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Auswahl der wissenschaftlichen Literatur zum Thema „Self-regulated professionalism“
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Zeitschriftenartikel zum Thema "Self-regulated professionalism"
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Smit, Tanya, und Pieter H. du Toit. „Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses“. South African Journal of Education 41, Nr. 2 (31.05.2021): 1–13. http://dx.doi.org/10.15700/saje.v41n2a2010.
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During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of 2 baseline exploratory research surveys are shared. The attitudes, beliefs, opinions and practices of Senior, Further Education and Training phase mentor teachers and pre-service teachers were gathered, measured and compared. The responses to 2 cross-sectional questionnaires in electronic format provided a competence-base for the design of curricula for 2 short courses about mentoring and self-regulated professionalism. The 2 short courses were created for mentor teachers and pre-service teachers.
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Matsuyama, Yasushi, Hitoaki Okazaki, Kazuhiko Kotani, Yoshikazu Asada, Shizukiyo Ishikawa, Adam Jon Lebowitz, Jimmie Leppink und Cees van der Vleuten. „Professional identity formation-oriented mentoring technique as a method to improve self-regulated learning: A mixed-method study“. Asia Pacific Scholar 6, Nr. 4 (05.10.2021): 49–64. http://dx.doi.org/10.29060/taps.2021-6-4/oa2443.
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Introduction: Previous studies indicate that professional identity formation (PIF), the formation of a self-identity with the internalised values and norms of professionalism, may influence self-regulated learning (SRL). However, it remains unclear whether a PIF-oriented intervention can improve SRL in clinical education. The aim of this study was to explore whether a PIF-oriented mentoring platform improves SRL in a clinical clerkship. Methods: A mixed-methods study was conducted. Forty-one students in a community-based clinical clerkship (CBCC) used a PIF-oriented mentoring platform. They articulated the values and norms of professionalism in a professional identity essay, elaborated on future professional self-image, and reflected on their current compared to future selves. They made a study plan while referring to PIF-based self-reflection and completed it. The control group of 41 students completed CBCC without the PIF-oriented mentoring platform. Changes in SRL between the two groups were quantitatively compared using the Motivated Strategies for Learning Questionnaire. We explore how PIF elements in the platform affected SRL by qualitative analysis of questionnaire and interview data. Results: A moderate improvement in intrinsic goal orientation (p = 0.005, ε2 = 0.096) and a mild improvement in critical thinking (p = 0.041, ε2 = 0.051) were observed in the PIF-oriented platform group. Qualitative analysis revealed that the PIF-oriented platform fostered professional responsibility as a key to expanding learning goals. Gaining authentic knowledge professionally fostered critical thinking, and students began to elaborate knowledge in line with professional task processes. Conclusion: A PIF-oriented mentoring platform helped students improve SRL during a clinical clerkship.
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Santi, Triana Kartika, und Riztika Widyasari. „Character Education: Analysis of Self-Regulated Learning on Systems Online Learning during the Covid-19 Pandemic“. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, Nr. 2 (18.06.2021): 3162–69. http://dx.doi.org/10.33258/birci.v4i2.2041.
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The temporary closure of all educational institutions as an effort to prevent the spread of the Covid-19 outbreak worldwide has an impact on millions of students, including in Indonesia. The distance learning process (Online) is a learning solution during the pandemic which in its implementation has not been optimal as a whole. This adds to the obstacles in the application of learning methods because on one occasion there are too many learning loads that must be overcome by the teaching staff. This Writing Method Using descriptive. The main source of self-regulated formation is internal, meaning that it depends on the individual's actions, not on what other people do self-regulated formation is also inseparable from external factors, namely the environment. One study found that people with low self-regulation often experience negative emotions from people with high self-esteem. This can be interpreted that individuals will try to find symbols that can provide positive experiences and acceptance of a good environment. Online learning uses materials and timescales that are following the curriculum. The online learning method is here to change the conventional teaching style which can later improve work professionalism. Self-Regulation is a major influence on the formation of the character of students so that in achieving the formation of student character it is necessary to have Self-Regulated oriented learning. Character education during the pandemic is very different from its application in the conventional period because all learning is all digital (Online), therefore it is very difficult for students and lecturers to organize self-regulated learning processes. Character education is hampered by its value because student self-regulation is not organized, and affects student learning outcomes.
