of online and distance learning provision combined with the changing TNE landscape has given rise to new…

  5. Enabling Systemic Change: Creating an ePortfolio Implementation Framework through Design and Development Research for Use by Higher Education Professionals

    Science.gov (United States)

    Blevins, Samantha; Brill, Jennifer

    2017-01-01

    Drawing from a design and development research approach, specifically model research, this study investigated the perspectives of higher education faculty and administrators regarding their experiences with a university-wide electronic portfolio implementation initiative. Participants in the study were fifty-two faculty and administrators at a…

  6. Federal institutes of education: a new paradigm in professional and technical education?

    Directory of Open Access Journals (Sweden)

    Vicente Zatti

    2016-10-01

    Full Text Available The present article analyze the technological and professional education proposal of the Federal Institutes of Education on deployment in Brazil since 2008. Founded theoretically in Jurgen Habermas philosophy and Paulo Freire pedagogy, from the analysis of the pertinent legislation and the targeted interviews, we search answer if the proposal mentioned represents a new paradigm in professional and technological education. We identify the emancipation concept as the central of the discussion for the fact of some proposal report in your discussions a emancipation pretension. Some proposal characteristics as a dichotomy between technical capacitation and human formation, the proposition of the integrated curriculum, the uprighting, the training for a creativity, appointed to a overcoming of one technicist historical that configure a new paradigm in technological and professional education.

  7. Professional Education, Training and Role of the Cardiac Sonographer in Different Countries

    Science.gov (United States)

    Nicastro, Irene; Barletta, Valentina; Conte, Lorenzo; Fabiani, Iacopo; Morgantini, Alessandro; Lastrucci, Giovanna; Bello, Vitantonio Di

    2013-01-01

    Performing a good echocardiographic examination requires intensive training and highly qualified technical staff personnel, which, in many countries, is represented by the Cardiac Sonographer. Being an operator-dependent diagnostic method, a long debate has been held to help identifying the most appropriate curriculum for the training of this professional profile. Although guidelines for the education of the Cardiac Sonographers have been suggested by the American Society of Echocardiography (ASE) several years ago and many scientific publications have given credibility, trust and enhance to this professional profile in Italy, this figure is not yet recognized by the National Health System. It is encouraging that in the last decade, national authorities, such as the SIEC (Società Italiana di Ecografia Cardiovascolare), have expressed interest in recognizing the Cardiac Sonographers as professionals in our country. Per their guidelines, the Cardiocirculatory Physiopathology Cardiovascular Perfusion technicians (TFCPCs) seem to be, among the professionals, the most suitable, due to their educational training and the role they play. Taking inspiration from the positive experience of this professional figure in the USA and in the Anglo Saxon countries, it could aims to be a valid support in terms of cost and quality for the Italian health system. PMID:28465879

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

    Directory of Open Access Journals (Sweden)

    Volodymyr Bondarenko

    2017-04-01

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

  9. Economic Motivations for Master’s Students’ Choice of Educational, Scientific and Professional Trajectories

    Directory of Open Access Journals (Sweden)

    Daniil Gennadyevich Sandler

    2016-06-01

    Full Text Available The article examines the motivations for Master’s students’ choice of individual trajectories. In the course of their studies, the students’ trajectories have educational, scientific and professional aspects. Educational, scientific and professional students’ trajectories determine a system of interaction between master’s students and other people in the context of educational process (teachers, other students and beyond it (employers, research workers from Russian and foreign universities. The authors emphasize the importance of studying the master’s students’ individual trajectories from both scientific (identifying the peculiarities of students’ trajectories formation and development and practical points of view (investments to master’s students to enhance the professional competence in the regional labour market. The authors have analysed the master’s students’ individual trajectories on the basis of monitoring data obtained from the survey carried out in February and December 2014. The master’s students’ assessments allowed to identify what educational experience they were able to get during the education and whether their experience met their expectations. The master’s students’ economic expectations are examined during the implementation of educational and professional trajectories. The analysis of the results has shown that the biggest gap between the expectations and the experience of the master’s students was found according to the criteria related to the student’s scientific trajectory and opportunities to participate in the internationalisation processes. The results of the research may be used to improve the master’s programmes taking into account the revealed master’s students’ expectations, as well as to ensure highly qualified professionals in the labour market and for the effective investments to the human capital by the government authorities

  10. Comparison of dental education and professional development between mainland China and North America.

    Science.gov (United States)

    Wu, Z Y; Zhang, Z Y; Jiang, X Q; Guo, L

    2010-05-01

    Different educational and professional developments within the dental field create different sets of missions, norms, and practices regarding dental diseases and their appropriate treatment. This review has addressed differences in dental education and professional development between mainland China and North America. Many factors influence the choice of model and it is very difficult to predict which model will become predominant. However, there is growing sentiment that the independent faculty model in North America is logical and superior to the model, which 'integrates' dental and medical education in mainland China. Many North America dental schools place a high priority on preclinical and clinical training in the curriculum in order to expose students to patient oral health needs and systemic dental problems much earlier than in mainland China. North America dental schools promote and embrace students self-learning skills by the use of PBL, CRL, and TRAD education methodologies and new e-based technologies and approaches whereby students learn rather than are taught. In mainland China, the traditional lecture-based format is still employed in the majority of dental schools; however, strategies to enhance students self-learning skills is increasingly utilised in most well-known Chinese dental schools. The Chinese dental education model, which treats dentistry as a sub-specialty of medicine, has brought about fundamental differences, with the dentist functioning essentially as a stomatologist. For example, China has built up a large oral and maxillofacial surgery society, and craniofacial surgery is performed to a much broader extent by Chinese dentists than by most North American counterparts. In North America, dentists engage in full-time work, attend continuing training/education programmes, belong to an association, gain legal status, and construct a code of ethics emphasising the quality of care delivered to the public. Currently, continuing dental

  11. 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…

  12. Investment in Graduate and Professional Degree Education: Evidence of State Workforce Productivity Growth

    Science.gov (United States)

    Fatima, Nasrin

    2009-01-01

    The purpose of this study was to estimate the effects of investment in graduate and professional education on the subsequent growth in state workforce productivity. The independent variables of this study were investment in master's degree education, investment in doctoral degree education, investment in professional degree education, initial…

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

    Science.gov (United States)

    Hardman, Elizabeth L.

    2012-01-01

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

  14. Professional preferences of students in physical education and sport sciences

    Directory of Open Access Journals (Sweden)

    Jerónimo García Fernández

    2013-01-01

    Full Text Available The actual context has enhanced job opportunities in the field of sport in order to respond to the current market demand. Thus, Physical Education and Sport Science graduates who begin to do differents jobs to the traditional ones but relate to their study field. The aim of this study was to guess which are the job preferences of the students of Physical Education and Sport Science of Seville University by gender and age doing the second cycle of their college degree and determine if there are significant differences. A descriptive analysis was carried out, using a questionnaire based on several researches, it was related to professional opportunities in sport sciences. The sample was of 118 students which represented 40.7% of the overall registered students. Results shown that sport management is the most preferable professional opportunity for women and men of the total sample, following in second place by teaching in secondary school for people older than 25 years of both sexes and teaching in primary school for the younger than 25 years. These findings announce changes in occupational trends in sports, to be taken into account in the framework of the European higher education (Degree of Science in Sport and Physical Activity, own US Masters and Official, lifelong learning programs....

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

    Science.gov (United States)

    Stummann, Cathy Brown

    2014-01-01

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

  16. Successful Professional Learning for Informal Educators: What Is It and How Do We Get There?

    Science.gov (United States)

    Tran, Lynn Uyen; Werner-Avidon, Maia; Newton, Lisa R.

    2013-01-01

    This investigation seeks to understand what constitutes successful professional learning for informal educators, and thus contributes to the research base needed for developing a professional infrastructure for the informal education field. This study draws on summative evaluation research for the national field trial of a professional learning…

  17. Current Technology Trends and Issues among Health and Physical Education Professionals

    Science.gov (United States)

    Krause, Jennifer M.; Franks, Hillary; Lynch, Brandy

    2017-01-01

    Health and physical education professionals who implement technology appropriately can contribute to helping students become physically educated individuals (NASPE, 2009). It is imperative that professionals be knowledgeable and resourceful in how to integrate technology effectively, but it is unclear what current challenges professionals face in…

  18. Pedagogical Professional Self-Determination Support for Students under Conditions of Additional Education Program Implementation

    Science.gov (United States)

    Khairutdinova, Rezeda R.; Fedorova, Yuliya A.

    2016-01-01

    Significance of the problem stated in the article is stipulated by the fact that professional self-determination of students at the stage of professional education needs pedagogical support; using resources of additional education program will let the individual make smart choices about future professional sphere. Object of the article is to work…

  19. The Contribution of Professional Accreditation to Quality Assurance in Higher Education

    Science.gov (United States)

    de Paor, Cathal

    2016-01-01

    This article examines the extent to which the professional accreditation of professional higher education programmes can complement other quality assurance endeavours being carried out. An analysis of a sample of professional accreditation reports for pharmacy education programmes in Ireland provides insight into the priorities of the regulatory…

  20. Early Childhood Educators' Experiences and Perceptions of Professionalism and Professionalisation in the Asian Context

    Science.gov (United States)

    Monk, Hilary; Phillipson, Sivanes

    2017-01-01

    Increasingly early childhood educators are referred to as "professionals," but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  3. Using Developmental Evaluation as a Design Thinking Tool for Curriculum Innovation in Professional Higher Education

    Science.gov (United States)

    Leonard, Simon N.; Fitzgerald, Robert N.; Riordan, Geoffrey

    2016-01-01

    This paper argues for the use of "developmental" evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little…

  4. Sequential Schooling or Lifelong Learning? International Frameworks through the Lens of English Higher Professional and Vocational Education

    Science.gov (United States)

    Lester, Stan

    2018-01-01

    Purpose: The purpose of this paper is to review three international frameworks, including the International Standard Classification of Education (ISCED), in relation to one country's higher professional and vocational education system. Design/methodology/approach: The frameworks were examined in the context of English higher work-related…

  5. Journalism Education in India: Quest for Professionalism or Incremental Responses

    Science.gov (United States)

    Bharthur, Sanjay Parthasarathy

    2017-01-01

    Journalism education in India is framed in the higher education system, comprising of programs in the universities, both government-supported and media-backed private institutions, as well as in-service and short-term courses offered by press associations and other organizations. They are offered at different levels from certificate to diploma to…

  6. THEORETICAL ASPECTS OF FORMATION OF SOCIO-PROFESSIONAL SELF-DETERMINATION OF LEARNERS AT EDUCATION ESTABLISHMENTS

    Directory of Open Access Journals (Sweden)

