Academic literature on the topic 'Formal professional development'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Formal professional development.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Formal professional development"
1
Shiddike, Mohammad Omar, and Asif Ali Rahman. "Engaging Faculty in Professional Development: Lessons From Bangladesh." Journal of Educational and Developmental Psychology 9, no. 2 (September 23, 2019): 124. http://dx.doi.org/10.5539/jedp.v9n2p124.
Full textAbstract:
Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.
2
Avidov-Ungar, Orit, and Osnat Herscu. "Formal professional development as perceived by teachers in different professional life periods." Professional Development in Education 46, no. 5 (July 23, 2019): 833–44. http://dx.doi.org/10.1080/19415257.2019.1647271.
Full text
3
Little, Judith Warren. "District Policy Choices and Teacher’s Professional Development Opportunities." Educational Evaluation and Policy Analysis 11, no. 2 (June 1989): 165–79. http://dx.doi.org/10.3102/01623737011002165.
Full textAbstract:
A comprehensive inventory of formal staff development activity and costs in 30 California districts yields a portrait of locally organized opportunities for teachers and reveals the policy stance taken by districts toward teachers and their professional development. Present patterns of resource allocation consolidate the district’s role as the dominant provider of teachers’ professional development; other sources, including the university or the larger professional community of teachers, are less visible. Expenditures reflect a conception of professional development based almost exclusively in skill acquisition, furthered by a ready marketplace of programs with predetermined content and format; other routes to professional maturation are less evident.
4
Khan, A. Whohab. "Continuing Professional Development (CPD); What should we do?" Bangladesh Journal of Medical Education 1, no. 1 (December 6, 2012): 37–44. http://dx.doi.org/10.3329/bjme.v1i1.12857.
Full textAbstract:
Patient and the general people expect that doctors remain up-to-date and professionally competent. The formal undergraduate and postgraduate education and training are conducted to bring a behavioral change in a medical practitioner to meet that expectation. The rate and magnitude of change in medical science is such that the contents of text books are not sufficiently up-to-date rather somewhat out of date at the time of publication. CME is continuing education in knowledge and skill of medical practice through which doctors will remain up-to date. Due to rapid changes in health care delivery system; health professionals needs to transform from a continuing education (CME) to a continuous professional development (CPD) model so that they remain up-to-date in their knowledge and competency in total care. CPD is a broader concept for continuing development of multifaceted competencies inherent in medical practice including medical, managerial, social and personal subjects which are needed for high quality professional performance in modern health care delivery system. CPD is complementary to formal undergraduate and postgraduate education; completing the educational trilogy. Undergraduate and postgraduate medical education is regulated by specific rules and regulation but CPD is the process where the responsibility rests on professionals and individual doctor. People expect what is best rather than what is right for a particular situation and for that level; professional competence should be combined with improvisation and general oversight. That is why, all over the world the concept of CPD is emerging and developing as a dynamic educational process to improve and upgrade ones professional performance. As a part of the global resident we should be familiar to cope with and should be trying to contribute in these progress and development. This article will help us to initial understanding and formulating an approach to that. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12857 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.37-44
5
Bredeson, Paul V., and Jay Paredes Scribner. "Statewide Professional Development Conference." education policy analysis archives 8 (February 21, 2000): 13. http://dx.doi.org/10.14507/epaa.v8n13.2000.
Full textAbstract:
In an environment increasingly skeptical of the effectiveness of large-scale professional development activities, this study examines K-12 educators' reasons for participating and beliefs in the utility in a large-scale professional development conference. Pre- and post-conference surveys revealed that while financial support played a significant role in educators' ability to participate, they were drawn to the conference by the promise to learn substantive issues related to, in this case, performance assessmentwhat it means, how to implement it, and how to address community concerns. In spite of the conference's utility as a means to increase awareness of critical issues and to facilitate formal and informal learning, well conceived linkages to transfer new knowledge to the school and classroom were lacking.
6
Kukulska-Hulme, Agnes, and John Pettit. "Semi-formal learning communities for professional development in mobile learning." Journal of Computing in Higher Education 20, no. 2 (October 23, 2008): 35–47. http://dx.doi.org/10.1007/s12528-008-9006-z.
Full text
7
Dille, Karen Birgitte, and Fredrik Mørk Røkenes. "Teachers’ professional development in formal online communities: A scoping review." Teaching and Teacher Education 105 (September 2021): 103431. http://dx.doi.org/10.1016/j.tate.2021.103431.
Full text
8
Bailey, Moira. "Professional development of HR practitioners – a phenomenographic study." European Journal of Training and Development 39, no. 3 (April 7, 2015): 220–38. http://dx.doi.org/10.1108/ejtd-08-2014-0057.
Full textAbstract:
Purpose – The purpose of this paper is an investigation into the experiences of professional development of human resource (HR) practitioners in the North of Scotland, and the use of non-formal learning in that development. Design/methodology/approach – In-depth semi-structured interviews from a purposively selected sample of HR practitioners were conducted. Data from these interviews was analysed on a phenomenographic basis, to discover the qualitatively different ways in which HR practitioners describe, experience, understand and analyse their professional development and the use of non-formal learning in that development. Findings – What emerged from the analysis were two sets of categories of description, one for each of the phenomena. An outcome space for each of the phenomena emerged, illustrating the hierarchical relationship within each set of categories of description as well as the dimensions of variation relating to the phenomena. These outcome spaces represent the collective experience of the practitioners on the subjects of professional development and non-formal learning. Research limitations/implications – Sample size and the specific geographical area are acknowledged as limitations. Another factor which may be considered a limitation is that the author's position as an HR lecturer with a keen interest in the subject could lead to this being considered an “insider” study. All these factors are acknowledged. These have been mitigated against by the careful preparation undertaken during the research process which resulted from the author's awareness of these limitations. Originality/value – This study has given a voice to the HR practitioners in the North of Scotland with regard to their experiences and attitudes towards their professional development and the role of non-formal learning in that development. This study gives employers, other practitioners and professional bodies an opportunity to learn from the practitioners themselves as to how they can help practitioners in terms of their development.
