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Journal articles on the topic 'Formal professional development'
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Wulandari, Nur Setyo, Bambang Yudi Cahyono, and Niamika El Khoiri. "Professional Development Activities of IELTS Trainers from Non-English Major." Jurnal Pendidikan dan Pengajaran 54, no. 1 (April 10, 2021): 58. http://dx.doi.org/10.23887/jpp.v54i1.31609.
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Professional development activities are done by English teachers from formal educational institutions and by trainers from non-English majors who teach IELTS preparation program in non-formal educational institutions. This study investigated the professional development activities done by IELTS trainers from non-English majors and how the professional development activities help them improve their teaching competencies. A case study design was applied, and an in-depth interview and documentary analysis were used to gain the data. Four selected research subjects were involved in this study. The results showed that the IELTS trainers' professional development activities include collaborative and independent learning activities. Furthermore, those activities help the IELTS trainers from non-English majors positively as they can fulfill their demand to improve their teaching competencies since there is limited institutional support for them in professional development. Therefore, the institution where the IELTS trainers work should provide adequate formal learning supports. In addition, the IELTS trainers in this study and other IELTS trainers should be involved in other informal learning activities more frequently.
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Borg, Simon. "Evaluating the Impact of Professional Development." RELC Journal 49, no. 2 (July 10, 2018): 195–216. http://dx.doi.org/10.1177/0033688218784371.
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Professional development is central to teacher competence and, with particular attention to larger-scale, structured and formal professional development interventions (PDIs), this article discusses how the impact of professional development can be conceptualized and evaluated. Various kinds of impacts on teachers, organizations and systems, and students that PDIs can have are considered, and examples from actual PDIs in the field of English language teaching (ELT) are used to illustrate how such impacts can be assessed. Throughout, various challenges that arise in trying to demonstrate that PDIs make a difference are noted, and the article concludes by suggesting some criteria that can be used to guide the development of impact evaluation frameworks on PDIs.
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Karagiorgi, Yiasemina, Chrystalla Kalogirou, Valentina Theodosiou, Maria Theophanous, and Panagiota Kendeou. "Underpinnings of adult learning in formal teacher professional development in Cyprus." Journal of In-Service Education 34, no. 2 (June 2008): 125–46. http://dx.doi.org/10.1080/13674580802003466.
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Vovk, Myroslava P., Halyna I. Sotska, Olena V. Trynus, and Olga Ja Muzyka. "Assessment of Instructors’ Technology Competency to be Used in the Settings of Formal and Non-Formal Education." International Journal of Higher Education 8, no. 5 (August 2, 2019): 29. http://dx.doi.org/10.5430/ijhe.v8n5p29.
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The purpose of this study was to test the model of diagnostic assessment of the level of formedness of the competency of pedagogical staff to use teaching technologies when applied in the settings of formal and non-formal education and to see whether the model creates opportunities for designing a strategy for professional lifelong development of teaching staff. A convergent (computer-oriented and traditional) methodology was used in this study including: the methodology for examination of the motivation drivers of professional activity (K. Zamfir); “Square of Values” methodology by O. Murzina; methodology of self-assessment of vocational and pedagogical motivation, Bass’s questionnaire on orientations entitled “Personality orientations”, Henning’s methodology called “Structure of Interests”, Criteria Cognitive Aptitude Test. It has been proved that the majority of teaching staff demonstrated the imitative and reproductive level of formedness of the professional competency consistent with all criteria. It seems that educators strive for self-improvement and self-development in using teaching technology in formal and non-formal education settings. This study results can be well used either to develop the structure and content of the professional development or post-graduation programs for the teaching personnel at the instructional institutions or to assess of the level of formedness of the professional competence of pedagogical staff to use teaching technologies in the settings of formal and non-formal education. The study attempts for the first time ever to assess professionalism-related competency in using teaching technology in formal and non-formal education settings and to specify the value orientations, motives, needs, spectrum of knowledge, skills, and abilities comprising the level of proficiency in this area as it is viewed through the needs of the labour market.
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Khodatska, O. "THE PROBLEM OF PROFESSIONALISM DEVELOPMENT OF TEACHERS OF THE UKRAINIAN LANGUAGE AND LITERATURE IN THE THEORY OF PEDAGOGICAL SCIENCE." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 32–42. http://dx.doi.org/10.33989/2226-4051.2020.22.221984.
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The review article highlights the state of research on the problem of the development of professionalism of teachers of Ukrainian language and literature in modern pedagogical theory. It was found out that in pedagogical theory, there are no holistic studies of the problem of developing the professionalism of teachers of the Ukrainian language and literature in formal and non-formal education. However, there is a range of thorough scientific works, which define the essential professional competencies of the teacher-vocabulary, substantiate their essential characteristics, determine the component structure (general professional, linguistic, literary, methodological, cultural competence, etc.).Emphasis is placed on the development of professionalism of a teacher of philology in the context of non-formal education. The most effective forms of teacher professionalism in the process of formal education are internships (full-time and online), pedagogical internships, advanced training courses in non-formal education institutions, problem lectures and seminars, work of problem groups of teachers, participation in scientific conferences, pedagogical discussions and debates, pedagogical readings, webinars, etc.The author's definition of the term "professionalism of a teacher of the Ukrainian language and literature" is substantiated. The author's definition of the term "professionalism of a teacher of the Ukrainian language and literature" is substantiated. Analysis of research on the formation and development of professional competencies of teachers of Ukrainian language and literature made it possible to justify the author's definition to define the professionalism of a teacher of philology as an integrative set of professional qualities, including values to their profession, aimed at improving professional knowledge research, analytical, creative, communicative skills), provides a focus on continuous professional development and self-development, the formation of the ability to gradually assess their own professional activities, psychological attitudes to self-improvement in formal, non-formal and informal education.