    Alla Ya. Zhurkina

    2016-03-01

    Full Text Available Introduction: the article reveals the theoretical aspects in formation of socio-professional self-determination of learners in education institutions. The emphasis is on interdisciplinary links, integration approaches in the study of problems of self-determination. Materials and Methods: the article was written using a number of methods of theoretical pedagogical study, allowing mental penetration into the essence of the phenomenon under study teacher: analysis, synthesis, comparison, generalization method of investigating causal relationships. Results: the authors reveal the essence of the socio-professional self-determination and present grounds for separation of this concept out from the pyramid of the terms that characterise the description of the career choice process. The article substantiates the social orientation of the act of choosing a profession. It argues that career choice affects the future social position. Knowledge of theoretical bases of process of socioprofessional self-determination is very important for preparation of children for conscious career choices. Special attention is paid to the regularities, principles and f actors of this process. Discussion and Conclusions: giving a thorough account of internal and external factors of socio-professional self-determination, the authors propose to consider them solely in the system, with its inherent dynamics and the inextricable connection with the environment, suggest that changes in the social environment always entail changes in the system of factors. The article is concerned with the problem of contradictions of the process of formation of socio-professional self-determination. The authors highlight the leading role of pedagogical support in the process of socio-professional self-determination of a student’s personality, analyse modern approaches to the concept of pedagogical support. The authors characterize the educational support system as a professional educator focused

  7. Mandatory continuing professional education in pharmacy: the Singapore experience.

    Science.gov (United States)

    Ang, Hui-Gek; Pua, Yong-Hao; Subari, Nur Azah

    2013-08-01

    Mandatory Continuing Professional Education (CPE) for the renewal of pharmacists' practising certificate was implemented in Singapore in 2008 OBJECTIVE: To study pharmacists' perceptions and attitudes about the impact of mandatory CPE in Singapore. Singapore. Internet-based questionnaire survey, conducted between May and June 2011. Pharmacists' perceptions and attitudes toward mandatory CPE and the perceived difficulty in fulfilling the CPE requirements. The overall survey response rate was 52 % (840/1,609). Of the respondents, 32 % were non-practising, 49 % were practising in patient care areas, and 19 % were practising in non-patient care areas. More than half the pharmacists agreed that mandatory CPE (1) enhanced or increased their knowledge base and skills (70 %; 95 % CI 67-73 %), (2) motivated them to continually learn (64 %; 95 % CI, 60-67 %), and (3) motivated them to reflect on their professional practice or work (58 %; 95 % CI, 54-61 %). Mandatory CPE was not perceived to enhance or increase employability. Non-practising pharmacists appeared to have the greatest difficulty meeting the CPE requirements. In general, pharmacists value mandatory CPE more for positive professional reasons than for employability reasons. The survey results may serve as useful baseline data for future studies of pharmacists' perceptions and attitudes toward CPE in Singapore.

  8. Incorporating Inter-Professional Education into a Veterinary Medical Curriculum.

    Science.gov (United States)

    Estrada, Amara H; Behar-Horenstein, Linda; Estrada, Daniel J; Black, Erik; Kwiatkowski, Alison; Bzoch, Annie; Blue, Amy

    Inter-professional education (IPE) is identified as an important component of health profession training and is listed in the accreditation requirements for many fields, including veterinary medicine. The goals of IPE are to develop inter-professional skills and to improve patient-oriented care and community health outcomes. To meet these goals, IPE relies on enhanced teamwork, a high level of communication, mutual planning, collective decision making, and shared responsibilities. One Health initiatives have also become integral parts of core competencies for veterinary curricular development. While the overall objectives of an IPE program are similar to those of a One Health initiative, they are not identical. There are unique differences in expectations and outcomes for an IPE program. The purpose of this study was to explore veterinary medical students' perceptions of their interprofessional experiences following participation in a required IPE course that brought together beginning health profession students from the colleges of medicine, dentistry, nursing, pharmacy, nutrition, public health and health professions, and veterinary medicine. Using qualitative research methods, we found that there is powerful experiential learning that occurs for both the veterinary students and the other health profession students when they work together at the beginning of their curriculum as an inter-professional team.

  9. Is adult education a ‘white’ business? Professionals with migrant backgrounds in Austrian adult education

    Directory of Open Access Journals (Sweden)

    Brigitte Kukovetz

    2014-10-01

    Full Text Available This paper is based on an applied research project, which examines the participation of migrants (first and second generation as professionals in Austrian adult education. We present selected outcomes concerning barriers and encouraging factors in the careers of professionals with migrant background. Our main findings show the importance of the recognition of credentials, of social capital and of strategies to avoid discrimination on behalf of the institutions of adult education. Introducing the analytical perspective of critical whiteness, we conclude that Austrian adult education still has to reflect its own role in terms of white privileges. Finally we point out some approaches and strategies to widening participation and reducing discrimination in the professional field.

  10. Professional Autonomy. Key Competence for Teachers in Commercial Education

    Directory of Open Access Journals (Sweden)

    María Isabel Araya-Muñoz

    2012-08-01

    Full Text Available The way in which the teaching autonomy is materialized, considered as part of the path traveled by the teaching community on their way to become owners of the disciplinary knowledge and the required pedagogical competencies to practice their role has motivated this paper.  For success, Commercial Education requires the urgent transformation of the teaching role and the development of key competences to promote interdisciplinary integration, academic and administrative leadership and the use of contemporary pedagogies.  The level of awareness reached by the teaching group about the impact of the learning that is promoted within the educational context will allow the empowerment of the knowledge that comes from the relationship between theory and practice-key element for professional autonomy.

  11. Continuing Education for Department of Defense Health Professionals

    Science.gov (United States)

    2015-11-24

    contracts.html. Accessed April 8, 2015. 79. American Society of Pediatric Hematology/ Oncology . Early career travel stipend award [Web page]. http...current trend in CE has shifted away from simply achieving credit hours to “demonstrably changing professional practice and patient outcomes.” 15(p.16...to its contribution to improved quality, patient safety, provider retention, cost-effectiveness, and overall impact on the health care system.” 18

  12. Professional identity in entrepreneurship – the perspective from nutrition and health education

    DEFF Research Database (Denmark)

    Ramsgaard, Michael Breum

    The present study investigates the construction of a professional identity as an entrepreneur in a sample of people with educational background in nutrition and health. The study examines the connection between professional identity construction and entrepreneurial business emergence using...

  13. Educational Game Systems in Artificial Intelligence Course

    Science.gov (United States)

    Chubarkova, Elena V.; Sadchikov, Ilya A.; Suslova, Irina A.; Tsaregorodtsev, Andrey ?.; Milova, Larisa N.

    2016-01-01

    Article actuality based on fact that existing knowledge system aimed at future professional life of students: a skillful use game activity in educational process will teach students to look for alternative ways solving of real problems. The purpose of article lies in theoretical substantiation, development and testing of criteria, which must be…

  14. ESTONIAN EDUCATION SYSTEM FEATURES

    National Research Council Canada - National Science Library

    Marcos Francisco Rodríguez Bravo

    2015-01-01

    This article attempts to identify structural elements of the Estonian education system which has obtained in the last PISA 2012 international report, some results well above the average set by the OECD (494...

  15. Expert Systems in Education.

    Science.gov (United States)

    Hartschuh, Wayne

    This paper argues that the concepts and techniques used in the development of expert systems should be expanded and applied to the field of education, particularly in the area of intelligent tutoring systems. It is noted that expert systems are a well known area of artificial intelligence and have been proven effective in well-defined topic areas.…

  16. Diving for pearls: an exploration of cognitive dissonance as an educative resource in complex professional learning

    OpenAIRE

    Ince, Amanda Jane

    2012-01-01

    This study explores cognitive dissonance as an educative resource in complex professional learning. Cognitive dissonance is an elusive phenomenon but one which is experienced by many adult learners as they engage in professional development. Research suggests harnessing the range of emotions felt from experiencing cognitive dissonance and using it as an educative resource can be a positive approach in complex professional learning. However, facilitators of professional learn...

  17. 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...

  18. Smart Choices for Cancer Education Professional Development: Your Voice and Visibility for Leadership.

    Science.gov (United States)

    Kratzke, Cynthia

    2017-01-24

    The purpose of this article is to provide reflections about the important and exciting opportunities for cancer education career advancement and professional development. Advancement in professional, personal, and career growth for clinicians and health professionals is critical to improve quality cancer care and updated health communication with patients and families. Valuable insights from my recent 2-year term as treasurer, Board of Directors, Cancer Patient Education Network, are shared inspiring others to build their rewarding professional development. The professional leadership opportunity gave me a new energy level to be invested in rapidly changing cancer education with so many diverse cancer education professionals. Professional cancer education associations are dedicated to advancing patient-centered care through professional networks. They create welcoming environments with significant networking and mentoring opportunities. Cancer education touches many lives, and the cancer education associations strongly support new advances. I encourage early or mid-career cancer education professionals to discover how their increased interest may spark leadership and inspire participation in our cancer education professional associations.

  19. The development of the professional identity of two teacher educators in the context of Dutch teacher education

    NARCIS (Netherlands)

    Swennen, Anja; Volman, Monique; van Essen, Mineke

    This article is part of a larger study on the development of professional identity of five teacher educators from three different generations. The article discusses the development of the professional identities of the two youngest teacher educators, who currently work in teacher education

  20. The development of the professional identity of two teacher educators in the context of Dutch teacher education

    NARCIS (Netherlands)

    Swennen, A.; Volman, M.L.L.; van Essen, M.

    2008-01-01

    This article is part of a larger study on the development of professional identity of five teacher educators from three different generations. The article discusses the development of the professional identities of the two youngest teacher educators, who currently work in teacher education

  1. Multiculturalism and Athletic Training Education: Implications for Educational and Professional Progress

    Science.gov (United States)

    2003-01-01

    Objective: To introduce athletic training educators and practicing professionals to the pedagogic concept and professional benefits that multicultural education, awareness, and training might provide if implemented in athletic training education. Data Sources: I reviewed textbook chapters and articles used in the course of my doctoral studies and searched the archives of Diversity Digest and Academic Medicine for the years 1998 to 2002 with the key words multiculturalism, diversity, cultural competence, education, and learning. I obtained additional information by cross-referencing pertinent articles. Data Synthesis: I present a rational argument for the inclusion of a critical pedagogy into the field of athletic training education. I outline the infrastructure in the professional field of athletic training, review some of the literature on critical multicultural theory and pedagogy, and examine some of the potential cognitive and intellectual implications of diversity and multicultural education. Conclusions/Recommendations: Future work in this area should focus on various and creative strategies for implementing a multicultural agenda in athletic training curricula and on the analysis of the associated benefits and outcomes of such educational strategies. PMID:16558679

  2. Multiculturalism and athletic training education: implications for educational and professional progress.

    Science.gov (United States)

    Geisler, Paul R

    2003-04-01

    To introduce athletic training educators and practicing professionals to the pedagogic concept and professional benefits that multicultural education, awareness, and training might provide if implemented in athletic training education. I reviewed textbook chapters and articles used in the course of my doctoral studies and searched the archives of Diversity Digest and Academic Medicine for the years 1998 to 2002 with the key words multiculturalism, diversity, cultural competence, education, and learning. I obtained additional information by cross-referencing pertinent articles. I present a rational argument for the inclusion of a critical pedagogy into the field of athletic training education. I outline the infrastructure in the professional field of athletic training, review some of the literature on critical multicultural theory and pedagogy, and examine some of the potential cognitive and intellectual implications of diversity and multicultural education. Future work in this area should focus on various and creative strategies for implementing a multicultural agenda in athletic training curricula and on the analysis of the associated benefits and outcomes of such educational strategies.

