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Journal articles on the topic 'Future profession'

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Published: 30 May 2022
Last updated: 31 May 2022

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1

Kumar, Raman. "Future of profession." Journal of Family Medicine and Primary Care 5, no. 4 (2016): 745. http://dx.doi.org/10.4103/jfmpc.jfmpc_23_17.

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2

Ivashkevych, Ernest. "The Formation of Translational Intentions of Future Translators." Collection of Research Papers "Problems of Modern Psychology", no. 55 (April 18, 2022): 29–49. http://dx.doi.org/10.32626/2227-6246.2022-55.29-49.

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The aim of the article is to propose some techniques and group activities to promote autonomy in the classroom to provide the translational activity of students. Methods of the research. As for general scientific methods, the following ones were also used quite successfully: the method of induction, deduction, analysis and synthesis, comparative and descriptive methods and explanatory ones. The experimental research with the purpose to identify the dynamics of the translational development of future translators lasted in 2020-2021. In this research 58 students of experimental and control groups of philological department were participated. The results of the research. The research of the content of the concept of “translational development” highlights the need to determine its component composition (structural approach), on which the views according to translational development are quite ambiguous, because they are based, as a rule, on various aspects of the professional activity. In such a way we distinguish target, motivational, semantic, procedural and reflexive-evaluation components in the structure of the translational development. Conclusions. In such a way we distinguish four stages of the translational development of the person. These are the following stages: the formation of translational intentions (conscious choice of the future profession by the individual taking into account their individual psychological characteristics), which are actualized by a combination of many factors: the prestige of their profession, the needs of the society, the family influence, media, etc. The most important role in choosing a profession is played by the orientation of the individual to a particular subject of the activity, which is manifested in the interests of a man, his/ her passion for the professional sphere, etc.; basic translational training: mastering by a specialist the system of professional knowledge, skills and abilities, the formation of professionally important personal traits, professional orientation and interest in the future profession. The second stage is, first of all, training in the institution of higher education. Personal new formations at this stage have the aim of the formation of professional orientation, the development of special skills and abilities, the formation of professional and ethical values, spiritual maturity, readiness to perform specific professional activities; professionalization: entry (adaptation) and mastering the profession, professional self-determination, gaining professionally significant experience, the development of personal traits, qualities and characteristics which are necessary for qualified, productive performance of the professional activities of the interpreter; professional skills of the interpreter: high-quality, creative performance of the professional activity, the integration of professionally important qualities of the person having been formed by the individual style of performance of the activity. In the process of mastering professional skills by a specialist, professional activity itself becomes more and more attractive. Satisfaction of a specialist with his/her activity occurs in the process of performing his/her professional actions, in the process of the professional communication. Professional activity at this stage becomes the leading need of the individual. Mastery implies that the professional development of the individual has taken place. Key words: translational intentions, basic translational training, professionalization, professional skills of the interpreter, professional communication, professional orientation and interest in the future profession.
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3

Behn, Bruce. "Toward a learned profession: The future of accounting research." FINANCIAL REPORTING, no. 2 (September 2017): 23–27. http://dx.doi.org/10.3280/fr2017-002002.

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The Pathways Commission (2012) recommended that we devote significant efforts to building a learned profession by purposeful integration of accounting research, education, and practice for students, accounting practitioners and educators. The reason this goal is so important for our broadly defined accounting profession is that we are in market for talent with other traditional learned professions such as medicine, law and engineering (and other future learned professions). Potential students want rewarding successful careers so they will migrate to learned professions that help make a difference in the world. The key aspect to a learned profession is intellectual technique (research) that informs practice and teaching. If our accounting profession can enhance the link between research, practice and teaching, we can move towards a learned profession.
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Каrasova, Olena. "Formation of English Competence of Future Pharmacists." Professional Education: Methodology, Theory and Technologies, no. 13 (June 25, 2021): 138–51. http://dx.doi.org/10.31470/2415-3729-2021-13-138-151.