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Veigel, Maarika. "FORMATION OF YOUTH WORKER PROFESSIONALISM: PROBLEMS IN ESTONIA." Problems of Education in the 21st Century 68, no. 1 (December 25, 2015): 84–96. http://dx.doi.org/10.33225/pec/15.68.84.
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Youth field has been in constant evolution during the restoration period of Estonian independence, since 1991. The theoretical overview is about youth worker professionalism, associated with the developments in the European and Estonian youth field and in the context of the Berliner competency levels development model. It explains the expectations set for youth workers, to teaching and youth field institutions. Youth work is expected, like formal education, with more clearly defined educational goals, and it is emphasized that it is a non-formal education. An important aspect is enjoying of the activities and its educational elements. The National Curriculum for Basic Schools and Gymnasium (2011) sets the expectations that the non-formal education will give more support to students to complete the curriculum of formal education. Youth work in Estonia is an essential component of the educational system. Therefore, the professionalism of youth workers and their coping with new challenges is very important. Over the last ten years, major changes in the Estonian youth worker professionalism and in the aspects of professional development haven’t been mentioned. The answers are briefly: in Estonia youth worker profession has been associated with the development of youth field, but the staff preparation is very different and characterised by low working experience. Berliner presented development model of competency levels, treats the professional development as long-term, complex process, distinguishing between the five stages of development of the professional staff, which are also regarded in the context of the professional development of the youth worker. Youth work quality is dependent on the availability of professional youth workers and in order to gain it, the high mobility inside the sector should be reduced, a better situation and more support should be created for the formation of youth worker professionalism at the various levels of the professional growth. Key words: competency, professional level, professionalism, youth work, youth worker.
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Terenko, Olena. "Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada." Comparative Professional Pedagogy 9, no. 2 (June 1, 2019): 7–12. http://dx.doi.org/10.2478/rpp-2019-0013.
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AbstractTypes of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University colleges, community colleges, colleges of general and vocational education, colleges of applied arts are an alternative to university education of adults in Canada and the USA. Specifics of programs in American and Canadian colleges is analyzed. Colleges and institutes introduce programs aimed at solving social problems, taking into account labor market demands. They offer training programs for development of applied skills in business, art, technology, agriculture, social and educational fields, medicine. A special place in non-formal education for professional development is given to education for the labor market, which is aimed at obtaining specific professional competencies that are necessary at labor market. Adults are involved in professional programs, trainings, courses, seminars, internships.
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Sydorenko, Viktoriia, Inna Shorobura, Anna Ponomarenko, Maryna Dei, and Oksana Dzhus. "Application of technologies of formal and non-formal education for continuous professional development of the modern specialist." Revista Tempos e Espaços em Educação 13, no. 32 (November 11, 2020): 1–24. http://dx.doi.org/10.20952/revtee.v13i32.14729.
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The article considers the technology of formal and non-formal education as a factor of improving the quality, efficiency and effectiveness of lifelong learning of adults, their continuous personal and professional self-development and self-realization in accordance with an individual educational trajectory. In the study, the following methods were used: expert survey, interview, questionnaire, testing, observation, analysis of documents. The content, essence, principles of application of interactive, acmeological, andragogical and digital technologies are described, which ensure the effective functioning of the content of adult learning, meet the interests, requests and needs of customers of educational services, employers and key stakeholders. On the basis of comprehensive permanent monitoring, the effectiveness of the use of continuing education technologies for the training of a modern specialist has been experimentally tested. The results of the research can be used in the process of modernizing the system of continuing education, the organization of adult lifelong learning.
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Ward-Griffin, Catherine. "Boundaries and Connections Between Formal and Informal Caregivers." Canadian Journal on Aging / La Revue canadienne du vieillissement 21, no. 2 (2002): 205–16. http://dx.doi.org/10.1017/s0714980800001471.
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ABSTRACTAlthough the experiences of formal and informal caregiving have been discussed and debated in the literature, more is assumed than is actually known (McDaniel & Gee, 1993). This qualitative study explored both informal and formal caregivers' perceptions of their own caregiving and the views of each other's caregiving. Information was collected through the use of in-depth interviews with 23 family caregivers and 15 nurses providing home care to older persons. Analysis of interview transcripts and field notes reveals that both informal and formal caregivers engage in all facets of caring work – physical, intellectual and emotional care – but that they carry out this work in varying degrees, and for different reasons. The reasons given for these differences, namely the nurses' professional knowledge and higher status designation, are key elements that define the boundaries between professional and family caregiving. However, it is apparent that, over time, this demarcation diminishes as family caregivers' knowledge and skill match those of health professionals. Study findings point to implications for future theory development and research.
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Nwogbe, Olayemi A., and Yacob Haliso. "Continuing Professional Development Assessment of Healthcare Professionals in Public Secondary Hospitals in Lagos State, Nigeria." Information Impact: Journal of Information and Knowledge Management 11, no. 1 (April 30, 2020): 26–39. http://dx.doi.org/10.4314/iijikm.v11i1.3.