  3. THE ANALYSIS OF THE LOGIC CONTENTS WITH ACTUAL VOLUME OF CONCEPTS “PROFESSIONAL DEVELOPMENT”, „PROFESSIONAL BECOMING”, OF RESEARCH THE PROBLEM OF FUTURE TEACHER OF PHYSICAL CULTURE PROF. DEVELOPMENT IN THE CONDITIONS OF INFORMATIVE-EDUC. SPACE OF UKRAINE

    Directory of Open Access Journals (Sweden)

    Yurii V. Drahniev

    2011-02-01

    Full Text Available In the article the comparative analysis of leading concepts „professional development”, „professional becoming” of research of problem of professional development of future teacher of physical culture is given in the conditions of informative educational space of Ukraine. It is grounded, that concepts play an important role both in science and in everyday practice. It is specified, that professional development must have a specific orientation of future professional activity with the use of computer, be characterized by the use of information technologies in the process of professional preparation, determine the maintenance of educational professional program taking into account informatization of higher education system.

  4. Time for action: key considerations for implementing social accountability in the education of health professionals.

    Science.gov (United States)

    Ventres, William; Boelen, Charles; Haq, Cynthia

    2017-09-12

    Within health professional education around the world, there exists a growing awareness of the professional duty to be socially responsible, being attentive to the needs of all members of communities, regions, and nations, especially those who disproportionately suffer from the adverse influence of social determinants. However, much work still remains to progress beyond such good intentions. Moving from contemplation to action means embracing social accountability as a key guiding principle for change. Social accountability means that health institutions attend to improving the performance of individual practitioners and health systems by directing educational and practice interventions to promote the health of all the public and assessing the systemic effects of these interventions. In this Reflection, the authors (1) review the reasons why health professional schools and their governing bodies should codify, in both curricular and accreditation standards, norms of excellence in social accountability, (2) present four considerations crucial to successfully implementing this codification, and (3) discuss the challenges such changes might entail. The authors conclude by noting that in adopting socially accountable criteria, schools will need to expand their philosophical scope to recognize social accountability as a vitally important part of their institutional professional identity.

  5. EDUCATIONAL MANAGEMENT: THE ROLE OF EXECUTIVE SECRETARY PROFESSIONALS AMONG EDUCATIONAL ORGANIZATIONS

    Directory of Open Access Journals (Sweden)

    Viviana Cristina Gianini

    2011-04-01

    Full Text Available With several opportunities in the labor market, hence the professional secretary has the opportunity to perform in various industries. This is because of his knowledge and training multifunctional pluralistic in many areas of knowledge and the ability to organize, plan, execute and optimize tasks yet. He is currently responsible for valuable information, assume positions of leadership, executive and consultant in many situations a manager. This article aims to address information concerning the action of Professional Secretary in educational organizations and open space for discussion that this professional training for its comprehensive, is able to act in academic environments and not only in traditional enterprise settings. This work grounded in bibliographic study raises questions regarding the professional practice of executive secretary, interweaving their activities with those of the educational manager. The study results show that the professional executive secretary is able to perform their professional activities also in academic environment, given its pluralistic training, ensuring effective performance of functions corresponding to this segment.

  6. 75 FR 34519 - Bureau of Educational and Cultural Affairs; U.S. Professional Development Program for...

    Science.gov (United States)

    2010-06-17

    ... From the Federal Register Online via the Government Publishing Office ] DEPARTMENT OF STATE Bureau of Educational and Cultural Affairs; U.S. Professional Development Program for EducationUSA Advisers... Grant Proposals (RFGP) for the U.S. Professional Development Program for EducationUSA Advisers...

  7. Vocation-Oriented Professional Education: Between Cultivating a Talent and Hearing the Call

    Science.gov (United States)

    van Crombrugge, Hans; Debusschere, Ruben

    2017-01-01

    In European higher education, talent-oriented or strength-based education is emerging as a new discourse surrounding the practice of educating for the professional workplace. This approach stresses the role of the personal in the professional, and consequently that personal development and personal flourishing are integral to the professional…

  8. Professional Standards for Educational Leaders: The Empirical, Moral, and Experiential Foundations

    Science.gov (United States)

    Murphy, Joseph F.

    2017-01-01

    "Professional Standards for Educational Leaders" introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one. Written by the primary architect of PSEL, educational leadership expert Joseph F. Murphy, this authoritative guide to…

  9. Preparing Teachers for Inclusive Education in Botswana: The Role of Professional Development

    Science.gov (United States)

    Mangope, Boitumelo; Mukhopadhyay, Sourav

    2015-01-01

    The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in…

  10. Professional development of teachers in the conditions of informatization of education

    Directory of Open Access Journals (Sweden)

    Галина Аркадьевна Федорова

    2014-12-01

    Full Text Available The article discusses modern trends of informatization of education. It is represented the theoretical analysis of the concept of "the professional development of teacher", which are characterized by the main components of this concept: the pedagogical orientation, professional competence, creativity, self-education from the point of view of active informatization of education.

  11. AN INTERNATIONAL EXPLORATION ON PROFESSIONAL DEVELOPMENT OF EXPERIENCED TEACHER EDUCATORS: HOW DO THEY KEEP UP?

    NARCIS (Netherlands)

    prof Simone White; dr Tetsuhito Sakata; dr Gilada Avissar; dr.ir. Quinta Kools; dr Marcel van der Klink

    2015-01-01

    The attention for teacher educators as professionals and their professional development is indeed increasing. While much of the attention has been directed to novice teacher educators little has been paid to experienced teacher educators and their particular developmental activities. This paper

  12. Gestão escolar: a opinião dos profissionais de educação sobre o sistema de tecnologia educacional do Estado do Rio de Janeiro - School management: the views of education professionals on the system of educational technology in the State of Rio de Janeiro

    Directory of Open Access Journals (Sweden)

    Lucia Helena Esteves Pereira

    2015-10-01

    Full Text Available Resumo O objetivo deste trabalho foi identificar a opinião dos usuários da tecnologia educacional, para gestão escolar, utilizada na rede estadual de ensino no estado do Rio de Janeiro. Um questionário, com onze perguntas, foi aplicado aos profissionais que fazem parte da equipe administrativa, pedagógica, além dos professores de uma instituição de ensino estadual, localizado na cidade de Volta Redonda/RJ, no período de 4 a 22 de novembro de 2013, nos turnos da manhã e noite. Foram 40 respondentes, sendo a maioria composta de professores atuantes em sala de aula. O resultado mostrou que, para alguns profissionais pesquisados, a ferramenta utilizada pelas escolas públicas do Estado é inovadora e útil, mas ainda está longe de contemplar todas as necessidades da educação. Também foi apurado que o sistema de gestão apresenta pontos fortes e pontos fracos, cabendo a todos os atores do universo escolar a obrigação de reforçar os pontos fortes e reduzir os pontos fracos em busca da melhoria da qualidade na educação no Estado do Rio de Janeiro. Palavras-chave: educação, tecnologia, gestão. SCHOOL MANAGEMENT: THE VIEWS OF EDUCATION PROFESSIONALS ON THE SYSTEM OF EDUCATIONAL TECHNOLOGY IN THE STATE OF RIO DE JANEIRO Abstract The objective of this study was to identify the views of users of educational technology for school management, used in state schools in the state of Rio de Janeiro. A survey with eleven questions was applied to the professionals who are part of the administrative, pedagogical staff, in addition to teachers from a state education institution located in the city of Volta Redonda/RJ for the period 4 at to 22 november 2013 in the morning and evening. Were 40 respondents, mostly composed of teachers working in the classroom. The result showed that for some professionals surveyed, the tool used by public schools in the state is innovative and useful, but it is far to cover all the needs of education. Also, it was

  13. Professionalization of an Individual Involved in the Educational Process in a Higher Education Institution

    Science.gov (United States)

    Bikbulatova, Valentina; Orlova, Inga; Rabadanova, Raziyat; Shishov, Sergey; Yulina, Galina

    2016-01-01

    The article concerns the problem of training a competitive person in the information and educational environment of a higher education institution. Professional formation of a person is conditioned by historical, social and cultural factors. This research is guided by the works of B.G. Afanas'iev, A.G. Asmolov, E.A. Klimov, V.A. Kal'ney, B.F.…

  14. Options for the development of the education and professional ...

    African Journals Online (AJOL)

    Various options currently available to the Actuarial Society of South Africa relating to a local education and qualification system are discussed. Following the withdrawal of the localised final examinations by the Faculty and Institute of Actuaries at the end of 2006, themaintenance of the current system is not an option.

  15. Role of Pre-service Teachers Educators in Forming of Future Teachers Professional Competencies

    OpenAIRE

    Garabiková Pártlová, Margareta

    2015-01-01

    The dissertation deals with the educators of future teachers and their roles in shaping the professional competencies of pre-service teachers during undergraduate training. The theoretical basis of the work is grounded in the theory of undergraduate education, as well as the concepts of professional competences of teachers and professional competences of pre-service teachers educators and related concept of model role. The empirical part, using mixed methods research, consists of several subs...

  16. [National Policy of Humanization and education of health care professionals: integrative review].

    Science.gov (United States)

    Barbosa, Guilherme Correa; Meneguim, Silmara; Lima, Silvana Andréa Molina; Moreno, Vania

    2013-01-01

    The National Policy of Humanization aims at innovations in health production, management and care with emphasis on permanent education for workers in the Unified Public Health System and training of university students in the health care field. This study aimed to know, through an integrative review of the literature, the scientific production about the National Policy of Humanization and education of health care professionals, from 2002 to 2010. Ten articles were analyzed in thematic strand through three axes: humanization and users caring, humanization and the work process, humanization and training. The articles point to the need to overcome the biological conception, valuing cultural aspects of users. The work process is marked by the devaluation of workers and by users deprived of their rights. The training of health professionals is grounded in health services where the prevailing standards are practices that hinder innovative attitudes.

  17. Professional communication competences of nurses -- a review of current practice and educational problems.

    Science.gov (United States)

    Włoszczak-Szubzda, Anna; Jarosz, Mirosław J

    2013-01-01

    A dissonance between high 'technical' professionalism of nurses and a relatively low level of patient satisfaction with received care is a phenomenon observed in many countries. Theoretical concept and review of current published studies. Most reviewed studies show that a low level of patient satisfaction occurs in the case of an inadequate interpersonal communication between nurses and patients. Most studies indicate poor effectiveness of shaping communication competences of nurses based on standard education in the area of general psychology and communication knowledge, because this knowledge does not convert itself 'spontaneously' into communication competences during occupational activity. It is necessary to supplement educational programmes for nurses with practical courses in professional interpersonal communication. International experience exchange concerning the shaping of nurses' communication competences may be limited due to cultural, organizational and systems factors.

  18. Improving quality in systems of care: solving complicated challenges with simulation-based continuing professional development.