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The introduction to the article analyzes the current state of the future pharmacists’ language competence, in particular English. The purpose of the study is to theoretically substantiate the essence of the concept of «English-language competence of future pharmacists» and highlight the features of its formation. Methods. In the process of fulfilling the goal a set of theoretical methods was used - analysis of scientific-methodical, psychological-pedagogical literature, study of normative-program documentation on the research topic. The results. Based on the analysis of the scientific literature, the essence of the concept of «profession-oriented English-language competence» is clarified together with its links with professional competence, language and communication. The author specifies the meaning of «profession-oriented English-language competence» as a set of knowledge, practice-oriented skills, mastery of medical concepts, techniques of logical thinking aimed at solving profession-oriented situational problems, realization of discussions in the form of questions and answers on professional topics. Conclusions. The article identifies the peculiarities of forming the profession-oriented English-language competence in teaching a foreign language to students of the pharmaceutical university: a foreign language in profession-oriented learning becomes not only the object of learning, but also a means of forming the students’ profession-oriented English-language competence; mastering a foreign language is realized in practice-oriented language activities, the ability to participate in the communication of profession-oriented topics, and not in the knowledge of individual elements of a language; increasing the role of self-study work of students is caused by the constant development of modern technologies and innovations in pharmacy, increasing the amount of professional information and pharmaceutical terminology in English, which requires the future specialist skills and abilities to master information independently; the professional activity of pharmacists is connected with the formation and further development of their clinical thinking, professional and personal qualities (observation, flexibility, purposefulness, concentration, determination, communicative literacy).
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E.P., Korablina, Pashkin S.B., Braznik E.I., Lisovskaia N.B., and Abramova P.D. "THE RELEVANCE OF EXISTENTIAL DANITIES IN PREPARATION FOR THE PROFESSIONAL ACTIVITY OF A HELPING SPECIALIST." “Educational bulletin “Consciousness” 23, no. 2 (February 28, 2021): 17–24. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-2-17-24.

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Professions aimed at helping and supporting a person in a difficult situation, with their traditions and principles of assisting activities, have existed since ancient times. The main purpose of the helping professions is to improve the quality of life of the person who sought help and to activate his inner potential. The importance of existential problems and their solution in the way of the professions plays a special role, since only a harmonious person who has reached agreement with himself and the outside world can fully open up in the profession. Despite the individual specifics of each profession; regardless of the direction of his work, the helper must have not only a certain set of personal qualities and a proper level of professional knowledge, but also an understanding, awareness and acceptance of the level of responsibility that he bears for what is happening in the work process. The study describes the relationship of future aid specialists to existential problems, professional responsibility and future profession.
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6

Borovich, Natalya, and Lyudmila Maksimova. "Future graduates - future young professionals." Medsestra (Nurse), no. 3 (March 1, 2020): 34–37. http://dx.doi.org/10.33920/med-05-2003-06.

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The article presents results of a sociological study (questionnaire) conducted among medical college graduates to study their opinion on expectations from the future profession. The need to clarify the attitude of students towards their future profession is related to the human resource planning for specialists with secondary medical education for outpatient and polyclinic service.
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7

Sumarna, Alfonsa Dian. "RESHAPING FUTURE SKILLS OF PROFESSIONAL ACCOUNTANTS." Ultimaccounting : Jurnal Ilmu Akuntansi 12, no. 2 (December 28, 2020): 134–51. http://dx.doi.org/10.31937/akuntansi.v12i2.1516.

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Acceleration change of global economy causes accounting profession require to have knowledges, skills, and abilities that can support company’s sustainability growth and able to compete nationally and internationally. The accounting profession in the future cannot be a solitery skill but must adapt and evolve in line with new emerging technology. In this research, we using descriptive qualitative research, to explore in depth a review of the factors that influence the accounting profession in the future due to the evolution and revolution of information technology. This research explores information using narrative perspective to understand the implications of modern technology, the drivers of change in the accounting profession, and the future needed of accountant’s skills in accounting work area such as audit and assurance; corporate reporting; financial management; strategic planning and performance management; tax; and governance, risk, and ethics. The needed of competence in analytical and communication skills, knowledge of software and big data, holistic knowledge of internal business, local and global trends are important things that need attention for profesional accountants. Technical skills and ethics (TEQ) and behavior take the prominent role to be able to adapt to changing professional needed. . Keywords: Professional Accountant, Information Technology, Competency, Accounting
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8

Hill, Carole. "Commentary: Professional Organizations and the Future Practice of Anthropology." Practicing Anthropology 16, no. 1 (January 1, 1994): 23–24. http://dx.doi.org/10.17730/praa.16.1.ax1q25622h482153.

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A profession is commonly defined as having several core characteristics, including prolonged specialized training in a body of abstract knowledge, service orientation, collegial organization, and a license and mandate to declare standards. Professions have at least two forms of voluntary organization, the learned society and the professional organization. The two forms reflect different goals, values, and organizational strategies. Throughout its history, the Society for Applied Anthropology (SfAA) has vacillated between these two models.
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9

Vasilenko, Yurii Vladimirovich, and Il'ya Vladimirovich Volochkov. "Troublehacking as a profession of the future." Социодинамика, no. 12 (December 2020): 77–85. http://dx.doi.org/10.25136/2409-7144.2020.12.34609.