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This study investigates the engagement of healthcare professionals in continuing professional development in public secondary hospitals in Lagos State, Nigeria. A survey research design and a multistage sampling technique were adopted for the study. The sample consisted of 356 healthcare professionals (112 physicians, 32 pharmacists and 212 nurses). The data were collected using a self-developed structured questionnaire. The questions were built based on the literature review with modified questions adapted from widely used the questionnaires on hospital survey on patient safety, ambulatory and community pharmacy, nursing safety practices and CPD professional and skill competency and World Health Organization Regional Guidelines for Continuing Medical Education. Healthcare professionals in adult general outpatient departments were only included in the study. Findings revealed that physicians engagement in informal CPD (conferences, seminars, in-service training) is (M = 3.09), and formal CPD (conduct of research, publications or peer journal review) (M = 2.11). Pharmacists engagement in informal CPD is (M = 3.10) and formal CPD (M =1.89), Nurses’ engagement in informal CPD is (M =2.30) and CPD (M = 1.78). These evidence indicates that the respondents tend to lean more on less time-demanding and work-based capacity building approach, than they engaged mostly in informal CPD activities than they engaged in a methodical educational and professional advanced method of capacity building. The study recommends improved Government funding for training, policy improvement on organizational support and working conditions for study leave opportunities, and aligning the metrics of evaluating and scoring CPD engagement with the need assessment gaps in healthcare system in renewing practicing license of healthcare professionals.
Keywords: Capacity building, Healthcare professionals Public healthcare service, Health workers training
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Lygo-Baker, Simon, and Stylianos Hatzipanagos. "Enabling Professional Development with E-Portfolios." International Journal of Online Pedagogy and Course Design 2, no. 1 (January 2012): 37–52. http://dx.doi.org/10.4018/ijopcd.2012010103.
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Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.
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Ibraymov, Askar. "Effectiveness of the Organization of Raising the Qualifications of Prosecutors by Distance and Mixed Forms." Revista Gestão Inovação e Tecnologias 11, no. 4 (September 13, 2021): 5057–67. http://dx.doi.org/10.47059/revistageintec.v11i4.2542.
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The article highlights the effectiveness of the introduction of distance and mixed learning technologies, a credit-modular system in the process of professional development of prosecutors. At the same time, special attention is paid to the implementation of distance and mixed professional development in formal, non-formal, informal forms of training.
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Kordic, Ljubica. "A New Paradigm in Croatian Higher Education: Non – Formal Foreign Language Learning." European Journal of Education 2, no. 1 (April 30, 2019): 28. http://dx.doi.org/10.26417/ejed-2019.v2i1-51.
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Knowledge of legal English, with English as lingua franca of international communication has become an essential precondition for communication of legal professionals worldwide. That is the reason why law students and legal professionals in Europe, especially those working in new member states of the EU, are interested in widening their knowledge in legal English within different forms of non-formal foreign language education. In this paper, the author presents a new paradigm of foreign language teaching at Croatian universities that was introduced due to recent changes in professional communication, the intensive development of IT, and growing importance of English in international context. The objective of the paper is to present examples of good practice and innovation in teaching LSP in Croatian higher education. The challenges of professional communication in the field of law are presented and discussed in the introduction of the paper. In the main part, the types of non-formal education are presented that were developed at the Faculty of Law Osijek, Croatia as a response to requirements of the EU labour market and the professional communication between lawyers. The first non-formal type of education presented in the paper is the Lifelong Learning Programme for Lawyer Linguists, and the second one the course Legal English for Civil Servants developed within the European cross-border project CATCH, organized by Croatian and Hungarian units of local and regional self-government. In the conclusion, the author discusses the achievements of the two programmes and offers her vision of the future developments in foreign language teaching at European higher education institutions.
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Sydorenko, Victoria. "Akmeprofesiogenez teacher of the new Ukrainian school in the knowledge society." Osvitolohiya, no. 7 (2018): 38–43. http://dx.doi.org/10.28925/2226-3012.2018.7.3843.
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Under the Concept «New Ukrainian School» implementation, the educational community received creative modernization challenges, in which the social and professional mission of the teacher changes in the context of European professionalism, while preserving the best mental Ukrainian characteristics. In the system of the New Ukrainian school, the professional development of a teacher implies his self-development and self-realization throughout his life as actual socio-cultural priorities and meanings. Such a social order highlights the need for training specialists who meet the challenges of a society of knowledge capable of continuous intellectual, cultural and spiritual development throughout their lives through formal and non-formal education, focused on preserving, multiplying and transferring humanistic social values, assimilation of new professional roles and functions. The article continues the cycle of publications by the author devoted to the development of theoretical and methodical principles for the acmeprofessionogenesis of the teacher of the New Ukrainian School in the system of continuous education. The explication of the basic concepts of acmeprofessionogenesis of the teacher, the «knowledge society», «continuous professional development», «acmeprofessional», «formal education», «informal education», «informational education» is carried out. Pedagogical acromeprofessionogenesis is defined as continuous prolonged process of professional development of a teacher in the conditions of formal, informal and informal education, comprehensive formation of personality and professional, including the successive periods of its self-realization and self-examination, changes and transformations of the psychological structure of professional activity, motivational sphere, values-ideological landmarks, development of key competencies, assimilation and implementation of innovative professional roles and functions. The basis of acmeprofessionogenesis of the teacher of the New Ukrainian school is the transformation of four aspects into their integrity and interdependence: biological, mental, spiritual and professional. The acmeprofessionogenesis of the teacher is traced through his continuous self-development and self-actualization as actual socio-cultural priorities and meanings. One of the key competencies is life-long learning through formal, informal and informal education. Alternative models, forms of improvement of qualification of the teacher of the New Ukrainian school are considered.