9
Leemeijer, Aukje, and Margo Trappenburg. "Patient Centered Professionalism? Patient Participation in Mental Health Professional Frameworks." Professions and Professionalism 6, no. 2 (September 27, 2016): e1474. http://dx.doi.org/10.7577/pp.1474.
Full textAbstract:
Patient participation is an important development in Dutch mental health care. Notwithstanding a generally positive attitude towards patient participation, mental health professionals show ambivalent responses to it due to tensions that may occur between professional values and societal values like (more) patient participation. Professionals vary in their degree of professionalization which is translated to their formal professional frameworks like professional profiles and codes of conduct. To explore how formal professional frameworks of mental health professionals mirror how and to what degree they accommodate patient participation the professional frameworks of four types of mental health care professionals were studied: psychiatrists, psychologists, nurses, and social workers. We hypothesized that the higher professionalized professions were less open to patient participation. The results partly support this hypothesis. Professional frameworks of social workers and nurses indeed show more openness to patient participation, but the picture for psychiatrists and psychologists is ambiguous—more professionalized psychiatrists being more inclined to incorporate patient participation than less professionalized psychologists.
10
Gander, Michelle, and Margot McInnes. "Can a professional learning community deliver career development learning?" Journal of Workplace Learning 33, no. 7 (May 18, 2021): 523–33. http://dx.doi.org/10.1108/jwl-01-2021-0009.
Full textAbstract:
Purpose The professional development needs of university professional staff are an under-researched area. More data were needed to understand their needs to ensure that employers invest their resources appropriately. A conceptual framework is developed for the workplace learning of career development activities using concepts of professional learning communities, adult learning and non-formal learning. The purpose of this study was to evaluate the success of a professional development network in meeting the needs of university professional staff after a re-structure. Design/methodology/approach A case study of the development of a staff career network at an Australian university after a restructure is presented. An online survey was sent to 75 staff who had attended at least one professional development event. Quantitative and qualitative data were analysed using descriptive statistics and thematic analysis. Findings This study has shown that a university professional staff career network has been a positive influence for its participants after an organisational restructure. The value of this network was to increase confidence and provide opportunities for self-improvement, career planning and networking. Originality/value A conceptual model integrating the concepts of professional learning communities, adult learning and non-formal learning has resulted in a model of social non-formalised workplace learning that may be of use in other contexts to improve staff motivation, outside of more formal learning opportunities.
Dissertations / Theses on the topic "Formal professional development"
1
Zeelie, Shani Antoinette. "Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.
Full textAbstract:
This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy
2016 learner achievement data, aimed to examine the relationship between teacher
profiles in terms of teachers’ age, years of experience and formal qualification,
teachers’ participation in formal and informal professional development activities and
South African Grade 4 learners’ reading literacy achievement when controlling for the
socio-economic status of the learners. To accommodate all the variables used in the
study, a new conceptual framework was developed.
This study was initiated as a result of the PIRLS Literacy 2016 results which revealed
that South African Grade 4 learners achieved the lowest reading literacy scores out of
the 6 participating countries. This study is a secondary analysis utilising standard
multiple regression analysis of the PIRLS Literacy 2016 achievement data and the
contextual data from the teacher and school questionnaires.
The study’s results revealed that there is no statistically significant relationship
between South African teachers’ participation in either formal or informal professional
development and learners’ reading literacy achievement. Based on the literature
however, the emphasis was placed on the educational significance of teachers’
participation in effective professional development activities.Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
2
Mccarthy, Kelly Elizabeth. "An Analysis of the Formal and Informal Professional Learning Practices of Middle and High School Mathematics Teachers." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6318.
Full textAbstract:
Although there has been a substantial amount of research on the topic of teacher professional development, few studies adequately captured the types and frequency of formal and informal professional learning teachers undertake to improve as educators. The purpose of this study was to examine the types of activities middle and high school mathematics teachers engaged in to improve their abilities as educators, analyzed by the participants’ school setting, years of teaching experience, level of education, degree major, certificate type, and their school’s Title I status.
Teachers from two large school districts in Florida participated. The Teachers’ Opportunity to Learn (TOTL) survey was used to collect the data. The TOTL measured the professional learning activities of teachers based on seven learning categories: (a) workshops, (b) teacher collaboration, (c) university courses, (d) conferences, (e) mentoring/coaching, (f) informal communication, and (g) individual learning activities. Teachers were solicited to participate two times; which generated 245 responses for analysis.
The results of this study indicated that teachers devoted an extensive amount of time on professional development, with the majority of time spent on informal learning activities. Every participant in the study engaged in at least one professional development activity; most engaged in four or more activities. The activity with the highest amount of participation (99.2%) and greatest amount of time spent (36.62 hours per month) was individual learning activities. Other notable areas of participation were professional development programming, teacher collaboration, and informal communication. When the activities were analyzed by demographic variable, 16 comparisons were found to be statistically significant. Mentoring/coaching activities produced more significant results than any other activity in the study. Analyses also confirmed that the professional learning practices of new teachers were significantly different from their more experienced peers.
