Journal articles: '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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Brereton, Michelle L., Barbara De la Salle, John Burthem, John Ardern, Paul McTaggart, Lois Hickman, Mary West, et al. "Digital Morphology Accessed by the Internet to Support Continuing Professional Development for Laboratory Staff." Blood 112, no. 11 (November 16, 2008): 4670. http://dx.doi.org/10.1182/blood.v112.11.4670.4670.

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Abstract Between April 2005 and September 2007 the UK National External Quality Assessment Scheme for General Haematology (UK NEQAS (H)) trialled an internet based pilot scheme for Digital Morphology. The Scheme was registered with the Institute of Biomedical Science for Continuing Professional Development. Participating laboratories of the conventional glass slides Morphology External Quality Assessment Scheme were invited to register one individual to participate, in April 2006 registration was increased from 221 to 413 individuals from 14 countries (>85% UK). Following closure of the successful pilot scheme UK NEQAS (H) launched a full internet based Digital Morphology Scheme in April 2008. We report on the initial results from this novel digital morphology scheme. The scheme is aimed at providing educational feedback for the laboratory scientists who participate. Laboratory managers are invited to register their staff with UK NEQAS(H), participants are then instructed by email when surveys are available for analysis and access the cases by the internet. Cases are built from high quality images, blended and stitched, to give large scale fields of view, equal to an area of at least 60 separate fields at × 60 objective. The “virtual slides” are viewed using appropriate software to allow the participant to move across the image, alter viewer settings and change magnification of the image. Morphology comment assessment sheets are then accessed along with the image and participants complete and submit their findings on line. Once submission is completed the participant has immediate access to detailed educational information about the morphology of the case, including electronic links to relevant internet sites. Once the survey has closed participants receive an email allowing then to access overall completed case data including consensus data from the survey, statistical data and expert opinion. Furthermore they can print a reflective report of their findings against the consensus data. Since April 2008 two surveys have been fully completed and three more are due for release before the end of the year. For the last release (a case of TPLL), 552 individuals fully completed the survey, whilst a further 51 accessed the case but did not fully complete. Some 95 laboratory managers have registered laboratory staff for the scheme with 1102 individuals now registered for the next case release. Although this novel digital morphology scheme is an initial phase, the keen interest shown by laboratory managers in the UK to register the staff who routinely report morphology may reflect the requirement of laboratories to present evidence that staff are being educated and maintaining their skills in morphology. The system allows participants immediate access to relevant material and examples of morphological features using annotated quality images. The Scheme’s aim is one of educatin rather than assessment, directed at individuals rather than laboratories or centres. With the key theme of personal professional development promoting improvement to the quality of heamatological morphology this novel internet based Scheme has potential for expansion internationally.

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Minakova, P. S., O. I. Taranenko, and L. A. Fedko. "ENGINEERING STUDENTS PROFESSIONAL FOREIGN LANGUAGE COMPETENCE DEVELOPMENT IN POINT RATING ASSESSMENT SYSTEM." Современная высшая школа инновационный аспект, no. 1 (2021): 39–46. http://dx.doi.org/10.7442/2071-9620-2021-13-1-39-46.

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The development of students’ progress point-rating assessment at the university is discussed. The analysis of psychological and pedagogical literature of domestic and foreign authors on this issue was carried out. The practical aspects of using point-rating assessment system are discussed. In particular, the problem which consists in finding ways to improve methods of developing rating system is highlighted. The researchers worked out rating scheme for assessing students’ activities in the discipline «Professionally focused translation». The learning outcomes in the conditions of experimental work are analyzed. The attitude of students to the recommended assessment scheme is shown.

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Zielke, Luisa, Nicole Wrage-Mönnig, and Jürgen Müller. "Development and Assessment of a Body Condition Score Scheme for European Bison (Bison bonasus)." Animals 8, no. 10 (September 26, 2018): 163. http://dx.doi.org/10.3390/ani8100163.

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Resettlement projects of the strongly threatened European bison (Bison bonasus) require a monitoring phase to assess both population status and habitat quality. Schemes of animal body condition scores (BCS) are robust tools to meet this requirement in practice. However, so far, no BCS scheme has been designed for European bison. Here, we suggest a body condition score scheme based on the extent of soft tissue around bony structures. The scoring system was developed with scores ranging from 1 (emaciated) to 5 (obese). Condition scores can be deduced after visually assessing the European bison both from the side and behind. Robustness of the scheme was evaluated: Unbiased people from different professional backgrounds were asked to assess the BCS of photographed semiwild European bison under field conditions and results were compared. Results demonstrate the suitability of the method. Nevertheless, variability of the results among assessors illustrates the necessity for training as well as for further research to validate the scheme as a true measure of physiological condition. We discuss the prospects and limits of a broad use of this scheme within the European bison community, and recommend the BCS scheme as a management tool.

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Shcherbakova, Tatyana, Tatyana Loboda, and Dinamutdin Misirov. "Psychological determinants of professional and personal medical students’ growth: resources and development risks." SHS Web of Conferences 70 (2019): 01015. http://dx.doi.org/10.1051/shsconf/20197001015.

