Relevant bibliographies by topics / Professional development and adult education

Academic literature on the topic 'Professional development and adult education'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Professional development and adult education"

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Marceau, Georges. "Professional Development in Adult Basic Education." New Directions for Adult and Continuing Education 2003, no. 98 (2003): 67–74. http://dx.doi.org/10.1002/ace.101.

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Bach, Jacqueline, Laura Hensley Choate, and Bruce Parker. "Young Adult Literature and Professional Development." Theory Into Practice 50, no. 3 (June 27, 2011): 198–205. http://dx.doi.org/10.1080/00405841.2011.584030.

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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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Shodiyeva, Matluba. "TECHNOLOGIES FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF PRIMARY CLASS TEACHERS." American Journal of Interdisciplinary Innovations and Research 04, no. 11 (November 1, 2022): 40–48. http://dx.doi.org/10.37547/tajiir/volume04issue11-07.

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This article scientifically and methodologically describes the importance of the acmeological approach in the development of developmental technologies for the organization of adult education. The author's definitions of "acmeological approach", "adult education technology", "continuous professional development technology", and "acme technology" are also given. Based on the acmeological approach, tasks and guidelines for improving the technology of continuous professional development of primary school teachers are given.
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Attebury, Ramirose Ilene. "Adult education concepts in library professional development activities." New Library World 116, no. 5/6 (May 11, 2015): 302–15. http://dx.doi.org/10.1108/nlw-08-2014-0100.

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Purpose – The purpose of this review is to survey the literature addressing the professional development of academic librarians in the context of adult education principles. Design/methodology/approach – This article is a literature review. Findings – The review reveals that among those activities incorporating concepts from the adult education field andragogy, transformational learning, communities of practice and instructional design are most prevalent. Originality/value – To date, no other literature review considers adult education concepts in professional development of academic librarians.
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Langer, Arthur M. "Fantasy and Adult Development." Journal of Aesthetic Education 56, no. 4 (December 1, 2022): 47–62. http://dx.doi.org/10.5406/15437809.56.4.04.

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Abstract As new digital technologies, consumer demand, and social issues such as COVID-19 render workplaces increasingly data-centric, employers will require culturally and technologically adept workers who can utilize creativity in every stage of the production process. To prepare students for this demand, institutions of higher education must establish flexible programs that provide professional or technical curricula combined with a liberal arts education that fosters students’ abilities to build imaginations beyond conventionally accepted norms. The capacity for creative fantasy intersects with cognitive maturity and higher-order thinking and thus can be measured using models of adult development. Schools should develop knowledge platforms that can first assess a student's maturity stage and then design a personalized liberal and professional education plan that maximizes their creative abilities. This article therefore engages adult development theory to map possible trajectories toward students’ constructive use of innovative fantasy and to address ways educational institutions can reorient their approaches.
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Terehoff, Irina I. "Elements of Adult Learning in Teacher Professional Development." NASSP Bulletin 86, no. 632 (September 2002): 65–77. http://dx.doi.org/10.1177/019263650208663207.

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Баніт, Ольга, and Любов Ващенко. "NON-FORMAL DEVELOPMENT TRENDS OF ADULT EDUCATION IN UKRAINE." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 3 (October 31, 2021): 23–27. http://dx.doi.org/10.35387/ucj.1(3).2021.23-27.

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The author identifies four key trends in the development of non-formal adult education in Ukraine. The first trend is the division of non-formal adult education into two areas: general cultural and professional. The first direction means the development of the need for education, the formation of the ability to learn independently, to know themselves and their capabilities, to meet intellectual and aesthetic needs. The second direction is related to the development of corporate education and in-house training. The second trend is characterized by the emergence of new institutions of non-formal adult education. These are public organizations and unions, women's organizations, interest clubs, cooperative professional associations, cor-porate universities and academies, etc. The third trend is related to the expansion of the content, forms and methods of non-formal adult education. The author gives a classification of forms of organization of non-formal education: didactic, socio-pedagogical, professionally-oriented, language-linguistic, cultural-artistic. The fourth trend has developed over the past few years. This is the transition of non-formal adult education to an online format. In the domestic market, the number of providers offering mass open online courses is growing. Among them are the Ukrainian online platforms Prometheus and VUM (Open University Maidan)
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Zeph, Catherine P. "Career Development for Community Adult Educators: Interrelating Personal and Professional Development." Adult Education Quarterly 41, no. 4 (December 1991): 217–32. http://dx.doi.org/10.1177/0001848191041004002.