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This article analyzes the prospects of modern Russian development of “troublehacking” as a profession of the future. Troublehacking, as the methodology for system improvement, is founded on the two step-by-step algorithms of actions: basic algorithm for effective solution of the problems, and a simplified vector. The first one is based on the systemic analysis, risk theory, and instruments of the theory of the resolution of invention-related tasks. The second one is based on the launch of associative thinking through the analysis of register of inventive ideas of troublehacking. Troublehacking is the innovative methodology aimed at functional improvement of social systems on several levels simultaneously: from corporate to private life. In the context of school pedagogy, troublehacking is within the logic of competence approach. The authors prove that troublehacking, as a profession of the future, has great potential, as it can be implemented in both, engineering-technical and social-humanistic spheres, and is based on the competences that underlie the register of most promising professions that are recognizes as such on the international level. While the classical concept of profession is being transformed and diluted, troublehacking is open to the constantly changings social diversity. Therefore, unlike other professions, it would continue to be in high demand due to the featured universal set of competences.
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10

Leibach, Elizabeth Kenimer. "The Future of the Profession." American Society for Clinical Laboratory Science 24, no. 4 Supplement (October 2011): 2–3. http://dx.doi.org/10.29074/ascls.24.4_supplement.2.

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11

Wheelwright, Verne. "A profession in the future?" Futures 32, no. 9-10 (November 2000): 913–18. http://dx.doi.org/10.1016/s0016-3287(00)00039-2.

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12

Dahlbom, Bo, and Lars Mathiassen. "The future of our profession." Communications of the ACM 40, no. 6 (June 1997): 80–89. http://dx.doi.org/10.1145/255656.255706.

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13

Trinder, John C., and Lihua Li. "Future Prospects of Our Profession." Australian Surveyor 41, no. 4 (December 1996): 255–61. http://dx.doi.org/10.1080/00050339.1996.10558641.

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14

Griswold, Jerome. "The Future of the Profession." Lion and the Unicorn 26, no. 2 (2002): 236–42. http://dx.doi.org/10.1353/uni.2002.0020.

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15

Kuklick, Bruce. "The Future of the Profession." Historically Speaking 6, no. 1 (2004): 12–14. http://dx.doi.org/10.1353/hsp.2004.0000.

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16

KRYVENCHUK, Yu, and O. HRYTSYK. "INTELLIGENT SYSTEM FOR CHOOSING A FUTURE PROFESSION." HERALD OF KHMELNYTSKYI NATIONAL UNIVERSITY 295, no. 2 (May 2021): 101–4. http://dx.doi.org/10.31891/2307-5732-2021-295-2-101-104.

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Finding a professional field in which a person is going to develop all his life is not easy, especially when a person does not have the tools to make accurate and informed choices. When we talk about professional orientation, we mean the psychological and pedagogical process, which aims to help choose a profession that corresponds to the skills and moods of man. On the other hand, orientation not only intends to look for a job, but also to know what motivates a person or who he would like to see himself in a few years. Professional discrimination is a process that creates controversy among young people, who often do not immediately get a higher education or decide to change careers due to lack of professional orientation. People are struck by the uncertainty about how to choose the right future profession: according to interests, according to employment opportunities, or according to the usefulness of this career. Another important factor is the future salary we will earn. Our vocation and our abilities are also factors to consider, as they will ultimately motivate us to continue our studies. To make the best decision about choosing a future career, a professional test will be the most useful tool with which a person can determine their capabilities. As modern technologies are increasingly used to analyze data around the world, it is an expected task to translate testing from a general cohort of psychological techniques into the digital world. For best results, it was decided to solve this problem using an artificial neural network. Scientists who have studied and continue to study neural networks believe that they are an almost indispensable tool in the work of analysts, because they allow you to work with both qualitative and quantitative characteristics. The main function of the developed system is to advise students and entrants on the choice of future profession, as well as to provide information in a form convenient for analyzing the results of career guidance work.
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17

Timmins, Fiona. "Polish nursing into the future – challenges and opportunities." Pielegniarstwo XXI wieku / Nursing in the 21st Century 18, no. 3 (September 1, 2019): 136–41. http://dx.doi.org/10.2478/pielxxiw-2019-0028.

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AbstractIntroduction. Polish nursing has experienced rapid and unprecedented evolutionary change. Recent and ongoing changes to preparatory nurse education have heralded a profound change for the profession. At the same time the nursing profession itself has experienced unprecedented development in terms of changing roles and expanded practice. While the growth of professional is ongoing there are many challenges to this in terms of staffing shortages, an aging workforce and changing illness trajectories. While a committed workforce, nurses are challenged to maintain quality standards in the context of these challenges.Aim. This paper explores the responses and responsibilities required of the profession to face ongoing changes in medicine, health and society as well as policy and professional changes. The leadership required to successfully steer and negotiate this ongoing transformation will be discussed.
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Tashkinova, O. A., S. O. Mishchenko, and K. Totska. "Current state and prospects of professional self-determination of students of general educational institutions of Mariupol: on the materials of sociological research." Науково-теоретичний альманах "Грані" 21, no. 9 (October 12, 2018): 58–66. http://dx.doi.org/10.15421/1718115.

