Log in

Relevant bibliographies by topics / Professional education / Journal articles

Journal articles on the topic 'Professional education'

To see the other types of publications on this topic, follow the link: Professional education.

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Professional education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Odilovich, Shagdarov Navro'zbek. "FUTURE PROFESSIONAL EDUCATION TEACHER ABOUT PROFESSIONAL TRAINING." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 78–83. http://dx.doi.org/10.55640/eijmrms-02-06-14.

Full text

Abstract:

In the article it is written that the future teacher should be able to keep himself professionally and morally, apply the acquired skills and skills in new, non-standard situations, get a quick direction in new information, show pedagogical abilities, have practical skills related to design and planning.

APA, Harvard, Vancouver, ISO, and other styles

2

Kennerley, J. A. "Managing Professionals and Professional Autonomy." Higher Education Quarterly 46, no. 2 (April 1992): 166–73. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01593.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Sakalys, Jurate A., and Jean Watson. "Professional education: Post-baccalaureate education for professional nursing." Journal of Professional Nursing 2, no. 2 (March 1986): 91–97. http://dx.doi.org/10.1016/s8755-7223(86)80075-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich, and Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education." American Journal of Social Science and Education Innovations 03, no. 03 (March 26, 2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.

Full text

Abstract:

Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.

APA, Harvard, Vancouver, ISO, and other styles

5

Rhode, Deborah L. "Professional Ethics and Professional Education." Professional Ethics, A Multidisciplinary Journal 1, no. 1 (1992): 31–72. http://dx.doi.org/10.5840/profethics199211/21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Brown, Robert D. "Professional pathways and professional education." New Directions for Student Services 1987, no. 37 (1987): 5–18. http://dx.doi.org/10.1002/ss.37119873703.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Chen, Michael, Charles Chen, and Alice J. Lin. "Game for Health Professional Education." International Journal of Information and Education Technology 6, no. 12 (2016): 972–75. http://dx.doi.org/10.7763/ijiet.2016.v6.827.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Anishchuk, A. "PROFESSIONAL PREPARATION OF FUTURE PROFESSIONALS IN PRESCHOOL EDUCATION." Research Notes, no. 4 (December 21, 2020): 59–67. http://dx.doi.org/10.31654/2663-4902-2020-pp-4-59-67.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Adiga, Kasturi R., and Anice George. "Inter-professional Education-a Challenge for Health Professionals." International Journal of Nursing Education 7, no. 3 (2015): 123. http://dx.doi.org/10.5958/0974-9357.2015.00148.8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Vasileva, E. A. "The place of higher professional education and continuing professional education in the system of public relations." Contemporary problems of social work 1, no. 1 (March 30, 2015): 194–96. http://dx.doi.org/10.17922/2412-5466-2015-1-1-194-196.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Dixon-Terry, Eleanor. "Attending Professional Health Education Meetings." Californian Journal of Health Promotion 2, no. 1 (March 1, 2004): 16–21. http://dx.doi.org/10.32398/cjhp.v2i1.575.

Full text

Abstract:

The profession of health education and health promotion involves a journey of discovery, where along the way, the student and new professional is uncovers many layers and nuances. One of the mysteries surrounding the profession is the participation in a professional meeting. Student and new professionals often perceive this to be challenging, overwhelming and fraught with roadblocks and barriers. While understanding perceptions of mystery from those entering the field about professional meetings, the best way to fully engage in the profession and to get the full effect and benefit of a professional health education meeting is through direct immersion and personal experience.

APA, Harvard, Vancouver, ISO, and other styles

12

Suzuki, Kunihiko. "Higher Education and Professional Education." TRENDS IN THE SCIENCES 9, no. 1 (2004): 70–71. http://dx.doi.org/10.5363/tits.9.70.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Dyer, Mary A. "Being a professional or practising professionally." European Early Childhood Education Research Journal 26, no. 3 (April 22, 2018): 347–61. http://dx.doi.org/10.1080/1350293x.2018.1462999.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Webster-Wright, Ann. "Reframing Professional Development Through Understanding Authentic Professional Learning." Review of Educational Research 79, no. 2 (June 2009): 702–39. http://dx.doi.org/10.3102/0034654308330970.