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Vaganova, Olga I., Irina V. Rudenko, Server N. Bekirov, Leviza I. Abbasova, and Maxim M. Kutepov. "Modern technologies of adult education." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 57–64. http://dx.doi.org/10.34069/ai/2020.28.04.7.

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The motivation to constant knowledge update is due to the dynamic scientific and technological progress, which affects the change of all spheres of human activity. Employees of many organizations are in need of both professional development as well as obtaining a new specialty in order to maintain and improve their own competitiveness. In these conditions, higher educational institutions focused on adults training, are looking for new ways that will improve the formation of adult students competence. The purpose of the article is to analyze the experience of modern technologies implementation in the process of adult education. The article reveals the possibilities of innovative educational technologies, their essence and role in modern professional education. The role of continuous adult students education is emphasized, their functions are highlighted. The authors have identified the features on which the teacher relies in the process of adults training, which helps to make the training more effective. The implementation of modern adult education is based on the following principles: problematical character (the teacher should remember that adult students may feel uncomfortable in a group, they may be unaccustomed to feel like students again, for this it is necessary to "immerse" them in favorable conditions of communication. Role-playing, "brain storm" (which is more often referred to as discussion technologies, but in gaming it also takes place), blitz games contribute to the removal of emotional tension and the formation of effective cognitive motivation; the principle of dialogical communication.The study conducted among students of professional development courses from the age of 32 to 45 showed the need for further introduction of modern educational technologies in adult education. Their capabilities make the learning process more intense, active, and at the same time contribute to the rapid achievement of positive results.
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Dissertations / Theses on the topic "Professional development and adult education"

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Beaulieu, Evelyn H. "An Exploration of the Use of Professional Development Standards in Adult Education Professional Development." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/BeaulieuEH2007.pdf.

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Stewart, Carmine. "Teacher Preparation and Professional Development in Adult Literacy Education." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357933502.

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Trentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.

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The purpose of this study was to determine those resources that selected leadership development experts rated as most effective in discovering and fostering the continuing professional development of leaders. In this descriptive study, three research questions were formulated. A modified version of Hunter's reputational technique was used to collect data through a snowball sampling of the selected population. In phase 1 of the study, a survey was developed, validated, and mailed to 56 LEADership directors in all 50 states, yielding 34 (64%) returns, which were used in creation of the final questionnaire. In phase 2 of the study, the final instrument, including 256 identified resources, was developed, validated, and mailed to 220 experts in leadership development identified in the initial survey. A return of 88 (40%) of the questionnaires identified leadership development resources that selected experts rated as effective. The 19 instruments, 128 books or other printed materials, 32 audio or video tapes, and 77 programs identified through the initial survey were rated either "not effective", "somewhat effective", "effective", or "very effective" on a likert-type scale.
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Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.
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Moore, Susan S. Jr. "Continuing Professional Education for the Dietitian: A Critical Analysis of the Professional Development 2001 Model from an Adult Education Lens." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36805.

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Professional Development 2001 has been proposed by the Commission on Dietetic Registration as a new system for recredentialing dietetic practitioners to better ensure professional development. Changes include self-directed learning and reflective inquiry, new, unfamiliar concepts to this profession. To date, neither the Commission on Dietetic Registration nor the American Dietetic Association have offered a systematic review of these concepts and their implications for practice. As practitioners begin to consider this proposal in relation to their practice, the broader perspective of adult education research and theory can provide insight, depth and context to enlighten its use. A critical analysis was undertaken to demonstrate how Professional Development 2001 embodies the concepts of self-directed learning, reflective inquiry, and lifelong-learning and why these concepts are important as a means of assuring professional competence. Implications for practice are discussed.
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Ioannou, Nicoletta. "Professional development and professionalization of adult education in Cyprus : views and perceptions of adult educators." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51517/.