The findings from this study could serve as the impetus for programmatic changes and policy reform within the education community. School districts could benefit by creating professional development programs that support teacher collaboration, informal communication, and self-directed learning. State education departments could encourage these endeavors by redirecting funding and redesigning certification systems to recognize these non-traditional individualized activities.
3
Holt, Dale M., and kimg@deakin edu au. "MBA EXPERIENCE BY DISTANCE EDUCATION: AN ETHNOGRAPHIC STUDY OF A PROFESSIONAL DEVELOPMENT PROGRAM." Deakin University, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.095402.
Full textAbstract:
The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds.
The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies.
Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined.
On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of
participants studied are seen to be heterogeneous in relation to the above factors characterising professional development
The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.
4
Bailey, Moira. "Developmentalism : from here to there : is heutagogy the way there for HR?" Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/17260.
Full textAbstract:
There have been suggestions in recent times that the traditional criteria for defining professions is outmoded and inappropriate particularly in relation to the new professions, such as Human Resource Management (HRM). Evans (2008b) has suggested that a more appropriate evaluation is in terms of a commitment to professional development and has identified that this commitment be referred to as ‘developmentalism’. There are a number of ways in which professional development can occur and while traditionally this involved almost exclusively, formal experiences, such as courses, current thinking is now moving towards utilising more accessible, practice based, non-formal mechanisms. The research presented in this thesis investigates how non-formal learning is used to contribute to a climate of developmentalism by Human Resource (HR) practitioners. For this purpose, 17 in-depth semi-structured-interviews with a purposively selected sample of HR practitioners were conducted. The transcripts were analysed based on the four step process of phenomenographic analysis suggested by Marton (1994) cited by Schroder et al (2005) and Soon and Barnard (2002), to discover the qualitatively different ways in which HR practitioners describe, experience, understand and analyse their professional development and the use of non-formal learning in that development. What emerged from the analysis were two sets of categories of description; one for each of the phenomena namely professional development and non-formal learning. In addition, an outcome space for each of the phenomena emerged, illustrating the hierarchical relationship within each set of categories of description as well as the dimensions of variation relating to the phenomena. Also emerging from the analysis was a conceptualised model for professional development comprising non-formal learning using a heutagogical approach in conjunction with the empirically developed HR professionality continuum as a record of achievement. This model is offered as a means of encouraging HR practitioners to participate in professional development. Several recommendations arose from this research, and it is anticipated that these recommendations will be of interest to HR practitioners, their employers, HR educators, and the Chartered Institute of Personnel and Development (CIPD).
5
Chalufu, John Sibusiso. "KwaZulu-Natal school principals’ perceptions of the practical relevance of formal education management development programmes." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25185.
Full textAbstract:
The purpose of this study is to explore school principals’ perceptions of the possible effects and benefits of formal university-based education management development programmes (EMDPs) on their practical work in schools. It also aims to inquire into the kinds of challenges that principals in South Africa, specifically in the province of KwaZulu-Natal (KZN), are faced with in the post-apartheid era and their perceptions of the extent to which these EMDPs meet or fail to meet their needs and those of their schools. In this study I move from the basic premise that professional development is critical for all principals and that given the new conditions that exist in SA post-1994, more than ever, the ideal situation would be for all principals to be trained so as to enable them to deal effectively with the changed and constantly changing conditions that prevail in schools. The study is guided by the following general research question: What are the perceptions of school principals of the benefits of formal EMDPs on their practices in school? The following related questions are also addressed, namely i) What are the links between formal EMDPs and the needs of school principals? ii) What kinds of challenges do principals in KZN face in the post-apartheid era and what are their perceptions of the extent to which EMDPs have met or failed to meet their needs and those of their schools? Working in an interpretivist research paradigm within a qualitative research design, the inquiry used document analysis, content analysis of research literature and semi-structured interview methods. Data were analysed using a grounded theory approach in an effort to make sense of the meanings that the participants, mainly the school principals, in this study give to their experiences of EMDPs. One of the main findings of this study is that some principals demonstrated the ability to reflect on their professional development programmes and to make connections between theory and research and some of the challenges that they encounter. The other main insights of the study include the following: a) Regarding their content and context, and according to the participants, EMDPs in KwaZulu-Natal (KZN) have major shortcomings in relation to needs assessment and analysis, programmatic aims and objectives, recruitment and selection of candidates, and field-based learning experiences. However, EMDPs are perceived to have been successful in areas such as understanding the environments for which principals need to be developed, the application of leadership and management development content to organisational settings, and in their modes of delivery. b) Although a majority of principals recognised the need to change and work within the new democratic environment ushered in by the new socio-political dispensation in SA, a few principals expressed their challenges with engaging in shared leadership and shared decision making in schools. c) Pertaining to the perceptions of school principals regarding the value of EMDPs in KZN, the majority of principals felt that although they were still struggling with a number of post-1994 challenges, EMDPs had equipped them, for the most part — albeit inadequately — to deal with the challenges that they face in schools. d) School principals highlighted what they saw as two significant aspects (emerging themes) in the professional development of principals: i. Though very critical of training workshops in their current form, school principals in this study saw training workshops as important vehicles for assisting principals to keep abreast of the developments in the leadership and management of their school, as a means for providing opportunities to share and learn from the experiences of others, and as an avenue for collaborative problem solving; ii. A majority of school principals emphasised what they regarded as the important role played by experiences beyond the formal education management development programmes, in the effective running of schools. Apart from presenting “thick descriptions” of the voices of school principals regarding the effects of the post-1994 changes on their practices and the extent to which EMDPs are perceived to have met principals and school needs, the significance of this study lies in plugging the gap of previous impact analysis studies by, amongst other things, not only focusing on the perceptions of the recipients of the EMDPs, but also focusing on the views of the EMDP providers and the policy makers. This study therefore presents critical insights which may be invaluable in the future development of EMDPs and in the improvement or modification of existing ones.Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
6
Goodson-rochelle, Peggy A. "New Teacher Induction Programs in Tennessee: Formal, Informal, and Influential Practices." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2916.