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The paper shows the main vectors of development of professional success of medical specialists in the context of modernization of modern medical practice. Based on the results of the analysis of modern requirements in the doctor as a subject of professional activity, psychological markers of its success are allocated. The article analyzes professionally significant personal qualities that act as internal determinants of successful professional activity of a modern doctor: moral, socio-psychological, emotional-volitional, as well as characteristics that act as markers of subjectivity formation: moral qualities, socio-psychological qualities, emotional-volitional qualities that allow to form and develop a competent style of professional behavior. The role of self - knowledge, reflection and professional self-consciousness of medical students in the effectiveness of their professional and personal growth and development of competence is shown. Based on the analysis of the results of empirical research, the article describes the content features of the views of modern medical students regarding the determinants of professional success, resources and risks of their development, shows the features of the severity of a number of psychological characteristics of modern medical students. The conceptual scheme of formation of psychological determinants of professional and personal growth of medical students is presented.

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Vidrevich, Marina, and Irina Pervukhina. "Professional Training Scheme in USUE: COVID-19 Pandemic Impact." SHS Web of Conferences 99 (2021): 01034. http://dx.doi.org/10.1051/shsconf/20219901034.

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Over the past decades, the Russian tertiary sector has undergone profound changes caused by economic and social factors. The paper focuses on the challenges that modern universities are facing nowadays. One of the challenges is pedagogical and methodological professional development of academic staff, which has been affected by the COVID-19 crisis. However, a rapid shift to online teaching and learning has offered new opportunities to capacity building of staff and faculty who have learned and tested new tools and systems to enable distance teaching and learning. USUE case is considered.

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Sharples, Liz, and Gaby Marcon-Clarke. "Collaborative approach to mentoring in the tourism sector: Embracing new partners to enhance an industry programme." Tourism and Hospitality Research 19, no. 1 (February 5, 2017): 132–36. http://dx.doi.org/10.1177/1467358417690435.

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This study considers the impact of a new mentoring scheme within the UK tourism sector. To broaden the portfolio of expertise within this programme, launched by the trade’s professional newspaper the Travel Trade Gazette, an academic was selected as a mentor alongside senior travel professionals and business leaders. The key findings show that embracing specialists who work indirectly within the field can add depth and a new focus to mentoring within the tourism business. Therefore, it is hoped when developing future mentoring schemes including practitioners, who are linked to the sector, but not directly involved, can be a valid option to those working in the business.

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Abdurrahmani, Tidita. "THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 11–27. http://dx.doi.org/10.33225/pec/13.55.11.

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The study aims to analyse the results of “Teacher Qualification Exam” in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme. Key words: desk research, novice teachers, teacher qualification.

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Pitt, S. J., P. Rasanayagam, and G. M. Sutehall. "Evaluation of the Continuing Professional Development scheme of the Institute of Biomedical Science." British Journal of Biomedical Science 61, no. 3 (January 2004): 133–37. http://dx.doi.org/10.1080/09674845.2004.11732658.

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Gibson, Vanessa. "Continuing professional development points scheme extended to non-BACCN events and short courses." Nursing in Critical Care 16, no. 3 (April 11, 2011): 152. http://dx.doi.org/10.1111/j.1478-5153.2011.00461_1.x.

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Zhanguzhinova, Meruyert, Kabyl Khalykov, Sangul Karzhaubaeva, Orynbasar Zhanbyrshiev, and Askhat Maemirov. "DEVELOPMENT OF MODULAR EDUCATIONAL PROGRAMMES BASED ON THE FORMATION COMPETENCIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 636. http://dx.doi.org/10.17770/sie2019vol1.3984.

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Development of modular educational programmes based on the formation of trainees’ competencies solves the problem of ensuring a unified approach for the construction of educational programmes of specialties. The implementation of requirements of the Bologna process to ensure the quality of higher education in accordance with the Dublin descriptors implements the novelty of the research in the framework of the modular technology of education in Kazakhstan. The aim of the study is to reveal the process of development of modular educational programmes through the organization of pedagogical process of Formation of Professional competence of trainees. The primary methods used are theoretical generalization, justification and systematization. The study design includes discussions of authors from different countries, definitions of main meanings, schemes, figures, tables. The key results of study is to reveal the Structure, Model, Scheme and stages of the organization of pedagogical process of Formation of Professional competence. Specific asked questions for research in general prospects of implementation of modular educational programmes are formulated in the conclusion.

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Gendroyono, Gendroyono. "Establishing Teachers’ Professional Development Through Peer Review." Jurnal Pendidikan Indonesia 2, no. 5 (May 25, 2021): 837–55. http://dx.doi.org/10.36418/japendi.v2i5.164.

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The demand for professional development for teachers in higher education is paramount. In doing so, the teachers must have a good professional development scheme in upgrading their knowledge and skills in performing their main duty. This research was aimed at investigating the areas of teachers’ professional development which are supported by the implementation of peer review in team teaching. It also aims at exploring the challenges in applying team teaching. This study applied qualitative research design with the interview as the data collection method and four English teachers as the participants of the research. The result showed that there are three aspects of TPD which occur. The first one is an attitude which becomes better in terms of improved awareness of the teachers. The other element is self-esteem where it is also improved due to the feedback given after the peer review. While the third is patience. As suggested in the feedbacks, teachers require to be more patients in dealing with misbehaving students. As for the challenges, it can be concluded that they come from two different sources. The first one is from the individual teacher where they think that some of the suggestions cannot be done or too hard to do. The second one is, Since TPD requires funding, the institution should also provide necessary and sufficient funding to support the TPD. This can be done by setting up the policy dealing with the sustainable TPD which, in turn, will give more benefits to the institution.