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Adult educators have been identified in the academic and policy literature as crucial to the success of national and regional strategies to deliver quality teaching to adult learners who require new knowledge and skills to meet changing social and economic needs. However, the majority of adult educators are part time practitioners who frequently lack any formal training or specialized expertise for teaching adults (Andersson, Köpsén, Larson and Milana, 2012; Jarvis, 2004). Across the world, limited attention is given to their professional development, leaving the majority of them to assume this responsibility by themselves. This is the case in Cyprus. The Cypriot adult education sector is characterised by part-time practitioners with low pay, limited professional development opportunities and uncertain career prospects. The professionalization of the sector and the development of adult education as a recognised profession has not been a priority. This study used a mixed-methods approach rooted within the pragmatic paradigm. This allowed a range of opinions to be heard, analysed and interpreted, and for some conclusions to be drawn regarding the ‘essential features’ of professional development and how these can contribute to the professionalization of the adult education sector in Cyprus. Questionnaires and group interviews were used to understand the perceptions of adult educators regarding their professional development and to identify emerging issues relevant to their professional identity and to the professionalization of the adult education field in Cyprus. Policy-makers and academics were also interviewed. The findings demonstrate the high levels of motivation that adult educators have to participate in professional development both to improve their teaching competences and to meet the needs of their learners. They reveal the personal fulfilment that adult educators gain from their work, despite their low professional status and uncertain prospects. The research shows that adult educators seek professional development focused upon classroom-based and didactical skills that can make them better teachers of adults. The establishment of a supportive environment, identification of adult learners’ needs, acknowledgment of adult educators’ prior experience, placing the learner at the centre of the teaching process, reflective practice and experiential learning, are seen as important components of professional development. The research findings have important implications for policy and practice in Cyprus. They inform recommendations for systematizing the adult education sector, defining its philosophical framework and priorities, and establishing a responsible body to monitor the professional development of adult educators and the sector in general. There are implications for practice; that the developmental needs of adult educators can be met through systematic professional development provision and that this should draw upon key stakeholders (adult educators, academic organizations and professional development providers) for its design. Finally, the research contributes to professional practice and academic discipline by providing a better understanding of adult educators working in this sector, the challenges they face, how they define their professional identity and their perceptions on how to improve their professional future. By offering insights into professional development and professionalization from the perspective of adult educators, it is hoped that the research can contribute towards positive change for adult education in Cyprus, to the advantage of educators and learners, and thereby to the advantage of Cypriot society in general.
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Glynne, Michele Theresa. "Exploring the Efficacy of School-based Professional Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1620.

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No method exists for evaluating the effectiveness of professional development (PD) for teachers in Boston Public Schools. Often PD does not contribute to teacher quality, which can hinder student outcomes. The purpose of this study was to explore teachers' perceptions of the effectiveness of PD among K-8 teachers and to examine the alignment of PD in the schools with the 4 prerequisites of professional learning outlined by Learning Forward. These 4 prerequisites served as the conceptual framework. Of the research questions, 4 reflected the topics of the 4 prerequisites: commitment to students, readiness to learn, collaboration, and learning styles. The fifth research question was based on PD in general. In this case study, data from interviews from nine teachers were analyzed typologically. Key teacher perceptions included a commitment to students, overall lack of relevance and usefulness of PD and therefore lack of readiness to learn, failed efforts to promote collaboration, and lack of attention to teachers' learning styles. Strained partnerships with colleagues and lack of time hampered the effectiveness of the PD. Based on these outcomes, a professional learning opportunity for administrators was created to teach them how to develop effective professional learning for teachers based on the 4 prerequisites. This professional learning opportunity can be implemented at the local level to promote the design of more effective professional learning in Boston Public Schools. By improving the effectiveness of professional learning and subsequently teacher quality, social change in the form of improved student outcomes can be initiated.
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Taylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.