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Stasya, Shafira, und Ive Emaliana. „Examining the Relationship between EFL Students' OSEL and Their Achievement“. Script Journal: Journal of Linguistics and English Teaching 6, Nr. 1 (29.04.2021): 32–43. http://dx.doi.org/10.24903/sj.v6i1.553.
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Background:
The purpose of this study is to examine the correlation between EFL student’s online self-regulated (OSEL) and the achievements of senior high school students in Malang, Indonesia. The subject of this study were 136 EFL students of a senior high school in Malang, Indonesia with the use of two instruments: the online self-regulated learning questionnaire (containing five dimensions of OSEL; Goal Making, Environmental Construct, Task Approach & Time Management, Help-Seek, Self - Evaluation) and the mid-term test scores.
Methodology:
The Pearson product-moment correlation is used to analyze the data and further verifies that students OSEL strongly correlates to their achievements while undertaking online learning.
Findings:
It was reported that the higher the OSEL, the better they achieve. For example, students who have high achievement test scores agree that finding someone knowledgeable in online learning is an excellent solution to solve online learning difficulties. However, since technical and individual obstacles that students encounter could be the challenge, the role of teachers are essential in helping students overcoming them.
Conclusion:
The results of this correlation provide prediction towards pedagogical implications related to successful teaching-learning process, teacher professionalism, and maintaining a high quality school.
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Carmichael, Douglas R. „Reflections on the Establishment of the PCAOB and Its Audit Standard-Setting Role“. Accounting Horizons 28, Nr. 4 (01.07.2014): 901–15. http://dx.doi.org/10.2308/acch-50851.
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SYNOPSIS This is an essay on the causes of the establishment of the PCAOB as the U.S. regulator of auditors of the financial statements of public companies, and the key developments in its role as a professional standard setter. From its inception in the U.S., the accounting profession was largely self-regulated. There was a degree of governmental regulation by state licensing laws, and the SEC's regulation of the offering and trading of securities of public companies. The federal securities laws gave the SEC direct authority over accounting standards, and indirect authority over auditing requirements through its ability to specify the form of audit reports. The SEC, however, looked primarily to the accounting profession to set its own standards. Some viewed the ability to set professional standards as an essential hallmark of professionalism. In 2002, that comfortable arrangement changed dramatically, and the regulation of auditors of public companies became the purview of the PCAOB.
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Jumiatun, Jumiatun, und Shinta Ayu Nani. „Analisis Kesiapan Bidan dalam Pelaksanaan Pelayanan Kebidanan Komplementer“. Jurnal SMART Kebidanan 7, Nr. 2 (22.12.2020): 71. http://dx.doi.org/10.34310/sjkb.v7i2.400.