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Sinclair, Ian, David Crosbie, and Anne Vickery. "Organisational Influences on Professional Behaviour: Factors Affecting Social Work Involvement in ‘Schemes’." Journal of Social Policy 19, no. 3 (July 1990): 361–74. http://dx.doi.org/10.1017/s0047279400018079.

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ABSTRACTCommunity schemes play an important part in a community approach to social work. This paper investigates the extent to which social workers' involvement in such schemes is influenced by personal preference or by their work setting. Data from questionnaires completed by 394 social workers/social work assistants show that the likelihood of a worker's involvement with a scheme varies with the organisation and procedures of the area office, the perceived attitudes of team leaders and the title of the worker's job. Workers' personal attitudes were related to involvement in schemes only in area offices organised on a geographical basis. The paper discusses the implications of these findings for the development of a community approach to social work and for the degree to which social workers can expect to control their work as autonomous professionals.

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Yao, Tian Chang, Yan Chao Yin, Jia Cheng Cai, and Da Wei Xu. "Innovative of the Clean Trolley Based on Autodesk Inventor Professional." Advanced Materials Research 852 (January 2014): 557–60. http://dx.doi.org/10.4028/www.scientific.net/amr.852.557.

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From analysis and design,it concluded that innovation was the key to promoting the development of product design.The scheme of the clean trolley functional innovative design was proposed in this paper, which includes the transmission mechanism, sweeping brush mechanism and Sprinkling mechanism.In design processing,the 3-dimensional model of clean trolley was established and the motion simulation analysis was also presented.The results showed that the presented scheme satisfy the design requirements and have the better performance.

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Kok, Car Mun, Dorina M. Espinoza, Steven M. Worker, Charles Go, and JoLynn C. Miller. "Identification of Priority Skill Areas for Volunteer Professional Development." Journal of Youth Development 15, no. 4 (July 15, 2020): 51–67. http://dx.doi.org/10.5195/jyd.2020.876.

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Youth development programs often rely on volunteers to deliver programming to young people. Our study explored the skills and competencies volunteers self-identified as important for their roles. We analyzed qualitative responses to 2 open-ended questions asking University of California 4-H volunteers to identify priority skills to aid in their volunteer development. Using inductive thematic analysis, we developed a coding scheme to analyze 1,144 responses. Participants reported the need for professional development in content-specific areas, program management basics, and child development. Volunteers also reported desiring training in educational practices, organizational skills, specific volunteer roles, and communication skills. The modalities through which volunteers were willing to develop these skills were peer-to-peer learning; online, in-person, classes and conferences; and continuous education. Given the importance of adult volunteers to youth development programs, it is essential that volunteers’ professional and skill development be supported by both effective and preferred approaches.

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Tkachenko, N. M. "IMPROVEMENT OF PROFESSIONAL TRANING OF FORENSIC EXPERT IS IMPORTANT FACTOR FOR DEVELOPMENT OF EXPERT DIDACTIC." Theory and Practice of Forensic Science and Criminalistics 18 (December 26, 2018): 203–14. http://dx.doi.org/10.32353/khrife.2018.22.

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The article considers improving issues of professional training of forensic expert. Training of forensic expert personnel is one of most important means of providing expert support of justice in the state, since only a high level specialist is able to provide an objective conclusion based on use special knowledge in any kind of legal proceedings. That is why the creation of an effective model of the communicative activity of a forensic expert plays an important role in the training of forensic expert personnel. Some issues of expert staff training in Ukraine and abroad are considered. Obligatory element of the training of subjects of forensic expert activity is the allocation of requirements for their professional speech activity. After all, the level of development of communicative skills and habits directly affects the level of communative competence, in general determines efficiency of work of each individual employee, as well as of the whole system as a whole. Professiography of forensic expert activity subjects is of particular relevance. Professiography is a definite set or system of skills and habits, psychological qualities necessary for the successful performance of professional activity. Author proposes a professiography model of subjects of forensic expert activity, which is an exemplary scheme of a forensic expert professiography. This scheme should include the following components: content of work; professionally important qualities; knowledge, skills, abilities; working conditions; medical contraindications; circumstances preventing a person from performing a forensic expert duties; requirements for professional training; related professions; the range of posts; possibility for performing labor activity by an expert independently or as a legal entity that is not owned a state specialized institution; demand for a profession in the labor market. Author reveals features of indicated components professiogram.

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Rapa, Elizabeth. "PO 8388 THE GLOBAL HEALTH TRAINING CENTRE PROFESSIONAL DEVELOPMENT SCHEME: CAPACITY DEVELOPMENT AND CAREER TRACKING FOR RESEARCHERS." BMJ Global Health 4, Suppl 3 (April 2019): A31.3—A32. http://dx.doi.org/10.1136/bmjgh-2019-edc.81.

