Relevant bibliographies by topics / Professional Development Scheme

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Professional Development Scheme'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Professional Development Scheme"

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Davis, Nicola, and Shekar Bheenuck. "A professional development pathways scheme." Nursing Standard 17, no. 48 (August 13, 2003): 40–43. http://dx.doi.org/10.7748/ns2003.08.17.48.40.c3438.

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Davis, Nicola, and Shekar Bheenuck. "A professional development pathways scheme." Nursing Standard 17, no. 48 (August 13, 2003): 40–43. http://dx.doi.org/10.7748/ns.17.48.40.s51.

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Morgan, Gethin. "Continuing Professional Development." Psychiatric Bulletin 22, no. 5 (May 1998): 330–31. http://dx.doi.org/10.1192/pb.22.5.330.

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Soon after I retired from my clinical academic post I agreed to become Director of Continuing Professional Development (CPD) for a period of two years, in the hope that I might be able to play a part in ensuring that it becomes firmly established and accepted by psychiatrists as a whole. Having now completed one year as Director, it is gratifying to find the scheme accepted by so many. Nevertheless, I need to discuss what is perhaps the most pressing of all problems which I face. It concerns the various difficulties which have impeded full recruitment into the scheme.
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Burn, Kerrie. "ANZTLA and the ALIA Professional Development Scheme." ANZTLA EJournal, no. 22 (June 4, 2019): 6–14. http://dx.doi.org/10.31046/anztla.v0i22.1460.

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This paper reviews the results of a survey of members of the Australian and New Zealand Theological Library Association (ANZTLA). The survey asked whether ANZTLA members were also members of the Australian Library and Information Association (ALIA) and ALIA's Professional Development Scheme. It also sought general comments about professional develpment in the theological library environment. The implications of these results for the ongoing professional development of theological librarians are discussed, and some of the challenges that limit or prevent individuals from pursuing professional development opportunities are noted. A number of questions for consideration, and areas for potential further research are also proposed. If ANZTLA wishes to take a more active role in advocating for the value of professional development for its members, these may assist the organisation to determine the most appropriate path forward.
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Entwisle, John. "The CONTACT Continuing Professional Development Award scheme." Industry and Higher Education 3, no. 1 (March 1989): 48–49. http://dx.doi.org/10.1177/095042228900300113.

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The greater Manchester Consortium for Advanced Continuing Education and Training (CONTACT) – a partnership of Manchester and Salford Universities, Manchester Polytechnic, UMIST and Manchester Business School – has recently introduced a novel Continuing Professional Development (CPD) Award scheme which aims to help in meeting the national need for the continuous updating of the knowledge and skills of individuals in industry, commerce and the public sector. The scheme is based on the wide range of post-experience short courses offered by these five institutions. The Award is obtained by accumulating credit from a series of courses attended at any of the five. The Award certificate is given when 120 contact hours have been successfully completed and lists the courses accredited.
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Sharavtseren, Tserenjigmed. "Factors, obstacles, mechanism and development directions for the professional music education in Mongolia." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 4, 2020 (2020): 225–38. http://dx.doi.org/10.31862/2218-8711-2020-4-225-238.

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The article presents the results of the study of training music art professionals and music teachers in Mongolia. The comparative analysis of music education in Germany, Sweden, Israel, China, Japan and Russia is conducted. Prospective measures of development of professional music education in Mongolia are suggested. Factors, obstacles, mechanism and directions of development of the Mongolian State Conservatory – the first Mongolian academic higher education institution for training professional musicians – have been identified. The mechanism of the development of professional music education in Mongolia is the concept of the Mongolian State Conservatory. The concept includes goals, main and additional tasks, the scheme of interaction with the authorities and social partners, the model and scheme of education, the management system, financial basis and stages of organization of the conservatory.
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Hirakawa, Yoshihisa, and Hiroki Yasui. "Scheme for inter-professional network development in the community." Nippon Ronen Igakkai Zasshi. Japanese Journal of Geriatrics 48, no. 6 (2011): 713. http://dx.doi.org/10.3143/geriatrics.48.713.

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Adams, Jeff. "The Artist-Teacher Scheme as Postgraduate Professional Development in Higher Education." International Journal of Art Design Education 22, no. 2 (May 2003): 183–94. http://dx.doi.org/10.1111/1468-5949.00353.

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Stewart, Averil M. "Future Possibilities for a Continuum of Professional Development: Part 2." British Journal of Occupational Therapy 51, no. 9 (September 1988): 302–6. http://dx.doi.org/10.1177/030802268805100903.