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ABSTRAK Terapi komplementer merupakan terapi yang bertujuan untuk melengkapi pengobatan medis konvensional. Penyelenggaraan terapi komplementer telah diatur dalam Permenkes RI Nomor 1109 Tahun 2007 tentang penyelenggaraan pengobatan komplementer alternatif di fasilitas pelayanan kesehatan. Menjadi peluang bagi bidan untuk mengembangkan profesionalisme dalam pelaksanaan praktik kebidanan secara lebih komprehensif, dapat menambah nilai jual praktik kebidanan dalam memberikan pelayanan kepada masyarakat dan sebagai salah satu cara meningkatkan daya saing pasar, nilai tambah, unggulan, inovatif dan sesuai dengan harapan dari pengguna jasa layanan kebidanan. Tujuan penelitian ini untuk menganalisis faktor-faktor yang berpengaruh terhadap kesiapan bidan dalam pelaksanaan pelayanan kebidanan komplementer di IBI ranting Weleri Kabupaten Kendal. Jenis penelitian survey analitik dengan pendekatan cross sectional, sampel diambil secara proporsional sejumlah 78 bidan di IBI ranting Weleri, instrument penelitian menggunakan kuesioner. Hasil analisa data regresi sederhana menunjukkan p value 0,569 (kemampuan), 0,000 (self efficacy). Tidak ada pengaruh kemampuan terhadap kesiapan dan ada pengaruh self efficacy terhadap kesiapan. Kata kunci: kebidanan komplementer; kemampuan; kesiapan; self efficacy ANALYZE THE FACTORS THAT INFLUENCE THE READINESS OF MIDWIVES IN IMPLEMENTING COMPLEMENTARY ABSTRACT Complementary therapy is a therapy that aims to complement conventional medical treatment. Implementation of complementary therapy has been regulated in the Republic of Indonesia Minister of Health Regulation Number 1109 of 2007 concerning Implementation of Alternative Complementary Medicine in Health Service Facilities. it can be an opportunity for midwives to develop professionalism in implementing midwifery practice more comprehensively, it can also add value to midwifery practice in providing services to the community and as a way to increase market competitiveness, added value. , superior, innovative and in accordance with the expectations of users of midwifery services. The purpose of this study was to analyze the factors that influence the readiness of midwives in implementing complementary midwifery services at IBI Weleri branch, Kendal Regency. This type of analytic survey research with a cross sectional approach, the sample was taken proportionally a number of 78 midwives at IBI Weleri branch, the research instrument was used a questionnaire method. The results of simple regression data analysis showed p value 0.569 (ability), 0.000 (self efficacy). There is no effect of ability on readiness, there is an effect of self-efficacy on readiness. Key words: complementary midwifery ability; readiness; self efficacy
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Chinchu. C , Kadhiravan. S, Chinchu C. ,. Kadhiravan S. „Self-Regulated Behaviour and Mental Health Among IT Professionals“. International Journal of Human Resource Management and Research 8, Nr. 1 (2018): 35–40. http://dx.doi.org/10.24247/ijhrmrfeb20184.
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Ruggera, Lucia. „Licensed professions: a new look at the association between social origins and educational attainments in Italy“. Higher Education 82, Nr. 2 (19.04.2021): 369–86. http://dx.doi.org/10.1007/s10734-021-00701-y.
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AbstractIt has long been known that Italy is characterized by the highest levels of professional regulation in Europe, but little attention has been given to the link between professional regulation and educational stratification. This article investigates the association between social origins and education by focusing on fields of study within tertiary education and by disaggregating the upper class of social origin into different micro-classes of professionals. Thus, since these professions are regulated in the first place by educational fields of study, it assesses how processes of social closure enhance occupational intergenerational immobility in the professional employment in Italy. Recently, deregulation of liberal professions in Italy has been central in many public and political debates. It contributes to these debates by examining the micro-level dynamics in the professionals’ social reproduction and related practises of social exclusion, which may have strong implications for policy interventions. By using ISTAT’s “Sbocchi Professionali dei Laureati” survey (2011), and employing multinomial logistic regressions, it shows how social selection into highly regulated fields of study is guided by parents’ professional domain. The analyses indicate that both sons and daughters of licensed professionals are more inclined to graduate in a field of study that is in line with the father’s profession and that this propensity is stronger among children of regulated self-employed professionals.
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Iyer, Meera, Sweta Saraff und Malabika Tripathi. „Motivation for Self Regulated Health Care Behavior during COVID 19 among IT Professionals“. Journal of Psychosocial Research 15, Nr. 2 (17.12.2020): 563–74. http://dx.doi.org/10.32381/jpr.2020.15.02.18.