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BackgroundHealth researchers need a free, online and reliable mechanism to record their skill set, track their career development, and identify gaps in their knowledge. Research teams also require ways to monitor and report their team’s capacity development over time. The Global Health Network, a trusted and respected digital platform, is now able to provide researchers with these tools (www.globalhealthtrainingcentre.org/pds).MethodsThe Global Health Network compared diverse data types and took into account user feedback to create a professional development scheme (PDS). Together with TDR (The Special Programme for Research and Training in Tropical Diseases), a framework was developed with a list of the core competencies that a research team needs to demonstrate to carry out a study succesfully. A multi-functional dashboard was designed for team coordinators to assess the capacity development of individuals and groups.ResultsThe PDS provides researchers with a step by step process for recording their career and core competencies. The core competency framework can be applied to any research study, regardless of size of the team, place, disease focus or type of research. Team coordinators can quickly and easily produce visual records of the strengths and weaknesses in the competencies of their team and implement plans to address these gaps. Together with supporting tools in the PDS, research teams can plan staffing requirements for a study, carry out appraisals and guide the career development and training programme of research staff.ConclusionThe Global Health Network has created a flexible method and set of tools (PDS) to support researchers and teams to document their professional career and core competencies. It enables individuals and groups to easily identify and track capacity development; an essential requirement for conducting effective health research.

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Purnell, Liane, and Claire Monk. "Embedding a Peer-Supported Development Scheme: Overcoming Challenges in Engaging Staff and Students in Continuing Professional Development." Procedia - Social and Behavioral Sciences 46 (2012): 3830–36. http://dx.doi.org/10.1016/j.sbspro.2012.06.155.

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Cooke, K. "CPD and portfolios: the process and product." Journal of Radiotherapy in Practice 1, no. 2 (July 1999): 57–64. http://dx.doi.org/10.1017/s1460396999000114.

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This review article aims to address the paucity of information regarding professional portfolio development for therapeutic radiographers. It will review briefly the current literature regarding continuous professional development (CPD) for therapeutic radiographers and add to the on going debate regarding the monitoring and enforcement of a mandatory CPD scheme. It will recapitulate the applications of professional development portfolios and equip therapeutic radiographers with the basic knowledge and skills to undertake the process of portfolio development, ultimately leading to a product that provides evidence of CPD.

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Rohman, Abdul. "LECTURER PROFESSIONAL DEVELOPMENT PROGRAM STRATEGIES AT PUBLIC STATE UNIVERSITY." PENDAS MAHAKAM: Jurnal Pendidikan Dasar 4, no. 2 (May 22, 2020): 158–67. http://dx.doi.org/10.24903/pm.v4i2.406.

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The purpose of this study was to describe the lecturer professional development program strategies. The data was collected by conducting interviews, observations, and documentation. The informants in this study were the member of university senate, rector, vice rector, the head and secretary of quality assurance institutions, the head and secretary of research and community service institution. The data analysis was done through a single case data analysis. The result of this study showed that the strategies used by state university in lecturer development program focusing on the noble values of the university's long-term strategic plans. There were authorized institutions, established groups of expertise field, guidebooks for lecturers’ management, and the development philosophy. The strategies in developing the lecturer professionalism on education and teaching were done by sending them for further study a doctoral degree, giving assistance, conducting pedagogical workshop, foreign language workshop, in-service training, and integrated workshop. On the research field, qualitative and quantitative research workshop were conducted. Creating orientation on research development, research scheme, classification and funding. On the community service field, lecturer professional development program was done by debriefing and forming a community-based service.

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Kolomiets, Olga Mikhailovna. "Activity component in education as theoretical base for professional competence development of a higher school teacher." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2015): 11–25. http://dx.doi.org/10.51314/2073-2635-2015-2-11-25.

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The article covers the problem of professional competence development of a higher school teacher on the base of competence-activity approach in education: psychological theory of activity and system approach. The contents of “competence”, its function and characteristics are described. A higher school teacher professional competence is presented as a system, its structure consists of activity, subject and personal components with system links; in its turn each competence component is presented as a subsystem too. The article shows the significance of competence “mental scheme” for a higher school teacher professional competence activity. The qualitative changes of a higher school teacher professional activity are described.

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Mishchenko, Dmitry N. "Methodological Guidelines of the Sociological Study of Professional Mobility Management of Russian Youth." Humanities of the South of Russia 9, no. 1 (2020): 188–97. http://dx.doi.org/10.19181/2227-8656.2020.1.14.

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The article substantiates the need for a methodological search for alternatives to a sociological study of the professional mobility of Russian youth and the management of this process in the context of global and Russian trends in the development of the labor market and professionalization. The proposed author's methodological guidelines in the study of this problem are based on the analysis and generalization of the available theoretical developments, highlighting the most optimal from the point of view of the Russian labor market’s realities and professional development of youth. The article actualizes the potential of stratification and activity approaches, the theory of multiplicity of professionalization, and multidimensional analysis. The cognitive scheme proposed in the article is based on the identification of three stages of professional development of youth: professional self-determination, professional education and professional adaptation. The prospects for its use in studying the problem of managing professional youth mobility are seen in the formation of an effective strategy for managing this process, taking into account the effective professionalization of youth at each of the selected stages, taking into account the factor of multiple professionalization as the most vividly characterizing modern adaptation practices in the professional labor market.

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Robson, Dean, and Peter Mtika. "Newly qualified teachers’ professional learning through practitioner enquiry." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 242–60. http://dx.doi.org/10.1108/ijmce-03-2017-0027.