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This paper expands upon Part 1 and the idea of a ladder of educational opportunities which would enable occupational therapy helpers to progress through certification to full registered status. It offers a framework and possible content in order to promote discussion in support of a national scheme.*
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Liu, Xiaoli, Haixiang Li, Zhe Chen, and Huanhuan Qi. "A brief analysis on the embodiment of practical teaching module of undergraduate financial Management major in talent cultivation scheme Take Xi’an traffic engineering institute for example." E3S Web of Conferences 218 (2020): 04009. http://dx.doi.org/10.1051/e3sconf/202021804009.

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The talent training scheme is the basis and principles for the implementation of professional personnel training, each college has a suitable environment around the professional orientation, students and the talent training scheme, this paper takes xi ’an institute of transportation engineering as an example, briefly expounds the university financial management professional undergraduate course major training service of ShaanXi economy development, radiation surrounding city high quality applied talents training target, in financial management professional talent training scheme to increase practice teaching modules, which incarnates the professional comprehensive practice ability of applied talents training target of some of the embodiment.
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Dissertations / Theses on the topic "Professional Development Scheme"

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Hung, Nga-yan Janet, and 孔雅欣. "The impact of Hong Kong pre-primary education voucher scheme on teachers professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176742.

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This research aims to determine whether the voucher scheme in Hong Kong would really increase professional development of Hong Kong early childhood teachers, and to see how the teachers will react to this change. Few studies have been conducted on how the voucher system affects the teachers. A qualitative approach was employed where a total of twelve teachers and four principals from the four kindergarten schools were asked to participate in the study. The results of the study show that teachers from the different kindergartens were having more convergent views about the pre-primary education voucher scheme among the teachers from these schools. Many of them believe that the voucher scheme is in fact a fair policy and that it could effectively improve teachers‟ quality, though the apprehension of old generation teachers over the influx of the younger and relatively more qualified teachers is a concern that needs to be addressed.
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Dyer, Barbara J., and n/a. "An Investigation of a Professional Development Scheme for teachers: work experience in industry and research." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050714.123358.

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n/a---Introduction--- This thesis deals with an investigation od a Professional Development Scheme which gave three Teaching Service teachers working experience in one of Australia's largest research organisations, a Canberra hotel, and an ACT office furniture business (one of the largest manufacturers of its kind within Australia) during the September school vacation of 1988.-----Aim----The aim of the thesis is to analyse and evaluate the effectiveness of the Professional Development Scheme in the context of the relationship between the school and the world of work.
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Brereton, Michelle Lorraine. "A national scheme using digital images of blood cell morphology to support continuous professional development : evaluating morphology reporting." Thesis, University of Portsmouth, 2017. https://researchportal.port.ac.uk/portal/en/theses/a-national-scheme-using-digital-images-of-blood-cell-morphology-to-support-continuous-professional-development(e7c90b23-7148-4b32-bafb-657b578c1708).html.

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The reporting of blood cell morphology, by biomedical scientists using microscopy, is a subjective and relatively uncontrolled process; morphology reports impact directly upon the clinical care of patients, however, no large studies of the processes morphologists employ to reach their conclusions have been undertaken. This thesis chronicles the collaborative process with a national provider of quality assessment services (UK NEQAS(H)); detailing the pioneering developments that culminated in the creation of a national scheme, incorporating digital images of peripheral blood cells and accredited for continuous professional development. Annual exercises, using digital images distributed via the internet, were used to develop, test and create the scheme. Two workshops provided early assessment and feedback from participants. The aim of this research was to then evaluate the responses of the large number of professionals who completed cases, to give insights into how they interpret the blood cell morphology to produce their succinct report. The responses of between 732 and 1,018 participants (median 878) were examined for five digital morphology cases specifically selected to cover a range of morphological features. The subsequent data examination shows that patterns of error and bias were found in the responses that have not been described in blood film reporting before. Where a single morphological abnormality existed (glandular fever or Pelger-Huët anomaly), the ability to identify the feature of interest was high (97% and 84% respectively), however, errors in knowledge-based classification were seen. For complex cases, with multiple abnormal features, additional errors of inattention and premature completion were found; in the case of lymphoma with oxidative haemolysis 68% correctly reported the acute haemolysis, however, only 17% correctly reported both abnormal pathologies. Heuristic methods of decision-making, not considered in morphology reporting before, help the understanding of these patterns of error and bias. Following this research the national scheme will be adapted to support participants by indicating the potential common forms of error found in morphology reporting.
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Rabi, Sally A. "A professional development scheme for non-native speaking teachers of English from the Arab world : an action research study." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44680/.