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With the growth in healthcare research and rapid changes in technology, nurses' participation in lifelong learning is a critical factor in providing excellent patient care. However, many nurses encounter difficulties engaging in continuing professional development (CPD) activities. The purpose of this case study was to understand pediatric nurses' perceptions of CPD opportunities at a tertiary, freestanding, children's hospital in Southern California. Social cognitive theory was the framework for the study. Interviews and focus groups were conducted with a purposeful sample of 39 nurses comprised of day- and night-shift nurses plus nurse managers. The data were coded into categories and themes to explain the findings; the resulting 7 themes illustrated how these nurses perceived CPD. The nurses identified motivators and barriers that influenced their involvement in CPD activities. Most nurses reported that they were able to incorporate new knowledge into their practice and produce excellent patient outcomes but some nurses expressed instances of resistance and practice not supported with evidence-based approaches to care. Although the nurses found the programs adequate, they recommended ideas for improvement, including a need for leadership and management development. A project aimed at providing nurse managers with professional development in leadership was created to improve CPD. The project could improve the nursing profession by helping educators enhance CPD to support nurses in delivering high-quality patient care, thus supporting the healing and well-being of children under their care.
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McGuinness, Meghan Ann. "Adult Learning-Focused Professional Development for Dental Hygiene Clinical Instructors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1907.

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At a dental hygiene program within a community college in New York State, clinical instructors are hired based on their expertise as practitioners. Most clinical instructors lack a background in adult learning theory and practice, which is an issue because their students are adult learners whose average age is 26. The instructors' lack of knowledge in this area challenges their effectiveness. The purpose of this qualitative case study was to explore dental hygiene instructors' views about what kind of professional development offerings related to adult learning might help improve their teaching effectiveness. The conceptual framework for this project study was Lave and Wenger's situated learning theory. Semi-structured interviews were conducted with 8 part-time clinical instructors from the same academic department. Data were analyzed using thematic analysis. Five themes emerged from data analysis: participants' commitment to teaching, experience with students' attitudes, desire for communication, satisfaction with students' successes, and need for professional development. These findings led to the design of a professional development program that includes content on behaviorism, humanism, social cognitive theory, cognitivism, constructivism, and experiential learning theory. The goals of the program include providing clinical instructors with a background in adult learning theory and identifying ways to implement adult learning theory into clinical instruction. In potentially improving the teaching effectiveness of clinical instructors, this study may result in the better preparation of dental hygiene students and, ultimately, lead to improved patient care.
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Durr, Mary Sue. "Special Education Teachers' Perceptions of Professional Development Around Assessment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6419.

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The significance of professional development (PD) is acknowledged in research studies as essential to implementing rigorous state standards. Although the literature recognizes that PD is a crucial component in improving teachers' knowledge and skills, some teachers at a midsized urban public elementary school in the southern United States did not see the benefit of attending PD. The purpose of this study was to explore elementary special education teachers' perceptions of PD around assessment. Guided by a framework based on Chen and McCray's whole teacher approach to teacher PD, this basic qualitative study was designed to understand how these elementary special education teachers viewed the PD activities related to assessment at the local site. In-depth interviews were conducted with elementary special education teachers at LMP Elementary School who had attended PD about assessment. Interview data were analyzed using the content analysis method. Overall, findings revealed concerns regarding the quality of PD, lack of training, lack of evidence-based practice, teachers' intrinsic motivation and commitment, and teachers' autonomy. Findings were used to design a 3-day PD workshop that engaged learning techniques for special education teachers to assess and implement instructional methods to augment students with disabilities' academic achievement. Ultimately, this study has implications for creating positive social change by advocating and providing for special education teachers to be maximally engaged in PD aimed at enhancing outcomes for the students with disabilities they serve.
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Books on the topic "Professional development and adult education"

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Frankie, Todd, ed. Planning continuing professional development. New York, NY: Croom Helm in association with Methuen, 1987.

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Grover, Brockett Ralph, ed. Professional development for educators of adults. San Francisco, Calif: Jossey-Bass, Inc., 1991.

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Wang, Victor C. X. Advanced research in adult learning and professional development: Tools, trends, and methodologies. Hershey PA: Information Science Reference, an imprint of IG Global, 2014.

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Adelson-Goldstein, Jayme. Step forward professional development program. New York: Oxford University Press, 2006.