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Purpose The purpose of this paper is to focus on a partnership-based mentoring model and the learning experiences of participant mentees and mentors. As part of the project, newly qualified teachers (NQTs) were supported to develop and implement a practitioner enquiry (teacher/action research) in a learning community involving two local authorities and an initial teacher education institution. Design/methodology/approach Qualitative data were collected from five semi-structured focus group interviews with key participant groupings to uncover perceptions and experiences of the partnership and professional learning therein. Analysis using an inductive and iterative approach pinpointed a number of emerging themes used to frame key elements of the findings. Findings Findings suggested that the partnership-based model promoted the professional learning and development of NQTs and their mentors in various ways. The nature and shape of the partnership had an influence on the quality of mentoring and support experienced. The community effectively supported the implementation of meaningful enquiry projects, which had clear connections to the enhancement of professional practice and pupil learning. However, specific tensions and conflicts emerged as hindrances to successful partnership-based mentoring in the specific context. Originality/value New insights into the role of a partnership-based mentoring scheme supporting practitioner enquiry-based learning of NQTs emerged. The local, layered community defining the partnership, and operating within the frame of a national induction scheme, was analysed. Benefits for partners were identified and specific challenges and tensions highlighted, both providing new evidence with potential to impact policy and practice. Policy developments supporting teachers to be mentors and enquiring professionals need to recognise the structural and support tensions that exist in contextual practice.

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Mathijs, Erik. "Social Capital and Farmers' Willingness to Adopt Countryside Stewardship Schemes." Outlook on Agriculture 32, no. 1 (March 2003): 13–16. http://dx.doi.org/10.5367/000000003101294217.

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The EU provides farmers with incentives to adopt Countryside Stewardship Schemes (CSS) using subsidies in the framework of the agri-environmental regulation of the EU (2078/92), now included in the more general regulation on rural development. In this paper, a case study of 36 farmers in the village of Bierbeek was carried out to investigate the determinants of the willingness to adopt a scheme involving taking care of arable field margins in particular. Bivariate and multivariate logit analysis confirmed not only the importance of personal, structural and financial factors, but also showed the importance of social capital. Farmers who are more open to both professional and non-professional contacts are more likely to adopt a CSS. Hence, government and extension agencies should undertake more efforts to involve farmers as much as possible in activities of a professional and/or non-professional nature to stimulate them to adopt sustainable farming practices.

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Lindsay, Hilary. "Patterns of Learning in the Accountancy Profession Under an Output-Based Continuing Professional Development Scheme." Accounting Education 21, no. 6 (December 2012): 615–30. http://dx.doi.org/10.1080/09639284.2012.725639.

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Li, Mei, Rui Yang, and Jun Wu. "Translating transnational capital into professional development: a study of China’s Thousand Youth Talents Scheme scholars." Asia Pacific Education Review 19, no. 2 (April 24, 2018): 229–39. http://dx.doi.org/10.1007/s12564-018-9533-x.

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Giraldo, Frank. "Language Assessment Literacy and Teachers’ Professional Development: A Review of the Literature." Profile: Issues in Teachers' Professional Development 23, no. 2 (July 19, 2021): 265–79. http://dx.doi.org/10.15446/profile.v23n2.90533.

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In this literature review, I analyze the features and impacts of 14 programs which promoted teachers’ language assessment literacy. I used content analysis to build a coding scheme with data-driven and concept-driven categories to synthesize and then analyze trends in the 14 research studies. Regarding core features, findings suggest that the programs were geared towards practical tasks in which teachers used theory critically. Also, the studies show that teachers expanded their conception of language assessment, became aware of how to design professional instruments, and considered wider constructs for assessment. Based on these findings, I include implications for the construct of language assessment literacy and recommendations for those who educate language teachers.

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Ivashkevych, Ernest. "THE PARADIGM OF DIALOGUE INTERACTION AS A WAY OF THE PROFESSIONAL DEVELOPMENT OF FUTURE TRANSLATOR." Психологія: реальність і перспективи, no. 16 (July 1, 2021): 69–79. http://dx.doi.org/10.35619/praprv.v1i16.214.

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In the article we’ve shown that the professional development of the person takes place through qualitative changes that facilitate the emergence of a completely new level of its integrity. The latter involves qualitative changes in the characteristics of the person, the transformation personal characteristics which have already been formed, fairly consistent guidelines, values orientations, motives of behavior under the influence of constantly changing social relations. Also, the professional development of the person is carried out as a result of restructuring its orientation. At the same time, the professional orientation of the person is the result of a contradictory combination of socialization, that is emphasized on the mastery of a person with socially significant experience and culture and provide individualization (the process of the development of intelligence, will, aesthetic taste, creative abilities of the person, etc.). In the process of professional development of the person occurs the formation of the subject’s integrity. This integrity consists of: 1) subordination of all elements of the structure of the personality, the subject’s orientation, which ensures the continuity, the length of all periods of person’s professional development; 2) to acquire the necessary professionally significant qualities, properties and characteristics. We’ve proved that significant features of the professional formation are found in the process of finding the person’s individual ways of performing professional activity, which is accompanied by the formation of individual personally meaningful (including creative experience), professional self-consciousness, a system of professional motives, personal meanings, values and senses. The analysis of scientific researches, which in one way or another one deals with the problem of professional formation, shows the unity of researchers’ opinions that professional formation is a dynamic process of transformation (or restructuring) personal and professional qualities, characterized by self-determination, self-improvement, self-education, self-actualization, self-realization, actually shaping one’s consciousness. Thus, professional development can be showed as a long process of mastering the profession. Thus, the analysis of the scientific literature indicates that the process of professional formation can be represented in two ways: the scheme of procedural reproduction (as a temporary sequence of stages, periods, parts) and the structure of professional activity (as a set of ways and means of performing professional activity, when their compliance is not a temporary determination, but a targeted presentation and realization). Professional formation is also understood as the development of person’s professional competence, as a process of mastering the means of solving professional problems and tasks, as well as mastering models of making professionally significant decisions. We identified the main stages of the professional development of a specialist: a preparatory (pre-university) stage, associated purely with the choice of profession; the initial (university) stage, during which professionally important skills, characteristics and personal traits are formed; the main (postgraduate) stage as a period of the development of personal qualities of the man facilitating his/her full self-realization in the professional activity. At this stage the formation of the professional as a person takes place. So, we have to admit that the problem of the development of the person of translator is a dynamic process that constantly unfolds in time and space, proceeds from the moments of formation of professional intentions to full realization of oneself in the process of creative professional activity, the main contradiction of which is the contradiction between unique personality traits and objective requirements of the leading professional activities the significance of which is that it should be led to further development of the person. It was emphasized that by realizing himself/herself in the leading professional activity, the person gradually changed, which led to the restructuring of the motives of his/her leading activity, to the formation of new properties, qualities and characteristics of the person, which are extremely important for professional activity in general.