    Science.gov (United States)

    Dow, Alan W; Salas, Eduardo; Mazmanian, Paul E

    2012-01-01

    The delivery of quality health care depends on the successful interactions of practitioners, teams, and systems of care comprising culture. Designing educational programs to improve these interactions is a major goal of continuing professional development, and one approach for educational planners to effect desired changes is simulation-based education. Because simulation-based education affords an opportunity for educators to train health care professionals in environments that resemble clinical practice, this instructional method allows planners to integrate overarching priorities for improvement in health care practice with the training goals of individuals. Educational planners should consider how to structure scenarios to meet training objectives based on the complicated interactions within the health care system. To optimize the benefit of simulation-based experiences, evidence and insights from industrial and organizational psychology, as well as from human factors studies, provide guidance to the planning process, and interdisciplinary studies of complex health care systems can help produce educational programs that improve the quality of health care delivery. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  19. Exploring the Impact of a Professional Practice Education Doctorate in Educational Environments

    Science.gov (United States)

    Kumar, Swapna; Dawson, Kara

    2013-01-01

    This article presents one approach to assessing the impact of an online professional practice doctorate in education on participants' work environments. It is unique in that it explored impact during the doctoral program, before participants began their dissertation research, and it focused on how participants apply learning from the program…

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

    Science.gov (United States)

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

    2013-07-17

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

  1. [Teacher educators and health education: from their concepts to their professional identity].

    Science.gov (United States)

    Cardot, Jean-Pierre; Berger, Dominique

    2013-01-01

    The objective of this study was to determine why some teacher educators use health education actions as part of their teacher training. We therefore studied the educators' discourse in order to identify factors affecting declared practices and adhesion to health education training. The study was conducted in two steps. Teacher educators were interviewed by telephone using a questionnaire and teacher training curricula were reviewed to assess current teacher training practices. A qualitative analysis was then conducted by structured telephone interviews of 16 teacher educators. The teacher educators interviewed in this study presented a holistic approach to health and health education, focusing on the individual, which had a positive impact on implementation of health education training. All of the teacher educators interviewed had also adopted health education as part of their professional identity: they felt competent in health education, and considered it to be part of their job. However, most teacher trainers reported concepts and declared practices according to an application-based model, focussing on acquired knowledge, or a didactic model, focussing on implementation of projects. The holistic model, focussing on individual health, remained very marginal and was not part of teacher educators' perceptions of their role in the training future teachers.

  2. Towards flexible programmes in higher professional education: An operations-management approach.

    NARCIS (Netherlands)

    Schellekens, Ad

    2007-01-01

    Schellekens, A. (2004). Towards flexible programmes in higher professional education: An operations-management approach. Unpublished doctoral dissertation, Open University of the Netherlands, The Netherlands.

  3. Flip, feedback and fly: Using LOOP to enhance the professional experience of initial teacher education

    National Research Council Canada - National Science Library

    Phillipson, Shane N; Phillipson, Sivanes; Cooper, David G

    2015-01-01

    .... Problems can arise, however, when the evaluation of their professional experience against the Standards shifts from the providers of teacher education programmes to school-based supervising teachers...

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

    Science.gov (United States)

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

    2015-01-01

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

  5. A Factor Structure of Professionals' Attitude towards Continuing Education and Its Relationship to Participation.

    Science.gov (United States)

    Yang, Baiyin

    1995-01-01

    The attitudes of 323 veterinarians toward professional continuing education were distilled into 3 dimensions: relevance, benefit, and accessibility. Significant differences were found between participants and nonparticipants. (SK)

  6. Systemic Change in Education.

    Science.gov (United States)

    Reigeluth, Charles M., Ed.; Garfinkle, Robert J., Ed.

    This book provides new tools for thinking about and designing the education system. Four sections, each with its own introduction, follow Charles M. Reigeluth's introductory chapter, "Introduction: The Imperative for Systemic Change." Section 1 describes some theoretical frameworks for understanding the "big ideas" of system…

  7. Technology based Education System

    DEFF Research Database (Denmark)

    Kant Hiran, Kamal; Doshi, Ruchi; Henten, Anders

    2016-01-01

    Abstract - Education plays a very important role for the development of the country. Education has multiple dimensions from schooling to higher education and research. In all these domains, there is invariably a need for technology based teaching and learning tools are highly demanded...... in the academic institutions. Thus, there is a need of comprehensive technology support system to cater the demands of all educational actors. Cloud Computing is one such comprehensive and user-friendly technology support environment that is the need of an hour. Cloud computing is the emerging technology that has...... and operational data that is used within a university for daily routine work. This paper presents a hybrid cloud computing model for higher education institutions to share intellectual data. Moreover, it proposes, the strategies for the implementation of the cloud computing in the academic institutions. Keywords...

  8. Recruitment of rural healthcare professionals for live continuing education

    Directory of Open Access Journals (Sweden)

    Ronnie Scott Holuby

    2015-11-01

    Full Text Available Introduction: The availability of rural healthcare is a growing concern in the United States as fewer healthcare providers choose to work in rural areas. Accessing quality continuing education (CE for rural healthcare practitioners (HCPs remains a challenge and may pose a barrier to quality care. Methods: To maximize attendance at a live, in-person, free CE program focusing on geriatric medication and issues specifically targeted to HCPs in rural areas, two methods were implemented sequentially. The first method used formal advertising implemented by a professional marketing service to promote CE events. The second method enlisted local healthcare organizations and physician groups to promote the CE event to their employees. Cost per attendee was calculated for comparison. Results: Professional marketing services recruited 31 HCPs (March 2011 and resulted in a per-participant recruitment cost of US$428.62. Local healthcare organizations and physician groups’ marketing recruited 48 HCPs (July–August 2011 and resulted in a per-participant recruitment cost of US$55.19. Discussion: Providing free CE coordinated through local healthcare organizations and physician groups was the most cost-effective method of recruiting rural HCPs for CE. Formal advertising added cost without increasing the number of participants per event. Although this is the first study of the cost-effectiveness of recruitment methods targeting HCPs in rural areas, results are consistent with research on cost-effectiveness of outreach to rural lay community members.

  9. Recruitment of rural healthcare professionals for live continuing education.

    Science.gov (United States)

    Holuby, Ronnie Scott; Pellegrin, Karen L; Barbato, Anna; Ciarleglio, Anita

    2015-01-01

    The availability of rural healthcare is a growing concern in the United States as fewer healthcare providers choose to work in rural areas. Accessing quality continuing education (CE) for rural healthcare practitioners (HCPs) remains a challenge and may pose a barrier to quality care. To maximize attendance at a live, in-person, free CE program focusing on geriatric medication and issues specifically targeted to HCPs in rural areas, two methods were implemented sequentially. The first method used formal advertising implemented by a professional marketing service to promote CE events. The second method enlisted local healthcare organizations and physician groups to promote the CE event to their employees. Cost per attendee was calculated for comparison. Professional marketing services recruited 31 HCPs (March 2011) and resulted in a per-participant recruitment cost of US$428.62. Local healthcare organizations and physician groups' marketing recruited 48 HCPs (July-August 2011) and resulted in a per-participant recruitment cost of US$55.19. Providing free CE coordinated through local healthcare organizations and physician groups was the most cost-effective method of recruiting rural HCPs for CE. Formal advertising added cost without increasing the number of participants per event. Although this is the first study of the cost-effectiveness of recruitment methods targeting HCPs in rural areas, results are consistent with research on cost-effectiveness of outreach to rural lay community members.

  10. Teaching Professionals Environmental Management: Combining Educational Learning and Practice Learning

    DEFF Research Database (Denmark)

    Jørgensen, Michael Søgaard; Jørgensen, Ulrik

    2003-01-01

    they can use in complex situations on the job is not simply a question of combining different university disciplines in the right blend and topping it with some experience. It involves combining science-based knowledge into thematic structures in carefully organized learning processes. The education...... becomes a place where interplay is created between knowledge from research and development on the one side and competencies from professional practice on the other. In actual teaching, this is accomplished through the creation of linkages between theoretical knowledge and methods and practical knowledge...... in the environmental field. Subjects and themes originates to a large extent from the wide range of realistic problems that participants meet in their jobs – and teachers are required to find and use exactly sources of knowledge and methodology that meet these demands. Each basic semester contain both class teaching...

  11. Comparative Analysis of Legislative Provision of Adult Education in the USA and Canada (Case Study: Professional Development of Tourism Employees)

    Science.gov (United States)

    Babushko, Svitlana

    2014-01-01

    Today Ukraine is in the process of establishing an integral base for adult education and the system of employees' professional development. Hence, the research of the experience of the countries with a fixed, ramified, but integral system of normative and juridical documents in the above-mentioned fields can be of great use. Addressing to the USA…

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

    Science.gov (United States)

    Margolis, Alvaro; Parboosingh, John

    2015-01-01

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

  13. The development of an electronic educational portfolio: an outline for medical education professionals.

    Science.gov (United States)

    Lewis, Kadriye O; Baker, Raymond C

    2007-01-01

    A growing body of literature shows that many universities and colleges are making educational portfolios part of their faculty assessment and student's learning plan for both undergraduate and graduate programs. We provide an outline for the development of a medical educator's portfolio, including an electronic version. Guidelines for the development of an educational portfolio focusing on medical education are provided, including design, format, and content. An electronic version of the portfolio, which combines flexibility and ease of revision, is also described, including formats for publication and distribution. Student reflections on the e-portfolio are presented, and potential applications of the e-portfolio in medical education are described. We believe that portfolio development is a valuable application that provides rich documentation of participants' educational history, accomplishments, and intellectual property as related to their professional learning and growth.

  14. The Growth of Higher Educators for Social Justice: Collaborative Professional Development in Higher Education

    Directory of Open Access Journals (Sweden)

    Molly K. Ness, PhD

    2010-08-01

    Full Text Available In this article, we investigate what happened when, contrary to the typical isolation of faculty in higher education, a group of higher educators from various disciplines in a graduate school of education met regularly to discuss issues related to our teaching and social justice. More specifically, we explored the following research question: How does collaboration among higher educators from various disciplines shape their beliefs and practices of teaching for social justice? Over three years of collaboration and conversation, not only did we expand our own knowledge and understandings of notions of social justice, but we began to take important steps towards increasing our social justice actions in our teaching. This article explores our efforts to create a self-directed professional development group of higher educators and provides suggestions for similarly interested higher educators.

  15. Professional and Moral Stability Development of Prospective Specialists in the Context of Educational Modernization

    Directory of Open Access Journals (Sweden)

    I. B. Svezhentseva

    2012-01-01

    Full Text Available The paper analyzes the specificity of the prospective specialists’ professional and moral stability development in the context of educational system modernization; the essence, components, criteria and levels of the above characteristic being defined along with its development prospects in the course of vocational training. The essence of professional moral stability is defined as the integrative quality and inherent characteristic of professionalism, guaranteeing personal self-realization of a prospective specialist in professional activity. According to the theoretical concepts of activity and personal development, the structure of professional moral stability is identified including the following components: cognitive, emotionally-moral, motivationally-stimulating, and functionally- practical. The research outcome and the data interpretation allowed the author to single out the pedagogic conditions increasing the effectiveness of profession- ally-moral stability development. The functional development model of the quality in question was devised, based on the leading concepts of subjective- functional, person-oriented, acmeological and culturalogical approaches. The research outcome includes developing the informational didactic materials: the vocational teachers’ course – «Introduction to Vocational Training», and the optional students’ course – «Moral Qualities Development of Vo- cational Training Students». 