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Campbell, Anne. Practitioner research and professional development in eudcation. London: Paul Chapman, 2004.

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1956-, Smith Cristine A., ed. How teachers change: A study of professional development in adult education. Hauppauge, NY: Nova Science Publishers, 2009.

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Arlene, Borthwick, Pierson Melissa, and International Society for Technology in Education., eds. Transforming classroom practice: Professional development strategies in educational technology. Eugene, OR: International Society for Technology in Education, 2008.

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Quigley, B. Allan. Building professional pride in literacy: A dialogical guide to professional development for practitioners of adult literacy and basic education. Malabar, Fla: Krieger Pub. Co., 2006.

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Harvey, Carl A. Adult learners: Professional development and the school librarian. Santa Barbara, California: Libraries Unlimited, 2012.

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X, Wang Victor C., ed. Technology use and research approaches for community education and professional development. Hershey, PA: Information Science Reference, 2013.

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Book chapters on the topic "Professional development and adult education"

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Jones, Samantha. "Professional development in further and adult education." In PCET: Learning and teaching in the post compulsory sector, 330–41. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2020. http://dx.doi.org/10.4135/9781526481863.n25.

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Bowl, Marion. "Professionalism, Professionalisation and Continuing Professional Development in the Adult Education Arena." In Adult Education in Neoliberal Times, 49–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50883-2_4.

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Spedding, Patricia. "Re-dressing the Balance: Practitioner-Research as Continuing Professional Development." In Practice-Focused Research in Further Adult and Vocational Education, 187–211. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38994-9_10.

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Payne, Amy. "Designing a Professional Development Program." In Adult and Continuing Education, 655–72. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch036.

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Professional development is an essential aspect of any career. Many professions have minimum standards or requirements of training each year to maintain a license and/or job. This chapter outlines the necessary components for effective professional development training in terms of technology use, and examines some reasons why certain professional development programs may be ineffective. The chapter also discusses ways to assess the overall efficiency of a professional development program and highlight some outstanding professional development programs/practices in existence. A comparison between professional development practices performed in the United States with other countries around the world is provided to offer an understanding how professional development can vary depending upon culture.
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Slabon, Wayne A., and Randy L. Richards. "Story-Based Professional Development." In Adult and Continuing Education, 1890–908. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch110.

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In this chapter, the authors describe an initiative to create a cross-organization, knowledge building communal network built from the personal workplace stories voluntarily contributed by conflict management practitioners. They identify various wiki adoption and usage issues and provide recommendations and strategies for addressing these issues based on survey data from the wiki target member population. Moreover, the authors compare and contrast their wiki design with recommended practices from the wiki literature and provide some suggestions for future research.
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Bradley, J. Bernard, John Rachal, and Lin Harper. "Online Professional Development for Adults." In Adult and Continuing Education, 396–418. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch023.

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Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.
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Parker, Donna. "Implementing the Professional Development Program." In Adult and Continuing Education, 1356–71. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch077.

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As education is transformed through technology, teachers must be armed with knowledge and the capability of using technological tools to strengthen and enhance learning environments. Technology is the vehicle that assists in delivering meaningful and deeper educational experiences in today's classrooms. However, not all teachers are comfortable or competent in successfully integrating technology into their curricula and classrooms. School's technology plans now have an obligation to include professional development as an integral component that ensures technology integration training for faculty, staff, and administrators at all educational levels. Implementation of effective professional development requires technology leaders to formulate plans employing various methods and incentives to motivate teachers to learn the importance of technology integration while giving them the necessary equipment and support to effectively utilize technology in their content areas.
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Gruich, Madelon Reed. "Defining Professional Development for Technology." In Adult and Continuing Education, 376–95. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch022.

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Professional development for technology implementation is a critical component of achieving successful learning outcomes in educational settings. The use of technology in all teaching disciplines and administration requires the systematic training of every individual within the organization. Technology tools often provide the catalyst for skill development and attainment of expertise to ensure organizational successes. Through proven and research-based training opportunities, administrators and instructors can receive and ultimately share quality learning experiences that guarantee optimal learning achievement for school districts and specific instructional programs as technology is integrated into curricula. Planning professional development that creates seamless technology assimilation at all levels of use helps to guarantee that instructional design parallels desired learning outcomes.
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Velez-Solic, Angela, and Jennifer R. Banas. "Professional Development for Online Educators." In Adult and Continuing Education, 521–44. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch029.