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Hall, Leigh, and Leslie Burns. "Identity Development and Mentoring in Doctoral Education." Harvard Educational Review 79, no. 1 (March 30, 2009): 49–70. http://dx.doi.org/10.17763/haer.79.1.wr25486891279345.
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In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors. For this reason, Hall and Burns argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers, and they believe that formal curriculum designs can be used more intentionally to help students and faculty understand the roles identity plays in professional development and to make doctoral education more equitable.
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Marton, Theodore, and Joan L. Pulaski. "Assessment and Development of HF Related Safety Designs for Industrial Robots and Robotic Systems." Proceedings of the Human Factors Society Annual Meeting 31, no. 2 (September 1987): 176–80. http://dx.doi.org/10.1177/154193128703100209.
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Robots and Robotic Systems, regardless of their level of automation, require formal human intervention during normal, degraded or recovery from failure processes. Robotic applications in industry are so recent and expanding so quickly that the unique robotics related human factors safety developments and standards have not yet had a chance to be incorporated into professional educational programs or distributed to human factors engineers who are just being introduced to the field. This paper is offered to alleviate this professional growth deficiency by describing an approach and providing a format for an HF related robotic system safety assessment and development guide based on the newly released ANSI Robot and Robotic System safety standards.
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Wear, Delese. "On White Coats and Professional Development: The Formal and the Hidden Curricula." Annals of Internal Medicine 129, no. 9 (November 1, 1998): 734. http://dx.doi.org/10.7326/0003-4819-129-9-199811010-00010.
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Alibakhshi, Goudarz, and Najibeh Dehvari. "EFL Teachers’ Perceptions of Continuing Professional Development: A Case of Iranian High School Teachers." PROFILE Issues in Teachers' Professional Development 17, no. 2 (July 1, 2015): 29–42. http://dx.doi.org/10.15446/profile.v17n2.44374.
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<p><span>English, particularly regarding a foreign language teachers’ professional development, has been studied in depth. However, it is not known how Iranian English as a foreign language teachers perceive continuing professional development. This study explored the perceptions of Iranian English as a foreign language teachers of continuing professional development and identified their main professional development activities. For the study, a phenomenological research design was applied. Twenty English teachers were interviewed. The data were content analyzed in line with the Randor model. The results showed that the participants perceived continuing professional development to entail skills development, continuous learning, keeping up to date, learning for interest, and professional revitalization. Additionally, they developed professionally through work, formal education, and attending and presenting at continuing professional development events.</span></p><p><span>El desarrollo profesional de los docentes de inglés como lengua extranjera se ha estudiado ampliamente. Sin embargo, se desconoce cómo los profesores iraníes de inglés como lengua extranjera perciben el desarrollo profesional continuado. En este estudio se exploran dichas percepciones y se identifican las principales actividades que estos docentes llevan a cabo para desarrollarse profesionalmente. Con este fin, se diseñó una investigación fenomenológica aplicada a 20 profesores entrevistados. Los datos se analizaron de acuerdo con el modelo propuesto por Radnor. Los resultados mostraron que los docentes perciben el desarrollo profesional continuado como: mejora de habilidades, aprendizaje continuo, actualización, aprendizaje motivado por el interés y revitalización de la labor docente. Asimismo, los docentes crecen profesionalmente por medio del trabajo, la educación formal y la asistencia y presentación en eventos de desarrollo profesional continuado.</span></p>
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Bertrand Jones, Tamara, La'Tara Osborne-Lampkin, Shawna M. Patterson, and Danielle Joy Davis. "Creating a “Safe and Supportive Environment:” Mentoring and Professional Development for Recent Black Women Doctoral Graduates." International Journal of Doctoral Studies 10 (2015): 483–99. http://dx.doi.org/10.28945/2305.
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Formal structures that support doctoral student socialization are limited, while formal programs for Black women doctoral students specifically are even more scarce. The purpose of this research was to examine an early career professional development program for Black women doctoral students and its influence on the mentoring relationships developed by participants. We conducted individual interviews with six Black women who participated in the Research BootCamp®, an early career professional development program, as doctoral students. Two salient features of the program were identified, including its structure and intentional focus on intersectionality. Our findings also indicate that early career professional development provided opportunities for participants to develop sustainable mentoring relationships. The formal structure of the Research BootCamp® facilitated Black women doctoral students in developing mentoring networks through continued engagement with senior scholars and peers, provided social support, created outlets for professional development, built research capacity, and contributed to Black women’s overall socialization to the academy.
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Pavlyk, Nadiia, Nataliia Seiko, and Svitlana Sytniakivska. "Modeling the process of future social workers training considering the goals of sustainable development." SHS Web of Conferences 111 (2021): 01007. http://dx.doi.org/10.1051/shsconf/202111101007.
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The aim of the article is the theoretical development of non-formal, fundraising and bilingual models of future social sphere specialists training on the basis of the goals of sustainable development in education. The study is based on preliminary processing of European and Ukrainian documents on sustainable development, numerous scientific papers on the problem of sustainable development, theoretical developments and experimental research in the field of social sphere specialists training. Each of the developed models has passed the corresponding approbation and is supported by the author’s experience of practical professional training of future social sphere specialists at the Zhytomyr Ivan Franko State University. The model of future social workers non-formal education ensures the integration of professional competencies of future social workers. Fundraising training of future social workers on the basis of sustainable development involves the use of the necessary fundraising tools to ensure the development of social capital, the formation of a society of social justice, the deployment of numerous non-governmental organizations at the global and local levels. The bilingual model provides empowerment of social workers to study, do internships, work, borrow positive experiences, participate in international projects, and collaborate with professionals in their field from around the world.