  16. Exploring Climate Science with WV Educators: A Regional Model for Teacher Professional Development

    Science.gov (United States)

    Ruberg, L. F.; Calinger, M.

    2014-12-01

    The National Research Council Framework for K-12 Science Literacy reports that children reared in rural agricultural communities, who experience regular interactions with plants and animals, develop more sophisticated understanding of ecology and biological systems than do urban and suburban children of the same age. West Virginia (WV) is a rural state. The majority of its residents live in communities of fewer than 2,500 people. Based on the features of the population being served and their unique strengths, this presentation focuses on a regional model for teacher professional development that addresses agricultural and energy vulnerabilities and adaptations to climate change in WV. The professional development model outlined shows how to guide teachers to use a problem-based learning approach to introduce climate data and analysis techniques within a scenario context that is locally meaningful. This strategy engages student interest by focusing on regional and community concerns. Climate science standards are emphasized in the Next Generation Science Standards, but WV has not provided its teachers with appropriate instructional resources to meet those standards. The authors addressed this need by offering a series of climate science education workshops followed by online webinars offered to WV science educators free of charge with funding by the West Virginia Space Grant Consortium. The authors report on findings from this series of professional development workshops conducted in partnership with the West Virginia Science Teachers Association. The goal was to enhance grades 5-12 teaching and learning about climate change through problem-based learning. Prior to offering the climate workshops, all WV science educators were asked to complete a short questionnaire. As Figure 1 shows, over 40% of the teacher respondents reported being confident in teaching climate science content. For comparison post workshops surveys measure teacher confidence in climate science

  17. Printed educational materials: effects on professional practice and healthcare outcomes.

    Science.gov (United States)

    Giguère, Anik; Légaré, France; Grimshaw, Jeremy; Turcotte, Stéphane; Fiander, Michelle; Grudniewicz, Agnes; Makosso-Kallyth, Sun; Wolf, Fredric M; Farmer, Anna P; Gagnon, Marie-Pierre

    2012-10-17

    Printed educational materials are widely used passive dissemination strategies to improve the quality of clinical practice and patient outcomes. Traditionally they are presented in paper formats such as monographs, publication in peer-reviewed journals and clinical guidelines. To assess the effect of printed educational materials on the practice of healthcare professionals and patient health outcomes.To explore the influence of some of the characteristics of the printed educational materials (e.g. source, content, format) on their effect on professional practice and patient outcomes. For this update, search strategies were rewritten and substantially changed from those published in the original review in order to refocus the search from published material to printed material and to expand terminology describing printed materials. Given the significant changes, all databases were searched from start date to June 2011. We searched: MEDLINE, EMBASE, the Cochrane Central Register of Controlled Trials (CENTRAL), HealthStar, CINAHL, ERIC, CAB Abstracts, Global Health, and the EPOC Register. We included randomised controlled trials (RCTs), quasi-randomised trials, controlled before and after studies (CBAs) and interrupted time series (ITS) analyses that evaluated the impact of printed educational materials (PEMs) on healthcare professionals' practice or patient outcomes, or both. We included three types of comparisons: (1) PEM versus no intervention, (2) PEM versus single intervention, (3) multifaceted intervention where PEM is included versus multifaceted intervention without PEM. There was no language restriction. Any objective measure of professional practice (e.g. number of tests ordered, prescriptions for a particular drug), or patient health outcomes (e.g. blood pressure) were included. Two review authors undertook data extraction independently, and any disagreement was resolved by discussion among the review authors. For analyses, the included studies were grouped

  18. 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

  19. An Investigation of Factors Involved When Educational Psychologists sSupervise Other Professionals

    Science.gov (United States)

    Callicott, Katie; Leadbetter, Jane

    2013-01-01

    Inter-professional supervision combines the social processes of supervision and multi-agency working: both complex and often poorly understood processes. This paper discusses the first author's research of inter-professional supervision, involving an educational psychologist (EP) supervising another professional and complements the recently…

  20. Recovery of the Education System in Myanmar

    Directory of Open Access Journals (Sweden)

    Martin Hayden And Richard Martin

    2013-10-01

    Full Text Available Myanmar's education system is in a very weakened state. The physical condition and human resource capacity of the system is poor by any standard, and teachers, whether in schools, colleges or universities, have few opportunities and little incentive for professional development. A process of recovery is getting underway, but it will take years before significant improvements are evident. Major cultural change is required in the style of leadership and management at all levels of government, and there is also a desperate need for more financial resources. This paper documents the current state of the education system in Myanmar and advances three priority areas for immediate attention.

  1. Postgraduate education prospects of the development of continuing professional education in rheumatology

    Directory of Open Access Journals (Sweden)

    Elena Andreyevna Galushko

    2014-01-01

    Full Text Available A comprehensive program for continuing professional education of rheumatologists «Education throughout Life» was elaborated in 2013 under the auspices of the All-Russian public organization «Russian Association of Rheumatologists» (RAR and V.A. Nasonova Research Institute of Rheumatology, Russian Academy of Medical Sciences. The program includes implementation of additional forms of educational activity and elaboration of new learning models based on modern telecommunication information technologies. Personified analysis of the acquired knowledge and skills and continuity of the learning process (including the distance education methods are the mandatory conditions to fulfil the program. Each physician has to earn at least 50 credits annually (a total of 250 credits throughout the 5-year course. The proportion between the remote and resident classes is set depending on the curriculum of the basic cycles for postgraduate education in rheumatology. Under this program, the RAR participates more actively in elaboration and certification of the programs for professional education in rheumatology, as well as other types of educational activity.

  2. Explicating students’ personal professional theories in vocational education through multi-method triangulation

    NARCIS (Netherlands)

    Schaap, Harmen; De Bruijn, Elly; Van der Schaaf, Marieke; Baartman, Liesbeth; Kirschner, Paul A.

    2011-01-01

    Schaap, H., De Bruijn, E., Van der Schaaf, M. F., Baartman, L. K. J., & Kirschner, P. A. (2011). Explicating students’ personal professional theories in vocational education through multi-method triangulation. Scandinavian Journal of Educational Research, 55, 567-586.

  3. Model professional competent graduate higher schools of the physical education of Poland

    Directory of Open Access Journals (Sweden)

    Pasihnyk V.R.

    2010-05-01

    Full Text Available Basic professional jurisdictions of future teachers of physical culture are exposed. Praxeological, communicative, creative, informative and moral jurisdictions of graduating students of higher educational establishments are considered. The model of basic professional jurisdictions of graduating students is developed. A model contains requirement to future pedagogical work of graduating student in the different types of schools. It exposes his basic professional jurisdictions. The pedagogical functions of graduating student are directed on realization of health, educational and educate tasks in educational and extracurricular work on physical education and sport.

  4. Meshing the Personal with the Professional: Digital Storytelling in Higher Education

    Directory of Open Access Journals (Sweden)

    Mary F. Wright

    2010-06-01

    Full Text Available This paper chronicles a yearlong journey of learning about digital storytelling and leading the creation of five digital stories within a higher education community. We bring two complementary perspectives to guide this inquiry: as a faculty member in teacher education and as the University of Wisconsin system representative for the Learning Technology Development Council as well as director of our educational technology center. Our passion for the arts, aesthetics and education bring us to extend an inquiry into teacher identity and reflection by connecting our colleagues’ stories with the art of digital storytelling. We see its place and value in an academic environment; although not always currently clear, the roots of personal insight permeate the lives of professionals within the academy. Digital storytelling spans the artificial divide between the experiences of the past and our professional identities. The myriad uses of digital storytelling in higher education are explored as a reflective tool for practice, to highlight academic projects, interests or initiatives, and most importantly, to simply reflect on how we are shaped by the stories we live and how we in turn share our diverse identities.

  5. eHealth Education of Professionals in the Baltic Sea Area

    DEFF Research Database (Denmark)

    Bygholm, Ann; Günther, Julia; Bertelsen, Pernille

    2012-01-01

    and took place within the context of the ICT for Health project. The results of the study on the one hand revealed a wide range of programs and courses that included e-Health, but on the other hand also showed that in the educations of health care professionals (physicians, nurses etc.) the integration......In this paper we present a study on the extent, level and content of e-Health in existing formal educational systems in Lithuania, Germany, Finland, Norway and Denmark with the objectives of identifying future educational needs within this area. The study was carried out as a desk-top study...... of e-Health elements are often marginal or non-existing. Thus the study indicates that there is a need for a higher integration of e-Health in the education of health care professionals. We discuss what kind of knowledge of e-Health is needed and how it could or should be integrated in these educations...

  6. Simulation-based assessments in health professional education: a systematic review

    Science.gov (United States)

    Ryall, Tayne; Judd, Belinda K; Gordon, Christopher J

    2016-01-01

    Introduction The use of simulation in health professional education has increased rapidly over the past 2 decades. While simulation has predominantly been used to train health professionals and students for a variety of clinically related situations, there is an increasing trend to use simulation as an assessment tool, especially for the development of technical-based skills required during clinical practice. However, there is a lack of evidence about the effectiveness of using simulation for the assessment of competency. Therefore, the aim of this systematic review was to examine simulation as an assessment tool of technical skills across health professional education. Methods A systematic review of Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), Medical Literature Analysis and Retrieval System Online (Medline), and Web of Science databases was used to identify research studies published in English between 2000 and 2015 reporting on measures of validity, reliability, or feasibility of simulation as an assessment tool. The McMasters Critical Review for quantitative studies was used to determine methodological value on all full-text reviewed articles. Simulation techniques using human patient simulators, standardized patients, task trainers, and virtual reality were included. Results A total of 1,064 articles were identified using search criteria, and 67 full-text articles were screened for eligibility. Twenty-one articles were included in the final review. The findings indicated that simulation was more robust when used as an assessment in combination with other assessment tools and when more than one simulation scenario was used. Limitations of the research papers included small participant numbers, poor methodological quality, and predominance of studies from medicine, which preclude any definite conclusions. Conclusion Simulation has now been embedded across a range of health professional

  7. [Professional psychological selection system in the Air Force - 50 years].

    Science.gov (United States)

    Pokrovskiĭ, B L

    2014-08-01

    Given the data about the establishment of the professional psychological selection system in the Air Force in 1958-1964 in the NIIIAM Air Force by the team psychological department under the leadership of K.K.Platonova. Given the names of the developers of this system and given the results of their research. The result of all made work the order of Air Force Commander about the introduction of the psychological selection in Higher Military Aviation School of Pilots, starting from a set of 1964 became. Recommendations for professional psychological selection of a wide range of aviation professionals in various fields, and in the future - and other professionals of the Armed Forces, became the results of future work.

  8. 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.

  9. Program to improve the effectiveness of education and professional activities of college students

    Directory of Open Access Journals (Sweden)

    I.V. Vlaskina

    2013-04-01

    Full Text Available We describe a training program on “Psychology of effective professional activity”, realized on the basis of the Ural College of the Beauty Industry. The purpose of this discipline is to improve the effectiveness of education and professional activities of college students acquiring professions of “Human-Human” type. To improve effectiveness of education and professional activities, this program provides formation of professionally important qualities of students. The results of the program can be: students’ acquisition of knowledge required for the effective performance of professional activities (ways to prevent burnout, increase self-confidence, etc.; mastery of professional skills (planning, simulation, etc.; formation of professionally important qualities (stress, tolerance, etc.; increasing the efficiency of their professional activities.