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Odeh, Mohanad, Enas Alkhader, Alice McCloskey, Rabia Aljabra, Mohammad Al-sharayri, Faisal Al-Noimi, Majid Alarmooti, and Mutazbellah Alzu’bi. "Postgraduate pharmacist development- an evaluation of Jordanian pharmacist experiences to inform and shape an evidence-based professional development policy." PLOS ONE 16, no. 7 (July 27, 2021): e0255026. http://dx.doi.org/10.1371/journal.pone.0255026.

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Building capacity for developing skills as leadership, teamwork, and continuous academic support has become essential for fulfilling a successful pharmacy career. This study aims to assess Jordanian pharmacists’ views on professional development, namely: the continuous education infrastructure, strategies and programs for personal development, leadership skills, incentive schemes, drug information resources and digital services. As well as exploring options for better academic support delivered to pharmacists. To capture participant’s views, an online validated and reliable survey was developed. Non-probability sampling design was used. Participants were qualified pharmacists working at Royal Medical Services (RMS) and Community Pharmacists (CP). Comparison and descriptive statistics were used to report the results. A total of 271 pharmacists participated, 144 from RMS (8% more than the needed sample) and 127 CP (7% more than the needed sample). There was a strong desire amongst both RMS and PC groups for continuous educational training particularly in the following areas, first: Advanced counselling and communication skills (means = 8.99±0.145, CI 95% = 3.70–4.28 and 9.37±0.096, CI 95% = 4.18–4.56). Second: Personal development skills (mean = 8.92±0.142, CI 95% = 3.64–4.20 and 9.02±0.145, CI 95% = 3.73–4.30). Third, Pharmaceutical health promotion (mean = 8.05±0.180, CI 95% = 2.70–3.41 and 8.57±0.159, CI 95% = 3.26–3.89). Only 19.4% and 18.1% of the RMS and CPs respectively reported the presence of a written policy for personal development and leadership in their workplace. There were few incentives for pharmacists to participate in research. Few pharmacists used the available drug information and toxicology centers. The professional and continuous personal development of pharmacists support an evolving healthcare system. This study emphasizes the need for a tailored and documented postgraduate educational strategy, personal development, and leadership skills training in Jordan. Implementing a well-defined scheme of incentives should be encouraged to engage pharmacists in continuous professional development programs and pharmaceutical research. Such strategy and training should enhance both professional and personal performance.

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Ahmad, Hussain, Sayyed Rashid Shah, Emad A. Alghamdi, and Sayyed Rashid Shah. "Exploring the Nature of Continuing Professional Development (CPD) Programs in a Language Institute." International Research in Education 4, no. 1 (March 29, 2016): 133. http://dx.doi.org/10.5296/ire.v4i1.9022.

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<p>When it is an undeniable reality that learning is at the centre of teaching profession, we assume that the continuing professional development would be a priority for all teachers. EFL teachers like the teachers of other subjects update their skills and knowledge base in order to keep abreast of the new developments and challenges in the field of English language teaching. The present study seeks to explore how EFL teachers in an English language institute at a Saudi Arabian university perceive the effectiveness of Continuing Professional Development in their context as well as the ways in which different modes of CPD can promote and enhance the teachers' learning. This study was conducted at an English language institute of a Saudi university. The study adopted a quantitative approach using online questionnaire. The quantitative data was collected from 50 EFL teachers who were qualified and experienced in the field of TESOL. The findings from the study showed that the teachers viewed external CPD such as courses, seminars, workshops and conferences, and self-directed endeavors like informal discussions, reading professional literature, and self-reflection more beneficial to their development than the internal CPD like classroom observations and other in-house training sessions. This paper concludes that the institution should improve its internal professional development scheme by expanding the professional development unit's role, enhancing the quality of its mentoring program, and establishing communities of practice wherein teachers engage in highly professional practices.</p>

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Stocks, Claire Victoria. "Supporting Graduate Teaching Assistants’ (GTA) Continual Professional Learning: The Benefits of Using Action Learning." Journal of Perspectives in Applied Academic Practice 6, no. 1 (April 24, 2018): 84–90. http://dx.doi.org/10.14297/jpaap.v6i1.288.