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Youth is the future of our country. Therefore, it is important to create conditions for increasing the competitiveness of young professionals in the labor market. To do this, it is necessary to change the model of professional orientation of pupils in accordance with their abilities and needs of the labor market, to make it systemic and effective; as well as to coordinate the market of educational services and the labor market of a specific region, to create a developed motivational system in institutions of higher and secondary education focused on continuous education and self-improvement of a person throughout life, formation of social and professional subjectivity in student and student youth, active attitude to to himself, to his life and to the future profession. An important problem is the formation of professional self-determination in the young person himself, adequate, on the one hand, to the conditions of the regional market of educational services and the labor market, on the other - the abilities, needs and interests of the student himself. It is the active life position and the reality of requests for a future profession for students that will increase their competitiveness in the labor market. In connection with this, requirements for subjects that provide professional orientation among students of general education schools are changing, in relation to the goals, objectives and methods of this work.Professional self-determination is considered as a process of conscious and active search of a person by his place in the world of professions, developing his personal attitude to certain professions, and the choice of possible future professional activities.Professional self-determination for students is related to the orientation in the world of professions, an understanding of their own physical, mental and social capabilities, the formation of adequate, realistic professional intentions that fit the existing abilities, knowledge, skills, etc. This is the formation of his future professional image by analyzing his personality, available resources, general life self-determination of the individual, etc. It should be noted that the process of professional self-determination is rather complex and its effectiveness determines a set of objective and subjective factors.The ability to personal and professional self-determination arises and is formed when studying in higher education institutions. Professional self-determination begins with the design of the first idea of your future profession and the formation of the first professional intentions.Understanding the importance of the problem of professional self-determination of students, the Mariupol City Employment Center, together with the Department of Sociology and Social Work of the Priazovsky State Technical University, in February-March 2018 conducted a joint sociological study among students of secondary schools. Only 54% of students know which professions are most suitable for them in accordance with abilities, inclinations, types of temperament, thinking. But most students will choose a future profession that can provide them with high wages in the future. Many graduates are attracted by the prospect of opening their own businesses and going abroad.Thus, it is necessary to change the system of interaction of universities and secondary schools in the direction of effective professional orientation and involving students in the world of professions through socially useful activities. The task of subjects of professional orientation should be the formation of the necessary competences and socially significant qualities for pupils’ youth in order to increase their socio-professional subjectivity and acquaintance with the world of the profession through a system of trainings, mentoring, professional excursions and volunteering. It is then that real professional self-determination of students in the world of the profession, in accordance with their available resources and conditions of the modern labor market, will become possible.
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Molodozhnikova, Natalia Mikhailovna, Natalia Viktorovna Biryukova, Olga Vladimirovna Galustyan, Julia Borisovna Lazareva, and Natalia Nikolaevna Stroiteleva. "Formation of Professional Orientation of High School Students to Medical Profession by Using ICT Tools." International Journal of Emerging Technologies in Learning (iJET) 15, no. 01 (January 15, 2020): 231. http://dx.doi.org/10.3991/ijet.v15i01.11423.

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The article is devoted to the formation of professional orientation of students to medical profession by using ICT tools. The article deals with the problem of professional orientation and formation of interest to the medical profession at schools with biological and medical classes. The use of ICT tools contributes to the integration of school subjects into current knowledge which are necessary for the future effective work of medical specialists. Application of ICT increases the effectiveness of professional orientational classes, improves students' awareness of their future profession, implements to the professional choice based on the awareness and understanding of students of their professional preferences and aptitudes. This technique makes it possible to form not only an adequate motivation to the medical profession, but also interest in disciplines connected with future profession.
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20

Jansen, Rob. "EC4: Present and future activities." Jugoslovenska medicinska biohemija 24, no. 3 (2005): 173–79. http://dx.doi.org/10.2298/jmh0503173j.

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EC4 is the organization for clinical chemistry and laboratory medicine in the European Union. The main goals of EC4 are the recognition of professional qualifications, the influencing of ISO and CEN documents relevant for the profession, monitoring EU directives relevant for the profession, reaching equivalence of standards in accreditation in Europe for medical laboratories, defining guidelines on the laboratory investigation of disease, harmonization of laboratory data via calibration. The European register of specialists in clinical chemistry and laboratory medicine is maintained by the EC4 Registration Commission. A number of working groups are active in reaching the goals set. In this article present and future activities are described. .
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Porter, Ann M., Phillip D. Payne, Frederick W. Burrack, and William E. Fredrickson. "Encouraging Students to Consider Music Education as a Future Profession." Journal of Music Teacher Education 26, no. 2 (July 24, 2016): 12–24. http://dx.doi.org/10.1177/1057083715619963.