Full textAbstract:
The researcher examined beginning teacher induction programs in large and small districts in Tennessee for the 1997-1998 school year. Types of induction, formal and informal, were examined. The study looked at the teacher attitudes of job satisfaction, job adjustment, and socialization into the profession of teaching. The research design included five questions with two hypotheses used for testing differences between teacher attitudes in large and small systems. Beginning first-year teachers were surveyed and asked to rate their induction program as to best practices. Teachers rated the occurrence of activities in seven areas and how supportive activities were in their roles as beginning teachers. The questions were tested and statistically analyzed using chi-square and analysis of variance procedures. No differences were found in the occurrence of induction activities in large and small systems. No differences were found in how supportive an event was in large and small systems. A difference was found in job adjustment between large and small systems, but not in job satisfaction or socialization into the profession. Recommendations for further research were made to augment the study.
7
Dodson, Robert B. "The Effectiveness of Principal Training and Formal Principal Mentoring Programs." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2217.
Full textAbstract:
The purpose of this study was to determine principals' perceptions of how effective mentoring programs and university-based principal preparation programs are in developing the skills necessary to carry out the 13 critical success factors identified by the Southern Regional Education Board (SREB). A review of the literature addressed what it means to be an effective principal and what an effective mentoring program should look like.
The quantitative study was conducted using a survey developed from the SREB's 13 critical success factors that have been developed to determine what makes a successful, effective principal. Each factor was developed into a question about whether or not Northeast Tennessee principals perceive that they were adequately prepared to be successful principals in their principal preparation programs and if they received any training through a mentoring program on these same 13 factors once they received their principalship.
The overall results indicated that few principals participated in a formal mentoring program and those who did received a marginal amount of assistance on the critical factors identified by the SREB. The results also showed that, overall, the respondents indicated that they received more adequate leadership training during their principal preparation programs on the SREB's factors in their classroom experience than they did through their hands-on experience; although, respondents did not give particularly high marks to either experience. Furthermore, respondents who belong to a cohort scored their training higher than those who did not belong to a cohort, and those who received a degree higher than a master's degree reported a higher level of training than did their peers with only master's degrees on some of the SREB's critical success factors.
8
Talérien, Jean Stéphane. "Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques entre pairs." Thesis, La Réunion, 2018. http://www.theses.fr/2018LARE0037/document.
Full textAbstract:
La littérature scientifique internationale montre la réalité des apprentissages informels des enseignants sur leur lieu de travail, au sein des établissements scolaires. Toutefois ces apprentissages présentent plusieurs limites et sont qualitativement de moins bonne qualité que les apprentissages réalisés en environnement organisé. La présente recherche a précisément pour objet le développement professionnel des enseignants expérimentés à travers un dispositif de formation continue prenant en compte leurs apprentissages informels. Cette étude s’inscrit dans un programme de recherche anthropoculturel (Bertone, 2011 ; Chaliès, 2012) dont les principaux présupposés théoriques sont empruntés à la philosophie du langage ordinaire (Wittgenstein, 2004). Elle a été menée dans le cadre de deux dispositifs innovants de formation permettant à un enseignant expérimenté (le pair formateur) d’enseigner ostensivement l’une de ses pratiques spécifiques jugées efficaces à un pair enseignant expérimenté (le pair formé). Les principaux résultats de la recherche montrent la modélisation de l’activité professionnelle des pairs formateurs et contribuent ainsi à documenter la recherche internationale sur les apprentissages informels des enseignants du primaire. Ils montrent également l’apprentissage de nouvelles pratiques professionnelles de la part des pairs formés entendu comme l’acquisition de nouveaux systèmes de règles. Les résultats montrent enfin le développement professionnel des pairs formés entendu comme l’interprétation des règles apprises dans des circonstances nouvelles ainsi que le développement réflexif de l’activité professionnelle des pairs formateursThe international scientific literature shows the reality of teachers' informal learning in the workplace, within schools. However, these learnings have several limitations and are of lower quality than those that are carried out in an organized environment. The purpose of this research is precisely the professional development of experienced teachers through a professional development program that considers their informal learning.This study is part of an anthropocultural research program (Bertone, 2011; Chaliès, 2012) whose main theoretical assumptions are borrowed from the philosophy of ordinary language (Wittgenstein, 2004). It was conducted within the framework of two innovative training devices allowing an experienced teacher (the peer trainer) to ostensibly teach one of his specific practices considered effective to an experienced peer teacher (the trained peer). The main research results show the modelling of the professional activity of peer trainers and thus contribute to documenting international research on informal learning by primary school teachers. They also show the learning of new professional practices from trained peers understood as the acquisition of new rule systems. Finally, the results show the professional development of the trained peers understood as the interpretation of the rules learned in new circumstances as well as the reflexive development of the professional activity of the trained peers
9
Ballesteros, Ana Karen, and Federico Chavarria. "Human Competencies of an Effective Project Manager : The role of the Professional Bodies of Knowledge and Formal Education Providers in the development of soft skills." Thesis, Umeå universitet, Företagsekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-115631.