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A professional development program for online faculty members can be difficult to create, implement, and sustain. Its components will vary depending on the location of the online faculty, the institutional budget, and who is administering the program. A professional development program is essential if institutions wish to keep instructors up-to-date on technological advances and pedagogical shifts as online classrooms change. Today's online faculty members are inundated with “information overload” due to the internet and because information is increasing exponentially, which results in pressure to “keep up” (Sherer, Shea, & Kristensen, 2003). Because of this pressure and the proliferation of learning tools, institutions need to help faculty filter and use the information available to them. This chapter will focus on essential components of professional development programs, issues and potential solutions, examples from successful programs, and future trends in online professional development.
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Shelley, Anne. "Professional Development Opportunities for Academic Subject Librarians." In Adult and Continuing Education, 171–89. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch011.

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Library professionals who specialize in particular disciplines have a deep understanding of the unique needs in their area to support faculty research, enrich student learning, and manage certain collections. Librarians and staff in such positions rely heavily on the expertise of their colleagues who have similar responsibilities, as well as standards developed by library and academic professionals in their respective fields. Therefore, professional networking is a critical practice for academic librarians who manage a particular subject area in their library. This chapter will provide information on subject-specific library conferences and other professional development opportunities that are useful for both conference organizers and librarians who specialize in subject areas and have responsibilities in collection management, instruction, cataloging, and liaison duties.
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Conference papers on the topic "Professional development and adult education"

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Brazauskaite-Zubaviciene, Ieva, and Anna Vintere. "CASE STUDY OF PERSONAL AND PROFESSIONAL QUALITIES OF ADULT EDUCATORS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2670.

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Bountrogianni, Marie. "TEACHING ADULT LEARNERS ONLINE- A PROFESSIONAL DEVELOPMENT PROGRAM FOR ONLINE FACULTY AND INSTRUCTORS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0108.

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Tarkhanova, Irina Yurievna. "The Development Of Universal Competences Of The Adult Population Through Education." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.211.

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Razumova, Tatiana O., and Irina D. Burak. "Further professional education: challenges in an unstable environment." In Sustainable and Innovative Development in the Global Digital Age. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.hkrc3496.

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One of the indicators of human capital development today is the degree of involvement of the country's adult population in lifelong learning. And it seems reasonable from the point of view of the Decent Work concept proposed by the International Labor Organization, thanks largely to which society has come to understand the importance of self-realization and personal development of workers. This article highlights the field of further professional education, demonstrating its opportunities, prospects, and impact on changes in an employee's work career, particularly in the transition from an executive to managerial position. The authors used the example of Master of Business Administration (MBA) programs to demonstrate the return on investment in this type of training, confirming the development of relevant managerial competencies in the majority of MBA graduates. Moreover, it is shown that further professional education can be an effective instrument for adapting to the labor market even in an unstable environment.
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Sjödin, Carina, Mona Riska, Kristina Westerén, and Paula Linderbäck. "FORESIGHT AND SUSTAINABLE FUTURES IN LIFELONG LEARNING - PROFESSIONAL DEVELOPMENT IN ADULT EDUCATION." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2231.

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Mc Loughlin, Claire, and Marian Jennings. "LIFE-LONG LEARNING – MOTIVATION AND PARTICIPATION IN CONTINUING PROFESSIONAL DEVELOPMENT: THE CASE OF ADULT EDUCATION TUTORS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1493.

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Schihalejev, Olga, Andrus Org, Marvi Remmik, and Maigi Vija. "PARTNERS IN CRIME: THE PROFESSIONAL DEVELOPMENT OF ADULT EDUCATORS DURING IN-SERVICE TRAINING FOR MASTER TEACHERS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1051.

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Gould, Robert, and Roxy Peck. "Preparing Secondary Mathematics Educators to Teach Statistics." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04404.