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Following an action research framework, my research investigates professional development for English Language teachers in the Arab World, who are non-native speakers of English themselves. The thesis has five chapters: Literature Review, Critical Contexts, Methodology of the Study, Data Analysis and Presentation, and finally the Discussion and Findings of the research. The Literature Review covers works relevant to the area of the study in relation to existing teacher practices, teacher effectiveness and current professional development opportunities. The second chapter presents some critical contexts of the study; the researcher's personal and professional contexts, and the research sites. These provide accounts of the researcher's background as an English language teacher, trainer and researcher. This section clarifies the need for focused research in the area of professional development of English language teachers. The next section provides an overview of the United Arab Emirates, teaching population and study sample. After reviewing a range of educational research methodologies, the Methodology of the Study explains why Action Research was found to be the most appropriate framework for the project, and most particularly the Deakin participatory action research approach. Characteristics of the research population and study sample are then discussed. Thereafter, the data collection instruments (needs assessment questionnaires, interviews, observation checklists, discussions, feedback forms and documents) are discussed in relation to their role and purposes in the study. The chapter concludes by outlining the research phases, intervention strategy and the ethical dimensions of the study, particularly in relation to researcher identity and power relations. The Data Analysis and Presentation chapter focuses on summarising the data and identifying the general themes and clusters to be addressed by the interventions. The thesis concludes with the Discussion and Findings of the research. This final chapter covers the design and operation of the first and second interventions. It also aims to evaluate the effectiveness of the action research framework. This is followed by the research statement and discussion of the main findings, particularly how the findings of the research have affected the decision making policy in the professional development of teachers working for the UAE Ministry of Education. The findings of the research section also provides recommendations for policy and practice.
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Messaoui, Anita. "Développement de l'expertise documentaire des professeurs dans des situations de mutation de leur enseignement : le cas de professeurs de mathématiques et d'anglais." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSEN052/document.

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Les transformations de l’environnement informationnel changent le rapport des enseignants aux ressources. Elles impliquent le développement de nouvelles connaissances informationnelles, médiatiques et numériques, nécessaires à l’exercice de leur activité professionnelle. Cependant, leur formation prend peu en compte ces connaissances. La thèse a pour objectif d’identifier ces connaissances, telles qu’elles sont développées par les enseignants. Elle se situe au croisement de plusieurs champs : l’approche documentaire du didactique, la conceptualisation dans l’action ainsi que les pratiques informationnelles. Elle vise la construction d’un modèle de ce qui sera dénommé l’expertise documentaire des enseignants, basé sur l’identification des chèmes d’action et de schèmes d’usage documentaire. Cette modélisation s’appuie sur trois études de cas : deux enseignantes en anglais et une en mathématiques,toutes les trois suivies pendant deux ans, ayant chacune à faire face à une mutation deleur environnement informationnel. La méthodologie est basée sur les principes de l’investigation réflexive, à partir desquels un dispositif d’auto-captation du travail documentaire a été conçu.Trois questions de recherche sont considérées : quelles sont les composantes de l’expertise documentaire mises en oeuvre dans le travail documentaire des enseignants ? Quelles sont les situations du travail documentaire qui favorisent son développement ? Quelle est l’influence de la discipline enseignée ? Un modèle d’expertise documentaire est proposé, structuré par des connaissances(épistémiques, didactiques, pédagogiques) sensibles à la discipline enseignée, et d’autres plus génériques (informationnelles et technologiques). Il ressort de cette étude que les situations de mutation accélèrent le développement de l’expertise documentaire ainsi définie
The transformations of the informational environment change teachers’relationship to resources, involving the development of new information, media,and digital knowledge, which are necessary to carry out their activity. However, their training takes little account of this knowledge. The goal of the thesis is to identify this knowledge as developed by the teachers themselves. It takes place at the crossroads of several fields: the documentational approach to didactics, the conceptualization in action and the information literacy. It aims at modeling what will be called the teachers’ documentational expertise, based on the identification of their documentational scheme of action and documentational scheme of use. This modeling is based on three case studies: two teachers in English and one in mathematics, followed up for two years, each of these teachers having to deal with amutation of their informational environment. The methodology is carried outaccording to the principles of reflective investigation, from which the self-recording device of the documentational work has been designed.Three research questions are considered: what are the components of thedocumentational expertise implemented in the documentational work of theteachers? What are the situations of documentational work which favor its development? What is the influence of the subject taught? A model of documentational expertise is proposed, structured by epistemic, didactic, and pedagogical knowledge affected by the discipline taught, and by informational and technological knowledge which is more generic knowledge. This study evidences thefact that situations of mutation accelerate the development of the documentational expertise thus defined
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Diagne, Baba Dièye. "Etude du développement professionnel des enseignants de fabrication mécanique au Sénégal." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0400.