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This paper describes the design and delivery of a new programme of support for PhD students who act as Graduate Teaching Assistants (GTAs) at a research intensive university. Although much attention has been paid to programmes that prepare GTAs for teaching, this scheme was intended to prepare them for continuing professional learning (CPL) about teaching. In this sense, then, the underpinning rationale for the scheme is different to most GTA programmes, and this has implications for the pedagogical approach taken. The design of the scheme was based on the premise that ‘learning in academia’ (i.e. learning about academic work and developing one’s practice) is different from ‘academic learning’, which the PhD participants are both familiar with and successful at (Trevitt, 2008). It follows then that the type of learning most likely to lead to development of practice, is a work-based, experiential approach undertaken by those in other practice-based professions like law, medicine and (non-HE) teaching. The paper describes the rationale and design of a development scheme which aims to prepare and equip GTAs for continuing professional learning during the PhD and on into their later careers. The benefits for the action learning approach are explored, both in terms of what it might offer participants, but also in terms of what it might offer to educational developers as learning set facilitators.

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Polupan, Ksenia Leonidovna. "Quality management of higher education in the context of digitalization." Samara Journal of Science 8, no. 4 (November 29, 2019): 273–78. http://dx.doi.org/10.17816/snv201984309.

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This paper discusses the main scientific results of the study associated with the introduction of a new understanding of higher education quality management in pedagogical science related to the digitalization of the educational process at the university. The point is that when a student interacts with other subjects of the educational process, conditions are provided in which the student can realize his or her importance as a subject of the educational process, as a person who models the process of knowing his or her future professional activity, as a future member of the professional community. This allows the student to see the paths of his or her development, to identify key areas in self-organization of activities, in self-development of individual characteristics and personality traits. The implementation of the manage-help scheme, coming to replace the influencing scheme, ensures the participation of the student in building an individual learning path, in the choice of customized forms, methods and technologies of professional training in accordance with individual capabilities, needs and abilities. The research result is the development and scientific justification of the digital quality management system of higher education in the interactive intellectual environment developed by the author. The developed system allows the student to move away from the existing templates and stamps of professional activity, expands his or her opportunities in development (and self-development) and creativity at university.

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Trevizan, Maria Auxiliadora, Rodrigo Guimarães dos Santos Almeida, Mirella Castelhano Souza, Alessandra Mazzo, Isabel Amélia Costa Mendes, and Jose Carlos Amado Martins. "Empathy in Brazilian nursing professionals." Nursing Ethics 22, no. 3 (June 16, 2014): 367–76. http://dx.doi.org/10.1177/0969733014534872.

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Background: Essential for the help relation, empathy is the ability to understand, share, and perceive the subjective experience of other human beings. Objective: The objective in this non-experimental, exploratory, and descriptive research was to verify, observe, and document empathy in nursing professionals. Research design: Non-experimental, exploratory, and descriptive research. Participants and research context: the study was conducted at two large hospitals, one public and the other private, across all shifts. The sample included 159 individuals. A questionnaire was used to identify sociodemographic characteristics and the empathy inventory was applied. Ethical considerations: This study received approval from the Research Ethics Committee at the University of São Paulo at Ribeirão Preto College of Nursing, opinion 1348/2011, and authorization from the health institutions involved. Findings: The association tests demonstrated that professionals working in the night shift and in a work scale rotation scheme, older professionals, and professionals with longer professional experience are less empathetic. On the other hand, professionals working in the day shift and in a single shift are more empathetic. Other influential factors are the time on the job, education, and work shift. Conclusion: There is a lack of empathy studies in professional practice contexts, in human resource development programs, and throughout the professional education process.

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Loads, Daphne, Hazel Marzetti, and Velda McCune. "‘Don’t hold me back’: Using poetic inquiry to explore university educators’ experiences of professional development through the Scholarship of Teaching and Learning." Arts and Humanities in Higher Education 19, no. 4 (May 13, 2019): 337–53. http://dx.doi.org/10.1177/1474022219846621.

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Institutional schemes that offer financial and other support to carry out Scholarship of Teaching and Learning projects have a valuable part to play in the personal and professional development of academic staff. We investigated the experiences of 12 recipients of the University of Edinburgh Scholarship of Teaching and Learning (SoTL) Scheme awards, drawing on a poetic inquiry approach in order to understand what that development meant to them. We found that poetic inquiry surfaced stumbling points and frustrations as well as triumphs and transformation and provided insight into the kinds of emotional and practical support required by participants. Unexpectedly, it also shed light on methodological issues for the researchers.

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van der Sluis, Hendrik, Penny Burden, and Isabel Huet. "Retrospection and reflection: The emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university." Innovations in Education and Teaching International 54, no. 2 (January 6, 2017): 126–34. http://dx.doi.org/10.1080/14703297.2016.1273790.

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Warwick, Ian, Peter Aggleton, and Kim Rivers. "Accrediting success: evaluation of a pilot professional development scheme for teachers of sex and relationship education." Sex Education 5, no. 3 (August 2005): 235–52. http://dx.doi.org/10.1080/14681810500171425.

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Rokov, A. I., and K. A. Ledovskaya. "Socio-economic effect of development of education system and labor market of professional personnel." Business Strategies 8, no. 2 (March 5, 2020): 39–44. http://dx.doi.org/10.17747/2311-7184-2020-2-39-44.