Full textAbstract:
The determination of the elements that lead to project success is currently a major topic among the project management community. The role of the project manager and the influence it has on the overall results of the project has become a focus point for researchers, practitioners, and academics. The attempts that have been made to identify the characteristics and competencies of effective project managers has led to the acknowledgment that there is a need for a different set of competencies than those purely technical. The human and leadership skills of a project manager play an important role in the outcome of projects; therefore, it is important for these competencies to be taught and developed as part of project management education. Thus, this study aims to contribute to the understanding of the human competencies needed by effective project managers today and the extent to which project management bodies of knowledge, as well as formal education programs encourage the development and practice of such competencies. The research was carried out using a mix-method approach. Primary data was collected through semi-structured interviews with professors teaching different subjects within project management education programs. Secondary data was obtained from a thorough review of the main project management bodies of knowledge and project management postgraduate programs offered by accredited universities in the UK. The findings of this thesis suggest that there is a clear need for the development of the human side of project management, and that although there is no definite set of competencies for effective project managers, there are some key skills essential to those in the pursuit of success. Project management associations have shown an important change in their BOKs regarding the inclusion of topics on the human aspect of the practice from one edition to another. Moreover, as universities recognize the need to promote the development of human and leadership skills there is an opportunity to narrow the gap between the human topics covered within the programs and the methods used to teach them. However, the current role of both the BOKs and education providers is still only to create awareness on the topic rather than show and explain the use and techniques for different human skills in particular situations. Among the most suitable and effective methods for developing such competencies is the encouragement of team work, soft skills trainings, coaching and self-reflection exercises. Ultimately, it is the combined effort of the project management associations, universities, researches and practitioners themselves that will enhance the development and practice of human and leadership competencies within the project manager’s role nowadays.
10
Ross, Jennifer Elaine. "The development and support of teacher leaders in Ohio: A grounded theory study." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469.
Full textBooks on the topic "Formal professional development"
1
Shapiro, Joel K. Exploring teachers' informal learning for policy on professional development. Santa Monica, CA: Rand, 2003.
Find full text
2
A, King Mary, ed. The successful internship: Personal, professional, and civic development. 3rd ed. Belmont, CA: Brooks/Cole, 2009.
Find full text
3
Makarova, Svetlana, and Semen Reznik. Undergraduates of the Russian University: management of social behavior and professional training. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1137904.
Full textAbstract:
The textbook discusses the main approaches to the formation of the conceptual foundations of the social state, which in modern conditions ensure the consolidation of the model of the modern state, focused on the consistent development and implementation of social projects, and effective social policy. Special attention is paid to the consideration of socio-anthropological and value-normative approaches that provide a more complete study of the features of the formation of the social character of the state, along with formal and legal ones. Special attention is paid to the formation of competencies necessary for the activities of employees of social institutions, state and municipal employees, volunteers and other participants of public associations.
4
Semenova, Elena. Actual problems of designing the educational process. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1013701.
Full textAbstract:
The textbook is an author's development formed on the basis of actual achievements of several areas of scientific knowledge related to various aspects of intellectual activity and implemented in the practice of professional pedagogical activity of different educational groups and forms of education (both higher and additional professional education). Structure of the study involves theoretical facts, the availability of practical tasks, allowing to assess the level of dynamics of development of the future specialist and workshop, contributing to the expansion of personal pedagogical tools. Compiled in accordance with the requirements of the society for socially oriented professions of the future, presented on the portal of new professions atlas100.ru. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is addressed to students, undergraduates, postgraduates studying in pedagogical directions, teachers of educational organizations.
5
A, King Mary, ed. The successful internship: Transformation and empowerment. Pacific Grove: Brooks/Cole Pub., 1999.
Find full text
6
A, King Mary, ed. The successful internship: Transformation and empowerment in experiential learning. 2nd ed. Belmont, CA: Brooks/Cole, 2004.
Find full text
7
Papini, Massimo, ed. L'ultima cura. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-457-6.
Full textAbstract:
This book is the outcome of a new method of investigating the life experiences of health personnel engaged in paediatric oncology. It brings together the results of individual interviews with each member of the medical, nursing and technical staff in the Paediatric Oncology Department of the University Polyclinic of Padua and the Giannina Gaslini Institute of Genoa. The interviews, prepared using an open questionnaire format, were carried out by qualified personnel, after which the results were analysed and illustrated to the group of health care professionals involved. The two experiences, which are extremely significant in view of the distinction of the two centres of excellence involved, are compared and discussed with a view to making an interesting contribution to the debate on the delicate issues of bioethics implicated in problems connected with the end of life during the developmental stage.
8
Nichols, Eve K. Expanding access to investigational therapies for HIV infection and AIDS: March 12-13, 1990, conference summary. Washington, D.C: National Academy Press, 1991.
Find full text
9
Nations, United. The United Nations and the advancement of women, 1945-1996. New York: Dept. of Public Information, United Nations, 1996.
Find full text
10
Nöcker-Ribaupierre, Monika. Recognition of Music Therapy in Europe. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.17.