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Notre travail porte sur le développement professionnel des enseignants de fabrication mécanique au Sénégal. Cette étude est analysée sous le double point de vue de l’identité professionnelle des enseignants et de leur activité en situation d’enseignement/apprentissage. Notre cadre théorique articule l’identité professionnelle et la didactique professionnelle. Dans un premier temps, notre cadre d’analyse est la caractérisation statistique des profils identitaires des enseignants à partir des indicateurs recueillis dans la revue de la littérature. Et dans un deuxième temps, nous nous référons aux connaissances professionnelles inférées des schèmes d’action repérés dans l’organisation de l’activité des enseignants. Pour cette double analyse, nous avons élaboré une méthodologie pour recueillir, d’abord par questionnaire, les représentations des enseignants sur leur métier, et ensuite, d’élucider les schèmes mobilisés dans leur activité. Dans les invariants opératoires des schèmes mobilisés dans leur activité, nous avons identifié les connaissances professionnelles des enseignants en jeu. Le croisement de ces deux cadres d’analyse nous a permis de voir l’influence de l’identité professionnelle des enseignants sur le développement de leurs compétences
Our work focuses on the professional development of teachers of mechanical manufacturing in Senegal. This study is analyzed from the dual point of view of the professional identity of teachers and their activity in teaching / learning situations. Our theoretical framework articulates professional identity and professional didactics. As a first step, our analytical framework is the statistical characterization of teacher identification profiles based on the indicators collected in the literature review. Secondly, we refer to the professional knowledge inferred from the action plans in the organization of the teachers' activity. For this double analysis, we have developed a method to research, approach and answer a questionnaire, the representation of teachers on their profession and the following, to elucidate the patterns mobilized in their activity. In the operating invariants of the patterns mobilized in their activity, we have identified the professional knowledge of the teachers involved. The crossing of these two analytical frameworks allows us to see the influence of the professional teaching sign on the development of their skills
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Hadfield, Norma. "A learning conversation approach for teacher appraisal and professional development : an investigation of the ways in which specific forms of appraisal of teaching performance evoke different levels of learning conversations, and how far this affects teachers' perceptions of their own performance." Thesis, Brunel University, 1997. http://bura.brunel.ac.uk/handle/2438/5285.

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Within the parameters of the development, since the 1970s, of the National Teacher Appraisal Scheme, and the current changes in Education, a research programme of observation, video-recording and analysis of teaching performance is described and evaluated. The aim was to ascertain, by means of specific techniques, the value and benefits to teachers in developing their personal and professional levels of experience on the path to becoming self-organised learners. The potential of two specific methods of appraising teachers' classroom performance to generate developmental Learning Conversations is examined and compared. Using video-recordings of their lessons, two groups of ten teachers in one secondary school, individually reflected, discussed and evaluated their own performance with the researcher, by using either conversational repertory grid or conversational rating scale techniques, as the basis for an extended focused Learning Conversation. A third group of ten teachers was intended as a control group. The immediate and longer term developmental effects on the individual teachers, and on the school, were examined as the research activities gradually evolved from an original positivist experimental research paradigm to a conversational action research paradigm. Parallel to the account of the changes and developments in the research project, the impact of the research journey on the personal and professional development of the researcher is also related.
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Sayah, Karima. "L’intégration des ressources de Sésamath au collège : un moteur pour le développement du travail collectif des enseignants de mathématiques en Algérie." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE1234/document.

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Ce travail de recherche se situe à un moment particulier de réforme du système éducatif algérien. Il prend sa source dans les difficultés suscitées par la mise en œuvre de cette réforme, du point de vue, pour l’enseignement des mathématiques, de l’approche par les compétences et de l’intégration des TICe. Il questionne le potentiel des ressources de Sésamath, une association française d’enseignants, pour soutenir le travail des professeurs confrontés à cette réforme.Ancrée dans l’approche documentaire du didactique, la thèse a suivi plus particulièrement trois professeurs d’un collège, à la fois dans leurs classes régulières et dans un atelier de mathématiques, laboratoire d’intégration des ressources de Sésamath.Elle considère particulièrement les systèmes de ressources des enseignants en analysant leur structure et leur évolution, dans la perspective d’une modélisation de ces systèmes. Elle exploite la notion de schème, et notamment d’invariants opératoires, pour décrire l’évolution des connaissances des professeurs.Elle montre comment l’intégration des ressources de Sésamath, dans un milieu arabophone, conduit à développer un travail collectif de sélection, d’adaptation, de traduction et de mise en œuvre de ses ressources. Elle montre comment l’intégration des activités de Sésamath basées sur la résolution de problèmes a soutenu les enseignants dans leur travail de mise en œuvre de la réforme. Elle met en évidence l’intérêt de ces interactions pour l’évolution des connaissances et le développement professionnel des enseignants impliqués.L’étude ouvre des pistes, aussi bien pour la formation des enseignants que pour la modélisation de leur système de ressources
This research is situated at a particular moment of reform of the Algerian educational system. It originates from the difficulties of implementing this reform from a point of view, for mathematics education, of the competency-based approach and the integration of ICT. It questions the potential of the resources of Sésamath, a French association of teachers, for supporting the work of teachers facing this reform.Anchored in the documentary approach to didactics, the PhD followed in particular three teachers from a college, both in their regular classes and in a mathematics workshop, the Sésamath resource integration laboratory.It particularly considers teacher resource systems by analyzing their structure and evolution, aiming to modelling these systems. It exploits the notion of scheme, and especially operational invariants, to describe the evolution of teachers' knowledge.It shows how the integration of Sésamath's resources, in an Arabic-speaking environment, leads to developing a collective work of selection, adaptation, translation and implementation of these resources. It shows how the integration of problem-based Sésamath activities has supported teachers in their work for implementing the reform. It highlights the value of these interactions for the evolution of knowledge and professional development of the teachers involved.The study opens ways, both for teacher training and for modelling their resource system
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Heshema, Gladys. "Situation sociale de développement et interactions entre jeunes en difficulté et formateurs : vers une approche de didactique socio-professionnelle." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG043/document.