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Ziegelbauer, Christine, und Barbara D'Errico. „ePortfolio in Teacher Education and Academic Further Education“. Irish Journal of Technology Enhanced Learning 6, Nr. 1 (06.07.2021): 37–46. http://dx.doi.org/10.22554/ijtel.v6i1.78.
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Private and professional life is more and more shaped by rapid changes in society and technology. That’s why continuous further education is essential in order to meet the new requirements. In the context of lifelong learning, this article focuses primarily on “learning to learn” as a key competence (European Union, 2018). Therefore, it is essential to develop the ability to self-regulated learning (Zimmerman, 2000) in the first phase of academic training and beyond. Learners must be able to plan, carry out and evaluate their learning process. In order to monitor it successfully, it also requires the ability to reflect.
One instrument that can help learners to regulate their learning process is the ePortfolio (McAllister et al., 2008). In an ePortfolio learners can set their goals individually, document and reflect on their progress with the help of artefacts and thus assess their learning strategies and adapt them, if necessary. Futhermore, outcomes of informal learning can be presented within an ePortfolio as well as outcomes of formal learning activities. For example, in the field of teacher education ePortfolios are used quite widely. The ability to reflect one’s actions is an important aspect of professionalism, which helps teachers to improve their teaching (Schön, 1983). Therefore, it is important, as a prospective teacher, to be able to realistically assess one's own abilities and to know how to acquire new competencies. Teachers have to question their actions constantly and adapt them if necessary. In the German State of Baden-Württemberg keeping an ePortfolio is obligatory for students during the practical phases and is continued in the second phase of training, during the internship. A second field, where ePortfolio is gaining importance, is the academic continuing education. The Academy of Advanced Studies at the University of Konstanz offers academic programmes for professionals. A pilot project will be launched next semester in the part-time bachelor study programme in “Motor Neurorehabilitation” for qualified professional therapists in healthcare. Primarily, the implementation of an ePortfolio in this context aims at giving learners the opportunity to manage and personalise their own digital archive (collection of documents). Secondly, it enables the students to reflect more consciously the inputs and outputs collected - particularly during the time they will be attending their practical internships. Thus, the participants should develop a stronger reflective and critical thinking with regard to the acquired new methods and the experiences collected. Furthermore, the ePortofolio should facilitate group work and encourage interaction with other colleagues (peer review) and/or instructors.
This paper discusses the possibilities of using ePortfolios in teacher training and in academic further education. Based on a theoretical concept for learning and professionalizing with ePortolios in higher education and life long learning, as mentioned before, the potentials in the different fields of application will be presented. Furthermore, we will point out the difficulties and challenges associated with the introduction of an ePortfolio. Finally, an outlook on what is planned for the further development of ePortfolio at the University of Konstanz will be given.
Dissertationen zum Thema "Self-regulated professionalism"
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Smit, Tanya. „Self-regulated professionalism : a Whole Brain® Participatory Action Research design in a pre-service teacher mentoring context“. Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78495.
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During Work Integrated Learning, pre-service mentoring helps to prepare final-year
education students for the workplace. For the purpose of this study, seven pre-service
teachers and their mentor teachers formed scholarly communities of practice. Selfregulated
professionalism was initiated by implementing the principles of self-regulated
learning using a constructivist Whole Brain® Thinking mix as epistemological grounding.
Participatory action research was enriched and a Whole Brain® Participatory Action
Research Design was used to contribute to the scholarship of mentoring in the
education context and the new meaning-making of our current understanding of what
action research entails.
A baseline study was conducted ten months prior to the commencement of the Whole
Brain® Participatory Action Research study. The responses from the Senior and FET
Phase pre-service teachers and their mentor teachers in the two online surveys
provided an information base for the participatory action research process.