Full text

Abstract:

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

APA, Harvard, Vancouver, ISO, and other styles

15

Ruggera, Lucia. "Licensed professions: a new look at the association between social origins and educational attainments in Italy." Higher Education 82, no. 2 (April 19, 2021): 369–86. http://dx.doi.org/10.1007/s10734-021-00701-y.

Full text

Abstract:

AbstractIt has long been known that Italy is characterized by the highest levels of professional regulation in Europe, but little attention has been given to the link between professional regulation and educational stratification. This article investigates the association between social origins and education by focusing on fields of study within tertiary education and by disaggregating the upper class of social origin into different micro-classes of professionals. Thus, since these professions are regulated in the first place by educational fields of study, it assesses how processes of social closure enhance occupational intergenerational immobility in the professional employment in Italy. Recently, deregulation of liberal professions in Italy has been central in many public and political debates. It contributes to these debates by examining the micro-level dynamics in the professionals’ social reproduction and related practises of social exclusion, which may have strong implications for policy interventions. By using ISTAT’s “Sbocchi Professionali dei Laureati” survey (2011), and employing multinomial logistic regressions, it shows how social selection into highly regulated fields of study is guided by parents’ professional domain. The analyses indicate that both sons and daughters of licensed professionals are more inclined to graduate in a field of study that is in line with the father’s profession and that this propensity is stronger among children of regulated self-employed professionals.

APA, Harvard, Vancouver, ISO, and other styles

16

Vingrys, Algis J. "Continuing professional education." Clinical and Experimental Optometry 78, no. 4 (July 1995): 138–43. http://dx.doi.org/10.1111/j.1444-0938.1995.tb00808.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Albritton, Rosie L. "Continuing Professional Education:." Reference Librarian 13, no. 30 (October 8, 1990): 237–55. http://dx.doi.org/10.1300/j120v13n30_20.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Frisk, Tage. "Continuing professional education." Industry and Higher Education 2, no. 1 (March 1988): 2–3. http://dx.doi.org/10.1177/095042228800200101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Nandan, Monica, and Manuel London. "Interdisciplinary professional education." Education + Training 55, no. 8/9 (November 18, 2013): 815–35. http://dx.doi.org/10.1108/et-06-2013-0078.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Hedman, Lois Deming, Mark W. Rogers, and Timothy A. Hanke. "Neurologic Professional Education." Neurology Report 20, no. 1 (1996): 9–13. http://dx.doi.org/10.1097/01253086-199620010-00011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Carpenter, John. "Inter-professional education." Primary Health Care 7, no. 7 (September 1997): 21. http://dx.doi.org/10.7748/phc.7.7.21.s20.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Underwood, Patricia, RoAnne Dahlen-Hartfield, and Beth Mogle. "Continuing Professional Education." Journal for Nurses in Staff Development (JNSD) 20, no. 2 (March 2004): 90–98. http://dx.doi.org/10.1097/00124645-200403000-00007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Tanner, Anne. "Professional Staff Education." JONA: The Journal of Nursing Administration 32, no. 2 (February 2002): 91–97. http://dx.doi.org/10.1097/00005110-200202000-00007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Carlisle, Caroline. "Developing professional education." Nurse Education Today 13, no. 4 (August 1993): 315. http://dx.doi.org/10.1016/0260-6917(93)90061-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Rafiqovna, Isakova Zuhra. "TECHNOLOGICAL EDUCATION AND PROFESSIONAL CHOICE PLANNING." European International Journal of Multidisciplinary Research and Management Studies 02, no. 03 (March 1, 2022): 82–92. http://dx.doi.org/10.55640/eijmrms-02-03-13.