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Nous menons une enquête longitudinale dans un dispositif de pré-formation auprès des formateurs et des jeunes peu qualifiés et ainsi en difficulté d’insertion sociale et professionnelle. Nous relevons les marqueurs d’apprentissage et de développement des jeunes par l’analyse des interactions verbales et des entretiens. Les résultats montrent l’importance de la socialisation du jeune novice par son interaction verbale avec le formateur expert des situations sociales. Dans le sens de Vygotsky, l’interaction est considérée comme une « Situation Sociale de Développement » qui vise à ce que le jeune apprenne les situations par leur ré-interprétation par le formateur. Ce travail mène à la transformation de ses activités cognitive et opératoire nécessaires à la maîtrise des situations et à l’adoption appropriée des règles qui régissent les espaces physiques, sociaux et culturels, avec des personnes étrangères à l’environnement social habituel du jeune
We conduct a longitudinal survey in a scheme for pre-training for trainers and youth with poor skills and thus in great difficulty of social and professional integration. We identify markers for young people’s learning and development of the verbal interactions and interviews. The results show the importance of socialization of young novice through his verbal interaction with the trainer who is expert with social situations. As discussed by Vygotsky, interaction is considered "Social Situation of Development" who aims to ensure that young people learn the situations through their reinterpretation by the trainer. This work leads to the transformation of young people’s cognitive and operational activities necessary for controlling situations and to the appropriate adoption of rules that govern the physical, social and cultural spaces, with people outside the usual social environment of young people
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Mayfield, Helen Marie. "Afterschool Program Effects on English Learners' Reading and Teachers' Reading Curriculum Perceptions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2610.

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This project study addressed the problem of 3rd grade English language learners (ELLs) not passing the state mandated reading test at the same rate as other students between 2009 and 2013 in Georgia. The purpose of the study was to examine the effects of an elementary school's afterschool program (ASP) on ELLs' reading achievements and to investigate 3rd grade afterschool teachers' perceptions of the reading curriculum using a mixed methods explanatory sequential design. Schema theory, the framework used to guide this study, indicated prior knowledge and experiences are necessary to comprehend new ideas or concepts. Prior knowledge and experiences can be gained from the instruction provided during ASPs. During the quantitative phase, a paired-samples t test was conducted using archived data from 2014 on 43 ELLs. The result was a significant increase in reading from pre- to posttest. In the qualitative phase, two 3rd grade ASP teachers were interviewed about their perceptions of the reading curriculum and those interviews were then analyzed using In Vivo coding and 2 cycle analysis. Themes revealed were professional development (PD), curriculum presentation, instructional strategies, and ASP modifications. A 4-day PD was designed for teachers providing plans to teach ELLs academic content and literacy. PD would provide teachers with reading instructional strategies to teach ELLs, which may increase their achievement on state tests to decrease the ELL reading achievement gap. Implications for positive social change include using an ASP and PD to increase ELLs' reading achievements and to increase success on state mandated tests.
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Books on the topic "Professional Development Scheme"

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Moor, Helen. Professional development for teachers early in their careers: An evaluation of the early professional development pilot scheme. Nottingham: Department for Education and Skills, 2005.

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Moor, Helen. Professional development for teachers early in their careers: An evaluation of the early professional development pilot scheme. Nottingham: Department for Education and Skills, 2005.

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Hole, Cathy. Managing personal and professional development for women in higher education: A mentoring scheme. Sheffield: UCoSDA, 1997.

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Widdows, Margaret D. A planned approach to professional development: A school preparesfor the introduction of its staff appraisal scheme. (Guildford): (University of Surrey), 1986.

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Wit, Margareth. Making Shift Happen. Translated by Jonathan Hills. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463720267.