  10. The influence of Masters education on the professional lives of British and German nurses and the further professionalization of nursing.

    Science.gov (United States)

    Watkins, Dianne

    2011-12-01

     This article reports on findings from a qualitative study which explored the influence of a Masters in Nursing on the professional lives of British and German nurses and its role in further professionalizing nursing. A collaborative Masters programme was delivered in the United Kingdom and Germany. This provided an opportunity to study the influence of the programme on the professionalization of nursing in different country contexts. Continuing education is thought to contribute to furthering professionalization. Evidence to support this in the field of nursing is limited. An interpretive research design was used and data were collected via semi-structured interviews with ten German nurses and nine British nurses. Data were collected in the United Kingdom and Germany from August 2006 to February 2007. Interviews were recorded and transcribed, and data were analysed using a template approach with further immersion and crystalization of the data. Nurses' personal and professional confidence improved; research-based evidence was used to underpin changes made to practice; new roles and careers emerged; multi-professional working was enhanced; and nurses rediscovered nursing and championed the profession. A diagram is presented based on the findings. Masters education is at the centre as the catalyst with four interconnecting circles, which depict elements that contribute to professionalization. The diagram highlights overlap and interplay between nurses' increased personal confidence, improved cognitive functioning, evidence-based practice development and enhanced professionalism. Findings support the theory that this Masters in Nursing programme enhanced practice and further professionalization of nursing in both countries. © 2011 Blackwell Publishing Ltd.

  11. Reframing bioethics education for non-professionals: lessons from cognitive anthropology and education theory.

    Science.gov (United States)

    Emmerich, Nathan

    2014-01-01

    It is increasingly common for universities to provide cross-curricular education in bioethics as part of contemporary attempts to produce 'global citizens.' In this article I examine three perspectives drawn from research into pedagogy that has been conducted from the perspective of cognitive anthropology and consider its relevance to bioethics education. I focus on: two metaphors of learning, participation and acquisition, identified by Sfard; the psychological notion of moral development; and the distinction between socialization and enculturation. Two of these perspectives have been particularly fruitful in understanding the processes of teaching and learning in a variety of domains. The third perspective has been developed in relation to the formal ethical education of medical students. I examine their relevance for 'non-professional' bioethics education suggesting that if we take seriously the idea that it is part of 'educating for citizenship' then the distinction between 'ethics' and 'politics' is blurred as such programmes aim at the development of student's political subjectivity.

  12. Enabling adaptive system leadership: teachers leading professional development

    OpenAIRE

    Boylan, Mark

    2016-01-01

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

  13. [Medical-psychological and social aspects of professional adaptation of staff of criminal-executive system].

    Science.gov (United States)

    D'iakovich, M P; Pavlov, A V

    2010-02-01

    There was observed medical-psychological and social aspects of professional adaptation of staff of criminal-executive system, was given evaluation of conditions of their work. Was learned risk of damage of health, adaptational potential, personal peculiarities of staff Was learned valuable-motivation sphere, self-concept of competitionability, type of life position, several elements of mode of life of the staff. Was educed decreasing of adaptational capabilities, high personal anxiety and low stress firmness among high number of young specialists. Was formed an apprehension about effectiveness of their professional adaptation in conditions of absence of system of dynamic medical-psychological observe and prophylactic measures.

  14. URBAN EDUCATION SYSTEMS ANALYSIS.

    Science.gov (United States)

    CLARK, STEPHEN C.; AND OTHERS

    ANALYSIS OF URBAN EDUCATIONAL SYSTEMS MAY BE ACHIEVED BY USE OF AN ANALYTICAL MODEL. THE MODEL MAY BE USED IN DECISION-MAKING REGARDING SCHOOL LOCATION, ENROLLMENT, FACILITIES, ORGANIZATION, PROGRAMS AND COSTS. KNOWN DATA SUCH AS MONIES AVAILABLE, STAFF ALLOCATION, AND CURRENT SCHOOL PLANT ARE INTRODUCED INTO THE MODEL. IN THE STRUCTURE OF THE…

  15. Practical Recommendations to Improve the Quality of Training and Methodical Support of Professional Teacher Education

    Science.gov (United States)

    Grebennikov, Valery V.; Grudtsina, Ludmila Yu.; Marchuk, Nikolay N.; Sangadgiev, Badma V.; Kudyashev, Nail K.

    2016-01-01

    The research urgency is caused by the transition to the knowledge society and new demands for training and methodical provision of professional pedagogical education. The purpose of this paper is to develop practical recommendations to improve the quality of training and methodical support of professional pedagogical education. The leading…

  16. Professional Education in Postcolonial Democracies: Indigenous Rights, Universities, and Graduate Attributes

    Science.gov (United States)

    Ma Rhea, Zane

    2013-01-01

    This paper examines the nexus between Indigenous rights, the modern university, and graduate attributes and theorises the potential of the university in postcolonial democracies to address Indigenous rights in its professional education programs. It posits the postcolonial professional as one who has been educated about internationally recognised…

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

    Science.gov (United States)

    Forbes, Dianne

    2017-01-01

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

  18. Positive School Leadership: How the Professional Standards for Educational Leaders Can Be Brought to Life

    Science.gov (United States)

    Murphy, Joseph; Louis, Karen Seashore; Smylie, Mark

    2017-01-01

    In November 2015, the National Policy Board for Educational Administration--a coalition of nine professional associations--adopted the Professional Standards for Educational Leaders (PSEL), a set of guidelines for the training, certification, hiring, evaluation, and supervision of school principals and superintendents. While it draws heavily from…

  19. Genetics education for non-genetic health care professionals in the Netherlands .

    NARCIS (Netherlands)

    Plass, A.M.C.; Baars, M.J.H.; Beemer, F.A.; Kate, L.P. ten

    2006-01-01

    OBJECTIVES: It was the aim of this study to assess educational needs and priorities in genetics amongst non-genetic health professionals. METHODS: The methods used included website reviews and direct contact with individuals and organisations involved in health professional education. RESULTS AND

  20. Positioning Sex Educators: A Critical Ethnography of a Professional Development Workshop

    Science.gov (United States)

    Scott, Brigitte C.

    2013-01-01

    In this ethnographic research, I offer an analysis of a state-sponsored professional development workshop for sex educators. Positioning theory is used to understand how the lived space of the workshop -- including texts, talk and silence -- positions sex education teachers as professionals and practitioners with certain (limited) speaking rights…

  1. Creating an Intentional Web Presence: Strategies for Every Educational Technology Professional

    Science.gov (United States)

    Lowenthal, Patrick R.; Dunlap, Joanna C.; Stitson, Patricia

    2016-01-01

    Educators are pushing for students, specifically graduates, to be digitally literate in order to successfully read, write, contribute, and ultimately compete in the global market place. Educational technology professionals, as a unique type of learning professional, need to be not only digitally literate--leading and assisting teachers and…

  2. Draft Framework for Initial Licensure of Professional Educators in the State of Indiana.

    Science.gov (United States)

    Indiana State Dept. of Education, Indianapolis. Professional Standards Board.

    Another step in the process of teacher education reform under the leadership of the Indiana Professional Standards Board (IPSB), this paper presents the draft framework for the initial licensure of professional educators in the state of Indiana. The preface discusses the composition of the committee, the process, selections, the "house"…

  3. Sport Education for Teachers: Professional Development when Introducing a Novel Curriculum Model

    Science.gov (United States)

    Sinelnikov, Oleg A.

    2009-01-01

    The purpose of this study was to provide a description of an on-site professional development program for Russian teachers as they learned to teach Sport Education. A concurrent objective was to investigate the effectiveness of this professional development opportunity. Participants were two physical education teachers (one with 27 and one with 3…

  4. New Public Management and the New Professionalism in Education: Framing the Issue

    Science.gov (United States)

    Anderson, Gary; Herr, Kathryn

    2015-01-01

    This article provides an introductory frame for this special issue dedicated to New Public Management and the New Professional Educator. We will introduce the five articles and how they analyze the characteristics of NPM and this emerging new professional as well as forms of educator resistance and advocacy.

  5. Professional Development of Teacher Educators: What Do They Do? Findings from an Explorative International Study

    Science.gov (United States)

    Van der Klink, Marcel; Kools, Quinta; Avissar, Gilada; White, Simone; Sakata, Tetsuhito

    2017-01-01

    The attention being devoted to teacher educators as professionals and their professional development is unquestionably increasing. Whilst much of that attention is being directed at teacher educators in different countries, international comparisons have been quite rare to date. The research question addressed in this study was: "Do…

  6. Online vs Face-to-Face: Educator Opinions on Professional Development Delivery Methods

    Science.gov (United States)

    Thomas, Teresa Scruggs

    2010-01-01

    The purpose of this study was to assess teacher perceptions regarding the effectiveness of online courses as a delivery method for professional development. Participants were divided into two groups, educators who have participated in and now teach professional development courses online (instructors) and educators who have participated in the…

  7. Perceptions toward the Value of Higher Education for Hotel Professionals in Las Vegas: A Case Study

    Science.gov (United States)

    Deel, Gary Lee

    2015-01-01

    This study concerns a qualitative investigation of the views toward higher education and its importance to hospitality career success among hotel professionals in the Las Vegas, Nevada area. Existing literature supported the premise that education may be important to professional career success in several different ways, and that values concerning…

  8. Redefining What It Means to Be a Teacher through Professional Standards: Implications for Continuing Teacher Education

    Science.gov (United States)

    Torrance, Deirdre; Forde, Christine

    2017-01-01

    This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent…

  9. Human Resource Consulting Education: Professional Development for the Personnel Consulting Industry.

    Science.gov (United States)

    Bone, John

    1996-01-01

    Interviews and surveys of 200 personnel consultants revealed an urgent need for basic and ongoing professional development education and for national competence standards and accreditation. Skill needs clustered in three categories: recruitment, selection, and sales/marketing. Professional education should recognize lifelong learning, take…

  10. Distance, Dialogue and Reflection: Interpersonal Reflective Equilibrium as Method for Professional Ethics Education

    Science.gov (United States)

    van den Hoven, Mariëtte; Kole, Jos

    2015-01-01

    The method of reflective equilibrium (RE) is well known within the domain of moral philosophy, but hardly discussed as a method in professional ethics education. We argue that an interpersonal version of RE is very promising for professional ethics education. We offer several arguments to support this claim. The first group of arguments focus on a…

  11. The Innovation Blaze-Method of Development Professional Thinking Designers in the Modern Higher Education

    Science.gov (United States)

    Alekseeva, Irina V.; Barsukova, Natalia I.; Pallotta, Valentina I.; Skovorodnikova, Nadia A.