The rationale for using Whole Brain® Participatory Action Research was that no
scholars have examined a collaborative perspective on pre-teachers, mentor teachers
and a university faculty. This particular research design has never before been used in
the context of pre-service teacher education. The Herrmann Brain Dominance
Instrument® was initially completed by the participants and myself as the principal
researcher to inform reflective practice and to create awareness of our thinking
preferences. Action research was conducted by the pre-service teachers in their
classroom practice and executed by the mentor teachers in their mentorship practice. I
employed action research during the scholarly communities of practice sessions with
the participants. Peer mentoring, Whole Brain® Mentoring and blended mentoring were
innovatively introduced in the mentor teachers’ and my own mentoring practice as an
essential part of the self and the we becoming agent(s) of transformation. The
development of a Comprehensive Whole Brain® Mentoring Model for the education
context is shared as an outcome of this study.Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
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Liao, Hsiu-Ying, und 廖秀瑩. „Skills Certification : Self-regulated Learning Process of Beauticians and Cosmetic Professionals“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/69706174661308735675.
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碩士明道大學
設計學院碩士班
101
Beauty practitioners need to provide professional knowledge and skills of customer service, along with professional licenses of the era, in response to industrial upgrading and development, Beauticians need to be constantly self-learning. Taiwan's beauticians Compared to students graduating from traditional classrooms, beauticians who take certification exams actively engage themselves in the planning of their learning process; they constantly adjust their techniques and strategies to the standards required by certification exams; they adapt themselves to face the challenges in their lives, workplace, and learning process. The outcomes of learning will reflect on their thoughts and willingness to continue learning. This research, based on the theory of self-regulated learning, explores the learning process of beauticians who take skill certification exams.. In this study, self-regulated learning theory perspective to explore the beauty practitioners involved in skill testing learning process, discussed in self-regulated learning process for the application of Zimmerman (1998) includes three stages proposed " forethought", "performance or volitional control" and "self-reflection ", as the research basis of the analysis to explore the different stages of the learning process, the factors and differences. The results show that in forethought stage consists of motivational beliefs and goal orientation, mainly in the "Enhancing the ability to work" and "learning technology and theory" as the highest recognition of the factors; in performance or volitional control stage consists of the learning process learning strategies and face barriers to coping strategies, mainly in " explores learning strategies determination reached" and " challenges corresponding strategies " as the highest degree of recognition factor; self-reflection stage discusses consists in self-evaluation and learning outcomes of their work, life and subsequent learning, mainly in the "Settings goal programming schedule" and "attitude adjustment and more positive" as the highest recognition of the factors. The results showed that different socioeconomic backgrounds beauty practitioners, its working years, family life and interests differ in the various stages of identity factors are significant differences.
Buchteile zum Thema "Self-regulated professionalism"
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„Educational Ideal for the New Wave of Textbooks“. In Advances in Educational Technologies and Instructional Design, 110–31. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8300-6.ch006.
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In this chapter, postmodernism features of the educational ideal (professionalism, planetary thinking and cultural pluralism) have been analysed. The general educational outcome is that the new ideal is automatically assured with a new wave of textbooks. Self-regulated learning is the primary focus of this research. It is argued that new textbooks provide more opportunities for teaching, learning and assessment. Even if the teacher is an adviser, administrator, agent provocateur, coach, moderator, observer, and the learner(s) is a knowledge worker, the new digital textbooks are not only the source of content, but also effective tools for learning. For guaranteed learning outcomes, digital textbooks should be designed according to the MetaSystem Learning Design approach. Having established this theoretical framework, the author discusses how to deal with seven laws of globalized pedagogic process. The purpose of the chapter is to elucidate the significance of new educational ideal for the new wave of digital textbooks. Conclusions and future research directions are provided at the end.
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D'Abundo, Michelle Lee. „Teaching Undergraduate STEM Students as Emerging Adults“. In Emerging Realities and the Future of Technology in the Classroom, 176–90. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6480-6.ch011.