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Leadership is learnable. Furthermore, future developments within our organizations will be strongly influenced by our leadership effectiveness. In ten steps Margareth de Wit describes how, as a leader, you can train yourself to achieve desired transitions within your organization. Educated at INSEAD and Wharton, Margareth de Wit has a long and rich experience working at the top of international companies in the USA, India, the UK, and Africa, providing intensive leadership sessions to CEOs, commissioners, managers, and directors. Margareth de Wit has inspired hundreds of professionals within the education sector to see themselves as playing the central role in providing better education through intelligent collaboration in self-managing school teams. Her experiences show that systematic attention to leadership and group dynamics creates organizations that are both successful and future-proof. Providing striking examples from her broad practice and experience, historical comparisons, human interactions, analytical schemes, and evidence-based methods, de Wit paints a picture of the road that leads to effective leadership. While this transition is never finished, it is nevertheless one that always leads to both personal and organizational improvement.
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The Principal as Professional Development Leader. Corwin Press, 2004.

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Doerr-Zegers, Otto, and Héctor Pelegrina-Cetrán. Karl Jaspers’ General Psychopathology in the framework of clinical practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199609253.003.0005.

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Jaspers Psychopathology (1913) encompasses all areas of psychiatry and delves deeply into psychology and philosophy. From the beginning it has had a great repercussion in European, Japanese, Latin American and finally, in the English speaking psychiatry. Jaspers greatest achievement was to establish psychopathology as a hard science and the basis of psychiatry as professional practice. He did this from strictly methodological perspective. Besides, he aspired to consider the patient and his psychopathological manifestations on the horizon of the totality of existence. To summarize his contributions would be practically impossible. Therefore, these authors have focused this chapter on some particular topics of his work, such as the introduction of phenomenological method; the development of the method of understanding in contrast to explanation; the concepts of process and development; the overcoming of stimulus/response scheme for conceptualizing the man-world relationship and its replacement by his revolutionary concept of “situation”; and finally, the introduction of dialectical thinking in psychopathology and psychiatry.
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1952-, Hoffman Nancy E., Reed W. Michael, and Rosenbluth Gwen Socul 1940-, eds. Lessons from restructuring experiences: Stories of change in professional development schools. Albany: State University of New York Press, 1997.

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Talbert, Joan E., and Milbrey W. McLaughlin. The Contexts of Teaching in Secondary Schools: Teachers' Realities (Professional Development and Practice). Columbia University Press, 1990.

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Talbert, Joan E., and Milbrey W. McLaughlin. The Contexts of Teaching in Secondary Schools: Teachers' Realities (Professional Development and Practice Series). Columbia University Press, 1990.

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Book chapters on the topic "Professional Development Scheme"

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Heo, Jaeyeon. "Professional learning and development in team teaching schemes." In The Routledge Handbook of English Language Teacher Education, 446–58. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-30.

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Zimmermann, Ricardo, Ana Cristina Barros, Pedro Pinho Senna, Elena Pessot, Irene Marchiori, and Rosanna Fornasiero. "Policy Recommendations for Supporting Supply Chains with Horizontal Actions." In Lecture Notes in Management and Industrial Engineering, 265–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63505-3_10.

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AbstractThis chapter aims to identify the supply chain (SC) issues that can be considered “horizontal”, as they are cross–sectorial and faced by most companies operating both in production and distribution sectors, and to propose a set of policy recommendations that can support public and private organisations to promote and foster innovation and competitiveness of future European SCs. The definition of the Key Horizontal Issues (KHI) is the basis for developing 12 policy recommendations regarding infrastructure requirements, technological and organisational improvements and regulatory developments needed to set the stage for the European SCs for the future. Specifically, the policy recommendations entail assuring appropriate standards and legislation for European SCs; educating and training professionals for the future SCs; drafting of international agreements aiming at future European SCs; supporting and fostering incentives and funding schemes; promoting reference bodies for European SCs; and establishing infrastructure for fostering of future European SCs.
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Campanha, Ana Maria Pereira, and Adriana Cruz Carvalho. "The Rewards and Challenges of an Ongoing In-Service Teacher Training Programme." In Facilitating In-Service Teacher Training for Professional Development, 41–59. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch003.

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Designing and conducting an effective scheme of in service teacher training is a challenge that supervisors face nowadays. Although this kind of training has grown in importance, its quality varies significantly according to their designer's ability to organize a programme which is mainly focused on ongoing professional development. This chapter aims at describing a model of in-service, which has been implemented at a language institution for some time now. The authors will explain the rationale for the approach, and offer a detailed account of the scheme they have devised and which has been carried out with a considerable degree of success. To conclude, they will report on the implications of their findings and specifically address the need to maintain a programme which may shape the future of academic institutions by focusing on teachers' individual growth.
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Kapanadze, Marika. "Implementation of the Chain Reaction Project in Georgia." In Comparative Perspectives on Inquiry-Based Science Education, 70–81. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5439-4.ch005.