    2017-01-01

    This article proved the urgency of the problem of development of professional thinking of students studying design in modern conditions of higher education. The authors substantiate for the need of an innovative Blaise-method development of professional design thinking of students in higher education. "Blaise-method" named by us in…

  12. Distance, dialogue and reflection : Interpersonal reflective equilibrium as method for professional ethics education

    NARCIS (Netherlands)

    van den Hoven, Mariëtte; Kole, Jos

    2015-01-01

    The method of reflective equilibrium (RE) is well known within the domain of moral philosophy, but hardly discussed as a method in professional ethics education. We argue that an interpersonal version of RE is very promising for professional ethics education. We offer several arguments to support

  13. 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)

  14. Professional transitions towards sustainable farming systems: The development of farmers' professional worlds.

    Science.gov (United States)

    Coquil, Xavier; Dedieu, Benoît; Béguin, Pascal

    2017-01-01

    While farming in France and generally in Europe is continuing to intensify, at the expense of its environmental sustainability, promising alternatives are emerging. The processes whereby farmers change and transform their own work, to shift from an intensive mode of production to a self-sufficient and autonomous one, need to be formalized if we are to further our understanding of why and how these forms of sustainable farming activity emerge. We use the development of professional worlds theory, a systemic representation of workers' activity, whereby their experience is formalized. This can be explained as the praxis1, conceptual and axiological underpinnings form a system with the object of the action. The development of a professional world is analyzed according to the evolution of its components and the search for pragmatic coherence within it. We analyzed professional transitions towards self-sufficient and autonomous mixed farming through a case study. Our findings showed that the transition is initiated by the discovery of the unthinkable, awareness of a discrepancy between what the farmers think and what they do, the appearance of problems, and the response to external constraints. Professional transition is a non-teleological and non-incremental process; it corresponds to a comparison with reality, and a resolution of difficulties. This process is stimulated by the use of artifacts instrumented by the farmers. New perspectives are opened up by this formalization of transitions, in terms of (i) support towards sustainable farming and (ii) the design of sustainable farming systems.

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

    Science.gov (United States)

    Eum, Jungwon

    beliefs toward science teaching. Face-to-face group teachers' comfort with planning and doing different science activities increased significantly after the workshop and after the combination of workshop and face-to-face PLC. This study contributes to the research about various forms of professional development and their process and outcome in early childhood science education and informs early childhood professional communities of creative ways to improve science teaching and learning.

  16. The ideas of nurses about the reflection of ethic education in their professional life

    Directory of Open Access Journals (Sweden)

    Şenay Gül

    2016-12-01

    Full Text Available INTRODUCTION[|]This research was prepared as a qualitative study for the contribution to the ethics education studied during nursery education and reflections on nurses' practices by researching nurse's experiences.[¤]METHODS[|]In this study, data were obtained by focus group discussion method used in qualitative research. This study was completed during December 2015 – January 2016 with nurses working at University Hospitals', Training and Research Hospitals', Local Hospitals' Internal Medicine, Surgery and Intensive Care Unit Departments. Inclusion Criteria was obtained in ethics class during education and at least 1 year experience. 21 nurses included in this study. Participants were divided into 3 groups and focus group interview was made. The obtained data were analyzed by thematic analysis method.[¤]RESULTS[|]Participant nurses remarked that in general they cannot remember the knowledge which they learned during ethical classes but case debates are more memorable. Nurses expressed that the most ethical problems are related to ethical principles, malpractice, lack of professional boundaries, managerial problems, systemic problems. They claimed that in most cases there is a contradiction between their learnings and situations that they encounter in clinics and they stated that they are insufficient to represent ethical behavior due to factors like work load, supply and personal deficiency, inadequate professional definition. Nurses stated that ethical education is important but practical education is more efficient than theory and education should be continuous.[¤]DISCUSSION AND CONCLUSION[|]As a result, nurses declared that ethical education is important but it should be continuous; they cannot reflect their knowledge on their practical life due to many factors that they encounter on the clinics. In this manner, ethical education at the nursery university program should be clinical oriented, multi-disciplinary and continuous after the

  17. The human movement system: our professional identity.

    Science.gov (United States)

    Sahrmann, Shirley A

    2014-07-01

    The 2013 House of Delegates of the American Physical Therapy Association adopted a vision statement that addresses the role of physical therapy in transforming society through optimizing movement. The accompanying guidelines address the movement system as key to achieving this vision. The profession has incorporated movement in position statements and documents since the early 1980s, but movement as a physiological system has not been addressed. Clearly, those health care professions identified with a system of the body are more easily recognized for their expertise and role in preventing, diagnosing, and treating dysfunctions of the system than health professions identified with intervention but not a system. This perspective article provides a brief history of how leaders in the profession have advocated for clear identification of a body of knowledge. The reasons are discussed for why movement can be considered a physiological system, as are the advantages of promoting the system rather than just movement. In many ways, a focus on movement is more restrictive than incorporating the concept of the movement system. Promotion of the movement system also provides a logical context for the diagnoses made by physical therapists. In addition, there is growing evidence, particularly in relation to musculoskeletal conditions, that the focus is enlarging from pathoanatomy to pathokinesiology, further emphasizing the timeliness of promoting the role of movement as a system. Discussion also addresses musculoskeletal conditions as lifestyle issues in the same way that general health has been demonstrated to be clearly related to lifestyle. The suggestion is made that the profession should be addressing kinesiopathologic conditions and not just pathokinesiologic conditions, as would be in keeping with the physical therapist's role in prevention and as a life-span practitioner. © 2014 American Physical Therapy Association.

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

    Science.gov (United States)

    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.

  19. Codes of Professional Conduct and Ethics Education for Future Teachers

    Science.gov (United States)

    Maxwell, Bruce

    2017-01-01

    This paper argues that the way future teachers are being initiated into the ethical dimensions of their future profession is largely out of step with the movement to professionalize teaching. After recalling the role that codes of professional conduct play in the ecology of professional self-regulation, and arguing that familiarizing students with…

  20. How education systems respond.

    Science.gov (United States)

    Shaeffer, S

    1994-12-01

    The social impact of HIV/AIDS will be devastating in many countries of the world in the health sector, education and training, agriculture, private enterprise, public service, defense, and governance. The impact of HIV/AIDS on education as a system means that fewer children are born in a society where HIV/AIDS is present, and most children infected perinatally will die before reaching school age. Those infected with HIV or ill with AIDS may not be able to enter or continue in school. One worst-case scenario for an African country predicts that in 2020, because of the impact of AIDS, there will be 22% fewer children in school at the primary level and 14% fewer at the secondary level. A recent worst-case scenario in Africa predicts the death from AIDS of 27,000 primary school teachers by the year 2020. This, coupled with fewer pupils and smaller financial support from communities, may eventually lead to abandoned schools. Various kinds of formal discrimination and informal harassment of affected pupils and teachers will emerge. This population will be more frequently not enrolled in school, working at home, or in productive jobs; orphaned, perhaps physically abandoned. Many children will leave school and they will need quickly to learn vocational skills (home economics, agriculture, handicrafts). The moral dimensions of HIV/AIDS will require that the education system place a stronger focus on ethical issues. Educational planners will need to develop policies regarding sex education, job discrimination, and human rights violations, including screening, confidentiality about HIV status, and employment protection. The most productive generation of some societies (planners, managers, teachers, business people, farmers, factory workers, miners, merchants) will be particularly affected. The response of education systems will be an important determinant of how societies recover from the impact of HIV and AIDS.

  1. Does dental hygienist professional education meet the needs of working life? Educators' views.

    Science.gov (United States)

    Jokiaho, T-L; Kaakinen, P; Virtanen, J I

    2017-08-14

    The aim of this study was to describe the compatibility of dental hygienist education with working life from the perspective of their educators. We conducted a qualitative study among principal educators of dental hygienists in Finland in 2012-2013. The participants were leading educators of dental hygienists (n = 13) from the four Finnish education units. We used semi-structured interviews based on previous Nordic studies to collect the data and analysed them using inductive content analysis. According to the educators, dental hygienists' skills at work are neither fully nor effectively utilized, even though their education meets the needs of working life quite well. The educators felt that hygienists' professional competence would prove more useful in health promotion and orthodontic measures and that the division of labour should be clearer. Clarifying this distinction in periodontal therapy could be improved. Fully utilizing dental hygienists' competence in clinical work would benefit from further development. The content of dental hygienists' clinical work should be reassessed so as to utilize their skills more fully. The compatibility of dental hygienist education corresponds largely to the needs of future working life. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  2. The Role of Health Information Management Professionals in the Use of Geographic Information Systems.

    Science.gov (United States)

    Peterson, Jennifer

    2017-01-01

    In recent years the use of geographic information systems (GIS) in healthcare has expanded rapidly. Although the use of GIS has increased quickly, very little consensus has been reached on which healthcare professionals are best suited to be trained in and use GIS. A moderate amount of research has addressed the use of GIS in healthcare, but very little research has addressed selecting and training healthcare professionals in the area of GIS. As the use of GIS becomes more closely tied to electronic health records (EHRs), the thought arises that those best versed in EHRs, health information management (HIM) professionals, would be best suited to take on the GIS role. This mixed-methods study explored the current status of HIM professionals' role in GIS as well as the extent to which GIS is being taught in health information educational programs. Although the findings indicate that few HIM professionals are currently using GIS in their jobs and few HIM programs are currently teaching GIS, there is interest in GIS in the future for HIM professionals and in HIM educational programs.

  3. 76 FR 29227 - Funding Down Slate; Indian Education Professional Development Program

    Science.gov (United States)

    2011-05-20

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION Funding Down Slate; Indian Education Professional Development Program AGENCY: Office of Elementary and Secondary Education, Department of Education. ACTION: Notice of intent to fund down the fiscal year (FY...

  4. Professional Training Programs of Masters in Adult Education at Universities of Germany

    Science.gov (United States)

    Hizhynska, Tetiana

    2015-01-01

    The German experience in professional training of teaching staff in adult education has been analyzed; it has been clarified that modern educational programs of Bachelor and Master specialties are based on the basic educational program offered by Adult Education Sectional Commission of Pedagogical Sciences in Germany (DGfE); value-targeted and…

  5. A Descriptive Analysis of the Educational Perceptions, Professional Identity, and Professional Practices of Dual-Trained Music Therapists as Counselors.

    Science.gov (United States)

    Sevcik, Emily E; Jones, Jennifer D; Myers, Charles E

    2017-11-01

    Given the rise in music therapy master's programs that offer dual degrees in music therapy and counseling or programs that satisfy state mental health counseling licensure laws, the professional counseling field is playing an increased role in the advanced education and professional practices of music therapists. To identify factors that lead music therapists to pursue advanced education with an emphasis in professional counseling, perceptions about benefits and drawbacks for three advanced degree options (i.e., music therapy, counseling, and music therapy/counseling dual degree), and describe the professional practices and identity of dual-trained music therapists as counselors. A convenience sample of music therapists (n = 123) who held board certification, and held a master's degree or higher that emphasized professional counseling, completed an online survey. We used descriptive statistics to analyze categorical and numeric survey data. Eligibility for licensure as a professional counselor was the most important decisional factor in selecting a specific master's degree program. Respondents also reported favorable perceptions of the dual degree in music therapy and counseling. With regard to professional practice and identity, respondents reported high use of verbal processing techniques alongside music therapy interventions, and dual-trained music therapists retained their professional identity as a music therapist. The reported view of licensure in a related field as beneficial and frequent use of verbal processing techniques warrants future study into the role of counseling in the advanced training of music therapists. Given contradictory findings across studies, we recommend investigators also explore how a degree in a related field affects career longevity of music therapists.