Full textAbstract:
The development of formal systems of professional recognition for music therapy within Europe has taken many decades and is still not complete. The European Music Therapy Confederation (EMTC) was established in 1990 with a primary goal being the pursuit of recognition for the profession. This ambition is complicated by the fact that there are so many associations across Europe and not all are in the EMTC. In this chapter the quest for formal professional recognition is outlined. The process by which some countries have achieved recognition, that is in Latvia, UK, and Netherlands, is presented.
Book chapters on the topic "Formal professional development"
1
Bradley, J. Bernard, John Rachal, and Lin Harper. "Online Professional Development for Adults." In Technology Use and Research Approaches for Community Education and Professional Development, 171–93. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2955-4.ch011.
Full textAbstract:
Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.
2
Bradley, J. Bernard, John Rachal, and Lin Harper. "Online Professional Development for Adults." In Adult and Continuing Education, 396–418. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch023.
Full textAbstract:
Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.
3
Cordell, Rosanne M. "A Short History of Instruction in the Use of Libraries." In Professional Development and Workplace Learning, 1–10. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch001.
Full textAbstract:
Instruction in the use of academic libraries has a long history but was not well established as a permanent and formal part of academic libraries in the United States until well into the 20th century. It has taken many forms, but none are likely to be maintained as formal programs unless measures are taken to move them beyond the status of the efforts of single individuals. The development of information literacy as an area of study coincided with the institutionalization of instruction programs and has given academic context and form to the curricula for instruction in the use of academic libraries.
4
Cordell, Rosanne M. "Library Instruction in the 21st Century." In Professional Development and Workplace Learning, 2157–70. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch118.
Full textAbstract:
The adoption of Association of College & Research Libraries (ACRL) information literacy standards, the rapid development of teaching and learning technologies, and the movement toward assessment of academic programs have shaped library instruction programs as formal, conceptual areas of study with increasingly greater presences in their institutions.
5
"Continuing professional development: developing by participating in formal and informal professional activities." In Training to Teach in the Learning and Skills Sector, 217–26. Routledge, 2013. http://dx.doi.org/10.4324/9781315834870-24.
Full text
6
Dickerson, Jeremy, Joseph Winslow, and Cheng Yuan Lee. "Teacher Training and Technology." In Professional Development and Workplace Learning, 2031–44. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch111.
Full textAbstract:
How is technology being used to train teachers to keep up with the rapid pace of change in schools and society today? This chapter discusses the utilization of technology for in-service (practicing) teacher training, a process known as professional development within the field of education. The chapter analyzes both formal and informal methods of technology integrated teacher training, presents examples of each, and discusses positive and negative implications. The chapter concludes with an examination of future trends in technology and their potential for significant impact on teacher professional development.
7
Koithan, Mary, and Kathy Chappell. "Continuing Professional Development for Integrative Nursing." In Integrative Nursing, 429–44. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199860739.003.0033.
Full textAbstract:
Nursing professional development (NPD) is a career-long continuum of formal and informal educational activities informed by wide-ranging sources of clinical, practice, scientific and theoretical evidence. An environmental scan indicates a plethora of professional development opportunities in integrative nursing with offerings across multiple learning platforms (symposia and conferences, residential intensives, online asynchronous sessions, asynchronous media-supported classes and agency-supported in-service sessions) and multiple venues. Several professional organizations, universities, and private companies offer opportunities to develop knowledge, skills, and abilities that prepare nurses to competently care for self and patients.
8
Kraus, Hilary, and Rudolf V. Kraus II. "A Perfect Match." In Professional Development and Workplace Learning, 1465–80. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch079.
Full textAbstract:
A persistent challenge for many librarians is a lack of formal training in pedagogical techniques. In addition to lacking academic coursework in this area, librarians seldom look beyond their professional community for opportunities to develop these vital skills. Given the obvious parallels in mission and responsibilities, the field of education seems a natural fit. This chapter explores the benefits of cross-disciplinary professional development in the context of a collaboration between a librarian and an educational studies professor. Through alternating points of view, it presents the motivation for the partnership, the challenges it presented, and the positive outcomes for each participant. It also offers an in-depth look at the instructional development itself.
9
Adeyinka, Tella. "Information Literacy and Lifelong Learning." In Professional Development and Workplace Learning, 11–22. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch002.
Full textAbstract:
Information literacy is regarded as the basis for learning in our contemporary environment of rapid and sophisticated technological change. As information and communication technologies develop rapidly, and the information environment becomes increasingly complex, educators are recognizing the needs for learners to engage with the information environment as part of their formal learning processes. The achievement of lifelong learning and making citizens become information literate is the target of many nations as far as millennium development goals and vision 2015 are concerned. This chapter presents a literature review on information literacy and lifelong learning pointing out the relationship between the two and their benefits, and finally, the chapter makes recommendations to improve both programs.
10
Koithan, Mary, and Natalie Pool. "Continuing Professional Development for Integrative Nursing." In Integrative Nursing, edited by Mary Jo Kreitzer and Mary Koithan, 586–98. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190851040.003.0039.
Full textAbstract:
Nursing professional development (NPD) is defined as a career-long continuum of formal and informal educational activities that are informed by wide-ranging sources of evidence, including that from clinical or practice-based repositories as well as scientific and theoretical foundations. Several organizations support professional development opportunities in integrative nursing, including accreditation bodies, universities and schools of nursing, and independent professional education companies. This chapter presents opportunities for professional development, interprofessional education, and continuing education in integrative nursing as well as future trends in the field. An in-depth description of three exemplar programs that support ongoing professional development in integrative nursing as a way of highlighting the breadth and depth of opportunities for lifelong learning is presented.