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Ilia State University (ISU) is one of Georgia's leading universities in teacher education and has taken part in a number of EU funded projects aimed at implementing new approaches to science teaching in Georgia, including those with an inquiry-based science education (IBSE) focus. This chapter gives an overview of the Chain Reaction project in Georgia, including discussion of the teacher professional development scheme, the perceptions of teachers following participation and implementation of the project, and the impact of Chain Reaction on students' motivation and teachers' professional development.
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Damer, Seán. "Mosspark: Homes Fit for Heroes?" In Scheming, 10–29. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474440561.003.0002.

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This chapter describes the development of the élite Mosspark housing scheme in detail. It shows that rather than being for ordinary working-class people, its tenants were hand-picked white-collar and professional people, often Corporation employees. It mirrored the Protestant and Freemasonic Ethics which characterised the Glasgow bourgeoisie. There were NO unskilled manual workers at all in this scheme, and only a sprinkling of skilled manual workers. Only the best-paid, skilled workers could afford the high rents. In political terms Mosspark was solidly right-wing.
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Gabarre, Cécile, and Serge Gabarre. "Designing, Developing and Evaluating Professional Language and Intercultural Competencies with Phone Simulations." In Cross-Cultural Interaction, 479–94. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch028.

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With the development of call centers to handle customer services, many tour operators have adopted the technique of recruitment by simulation where the candidates are judged on their ability to respond to working scenarios. To facilitate the school-to-work transition, we sought to increase the learners’ exposure to professional tasks and to challenge their communication skills in real situations. This chapter specifically relates to the design, implementation and assessment of a phone conversation simulation introduced in the evaluation scheme within the French for Tourism and Hospitality course. The 22 participants were Malaysian learners majoring in French. The analysis of examination results, phone conversation recordings as well as surveys on the learners’ perceptions of the new evaluation format provided a complete feedback on the experience. This chapter aims to present practitioners with a reference guide with step by step explanations and solutions easily transferable to any course with a communication component.
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Hewitt, Martin. "Fifty years ahead of its time? The provident dispensaries movement in Manchester, 1871–85." In People, Places and Identities. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9780719090356.003.0005.

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Martin Hewitt’s chapter on the history of the provident dispensary movement, initiated in the 1870s by the social reformer, Dr John Watts asks why provident dispensaries, unlike the Hospital Funds movement, have been largely neglected in the scholarship of medical philanthropy although, as Hewitt argues, those in Manchester were central to national debates over hospital reform and served as a model for similar initiatives in other parts of the country. The establishment of provident dispensaries in the city encapsulated many of the challenges which impeded the development of medical provision for the working-classes, as in the tensions which Hewitt illustrates in relation to the professional status and expectations of medical men, concerned about the movement’s threats to their fees and status. Watt’s scheme of provident dispensaries, which aimed to promote ‘a general scheme of medical insurance’, was ahead of its time, symptomatic, Hewitt argues, of the pitfalls which faced those committed to the establishment of a comprehensive system of healthcare in the late-Victorian period.
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Duggan, James R. "Fast-track leadership development programmes: the new micro-philanthropy of future elites." In Corporate Elites and the Reform of Public Education. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447326809.003.0010.

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The chapter contributes to discussions on public sector fast-track leadership schemes as an elite re-professionalising project that occurs within and across different domains of the public sector. An aim of Teach First is to create a ‘movement of leaders’ to end educational inequality through societal change. The chapter explores the path of one Teach First ambassador as he developed an equivalent fast-track scheme in social work called Frontline. Drawing on Carol Bacchi’s What’s the problem represented to be approach, the chapter explores how entry routes into the teaching profession are being transformed into processes for encouraging the emergence of individuals who are able to successfully develop initiatives that mobilise representations of complex social problems in line with elite and neoliberalising social imaginaries. In particular the discourses and practices of transformational leadership, entrepreneurship and innovation functioned to individualise and individuate explanations, representations and responses to complex social problems.
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Gatt, Suzanne. "Apprenticeships as a way of Tackling Skills Gaps." In Socio-Economic Perspectives on Vocational Skill Development, 80–106. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-4145-5.ch004.

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Malta did not suffer the 2009 economic crisis like other EU Member States. Youth unemployment remained low, and the country was among the first registering economic growth. However, Malta still has a very high percentage of early school leavers and is experiencing a significant skills gap in its labour market. In addition, a Cedefop study forecasted job growth mainly at professional and medium-level qualifications. This chapter is a discussion of how Malta is tackling the skills gap challenge by reforming its apprenticeship schemes. As changes were made to the format and governance of apprenticeships, the schemes were extended to more sectors as well as reflected a more modern approach to learning. As the number of apprenticeships continue to grow, Malta hopes to both be able to keep more young people in school through VET as well as provide a better trained skilled workforce to ensure further economic growth. This chapter can serve as an example for other countries and regions intending to reform their apprenticeship schemes.
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Quéré, Nolwenn. "Collective design as a support for professional development: a case study." In CALL for widening participation: short papers from EUROCALL 2020, 298–303. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1204.