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The purpose of this study was to examine the attitudes, communication, and opportunities provided by music teachers to encourage consideration of the music teaching profession. Survey participants ( N = 436) were music educators from the Southeast (235), Midwest (51), and Southwest (149) National Association for Music Education regions of the United States. Fifty-two percent of respondents reported encouraging students to explore the music teaching profession, one third reported uncertainty about their encouragement of a music education career, and 21% indicated active discouragement. Personal job satisfaction, student music abilities, and constraints/forces outside the profession were factors for respondents who discourage students from the profession. A majority reported providing opportunities to explore the profession as a viable career option and those experiences reflected the authentic practices of the teaching profession. Professional development opportunities for in-service teachers in the encouragement of students toward music teaching should be strongly considered.
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Wilkinson, Sara, Dulani Halvitigala, and Hera Antoniades. "Educators, professional bodies and the future of the valuation profession." Property Management 36, no. 4 (August 20, 2018): 389–99. http://dx.doi.org/10.1108/pm-04-2017-0027.

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Purpose Valuers face significant challenges as valuation becomes automated and the role evolves from economic analysis to data handling and processing. The purpose of this paper is to identify new knowledge and skills Valuers will need in the future and the role of professional bodies and educators in meeting future challenges in Australia, although the issues are considered global. Design/methodology/approach This qualitative research sought a deeper understanding of the issues, threats, challenges, opportunities, new areas of practice and knowledge that Valuers were experiencing with a view to identifying the role of professional bodies, industry and educators to meet the challenges. A focus group approach was adopted to collect data from practitioners in Sydney and Melbourne. Findings The roles of the professional body the Australian Property Institute, industry/employers and educators to meet these future challenges were identified. Changes are required to degree programme content in respect of digital technologies and statistical knowledge and skills. Continuing professional development programmes are required to address knowledge and skills gaps in existing practitioners. Research limitations/implications In this study, key limitations were that focus group participants were from Melbourne and Sydney only, and the focus is NSW and Victoria centric, although many participants have international work experience. Overall there was under representation of rural Valuers, of small valuation firms, of young, recently joined or qualified Valuers and females. Originality/value This is original research and highlights some real threats, issues and challenges facing the Australian Valuers. It complements work undertaken by legal and accounting professional bodies who perceive change and uncertainty affecting membership and services. To address and where, appropriate, embrace the changes that are coming and those already here, a manifesto for action for educators and the professional body is established.
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Heled, Einat, and Nitza Davidovitch. "Personal and Group Professional Identity in the 21st Century Case Study: The School Counseling Profession." Journal of Education and Learning 10, no. 3 (April 13, 2021): 64. http://dx.doi.org/10.5539/jel.v10n3p64.

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The current study focuses on the concept of professional identity in the school counseling profession, its definition and measurement. According to the definition in this study, the concept of “professional identity” is divided in two: personal professional identity, which is the practitioner’s sense of belonging to and solidarity with the profession, and group professional identity, which includes the features attributed to the profession, both by those who belong to it and by those who do not practice it, and makes it possible to discern between professions. The school counseling profession, occupied mainly by women, is contending with a lack of clarity regarding its role definition, role boundaries, and demands. Therefore, despite the change in the status of the profession in recent years, various issues impede the group professional identity of school counseling and the personal profession identity of its practitioners. This study is the first to examine the professional identity of school counselors on two levels: personal and group, among school counselors in Israel. The study included 174 school counselors who completed two professional identity scales constructed for the purpose of the study. Each scale underwent factor analysis, and a significant association was found between the two scales and the factors they comprised. The research findings indicate that the personal professional identity of school counselors is affected by their group professional identity, and vice versa. The research findings indicate the need to distinguish in future studies between personal and group professional identity, both in the school counseling profession and in other professions, particularly in a world characterized by professional mobility where current professions will become irrelevant while others will be in demand and there may be a need to define the personal and group professional identity of workers.
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Rimma I., Yafizova, and Nichiporenko Lidia K. "Benefication of the Older Preschool Children’s Ideas About the Professions of their Future." Scholarly Notes of Transbaikal State University 16, no. 4 (2021): 151–60. http://dx.doi.org/10.21209/2658-7114-2021-16-4-151-160.