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This article analyzes the education system and the labor market of professional personnel, as well as the socio-economic effects that can be obtained from their sustainable development. The scheme of interaction between the education system and the labor market was investigated, the importance of labor for the modern economy was determined. Based on studies of the principles and mechanisms of the interaction of the labor market with the educational environment, the problems of network interaction of labor entities with authorities were considered and the use of a project to increase their effectiveness at the regional level was proposed.

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Zhang, Wei, and Shao Sheng Guo. "Merging Daily Scene and Project Development into C-Programming." Applied Mechanics and Materials 513-517 (February 2014): 2174–77. http://dx.doi.org/10.4028/www.scientific.net/amm.513-517.2174.

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According to the problem that the students learning is passive and less interest in class study, a new scheme of merging life scene and project implement is presented in C programming. This method can motivate students interest in C programming learning, changing passive learning into active learning. Three years experiments of about 600 students in computer science and software engineering show that this method can activate students helping them to deeply understand abstract theory and rigid syntax rules, build up programming literacy, thus promote their technical knowledge grasp ability, programming ability and professional ability.

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Landman, Jacqueline P., and Stephen A. Wootton. "Professional regulation of nutritionists: where are we now?" Proceedings of the Nutrition Society 66, no. 2 (April 30, 2007): 269–76. http://dx.doi.org/10.1017/s0029665107005496.

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Waterlow's (1981) Sixth Boyd Orr Lecture on a ‘crisis of identity for nutrition’ stimulated the Nutrition Society's drive to professionalisation. Twenty-five years on, the Society begins a new stage; first, towards an independent voluntary regulator, and then towards statutory regulation. It is timely to reflect on progress and identify the remaining challenges. The Society has made impressive progress as a voluntary regulator since 1991 when the Insitute of Biology opened a register in cooperation with the Institute of Food Science and Technology and the Nutrition Society; the present register is 2·75-fold larger. The Society has specialist standards for course accreditation that enable graduates to apply for direct entry to the register, having met standards of competency in nutrition or public health nutrition. A code of ethics and a statement of professional conduct underpin a functioning system for oversight and governance that protects the public, the hallmark of all professions. Registered nutritionists lay easy claim to a unique science basis for their profession. A scheme for continuing professional development (CPD) started in July 2006, 1 year before a sample audit starts to show the link between CPD and re-registration. The scheme will be piloted in the first year. The critical challenge is the issue of identity. Waterlow (1981) stated that professional registration must lead explicitly and formally to a specific vocation, an occupation that provides services that society requires and one that contributes to the well-being and health of all. The present time may be the last and best chance for nutritionists, as nutrition has a higher priority for government in the UK than ever before. The Society has begun to help in strategic public health workforce planning and development; new and still plastic, it is the ideal locus from which a discipline and a profession can emerge. The CPD scheme will work if it helps nutritionists meet their own needs; more mutual cooperation and consensus about real world standards of performance are needed. Nutritionists need to show how they actually contribute to national health and/or wealth. Then, sustained resources can be advocated for and the support of the voting public and legislators secured, without which it will not be possible to get the legal protection that is desirable for the profession.

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Zaruba, Natalia, Olga Nikiforova, and Konstantin Vostrikov. "Professional Selection of Personnel as a Factor of Sustainable Development of the Mining Region." E3S Web of Conferences 174 (2020): 04007. http://dx.doi.org/10.1051/e3sconf/202017404007.

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The subject of the study is the organization of professional selection of personnel as a factor of sustainable development of the mining region. Dynamic changes in the market economy have created a number of problems in the ideology and practice of personnel selection in the coal industry, caused by the low level of academic mobility of specialists. The purpose of this work is to analyze the problems of professional selection of personnel in the coal industry in order to determine the level of academic mobility and develop proposals for their solution. Used research methods: analysis, specification, description, generalization modeling. The study revealed some problems of professional selection of personnel for the coal industry considered a deterrent to the sustainable development of the coal industry. These problems include the following drawbacks: the low level of expertise of experts in General, in matters of professional diagnostics, and that is important in today’s dynamic conditions, diagnostics of academic mobility of a specialist in the coal industry. The scheme of professional selection of personnel present, which can be applied in order to solve some of the listed problems. In conclusion, the article substantiates the fact that it is necessary to review and correct the existing methodological tools, methodology for selecting and evaluating the professional suitability of personnel for the coal industry.

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Лукашеня and Z. Lukashenya. "Language of Schematic Images as Means of Educational Communication." Modern Communication Studies 5, no. 5 (October 17, 2016): 45–51. http://dx.doi.org/10.12737/21931.

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In article the solution of an interdisciplinary problem of understanding of information in the course of educational communication is considered. Interest in language of schematic images is one of manifestations of objective communications between didactics and logic. Process of development of schemes is productive and creative. In it abilities of students creatively to think and fix this process in a sign and symbolical form reveal. At implementation of educational communication in practice of the author are used epistemological, logical, the subject-object, psychological, gnoseological, methodological, scientific and subject schemes and scheme of equipment of thinking. The technology of work on schemes in the course of vocational training of future teachers is used for assimilation of educational information, for development of algorithms of work with it, for fixation of own reflection by results of educational communication. Use of language of schematic images in educational communication promotes development of future teachers, both in professional, and in the personal plan.

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Journal articles on the topic 'Professional Development Scheme'

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