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Integrating digital resources into teachers’ practice requires, notably, the availability of resources offering flexibility of use (Morgan, 1990) and proximity to teachers’ schemes (Crisan, Lerman, & Winbourne, 2007). Collective designing and sharing of these resources can facilitate this integration and contribute to teachers’ professional development (Quéré, 2019). The e-FRAN IDEE research group work looks at the cooperation between teachers and researchers jointly designing a digital resource to teach English. The aim of this paper is to observe a part of cooperation on one teacher’s professional development. In this case study, I show that the interactions between teachers in the group, Ginger and Val, lead to the discovery of new resources, and working with the latter foster new knowledge.
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Conference papers on the topic "Professional Development Scheme"

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Bates, P. "Mass transit scheme design." In IET Professional Development Course on Railway Signalling and Control Systems (RSCS 2008). IEE, 2008. http://dx.doi.org/10.1049/ic:20080369.

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Dapre, S. J. "Main line scheme design." In IET Professional Development Course on Railway Signalling and Control Systems (RSCS 2008). IEE, 2008. http://dx.doi.org/10.1049/ic:20080367.

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Dapré, S. J. "Main line scheme design." In IET Professional Development Course on Railway Signalling and Control Systems (RSCS 2012). IET, 2012. http://dx.doi.org/10.1049/ic.2012.0051.

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Dapré, S. J. "Main line scheme design." In IET Professional Development Course on Railway Signalling and Control Systems (RSCS 2010). IET, 2010. http://dx.doi.org/10.1049/ic.2010.0094.

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Lai, P., R. Harrison, and V. McCarthy. "Two Year Training Scheme for Graduates in Saipem UK Limited." In Education, Training & Continuing Professional Development of Marine Engineers in the Maritime Industry. RINA, 2006. http://dx.doi.org/10.3940/rina.et.2006.12.

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Shehata, Engy, Sean Armstrong, and Adrienne Foran. "P261 Are non-scheme paediatric junior doctors getting access to continuous professional development (CPD) in Ireland?" In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.611.

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Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3424.

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Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.
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Teslya, Svetlana. "Fundamental approach to building a holistic concept of security psychology at Sochi state university." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. Materials of the X All-Russian Scientific Conference. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-01.

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Relevance of the problem: the need to develop a new field of knowledge-security psychology, which could rely on the basic philosophical and psychological concept of security, methodologically, theoretically and practically able to provide a new field of knowledge integrative character. The purpose of the research: development of security psychology as a direction of fundamental socio-philosophical and psychological research. Hypothesis: it is possible to substantiate the psychological status of the concepts of "danger" and "security", which will give grounds to talk about their interdependence and as an experience-living; the "subjectivity model", "psychological model of subjectivity of a social subject", and "psychological model of security", which have never appeared before, can be introduced into the scientific plan of consideration, and set as the Central theme for the entire basic concept of security. Discussion of the results is divided into three blocks: (1) Deepening the methodological foundations of security psychology as a direction of socio-psychological research: approaches, principles, methods; (2) Formation of the conceptual framework of security psychology as a new field of knowledge; (3) Major problems that have been put forward and justified throughout the research. Conclusions: based on axiological, cultur-antropological, contextual, subjective, and synergetic approaches, a theoretical scheme of security psychology and its basic concept is constructed; seventeen key concepts were developed, with the help of which a thematic correction was made concerning the security issues and the formalization of security psychology; the diagnostic tools are developed that allow to conclude about the state of psychological security model of the social subject; a method of self-diagnosis of the ratio of their resources with the resources of significant others has been developed; a frame analysis of local variable functions of 4 subjectivity codes is presented; a model for diagnosing the content of the psychological model of subjectivity at the stage of acquiring a specific professional identity is presented; a resource concept of security and its empirical application to the problem of professional burnout is developed.
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Lamki, Amal, Yaqoob Abri, Ali Al-Jumah, and Shabib Mahruqi. "Tamuh: Implementing A Graduate Development Scheme for Fast Tracking Young Professionals in Petroleum Development Oman." In Abu Dhabi International Petroleum Exhibition & Conference. Society of Petroleum Engineers, 2020. http://dx.doi.org/10.2118/203288-ms.

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Chu, Zhaoming, Lin Cheng, Hui Chen, and Senlai Zhu. "Tradable Credit Schemes in Managing Network Mobility: Brief Review and New Developments." In 14th COTA International Conference of Transportation Professionals. Reston, VA: American Society of Civil Engineers, 2014. http://dx.doi.org/10.1061/9780784413623.325.

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