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Kyvliuk, Olga. "NON-FORMAL EDUCATION IN THE CONCEPT OF LIFELONG LEARNING." Educational Discourse: a collection of scientific papers, no. 1 (September 11, 2017): 22–34. http://dx.doi.org/10.33930/ed.2017.5007.1-2.
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Non-formal continuous education, in our view, is formed on the basis of a person`s beliefs about the likely field of their professional activity and possible vectors of personal development in this field, or as a component of self-development, either self-education in self-realization and self-esteem increase or raising their own status, image and the like. The boundaries of this field, on the one hand, are determined by the level of development of the relevant science that is a theoretical and methodological basis of professional activities and relevant innovative experiences, and on the other hand – by the opportunities, inclinations, abilities, axiological and motivational and volitional component, character of an individual.
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Noss, Igor' Nikolaevich, and Mariya Evgen'evna Kovaleva. "System for assessment of personal and professional suitability of IT staff in government organizations." Психология и Психотехника, no. 1 (January 2020): 78–89. http://dx.doi.org/10.7256/2454-0722.2020.1.29266.
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The subject of this article is the development of psychological model for assessing personal and professional suitability of IT staff in government organizations applicable in human resource management. Firstly, the author highlights personality and professional traits, builds a mathematical model that allows correlating the manifestation of these traits (grouped into modules-predicators) with professional aptitude of IT personnel. Secondly, the author builds a formal-mathematical model on the bases of multiple linear regression equation for assessing the manifestation of personality and professional qualities using the psychodiagnostic methods at the stage of job placement of IT professionals. The scientific novelty consists in the analysis of literature that demonstrated insufficient research dedicated to professionally important qualities of IT personnel, as well as rare application of psychological modeling as the means for job placement and assessment of employees in all spheres. The main conclusion lies in determination of veracity of psychodiagnostic means for assessment of personal and professional suitability of IT personnel. The acquired model can be valuable in future research of professional aptitude, as well as implemented in human resource management.
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Srinivasacharlu, A. "Continuing Professional Development (CPD) of Teacher Educators in 21st Century." Shanlax International Journal of Education 7, no. 4 (September 1, 2019): 29–33. http://dx.doi.org/10.34293/education.v7i4.624.
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Education is a pre-requisite for the development of a country. The teacher is the backbone of the education system and is the architect of society. The progress of an organization depends upon the quality of its teachers. Today’s child is tomorrow’s citizen of the country. Teacher educators of the B.Ed. Colleges are the makers of the future teachers who are bound to have a vital influence on the children learning, shaping their attitude, and developing desirable behavior. To prepare efficient teachers in the 21st century, teacher educators need to be constantly topnotch in their profession. It can be possible, only if they can sustain their continuing professional development (CPD). It involves on-going divergent activities (formal, non-formal and informal) that aim at developing the teacher educator’s intellectual abilities (cognitive domain), self confidence, attitude, values, and interest (affective domain) and skills and competencies (psychomotor domain) for improving personality and to carry out the responsibilities of the teaching profession properly in accordance with the changing times and needs of the prospective teachers and society.” The present paper comes out with diverse programs and activities for teacher educators to sustain their CPD in the advent of complexities continually arising in the field of teacher education in the 21st century.
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Russell, Ewan, and Peter Rowlett. "Professional skills development for mathematics undergraduates." Higher Education, Skills and Work-Based Learning 9, no. 3 (August 12, 2019): 374–86. http://dx.doi.org/10.1108/heswbl-01-2018-0010.
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Purpose The purpose of this paper is to describe the design and development of a final year undergraduate mathematics module designed to address professional skills development at a UK university, including via input to curriculum and assessment from employers, and to investigate student acquisition of skills from this module. Design/methodology/approach Literature on skills development in mathematics informs module design and development. Students optionally completed Likert-style competency questionnaires before and after the taught module content, and reflected on skills development via an end of module questionnaire. Data collection took place over three academic years. Findings Several key competencies exhibit median increases over the course of the module in each academic year, indicating a perceived skills development. Problem solving and presentation skills are particularly highlighted. Research limitations/implications Numbers of students were small, though the study is repeated with three different cohorts. Some students study mathematics jointly with another discipline and hence may have experience in skills development from the other subject. Practical implications This study indicates that innovations in teaching style and assessment in mathematics modules can enhance student confidence and competence with key professional skills. Originality/value Undergraduate modules in mathematics which have a focus on professional skills development are still fairly rare in UK universities. Often such modules do not embed the professional skills development activities with subject-specific technical tasks and projects as this module does. There are few formal studies of the effectiveness of this style of module, especially longitudinal studies covering several academic years.
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Morgan, Deidre D., Deb Rawlings, Carly J. Moores, Lizzie Button, and Jennifer J. Tieman. "The Changing Nature of Palliative Care: Implications for Allied Health Professionals’ Educational and Training Needs." Healthcare 7, no. 4 (September 28, 2019): 112. http://dx.doi.org/10.3390/healthcare7040112.
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CareSearch is an Australian Government Department of Health funded repository of evidence-based palliative care information and resources. The CareSearch Allied Health Hub was developed in 2013 to support all allied health professionals working with palliative care clients in all clinical settings. This cross-sectional online survey sought to elicit allied health professionals palliative care experiences and subsequent considerations for educational and clinical practice needs. The survey was disseminated nationally via a range of organisations. Data was collected about palliative care knowledge, experience working with palliative care clients and professional development needs. Data were evaluated by profession, experience and practice setting. In total, 217 respondents answered one or more survey questions (94%). Respondents (65%) reported seeing >15 palliative care clients per month with 84% seen in hospital and community settings. Undergraduate education underprepared or partially prepared allied health professionals to work with these clients (96%) and 67% identified the need for further education. Access to postgraduate professional development was limited by available backfill and funding. Study findings support the importance of free, accessible, relevant educational and professional development resources to support clinical practice. This is particularly relevant for allied health professionals who have limited opportunities to attend formal professional development sessions.