Full text

Abstract:

Technology teacher uses the method of interview to teach students the properties of solids, types of friction (physics), properties of polygons (geometry), properties of mixtures, emulsions and mineral oils (chemistry), etc. and based on the knowledge gained in these disciplines, the structure and cutting process of metals to be processed, the sharpening angles of cutting tools and the composition and properties of the fluid used to cool the part during processing, the friction surfaces of parts on the machine and friction by applying machine oil explains the methods.

APA, Harvard, Vancouver, ISO, and other styles

26

Rakhmonova, Vasila K. "PROFESSIONAL AND HIGHER EDUCATION MEMBERSHIP INDICATORS." International Journal of Pedagogics 4, no. 2 (February 1, 2024): 150–55. http://dx.doi.org/10.37547/ijp/volume04issue02-25.

Full text

Abstract:

The article covers the main tasks in ensuring continuity in the professional and higher education system and indicators of ensuring the continuity of professional knowledge, skills and qualifications in the professional and higher education system.

APA, Harvard, Vancouver, ISO, and other styles

27

Gotterbarn, Don. "Professional practice by unlicensed professionals." ACM Inroads 6, no. 4 (November 17, 2015): 16–19. http://dx.doi.org/10.1145/2822900.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

MYTSYK, H. M., and M. I. PRYSHLIAK. "ВИКОРИСТАННЯ НАЗВ ПРОФЕСІЙНИХ КВАЛІФІКАЦІЙ В ОСВІТНЬО-ПРОФЕСІЙНИХ ПРОГРАМАХ 016.01 – ЛОГОПЕДІЯ ПЕРШОГО (БАКАЛАВРСЬКОГО) РІВНЯ ВИЩОЇ ОСВІТИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, no. 2 (October 4, 2021): 36–49. http://dx.doi.org/10.31494/2412-9208-2021-1-2-36-49.

Full text

Abstract:

The practice of using the professional qualifications names which are awarded to higher education applicants is examined in the article based on the analysis of educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level of some higher educational institutions. It is noted that the availability of recommended list of professional qualifications of the specializations which are established of the Ministry of Education and Science of Ukraine in the Standard of higher education of Ukraine of the first (bachelor’s) higher education level of specialty 016 Special education is a more important issue and therefore requires the attention of scientists. It is found out that questions of using professional qualifications names in educational and professional programs of specialty 016.01 Special education (Speech therapy) are solved differently. Mostly in such programs, direction to assigning to higher education applicants, who have successfully completed it, the professional qualification of «speech therapist», to a lesser extent – «teacher-speech therapist assistant» is observed. It is stated that not one of directories of the qualification characteristics workers’ professions operating in Ukraine does not contain the qualification characteristics of a speech therapist and the requirements for the educational degree of the employee required to hold the position of a speech therapist have not concretized enough. The absence of qualification characteristics of a speech therapist to a certain extent causes problems in determining the list of main jobs that are inherent to this position (profession). Taking into account the level of complexity of the problems which to be solved by a speech therapist and teacher-speech therapist assistants in professional activity, the idea was proposed of orienting educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level for preparation only speech therapists awarding its graduates the professional qualification of «speech therapist». In turn, the preparation of teacher-speech therapist assistants should be carried out according to the educational and professional programs of the initial level (short cycle) of higher pedagogical education. Of point of view the existing close connection between a teacher-speech therapist and a speech therapist, it is proposed to reconsider the qualification requirements for the primary position of teacher-speech therapist, providing the possibility of its occupation by persons with a bachelor’s degree. Key words: educational and professional program, educational qualification, professional qualification, speech therapist, assistant teacher-speech therapist.