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The article discusses the key approaches to the study of the phenomenon of benefication of the older preschoolers’ ideas about modern professions. The analysis of domestic and foreign classical studies characterizing the methodology of acquaintance of older preschool children with adult labour and professions is presented. The idea of the need to concretize children’s knowledge and enrichment of ideas about various modern professions of adults: labour actions, tools and materials, the results of labor and its value is proved. The article reveals the need for the formation of ideas in children about the interconnections of professions among themselves; expanding the game and speech experience of older preschoolers in the framework of the professional activities of adults; fostering a positive attitude towards adult work. Characterized by the personality traits necessary for children in the future, when choosing any profession: communication, cooperation, creativity. The development of a multi-stage variant of studying the ideas of children about professions, including the value attitude towards them, is presented. The results of qualitative and quantitative analysis are demonstrated; survey data, which made it possible to concretize and generalize children’s ideas about a certain profession, which in turn helped to understand the direction of educational work in this area and to select professions to expand the ideas of older preschoolers about the professions of their future.It has been established which professions are in the sphere of children’s interests. The specificity of the ideas of children about the professional employment of their parents and their attitude to the work of adults is characterized. The potential of organizing event projects and educational situations as a means of enriching children’s ideas about modern professions is substantiated; the logic and principles of their organization are concretized. Keywords: benefication of ideas, ideas about professions, work of adults, play activity, event educational project, educational situations
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Tansey, Timothy N., and Gregory G. Garske. "Leadership in Rehabilitation Counseling: Considerations for the Future." Journal of Applied Rehabilitation Counseling 38, no. 4 (December 1, 2007): 4–10. http://dx.doi.org/10.1891/0047-2220.38.4.4.

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This paper reflects on the need to develop future leaders in rehabilitation organizations. Since the early beginnings of the rehabilitation profession in the United States, professional organizations have evolved, had great success, but have often run parallel to each other. Despite the numerous instances of professional organizations in rehabilitation counseling coming together for a common purpose, there has been a marked inability to maintain those collaborative efforts over time. Leaders in the future must find ways of recognizing the differences of the organizations and finding ways to see these challenges as potential opportunities that will allow the profession to move forward and grow. Recruiting and grooming creative leaders will be key.
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Wise, PhD, CTRS, James B. "Preparing future professionals to serve as moral agents." American Journal of Recreation Therapy 17, no. 1 (February 1, 2018): 15. http://dx.doi.org/10.5055/ajrt.2018.0150.

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Therapeutic recreation/recreation therapy (TR/RT) is a value-laden, moral, learned-service profession in which professionals are called to enhance the well-being of people with illnesses and disabling conditions. Functioning well entails being competent with requisite technical knowledge, skills, and abilities and learning of, adopting, and acting in accordance with the profession’s calling. This brief article concentrates on the second aspect, the development of future professionals who adopt and act in accordance with the profession's calling. The hope is this inquiry spurs dialog on the best way to develop future professionals who serve as moral agents.
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Kozyar, Maria. "PROFESSIONAL ADAPTATION AS ONE OF THE CONDITIONS FOR SUCCESSFUL ACQUISITION OF A FUTURE PROFESSION BY MEDICAL COLLEGE STUDENTS." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 9 (August 29, 2019): 26–30. http://dx.doi.org/10.25264/2415-7384-2019-9-26-30.

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28

Voitovych, Oksana. "MOTIVATION OF FUTURE GEOGRAPHY TEACHERS TO LEARNING ACTIVITIES." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 19–23. http://dx.doi.org/10.36550/2415-7988-2020-1-190-19-23.

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The article presents a research of motives for choosing a profession and motives for educational activities of future teachers of geography. An anonymous survey was conducted among second- and fourth-year students majoring in Secondary Education (Geography) to determine the motives for choosing a profession. Summary data indicate, that the choice of profession of students was influenced by social motives, which are based on the importance of the graduate to get a higher education and preferably at the expense of the state. Fourth-year students have a positive inner motive, which is based on the fact that they like the profession and they made the right choice. In the structure of motives of the educational activities of second-year students prevail external factors, which are determined by the desire to receive positive grades for exams and as a result have a diploma of higher education. Fourth- year students note the importance of obtaining in-depth professional knowledge and the opportunity to become a highly qualified specialist, characterized by intrinsic motivation to study. Increasing students' motivation for learning activities is possible with taking into account the following factors: introduction of innovative teaching methods in the educational process of training future teachers of geography, which stimulate students' cognitive activity and ensure the application of theoretical knowledge in specific practical situations; ensuring the right to academic mobility by involving students in research, international internships, etc.; formation of interest in future professional activity through the use of various forms of education; activation of independent work of students during the implementation of research tasks that are closely related to future professional activities; conducting a systematic survey among students on the quality of education, taking into account student suggestions for improving the educational process; involvement of students in scientific circles, preparation of publications for participation in domestic and foreign conferences; conducting regular meetings with teachers-practitioners, teachers-innovators to increase the status of the chosen profession and understanding its tasks; conducting psychological trainings on the ability to restore their psycho-emotional state, control emotions, be tolerant, prevent conflict situations.
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TYMOSHENKO, O. A., and K. V. SKRIABINA. "RESEARCH OF THEORETICAL ASPECTS OF DEVELOPMENT PROFESSIONAL EXPECTATIONS OF FUTURE PROFESSIONALS." Ukrainian Journal of Civil Engineering and Architecture, no. 5 (December 27, 2021): 95–104. http://dx.doi.org/10.30838/j.bpsacea.2312.261021.95.807.