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The need to reform science, technology, engineering, or math (STEM) education in the United States has been shown through both industry and educational research. Despite many suggested reform strategies including applied, active learning, most STEM undergraduate education is being delivered in large, lecture-based classrooms. In 2020, the need to deliver STEM undergraduate courses online complicated reform efforts. This chapter is focused on the need to reframe reform efforts to be more focused on designing and delivering STEM online courses to develop emerging adult learners. This would involve moving from the primary mode of pedagogical instruction to andragogical instruction designed to be more inclusive and engaging. This approach would provide opportunities for learners to become more self-regulated in online STEM education with the goal of cultivating self-directed learners that will be retained in STEM programs and ultimately be successful future STEM professionals.
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Marcelino-Sádaba, Sara, und Amaya Perez-Ezcurdia. „Competence Training for Project Management“. In Handbook of Research on Project Management Strategies and Tools for Organizational Success, 196–222. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1934-9.ch008.
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Organizations currently need project managers that are capable of performing in environments where change has gained great relevance. To accomplish this, these professionals must possess very diverse skills. On the other hand, project management is a young discipline that requires research to help us understand how to develop these skills. This chapter provides a holistic research framework proposal that is based on four elements: competences, approaches, scenarios, and levels of analysis. We affirm the importance of the meta-cognition competency, which is not commonly mentioned in previous studies but has proven to be very useful for a professional development that is self-regulated, reflective, and experience-based, with emphasis on the opportunities offered by new technologies. Two fundamental challenges are introduced: achieving a list of unified competences and transferring individual competences to the project teams and the organizations where these competences are displayed.
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Brito, Duarte Vital, und Hernâni Zão Oliveira. „Translating Games Into Effective Health Results Using Digital Tools“. In Handbook of Research on Assertiveness, Clarity, and Positivity in Health Literacy, 53–74. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8824-6.ch004.
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The use of gamification in the health context, especially to trigger behavior change, has assumed a particular relevance. However, the scientific evidence that supports the effectiveness of gamified methodologies has constituted a barrier to the implementation of projects. This chapter draws on a review of this theme, identifying barriers and opportunities for using gamification mechanisms. Results show that digital games are often considered as more enjoyable, engaging, and interesting solutions that are able to increase access, autonomy, self-efficacy, compliance to treatment, and knowledge acquisition. However, most studies reported a high risk of bias due to small-sized samples, short follow-up times, and lack of randomized control trials or more robust study designs. Therefore, future research should target older adults, ensure longer periods of follow-up, bigger samples, and include randomized control trials. Involvement of patients and health professionals is also a key component to ensure a more effective and regulated delivery of such solutions within the healthcare system.
Konferenzberichte zum Thema "Self-regulated professionalism"
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Tominc, Bernarda, und Andrej Sotlar. „Varnostno samoorganiziranje državljanov – med teoretičnim konceptom in slovensko deklarativno prakso“. In Varnost v ruralnih in urbanih okoljih: konferenčni zbornik. Univerzitetna založba Univerze v Mariboru, 2020. http://dx.doi.org/10.18690/978-961-286-404-0.7.
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Security self-organization is a natural right of an individual and a social group. Still, this right is, in conditions of a high degree of institutionalization of security systems, (partially) regulated by the states – both in declarative and legal manners. In Slovenia, this right has been explicitly provided in the resolutions of the national security strategy (1993, 2001, 2010, 2019), as well as in some key legislation from the field of the internal security system, the defence system, and the system of protection against natural and other disasters. Given that there has been no excessive interest in security self-organization in the last three decades in practice, it seems that also the state did not put many interests in the development of this area, neither in terms of support nor in terms of restrictions. However, the sudden appearance of the paramilitary guards (slov. varde) has initiated a vigorous debate in the professional and lay public, showing that a fair share of civil society and security professionals are unwilling to tolerate security self-organization that tries – self-proclaimed and self-assessed – to fill the security deficit of state organizations.