APA, Harvard, Vancouver, ISO, and other styles

29

Alejandro, Jeffery. "Understanding Professionals' Reasons for Participating in Continuing Professional Education." Adult Learning 12, no. 1 (January 2001): 15. http://dx.doi.org/10.1177/104515950101200108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Faulconbridge, James R., and Sarah Hall. "Educating Professionals and Professional Education in a Geographical Context." Geography Compass 3, no. 1 (November 19, 2008): 171–89. http://dx.doi.org/10.1111/j.1749-8198.2008.00176.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Cole, Mark. "Learning through reflective practice: a professional approach to effective continuing professional development among healthcare professionals." Research in Post-Compulsory Education 5, no. 1 (March 2000): 23–38. http://dx.doi.org/10.1080/13596740000200067.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Karandashev, Victor N. "Professional psychologists’ education in Russia." Psychology Teaching Review 7, no. 2 (September 1998): 32–38. http://dx.doi.org/10.53841/bpsptr.1998.7.2.32.

Full text

Abstract:

This paper describes the current education of professional psychologists in Russia. In the university system there are three initial types of education leading to a specialist degree, a bachelor’s degree, or a master of psychology degree. The most common type is the five year education leading to the specialist degree. Specialist education is mostly generic but specialisms (majors) are available in 16 different fields of psychology. Students also study general humanities and socio-economic disciplines, mathematics and general science, general professional disciplines, and other specialisms.Education in the system of pedagogical universities and other higher pedagogical institutions leads to the award of specialist degrees in educational psychology.It is possible to continue professional psychological education in Russia through postgraduate study leading to the degree of Kandidat of Psychological Sciences (equivalent to a PhD degree). The highest qualification in professional psychology is the degree of Doctor of Psychological Sciences.There are two main programmes for students who have completed their initial studies in disciplines other than psychology, and there are many further additional qualification and re-qualification programmes for professional psychologists.Psychology teaching in Russia has three different types of curricula depending on whether the goal of psychological education is to provide a training in professional psychology, a training for professionals in other disciplines or training for school teachers. This paper focuses on the psychological education of professional psychologists.

APA, Harvard, Vancouver, ISO, and other styles

33

Fenske, T. E., and S. M. Fenske. "Need for “Professional” Education for Professional Engineers." Journal of Professional Issues in Engineering 116, no. 4 (October 1990): 345–50. http://dx.doi.org/10.1061/(asce)1052-3928(1990)116:4(345).

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Hamid, Aamir, and Muhammad Shahid Soroya. "Continuing education for LIS professionals: why." Library Review 66, no. 1/2 (February 7, 2017): 83–89. http://dx.doi.org/10.1108/lr-01-2015-0001.

Full text

Abstract:

Purpose The purpose of this study is to determine the outcomes of continuing education programs that are being carried out, either having positive or negative effects on the personal and professional lives of the participants. Design/methodology/approach The research method used for this study was a survey, which had been based on findings derived from a comprehensive literature review. The data collection tool was an online questionnaire with a five-point Likert scale. Questionnaires were circulated to the 120 library professionals equally divided among three online discussion groups which have high rate of library professionals’ memberships: Pakistan Library Automation Group, Pakistan Librarians Welfare Organization (PLWO) and Pakistan Library Club through emails. The 100 completely filled questionnaires were received and so the response rate was 83 per cent. Findings The study concluded that continuing education programs (CEPs) had positive effects on the participants’ professional as well as personal lives. The results revealed that CEPs improved librarians’ professional knowledge about digital resources, library automation and management systems, searching techniques, library management and skills regards team work. The effect on their personal lives was also noticeable: helped them to build confidence, increased personal interaction and developed their ability to research, leadership, communication and managerial skills. Therefore, the study clearly indicates that CEPs proved very helpful in capacity building of professional librarians. Practical implications The paper clearly addresses the effects of CEPs on participants’ professional and personal lives. As expressed, the results CEPs are playing an important role in the capacity building of professional librarians. This study will stimulate CEPs managing associations or organizations to check outcomes, whether they are valuable for the participants. Originality/value This paper reports the effects of formal or informal training sessions on LIS professionals’ professional and personal lives.