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Problem statement. Freelance teachers are often faced with the fact that students who study in a particular specialty for four or six years, after graduation go to work in another specialty or master another profession. This situation, or rather the problem of so-called "staff turnover", is especially characteristic of technical specialties. And it does not matter whether the student is studying under a contract, whether he occupies a state budget place, whether the student is successful in his studies, or belongs to those who are constantly absent from class and have academic debts. In our opinion, the study of the causes of such issues, which is characteristic of the Free Economic Zone in Ukraine, is an important and insufficiently studied task from a theoretical and practical point of view. A large amount of scientific psychological and pedagogical research is devoted to the study of motives for choosing a specialty and future profession, the topic of motivation of modern youth in general, the study of professional interests of high school students, experimental research on career guidance. But there is very little theoretical and practical work aimed at studying the reasons for choosing a profession that does not correspond to the educational specialty. Purpose of the article is to analyze the problem of studying the professional expectations of students, as well as to investigate the psychological characteristics of young people as a subject of study and the factors influencing young people's choice of specialty and future profession in the process of their education in Institutions of higher education (IHE). Conclusions. Analyzed: psychological features of students as subjects of study; the meaningful nature of students' choice of their professional path; factors influencing young people's choice of specialty and future profession; psychological features of successful mastering of knowledge during training in IHE; psychological components of the student's cognitive activity - motives, interest, attention, memory, volitional and emotional processes; problems of professional career realization as an element of self-realization and human self-development; components of emotional and evaluative attitude of students to the future profession; functions that fulfill professional expectations in the life of the individual; signs of the content of professional expectations.
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Wilkerson, Gary B., Marisa A. Colston, and Brian T. Bogdanowicz. "Distinctions between Athletic Training Education Programs at the Undergraduate and Graduate Levels." Athletic Training Education Journal 1, no. 2 (April 1, 2006): 38–40. http://dx.doi.org/10.4085/1947-380x-1.2.38.

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Objective: To provide a historical perspective on factors that have shaped the current structure of athletic training education, and to advocate development of a new conceptual framework for a continuum of professional education in athletic training. Background: Athletic training is a relatively young profession that has undergone significant planned change in education and credentialing to enhance the practitioner knowledge and to promote the credibility of the profession within the healthcare community. However, comparison of the prevailing model for basic and advanced professional education in athletic training to those of other health professions reveals major structural differences. In an effort to promote an integrated approach to the spectrum of athletic training education, and to be consistent with terminology used by other health professions, the term professional education is used to designate entry-level education and the term post-professional education is used to designate post-certification, or advanced, education. Conclusions: Perceived problems with the current educational structure, along with advocated changes, are presented to clarify issues that will affect the future of the athletic training profession. Although change inevitably generates controversy, a failure to address these issues will almost certainly impede advancement of the profession.
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Patterson, Jeanne B. "Professional Identity and the Future of Rehabilitation Counseling." Journal of Applied Rehabilitation Counseling 39, no. 4 (December 1, 2008): 60–63. http://dx.doi.org/10.1891/0047-2220.39.4.60.

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This article describes a vision of rehabilitation counseling, wherein both the profession of rehabilitation counseling and the diverse roles of rehabilitation counselors are recognized and valued by rehabilitation counselors, the general public, and other professionals in promoting social justice and equal opportunity for individuals with disabilities. Using parallels with psychology, this article describes opportunities and challenges related to the visibility and centrality of rehabilitation counseling in society. Marketing is a key element in moving rehabilitation counseling from a fringe activity to a central, well-known profession. Recommendations to make rehabilitation counseling central to society include rehabilitation professional associations and other constituencies (a) working together to market the profession, which can capitalize on the ever-expanding number of career opportunities for rehabilitation counselors and (b) leveraging resources for the common good while respecting our differences.
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32

Avery, Brian. "Regulation of the dental profession." Bulletin of the Royal College of Surgeons of England 89, no. 1 (January 1, 2007): 29. http://dx.doi.org/10.1308/147363507x166218.

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Recent reports will significantly alter the way in which the dental profession is regulated in future. These include the chief medical officer's report Good doctors, safer patients, the report entitled The regulation of the non-medical healthcare professions (Foster Report) and a consultation document from the General Dental Council (GDC) called Fitness to Practise Guidance for the Professional Performance Committee, Health Committee and on Preliminary Meetings (http://www.gdc-uk.org/). The first two of these are available on http://www.dh.gov.uk/publications/.
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33

Kirina, E. A. "PROFESSION-ORIENTED INTERACTION OF FUTURE MILITARY PILOTS: UNDERSTANDING OF CONCEPTS AND APPROACHES." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 4 (2020): 29–34. http://dx.doi.org/10.18323/2221-5662-2020-4-29-34.