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In this paper, we address two Roundtable topics: distance education and developing teachers' statistical knowledge. We describe a new professional development program for secondary school mathematics teachers who are preparing to teach statistics. We also discuss what we have learned in our efforts to design a course that has a significant online component and that is relevant and useful from a teacher’s perspective. We describe the ways in which our online environment incorporates group work, self-study, concept exploration, and assessments. We also discuss the challenges associated with delivering the necessary content while simultaneously accommodating the practical time constraints of adult students who are, themselves, teaching full-time.
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Gambacorti-Passerini, Maria Benedetta, Andrea Galimberti, and Cristina Palmieri. "HOW TO TRAIN ADULT EDUCATORS IN UNIVERSITY? A QUALITATIVE EMPIRICAL RESEARCH TO EXPLORE THE DEVELOPMENT OF PROFESSIONAL COMPETENCES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0080.

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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Reports on the topic "Professional development and adult education"

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Fink, Jr, and O. J. Professional Faculty Development in the Military Education System. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada492641.

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Wilson, Kevin J. Transformation of the Noncommissioned Officer Education System: Leveraging Education to Improve Noncommissioned Officer Professional Development. Fort Belvoir, VA: Defense Technical Information Center, March 2006. http://dx.doi.org/10.21236/ada449413.

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Piland, William. Surface Warfare Officer Training: A Study of Undergraduate Education and Professional Development. Fort Belvoir, VA: Defense Technical Information Center, May 1989. http://dx.doi.org/10.21236/ada212661.

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Vivar-Zurita,, Hipólito, and Alberto García-García. Adaptation of official education and continuing professional development in the field of Communication. Revista Latina de Comunicación Social, 2012. http://dx.doi.org/10.4185/rlcs-067-959en.

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Nayn, A. Y. Pedagogical Management of Teachers Educational-Cognitive Orientation Development Process in he System of an Additional Professional Education. Prof. Dr Kuznetsov Alexandre Semenovich, March 2015. http://dx.doi.org/10.14526/18_2015_18.

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Nazarenko, A. V. DEVELOPMENT OF ENVIRONMENT STATE PERCEPTION AS A FACTOR ECOLOGICAL PROFESSIONAL PEDAGOGICAL EDUCATION IMPROMENT IMPROVEMENT OF THE FUTURE TEACHERS. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/43_2013_15.

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Litvinova, Tatiana Mikhailovna, Evgeniia Alekseevna Budenkova, Liudmila Ivanovna Babaskina, Dmitrii Vladimirovich Babaskin, Irina Iurevna Glazkova, Olga Valerevna Krylova, and Irina Igorevna Galuzina. Methodological recommendations for the implementation of a marketing model of the development process and the formation of professional competencies in higher pharmaceutical education. OFERNIO, January 2022. http://dx.doi.org/10.12731/er0526.17012022.

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Kharadzhian, Natalia, Larysa Savchenko, Karyna Safian, Yuliia Kulinka, and Oksana Mykolaivna Kopylova. Future Professional Education Specialists’ Mastering of Project Methodology of Creating Pedagogical Situations in the Service Sector. [б. в.], August 2020. http://dx.doi.org/10.31812/123456789/4142.

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The article reveals the problems of mastering by future specialists of the project methodology of creating pedagogical situations in higher education institutions as a means of improving the quality of education. Objectives of the article: to determine the influence of the project method on the creation of pedagogical situations in the process of teaching students; the choice of logic and mechanism of design actions depends on the purpose and the initial conceptual position regarding the subject reincarnates; to study the influence of pedagogical situations on the quality of education in the higher pedagogical school; to diagnose the implementation of the projects method and pedagogical situations in the process of education at the university. The project method provides the presence of a problem that requires integrated knowledge and research for its solution. The results of the planned activities should have practical, theoretical and cognitive significance. Modeling of pedagogical situations is the process of formation of situations-models which simulate the state and dynamics of the educational process and fix the contradiction between the achieved and desired in the personality development in a certain time interval. During the forming experiment, pedagogical situations were used to form the professional competence of the future specialist.
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