Conference papers on the topic "Formal professional development"
1
Olteanu, Radu Lucian. "Climate Changes In Non-Formal Educational Activities - A Multidisciplinary Approach." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.60.
Full text
2
Petrescu, Ana Maria Aurelia. "Empowering Teachers With Necessary Skills For Designing Non-Formal Educational Activities." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.71.
Full text
3
Yakushkina, Marina. "Non-Formal Educational Practices As A Driver For Development Of Teacher’s Education Systems." In Joint Conferences: 20th Professional Culture of the Specialist of the Future & 12th Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.03.46.
Full text
4
Mukhalalati, Banan AbdulRzaq, Sara ElShami, Ahmed Awaisu, Bridget Javed, Alison Carr, Hiba Bawadi, Randa Almahasneh, et al. "The Design of Preceptor Development Program for Health Cluster in Qatar – “The Practice Educators Academy”." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0140.
Full textAbstract:
Background: Experiential learning is the backbone of many healthcare professional education programs, and the quality of experiential learning is dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience. Preceptors should ideally possess both clinical practice and teaching skills; however, preceptors often do not possess formal training as educators. This research was conducted at Qatar University with the aims of identifying preceptors’ educational needs and developing the skills by designing an educational professional development program called: “The Practice Educators’ Academy”. Methods: A mixed-methods triangulation study design was applied to identify preceptors’ educational needs quantitatively through a validated survey sent to preceptors (n=325), and qualitatively by conducting 11 focus groups with preceptors (n=20), students (n=42), sand clinical faculty members (n=7). Quantitative and Qualitative data in addition to an extensive literature review were used in designing the academy by an inter-professional healthcare and educational team. Results: Principles of learning theories, planning for experiential learning, teaching strategies, students’ assessment and feedback, and communication skills for effective preceptorship and conflict resolution were the key domains expressed as preceptors’ educational needs. A five-module program syllabus was designed to meet these needs while benchmarking it with international preceptors’ educational development programs. The designed syllabus was critically examined and validated by national and international health professional education scholars. Conclusion: “The Practice Educators’ Academy” is the first intervention nationally and regionally that aims at improving preceptors’ teaching skills required to prepare competent health profession graduates. This will advance healthcare outcomes, meet the healthcare needs of Qatari society, and ultimately contribute to achieving Qatar National Vision 2030. Future studies should focus on evaluating the effectiveness of the program in improving preceptors’ knowledge and skills, and enhancing students’ satisfaction before full implementation at a national level.
5
Schröder, Ilse, Ed De Jonge, Erik Mooij, and Frank Evers. "Global challenges, local impact." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10564.
Full textAbstract:
In 2015, the UN set 17 global goals, the so-called Sustainable Development Goals (SDGs) for the year 2030, “a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity”. Although these challenges are global, their impact manifests itself on a local level. An inspiring challenge for HU UAS Utrecht is to educate self-confident (upcoming) professionals who contribute to the realization of these global goals by creating local impact. In our opinion such professionals are socially involved, cope with complexity, think systemic and work trans-disciplinary. Furthermore, they ‘mix and match’ personal, societal and professional development, which will not be confined to formal education but lasts a lifetime. This complex challenge forges us to transform our thinking about education and how to organize learning, and about how, where and with whom we educate. UAS’s will have to cooperate with private, public and research partners and create communities in which all participants work, learn and develop themselves while facing new challenges.
6
Невзоров, Р. В. "КЛЮЧОВІ ТЕНДЕНЦІЇ ПІДГОТОВКИ ДО БОЙОВИХ ПОЛЬОТІВ МАЙБУТНІХ ВІЙСЬКОВИХ ЛЬОТЧИКІВ В СУЧАСНИХ УКРАЇНСЬКИХ РЕАЛІЯХ." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7255.
Full textAbstract:
The article is sanctified to the tendencies of preparation to battle flights of future soldiery pilots in Ukraine. A six-year-old military threat in Ukraine stipulates updating and modernisation of maintenance, methodology and all scientific vehicle of the home system of the professional training of soldiery personnels of higher qualification. Especially it touches preparation to battle flights, as basic professional activity, students of higher military establishment of formation of aviation direction. During many years this system remains, essentially, laid-up, practically unchanging, taking into account the technical backwardness of military aviation park of Aircrafts of the Armed Forces of Ukraine and formal going near regulation of process. On the basis of selection and primary analysis of key tendencies of the indicated preparation an author comes to the appropriate conclusion about the necessity of development of the modern in-applied pedagogical system of preparation to battle flights.
7
Simon, Eitan, and Aviva Hazel Dan. "The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges ." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5461.