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One of the principal skills for military pilots during their professional activity is profession-oriented interaction. That is because they need to be able to interact in a foreign language during radio exchange, as well as to interact with foreign representatives within the professional field. Along with the concept of interaction, the paper considers similar concepts of conversation, cooperation, and communication; however, interaction reveals military pilots’ communicative activity in the most accurate way. The author determines the idea of profession-oriented interaction through the prism of approaches and gives its characteristics. General scientific approaches are used while training military aviation students for profession-oriented interaction: competency-based, systemic, person-centered, as well as the culture-based approach used for teaching a foreign language. The paper shows the significance of each approach for training future military pilots. The competency-based approach makes it possible to determine competencies necessary for future military pilots and contributing to the implementation of profession-oriented interaction in a foreign language. The person-centered approach indicates the importance of taking into account the individual characteristics of future military pilots while forming the style of their professional activity. The systemic approach covers all training components which are necessary for profession-oriented interaction of military pilots. The culture-based approach actualizes the formation of intercultural communication skills between future military specialists.
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Madalińska-Michalak, Joanna. "Shaping the Future of Teaching Profession." Labor et Educatio 7 (2019): 29–42. http://dx.doi.org/10.4467/25439561le.19.002.11519.

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35

Walsh, Virginia. "The Future of the Library Profession." IFLA Journal 23, no. 1 (March 1997): 13–16. http://dx.doi.org/10.1177/034003529702300103.

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36

Jones, Roger. "The future of the medical profession." BMJ 335, no. 7610 (July 12, 2007): 53. http://dx.doi.org/10.1136/bmj.39266.662928.be.

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37

Hallgarten, Joe, and Martin Johnson. "The future of the teaching profession." Management in Education 15, no. 3 (July 2001): 18–20. http://dx.doi.org/10.1177/08920206010150030901.

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38

Johnson, Martin. "The future of the teaching profession." Management in Education 15, no. 4 (October 2001): 8–11. http://dx.doi.org/10.1177/08920206010150040501.

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39

Chriatman, Luther. "The future of the nursing profession." Nursing Administration Quarterly 11, no. 2 (1987): 1–8. http://dx.doi.org/10.1097/00006216-198701120-00003.

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40

Weitzel, Kristin. "A bright future for our profession." Pharmacy Today 24, no. 3 (March 2018): 4. http://dx.doi.org/10.1016/j.ptdy.2018.02.009.

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Holmes, Neville. "The Future of the Computing Profession." Computer 43, no. 7 (July 2010): 88–87. http://dx.doi.org/10.1109/mc.2010.209.

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42

Haberman, Martin, and James Collins. "The Future Of The Teaching Profession." Action in Teacher Education 9, no. 4 (December 1987): 219–25. http://dx.doi.org/10.1080/01626620.1987.10519365.

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43

Weberg, Daniel. "Building the Profession of the Future." Nursing Administration Quarterly 45, no. 1 (January 2021): 71–78. http://dx.doi.org/10.1097/naq.0000000000000445.

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44

Davis Davey, Diane. "Preparing our profession for the future." Cancer 114, no. 2 (February 7, 2008): 67–70. http://dx.doi.org/10.1002/cncr.23342.

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45

Enright, Michael. "The marketing profession: evolution and future." Journal of Public Affairs 6, no. 2 (2006): 102–10. http://dx.doi.org/10.1002/pa.217.

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46

Dugoni, AA. "The future of the dental profession." Journal of Dental Education 49, no. 12 (December 1985): 795–98. http://dx.doi.org/10.1002/j.0022-0337.1985.49.12.tb01953.x.

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47

Paul, Peter V. "The Future Stewards of the Profession." American Annals of the Deaf 159, no. 1 (2014): 3–6. http://dx.doi.org/10.1353/aad.2014.0012.

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Parker, Gavin, Matthew Wargent, Orly Linovski, Abigail Schoneboom, Susannah Gunn, Daniel Slade, Nezhapi-Dellé Odeleye, et al. "The Future of the Planning Profession." Planning Theory & Practice 21, no. 3 (May 26, 2020): 453–80. http://dx.doi.org/10.1080/14649357.2020.1776014.

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Gehl, John. "The future of the IT profession." Ubiquity 2000, March (March 2000): 1. http://dx.doi.org/10.1145/334425.334460.

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Gehl, John. "The future of the IT profession." Ubiquity 2000, March (March 2000): 1. http://dx.doi.org/10.1145/334458.334460.

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