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Semigina, Tetyana. "European practice of professional qualifications validation on the basis of non-formal education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (September 24, 2020): 57–65. http://dx.doi.org/10.24195/2617-6688-2020-3-7.
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The transformation of the labour market has led to paradigm shifts in education, contributing to the development of lifelong learning and non-formal education. Currently in Ukraine, there is no legal construct regulating the process of recognising the results of such education. The study aims to examine the European experience in validating the non-formal and informal education, which can be useful in formulating appropriate policies for the award of professional qualifications in Ukraine. The study is mainly based on a retrospective analysis of the European policy. Встановлено, що у визначенні процедур на загальноєвропейському рівні послуговуються такими документами, як: It is revealed that at the All-European level, these document are used to define the designated procedures: "European guidelines for the recognition of non-formal and informal education" (2009), Council of Europe Recommendations on the recognition of non-formal and informal education (2012), European Centre for the Development of Vocational Education (CEDEFOP) on the Recognition of Non-Formal and Informal Learning (2017), EU Council Recommendation on the European Qualifications Framework for Lifelong Learning (2017). These documents focus on the institutional field of validation of professional qualifications acquired through non-formal learning, involvement of representatives of various public sectors and implementation of coordination mechanisms. At the same time, diversified practice of confirmation and assignment of professional qualifications on the basis of non-formal learning has been developed in European countries. Professional associations and business structures, on the basis of which qualification centres (assessment centres) operate, play an important role in the processes of qualifications validation. The recognition of non-formal learning outcomes and validation of professional qualifications follow the same standards as the ones assigned for both formal education and the national qualifications framework.
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Dunn, Robin J., and Sarah A. Doolittle. "Professional Development for Teaching Personal and Social Responsibility: Past, Present, and Future." Journal of Teaching in Physical Education 39, no. 3 (July 1, 2020): 347–56. http://dx.doi.org/10.1123/jtpe.2019-0226.
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Don Hellison presented his ideas to teachers and coaches who sought strategies for enhancing responsibility behaviors in youth of underserved communities. He also conveyed his concepts to teacher educators charged with preparing professionals in sport and physical activity all over the world. Using a variety of formal and informal ways of sharing teaching personal and social responsibility (TPSR), Don, his colleagues, and those responsible for educating teachers and coaches have shared TPSR as a way to help youth learn social and emotional life skills through sport and physical activity. This article is designed to review what is known about how teachers and other physical activity professionals learn to do TPSR by exploring the literature and research as well as summarizing lessons learned about the process. Common barriers to successful implementation of TPSR and future directions for research and practice on professional development in TPSR are discussed.
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Naumova, Viktoriia. "TEACHER BEHAVIOR STRATEGY IN THE UNCERTAINTY OF THE CONDITIONS OF PROFESSIONAL DEVELOPMENT." Educological discourse, no. 1 (2020): 55–63. http://dx.doi.org/10.28925/2312-5829.2020.1.5.
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It is proved that the current tendencies of reforming the postgraduate pedagogical education make it possible to state that the uncertainty in obtaining the results of professional development of teachers is the main condition for the emergence of risks of professional development. The concept of professional development in terms of the paradigm of education is characterized. An experimental research was organized and conducted. The purpose was to determine the personal properties of teachers, which determine the effectiveness of decision-making in a situation of uncertain of the conditions of professional development. The objectives of the experiment include: to establish the professional and personal qualities of teachers, which make decision-making in a situation of uncertainty; perform mathematical processing and interpretation of experimental research; summarize the results and make recommendations. This research presents results of definition and substantiation of the main strategies of behavior of teachers in the situation of uncertain conditions of professional development. These include: vigilance, avoidance, procrastination, dustiness. Teachers have the highest average values for the Vigilance Strategy, which indicates a careful consideration of alternatives before making a decision. The generalized results of the research characterize the educators' conscious choice of a behavioral strategy to make a decision in a situation of uncertain conditions of professional development. It is established that modern postgraduate pedagogical education has various forms of formal, non-formal and informal adult education. In the long term, we consider it necessary to analyze the potential of technologies of professional development of teachers in terms of advanced training.
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Garner, Nicole, Antje Siol, Johannes Huwer, Rolf Hellman Rolf Hempelmann, and Ingo Eilks. "Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 449–61. http://dx.doi.org/10.31129/lumat.v3i4.1016.
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Informal and non-formal science education became major trends in many countries in recent years. Non-formal learning was suggested to help closing gaps in science education, e.g. by providing students an alternative environment to experience practical work. Non-formal education was also suggested to offer a chance for curriculum innovations and teacher continuous professional development. One potential field might be Education for Sustainable Development (ESD). Several perspective papers in recent years described that secondary chemistry education is still lacking in implementing education for sustainability and learning about green chemistry. This article describes the project “Sustainability and chemistry in non-formal student laboratories” that was initiated to develop non-formal learning environments to help implementation of ESD and learning about green chemistry. This article presents the goals and structure of the project, including an example taken from practical experience and selected findings from implementing the proposed non-formal learning environments in secondary chemistry classrooms. Impacts on teachers’ professional development and curriculum innovation are also addressed.