Full textAbstract:
The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .The first year in the field of teaching after finalising the formal training is a year of great expectations and anticipation on the side of the novice teachers, as well as feelings of nervousness and lack of confidence. The literature addresses this subject from the aspect of teachers in school, where it has been found that it is a period of challenges, dilemmas and difficulties. Little though has been written from the aspect of kindergarten teachers. The authors assumed that novice kindergarten teachers experience similar experiences. During this first year, it is obligatory for the novice kindergarten teachers to attend a professional development workshop. The aim of the workshop is to provide a significant support system for the novice teacher in this challenging year. The aim of this research was to examine the novice kindergarten’s dilemmas and challenges in this critical first year, and their attitudes towards the professional development workshop concerning the relevance of the workshop in assisting the kindergarten teachers in dealing and coping with the dilemmas that arose from the field. The findings indicate that the novice kindergarten teachers, experience similar dilemmas in their first year in the field as teachers. It was also found that the workshop was not a significant factor in helping the novice kindergarten teachers cope with this challenging experience. This leads to the conclusion that it is necessary to revaluate this framework in order to making it a place of significance for the novice kindergarten teachers. Key words: Novice kindergarten teachers: Professional Development workshop:
8
Ku, Kihong, Christian Jordan, and Jim Doerfler. "Pedagogical Explorations of an Open- Source Architecture Paradigm in Emerging Design Technologies." In AIA/ACSA Intersections Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.aia.inter.16.1.
Full textAbstract:
Open-Source Architecture is an emerging paradigm advocating peer-to-peer collectivity, inclusiveness and participatory culture in architectural design. These conditions support a broad interest at the intersection of education, research and practice in emerging design technologies exploring formal complexity, performance, biomimicry and responsiveness. In the last decade, rich participatory, open-source communities, open-source software, and open-source hardware, created by and designed for the fields of parametric and algorithmic design, visual programming, and physical computing have emerged with resulting opportunities for change in architectural education. We discuss pedagogical approaches that introduce pathways for open-source cultures in architectural design and personal learning networks for professional development.
9
Vanacker, Dries, Lore Demedts, and Hilde Van Puyenbroeck. "Gentlestudent - The City as a Medium for Acquiring 21st Century Skills." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8038.
Full textAbstract:
Students are inextricably linked to life in a city, where they face challenges during their study period and often take their first truly independent steps in life. The city is not only an important 'living' environment for students on their way to adulthood, but can also be considered as a dynamic learning centre where they can seize many learning opportunities. Various community service learning projects show that enrolling students in authentic community projects is not only enriching for the city, but for the professional development of students as well. Such projects promote in-depth learning, but also require a great deal of coordination and support from educational institutions and the professional field. In the design study 'Cities for learning - Gentlestudent', we investigate how digital technology can connect the talents, ideas and knowledge of students with the needs of the community without direct intervention of the educational institution. Secondly, we explore how students can be encouraged to work more autonomously, starting from their own learning questions. Finally, we examine how we can valorise experiences from the informal curriculum in the formal curriculum and in function of lifelong learning by using microcredentials in the form of open badges.
10
Vorob’eva, I. A. "TEACHING A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE AT A UNIVERSITY UNDER THE CONDITIONS OF NEO-INDUSTRIAL ECONOMIC DEVELOPMENT." In New forms of production and entrepreneurship in the coordinates of neo-industrial development of the economy. PD of KSUEL, 2020. http://dx.doi.org/10.38161/978-5-7823-0731-8-2020-211-216.
Full textAbstract:
The article is devoted to professionally-oriented a foreign language teaching at a university, which today is one of the links of training a competitive specialist. The author describes the meaning of practical application of a foreign language. The problem of searching a way to improve the quality of foreign language teaching of university students is considered. A foreign language is considered as a means and as a way to improve the professional competence of a university student.
Reports on the topic "Formal professional development"
1
Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.
Full textAbstract:
Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
2
Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, May 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.
Full textAbstract:
Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.
3
Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.
Full textAbstract:
We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
4
Gentry, William, and Richard Walsh. Mentoring First-Time Managers: Proven Strategies HR Leaders can Use. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2047.
Full textAbstract:
"When individual contributors or professionals are promoted into their first formal leadership position, many do not realize how tough that transition can be for them. We often hear that these leaders are not prepared, and lack the support and development to help make that transition successfully. When they are not supported, they suffer, and so too do their teams, the organization, and the HR leadership pipeline, which ultimately can negatively impact the organization’s bottom line. First-time managers are an important part of an organization’s talent and succession management. In turn, organizations may attempt to help first-time managers make the transition into leadership easier by implementing a formal mentoring program. This white paper supports this effort by: • Explaining the benefits a mentoring program can provide for first-time managers and their mentor. • Providing organizations a way to strengthen their own mentoring programs. • Offering HR leaders specific steps to follow and best practices applied in starting and maintaining a successful formal mentoring program specifically aimed at first-time managers. Formal mentoring programs are useful to support and develop first-time managers, an important leadership population that is vital for strengthening your leadership pipeline and succession management efforts. Armed with the knowledge from this white paper, we believe you will be able to gain a competitive advantage".
5
Lavadenz, Magaly, and Gisela O’Brien. District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.6.
Full textAbstract:
Two years into implementation, this policy brief examines how California’s Local Control Funding Formula (LCFF) and its accompanying Local Control Accountability Plan (LCAP) meet the needs of English Learners (ELs). Researchers seek to understand district administrator perspectives on the impact of LCFF for ELs through interviews and focus groups with administrators that represent districts from Northern, Central, and Southern California. Findings reveal that although the LCAP serves as a mechanism to increase personnel and PD efforts to address EL needs, it is still largely viewed as a compliance document that requires alignment with other strategic documents and is sensitive to changes in leadership. The following policy recommendations are made as a result of these findings: 1) re-design the LCAP to support districts in specifying EL learning goals, services, assessments and expected outcomes; 2) differentiate support for district administrators; and 3) invest (long-term) in district-level and site-level professional development with a focus on EL success.
6
Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.
Full textAbstract:
The main recommendations of the panel report can be summarised under five key headings: HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world. MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world. PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies. COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems. REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.