  6. High Quality Professional Development: An Investigation of the Supports for and Barriers to Professional Development in Arts Education

    Science.gov (United States)

    Lind, Vicki R.

    2007-01-01

    This study focused on a model of professional development designed to support and encourage arts educators to increase their understanding of student learning in the arts, broaden their knowledge of the Visual and Performing Arts Standards, build upon their repertoire of teaching methods and assessment strategies, and improve leadership skills.…

  7. Continuing professional education: Motivations and experiences of health and social care professional's part-time study in higher education. A qualitative literature review.

    Science.gov (United States)

    Burrow, Simon; Mairs, Hilary; Pusey, Helen; Bradshaw, Timothy; Keady, John

    2016-11-01

    To understand the motivations and experiences of health and social care professionals undertaking part-time, accredited, continuing professional education in higher education. A review following systematic principles. Systematic searches for literature published between January 2000 and December 2015 using the databases: SCOPUS, Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL. Studies were included if they were published in the English language and were qualitative in design, focussing on the motivations and experiences of staff engaged in part-time, accredited, higher education study. Three reviewers appraised the quality of the selected studies. Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage in part-time, accredited, continuing professional development study included: personal and professional drivers, influence of workplace/management and funding and availability. Key themes in relation to how staff experienced study included: the demands of adjusting to the academic requirements of higher education study; the experience of juggling competing demands of study, work and family; and the presence or absence of support for part-time study in the personal and professional arenas. Health and social care professionals experience a number of challenges when engaging in part-time, continuing professional education in higher education institutions. A significant challenge is the juggling of competing demands of study, work and family, and this may have a negative impact on learning. Research is needed to inform how higher education can address the specific learning needs of this population and develop pedagogic approaches that are both responsive to need and support of effective learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  8. Professional Military Education for Life (PME4L)

    Science.gov (United States)

    2014-12-08

    Blackboard for their LMS requirements. However, current research and educational trends point to Canvas by Instructure as the best option for PME4L...its first year net cost of $107,800, Canvas would save the university $157,620 per year over what they would pay for Blackboard . This was a key...element to their adoption of Canvas over Blackboard , which was implemented in 2014. WIKI-PAGES SYSTEM AND CROWDSOURCING: As the overarching framework

  9. THE INNOVATIVE METHODS OF FUTURE PROFESSIONAL STAFF EDUCATION

    OpenAIRE

    Iwona Grabara

    2014-01-01

    The article presents the results of the carried out analysis concerning the level determination of the use of innovative methods of teaching specialized subjects in preparation for the profession of logistics, and to identify and determine possible changes in the types of teaching methods, used in relation to carried out in this area of research by specialists and experts in the past 15 years. The purpose of this article is to realize that the education system in all schools modes in Poland d...

  10. Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies.

    Science.gov (United States)

    Hodgson, Jennifer L; Pelzer, Jacquelyn M; Inzana, Karen D

    2013-01-01

    The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula.

  11. Professional Specialization and General Education: Organizational and Professional Realities. ASHE 1984 Annual Meeting Paper.

    Science.gov (United States)

    Bisesi, Michael

    Four manifestations of organizational and professional segmentalism are discussed: the influence of the graduate school and the resulting preeminence of professional specialization; faculty orientation toward the discipline (and the department) rather than the institution; overspecialization in undergraduate degree programs; and faculty reward…

  12. Educational Group Practices in Primary Care: Interaction Between Professionals, Users and Knowledge

    Directory of Open Access Journals (Sweden)

    Maria Flavia Gazzinelli

    2015-04-01

    Full Text Available OBJECTIVE To investigate the concept understood by Family Healthcare Strategy (ESF professionals of knowledge, education and subjects participating in learning activities. METHOD Qualitative study carried out with the ESF professionals with university degree, members of the healthcare staff who undertook educational health group activities at Basic Healthcare Units (UBS in Belo Horizonte. The following triangulation techniques were used: participant observation, photos and field notes; interviews with professionals; and document analysis. RESULTS We identified three interaction patterns that are different from each other. Firstly, the professional questions, listens and provides information to users, trusting in the transmission of knowledge; secondly, the professional questions and listens, trusting that users can learn from each other; thirdly, the professional questions, listens, discusses and produces knowledge with users, both teaching and learning from each other. CONCLUSION There are educational practices that include unique methods capable of creating a militant space for citizenship engagement.

  13. [Educational group practices in primary care: interaction between professionals, users and knowledge].

    Science.gov (United States)

    Gazzinelli, Maria Flavia; Souza, Vania de; Fonseca, Rosa Maria Godoy Serpa da; Fernandes, Marconi Moura; Carneiro, Angélica Cotta Lobo Leite; Godinho, Luanna Kelen

    2015-04-01

    To investigate the concept understood by Family Healthcare Strategy (ESF) professionals of knowledge, education and subjects participating in learning activities. Qualitative study carried out with the ESF professionals with university degree, members of the healthcare staff who undertook educational health group activities at Basic Healthcare Units (UBS) in Belo Horizonte. The following triangulation techniques were used: participant observation, photos and field notes; interviews with professionals; and document analysis. We identified three interaction patterns that are different from each other. Firstly, the professional questions, listens and provides information to users, trusting in the transmission of knowledge; secondly, the professional questions and listens, trusting that users can learn from each other; thirdly, the professional questions, listens, discusses and produces knowledge with users, both teaching and learning from each other. There are educational practices that include unique methods capable of creating a militant space for citizenship engagement.

  14. Education and training in the MEDICOM system.

    Science.gov (United States)

    Marinos, G; Palamas, S; Vlachos, I; Panou-Diamandi, O; Kalivas, D; Koutsouris, D

    2000-01-01

    MEDICOM system is a world wide telematics application for electronic commerce of medical devices. It has been designed so as to provide the health care professionals with a central Internet access to up-to-date information about medical equipment from multiple manufacturers, in a particular easy and friendly way. Moreover, the Medicom system will serve the health care professionals' requirements for high-quality information about specific products in a form of multimedia presentations and that of a secure communication channel with the community of manufacturers, especially for post marketing surveillance. The system will provide the medical staff (physicians and technicians) with demonstrations of the operation procedures and the functioning of high-tech equipment in a form of virtual models. Moreover, through the medicom system the end users of medical devices can have access to on line libraries and participate in special newsgroups. This paper discusses the architectural structure of the MEDICOM system with emphasis to its educational and training functionality.

  15. Different understandings of the relationship between teacher education and professional practice

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Lund, Jens Hansen; Beck, Mette Holdsendorf

    2016-01-01

    In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching, and explaining the educators’ educational paradigms. During the work, we found different...... understandings of the relationship between teacher education and professional practice. We found that this relationship may impact how a teacher or manager actually practices the profession of education, including the methods teachers employ to teach, the methods the student teachers employ to teach......, and on the education totality. We also found that a lack of explanation of the educational paradigms to which teachers adhere may influence students’ optimal professional development....

  16. Systems Education at Bergen

    Directory of Open Access Journals (Sweden)

    Pål I. Davidsen

    2014-04-01

    Full Text Available At the University of Bergen in Norway, educating students to use computer models and to think systemically about social and economic problems began in the 1970s. The International Masters Program in System Dynamics was established in 1995, and a Ph.D. program began a few years later. Student enrolment doubled in 2010 with the establishment of the European Master Program in System Dynamics. International diversity has been a hallmark of the Bergen program; each year, students come from about 30 different countries and more than 95% of the degrees have been awarded to students from outside of Norway. However, a Bergen systems education is not confined to a classroom in Norway. Projects in developing countries, emerging economies, and developed countries have taken the systems perspective and modeling tools on the road and, increasingly, online. Whatever the delivery mode, the goal is the same: capacity building among international students, planners and managers, and local stakeholders. This paper describes the Bergen program and its impact on systems thinking and modeling throughout the world.

  17. The intermediate results of the higher professional education liberalization in Russia

    Directory of Open Access Journals (Sweden)

    S А Kovalenko

    2009-09-01

    Full Text Available The introduction of higher professional education on a fee-paying basis and educational service market establishment were expected to improve the coordination of institutional interaction among the major actors. The article offers the interpretation of the empirical data providing the opportunity to estimate the extent to which the introduction of higher professional education on a paying basis in Russia gets in line with the initial expectations.

  18. Purchasing post-qualifying professional education in the health care sector.

    Science.gov (United States)

    Davies, P J

    1996-05-01

    The National Health Service (NHS) is proposing to establish local consortia for educational contracting, with wider involvement and responsibility being devolved to service managers. This paper addresses the educational issues of purchasing post-qualifying professional education for a cross-section of NHS hospital professionals. The professions chosen for comparison were clinical staff and include nurses, doctors, and as an example of paramedical professions', physiotherapists.

  19. Bringing electronic patient records into health professional education: towards an integrative framework.

    Science.gov (United States)

    Kushniruk, Andre W; Borycki, Elizabeth M; Armstrong, Brian; Joe, Ron; Otto, Tony

    2009-01-01

    In this paper we discuss our approach for integrating electronic patient records into health professional education. Electronic patient record (EPR) use is increasing globally. The EPR is considered the cornerstone of the modernization and streamlining of healthcare worldwide. However, despite the importance of the EPR, health professional education in much of the world provides health professional students (who will become the practicing health professionals of the future) with limited access or knowledge about the EPR. New ways of exposing students to EPRs will be needed in order to ensure that health professionals will adopt and use this complex technology wisely and effect the positive benefits EPRs are expected to bring to healthcare globally. In this paper we describe: (a) a framework we have developed for integrating EPRs into health professional education and (b) an innovative Web portal, known as the University of Victoria Electronic Health Record (EHR) Educational Portal (which houses a number of EPRs) that can be used to explore the integration of EPRs in health professional education. It is hoped that adoption and use of EPRs will ultimately be improved through the use of the portal to allow students virtual and ubiquitous access to example EPRs, coupled with principled educational approaches for integrating EPR technology into health professional curricula.

  20. MODERN INFORMATIONAL AND EDUCATIONAL ENVIRONMENT AS A FACTOR OF IMPROVEMENT OF FUTURE UNIVERSITY TEACHER’S PROFESSIONAL TRAINING

    Directory of Open Access Journals (Sweden)

    Наталія Гунька

    2014-10-01

    Full Text Available The article presents the analysis of the notion of “informational and educational environment”. The difference between the “informational environment” and the “informational and educational environment” has been shown. The main functions of the informational and educational environment and its facilities to enhance the quality of education have been revealed. There have been defined major components of the informational and educational environment. A connection has been detected between the informational and educational environment and the formation of the foundations of pedagogical skills. The research also presents a description of the electronic system “Socrates” of Vinnytsia State Agrarian University, and shows possible ways of its use in the educational process with an aim of the formation and improvement of higher educational institution teacher’s professional skills.