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Shrestha, Roshani. "Formal Education for Personal and Professional Development: A Case of B.Ed. Female Graduates in Pokhara." Crossing the Border: International Journal of Interdisciplinary Studies 5, no. 2 (July 15, 2017): 61–82. http://dx.doi.org/10.3126/ctbijis.v5i2.18439.
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The paper aims to prove that formal education acquired at university level has its direct relation with the personal and professional development of an individual. For instance, the female graduates of the study area have shown that they are benefitted in their professional teaching and personal life from the knowledge and skill they had acquired during their formal learning. In order to present it lucidly, the paper has been structured in six parts. The introductory part builds the context and states the research questions. It is followed by historical background, which deals with the development of formal education in Nepal; it also includes discrimination against women in education sector. The third part is theoretical discussion that deals with the impact of formal education in enhancing students’ skills and knowledge, problem solving and personality development. The fourth part is about methodology that briefly discusses the methods of data collection and analysis applied for conducting this research and drafting this article. The core part of this article is data analysis in which the collected data have been analyzed and the sixth is the conclusion followed by a list of references.Crossing the Border: International Journal of Interdisciplinary Studies Vol.5(1) 2017: 61-82
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Haemer, Hannah Deborah, Jairo Eduardo Borges-Andrade, and Simone Kelli Cassiano. "Learning strategies at work and professional development." Journal of Workplace Learning 29, no. 6 (August 14, 2017): 490–506. http://dx.doi.org/10.1108/jwl-05-2016-0037.
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Purpose This paper aims to investigate the prediction of current and evolutionary perceptions of professional development through five learning strategies at work and through training and how individual and job characteristics predict those strategies. Design/methodology/approach Variables were measured in a cross-sectional survey, with 962 individuals. Relationships were tested through linear regression analysis and structural equation modeling. Findings The criterion variable current professional development is positively associated to three learning strategies: intrinsic and extrinsic reflection, seeking help from others and trial and error. The relationship between this latter learning strategy and that criterion variable is moderated by work experience. Hours of training also predict that criterion variable. Seeking help from others and educational level predict perceived evolutionary development. Socio-cultural and technical-organizational work environment variables predict those five strategies. Research limitations/implications The cross-sectional research design yields potential for monomethod bias. Longitudinal, multilevel and multiple collection design studies should be conducted in the future. Originality/value A wide range of occupations and organizational contexts was investigated by using two different measures of professional development as criterion variables. A larger effect size was found for one of them, given just three learning strategies as antecedent variables. Training and formal education had smaller effects. The importance of taking into account different characteristics of workplace learning environments is highlighted.
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Ivanov, Alexander, Svetlana Tolstikova, Larisa Ovcharenko, and Tatiana Morozova. "Building major competencies for enhancing higher education for sustainable development." E3S Web of Conferences 250 (2021): 07002. http://dx.doi.org/10.1051/e3sconf/202125007002.
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This paper focuses on the specifics and preconditions for building major competencies that are envisaged for enhancing higher education for sustainable development (ESD). It looks into the professional development of specialists in higher education, factors affecting individual stages of professional development of these specialists, as well as into the role of the environment in their professional development. Furthermore, it studies the formal and informal learning as the important setting leading to the creation of the major competencies for linking globalization, complexity and environmental responsibility and channelling them to students through the teaching process in higher education.
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Nasreen, Dr Abida, Dr Anjum Naz, and Dr Tariq Hussain. "Professional Development of Secondary School Leadership: Experiences and Expectations." Journal of Peace, Development & Communication Volume 4, Issue 3 (December 30, 2020): 469–91. http://dx.doi.org/10.36968/jpdc-v04-i03-25.
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This study is an attempt to explore the formal and informal professional training experiences of principals. The study also explored the barriers faced by them in the pursuit of professional development programs/training. This qualitative research study was based on interpretive paradigm. The data was collected through in-depth interviews. A thematic analysis approach was used to analyze data. The results revealed that the principals come across many negative and positive situations every day. Some of them were never given the opportunity for professional training. Others stated some professional and personal problems which generally create hurdles in the pursuit of professional development programs. They also emphasize the importance of teamwork. It was suggested that here should be a conduct of separate administrative trainings specifically designed for school principals/ heads and trainers/ resource persons should be highly qualified in the field of educational administration.
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Nasreen, Dr Abida, Dr Anjum Naz, and Dr Tariq Hussain. "Professional Development of Secondary School Leadership: Experiences and Expectations." Journal of Peace, Development & Communication Volume 4, Issue 3 (December 30, 2020): 469–91. http://dx.doi.org/10.36968/jpdc-v04-i03-25.
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This study is an attempt to explore the formal and informal professional training experiences of principals. The study also explored the barriers faced by them in the pursuit of professional development programs/training. This qualitative research study was based on interpretive paradigm. The data was collected through in-depth interviews. A thematic analysis approach was used to analyze data. The results revealed that the principals come across many negative and positive situations every day. Some of them were never given the opportunity for professional training. Others stated some professional and personal problems which generally create hurdles in the pursuit of professional development programs. They also emphasize the importance of teamwork. It was suggested that here should be a conduct of separate administrative trainings specifically designed for school principals/ heads and trainers/ resource persons should be highly qualified in the field of educational administration.
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Hurst, Deborah, Martha Cleveland-Innes, Pamela Hawranik, and Sarah Gauvreau. "Online Graduate Student Identity and Professional Skills Development." Canadian Journal of Higher Education 43, no. 3 (December 31, 2013): 36–55. http://dx.doi.org/10.47678/cjhe.v43i3.184674.
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Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be an assumption in higher education that students develop professional skills by virtue of learning through required academic tasks and having proximity to other students and faculty. Skeptics of online study raise questions about whether graduate students studying online can participate fully in such graduate communities and access these informal professional skill-building opportunities. It is possible that such activities may have to be designed and delivered for online graduate students.
This paper presents preliminary qualitative findings from a project that developed, offered, and evaluated such online opportunities. Findings suggest that while online graduate students can and do develop professional skills while navigating their studies, building relationships, and participating in online learning communities, they are keen to develop such professional skills in a more deliberate way.
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Botterbusch, Karl F. "Career Development Patterns Among Professional Persons with Severe Psychiatric Disabilities: Implications for Practice." Journal of Applied Rehabilitation Counseling 31, no. 2 (June 1, 2000): 24–32. http://dx.doi.org/10.1891/0047-2220.31.2.24.
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This study investigated career patterns among persons with serious psychiatric disabilities who had completed higher education. As part of a vocational program follow-up, 48 middle-aged, mostly white men and women consumers were interviewed about educational and employment histories. A computer program based on age of onset, job skill level, job and educational codes, and dates of employment was developed. Five different, mutually exclusive, career development patterns were identified: (a) career constant with postformal education disability onset, (b) career constant with preformal education completion disability onset, (c) career change with post-formal educational disability onset, (d) career change with pre-formal educational completion disability onset, and (e) early onset with no career. Results were related to current career development theories and the needs of counselors serving this population.
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Sherman, Helene J., and Thomas Jaeger. "Professional Development: Teachers' Communication and Collaboration Keys to Student Achievement." Mathematics Teaching in the Middle School 1, no. 6 (September 1995): 454–58. http://dx.doi.org/10.5951/mtms.1.6.0454.
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The curriculum and evaluation standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) have served as both stimuli for, and responses to, numerous formal and informal programs, conferences, and conversations calling for educational reform and improvement in mathematics teaching. After all the plans are drawn and all the objectives are written, however, reform is most likely to occur and make a lasting difference when teachers are aware of the need for improvement, have a voice in planning it, and derive a real sense of professional satisfaction from implementing the instructional changes.
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Osadchyi, Viacheslav, and Hanna Varina. "Future masters of psychology training for professional activity in the conditions of non-formal education." Ukrainian Journal of Educational Studies and Information Technology 8, no. 3 (September 30, 2020): 49–61. http://dx.doi.org/10.32919/uesit.2020.03.05.
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The article is devoted to the problem of integration and development of continuing education in Ukraine, reveals the content and priorities of implementation of non-formal education in institutional, as an important component of a professional practice-oriented system of training future masters of psychology. It is established that the introduction of components of non-formal education creates conditions for the development of professional self-awareness of future psychologists: actualization of professional self-knowledge, expansion of positive attitude to oneself as a future psychologist, self-actualization of professional self-improvement. The scientific article analyzes the experience of implementing a scientific and practical online course "Modern practice-oriented technologies in psychology" on the Moodle platform in the process of training masters of psychology. The paper describes a pilot study of the impact of an online course on the process of actualization of professional self-improvement, personal growth and self-realization.
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O'Sullivan, Julia. "Quality matters." Bulletin of the Royal College of Surgeons of England 92, no. 6 (June 1, 2010): 201. http://dx.doi.org/10.1308/bull.2010.92.6.201.
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There is a plethora of educational opportunities available to general dental practitioners (GDPs) and dental care professionals (DCPs), both short continuing professional development events and longer programmes, some of which lead to a formal qualification. However, it is not always clear whether these events and courses are of an appropriate standard and what processes are in place to accredit them.
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Volyarska, Olena. "IMPROVEMENT OF PROFESSIONAL TEACHER DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 143–52. http://dx.doi.org/10.33989/2226-4051.2016.14.171605.
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Comprehensive analysis of scientific studies of national and foreign scientists showed that the problem of the teachers’ professional development improvement has been represented in theoretical and practical philosophical, psychological and pedagogical science. The analysis of development of the postgraduate education tendencies, life-long professional education of adult learners, long-term scientific and pedagogical experience have revealed the relevance of research in the improving of the teachers professional development. This research has been appropriated by the increased requirements for postgraduate education and traditional approaches to the development of the teachers’ professional competences and by the necessity to cope with the existing stereotypes, changing attitudes and approaches to the teachers’ professional growth.The aim of the research is to identify the spheres of improvement for the professional development of teachers in the system of postgraduate education.The interpretation of the teachers’ professional development has been defined as an increase of their professional competence in the result of practical experience and prolonged purposeful and coordinated self-education in the conditions of formal, non-formal and informal adult education.The main directions of improvement of Ukrainian teachers’ professional development in our in-service teacher training include: 1) systematic implementation of educational innovation in postgraduate education content; 2) development of the blended forms of teacher training for providing educational possibilities for various special optional courses, trainings and seminars on full-time training conferences, consultations, participation in online conferences, electronic forums, chats on the distance remote basis; 3) creation of a system of the various modular courses and teacher trainings, which provides a clear definition, diagnosis and monitoring of professional competence components, based on a modular educational technology and which is one of the modern innovations in adult education; 4) development of partnership subject-subject interaction in in-service training, where the participants of training activities are oriented to the professional development, personal and professional growth.The results of studies have stated that a comprehensive personal training for teachers should be oriented to the development of their willingness to increase the effectiveness of the professional activities. In the further researches we consider the necessity of studying and generalization of international and national databases on the teachers’ continuous professional development.