APA, Harvard, Vancouver, ISO, and other styles

35

Egan, Bridget. "Professional Knowledge, Professional Lives." Journal of In-service Education 30, no. 1 (June 1, 2004): 173–92. http://dx.doi.org/10.1080/13674580400200458.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Nakypova, Gulnur, Dina Zharylgapova, Gulbarshyn Yernazarova, Lazzat Zhamansarieva, and Raisa Zhukashova. "Professional competence establishment for postgraduate education professionals through self-study." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 7, 2024): 2071–80. http://dx.doi.org/10.54919/physics/56.2024.207wk1.

Full text

Abstract:

Relevance. After graduation, the development of a young professional does not stop. It is, above all, a question of a culture of social relations and the necessity of establishing and strengthening social and professional status. Establishing personal and professional status starts with cultivating the relationships that drive socio-cultural development and base a person's socio-cultural abilities. This study examines the establishment of professional competence of postgraduate education specialists based on self-study, the main components and types of self-study. Purpose. The purpose of the study is a theoretical justification, development of the modern model of establishment of professional competence of specialists of postgraduate education in the Republic of Kazakhstan based on self-study. Methodology. The unbiased research methods included theoretical analysis and synthesis of teaching psychology literature, modelling, observation, and analysis of the competence activities of postgraduate education specialists. Results. As a result, approaches to the methodological design of independent work of educational programmes of postgraduate education were investigated and systematised, and all types of professional competencies of these professionals were identified. One factor of professional competence was identified as being the ability to perform assigned learning objectives independently, through a structured plan of independent work. Conclusions. The practical significance of the study is that the performed work of analysing the principles and methods of developing educational programmes for training postgraduate specialists is ready for implementation in the educational process of the higher education school. These recommendations can also be applied to the establishment of your course syllabus for the development of educational programmes in teaching disciplines and professional development courses in the Republic of Kazakhstan. Keywords: postgraduate education; specialist adaptation; professional competence; higher education

APA, Harvard, Vancouver, ISO, and other styles

37

Tani, Go. "Professional preparation in physical education: changing labor market and competence." Motriz: Revista de Educação Física 19, no. 3 (September 2013): 552–57. http://dx.doi.org/10.1590/s1980-65742013000300004.

Full text

Abstract:

Professional preparation is indeed a complex and dynamic process because it involves a number of interacting elements, which change in time. The objective of the present essay is to analyze the professional preparation in physical education, with the focus on the relation between the very dynamic labor market and the required competence of the professionals to deal with the associated demands. There is no doubt that the professional preparation must not aim to train professionals to merely repeat means for solving practical problems, but professionals with the capacity to repeat the process of solving problems. Consequently, professional preparation programs need to be formative instead of informative and prepare professionals capable of using scientific thinking and method to solve practical problems of intervention.

APA, Harvard, Vancouver, ISO, and other styles

38

Kapustina, T. A., and N. A. Turanina. "Professional further education of librarians in the regional space." Bibliosphere, no. 4 (December 30, 2017): 84–88. http://dx.doi.org/10.20913/1815-3186-2017-4-84-88.

Full text

Abstract:

The successful implementation of tasks facing libraries requires constant improvement of library professionals’ skills. Therefore, the most important directions of library activities is concerning about the library staff professional growth. The article indicates a high interest of researchers to training and retraining library staff according to reference analysis; contains theses on current status and tendencies of developing the additional professional education regional system of librarians in frames of monitoring specialists professional preferences of Belgorod libraries; shows the most effective and successful examples of implementing innovative forms of education; elaborates priorities of the modern system of additional professional development of library professionals.

APA, Harvard, Vancouver, ISO, and other styles

39

Damkuviene, Milda, Jurate Valuckiene, Sigitas Balciunas, and Evandzelina Petukiene. "Education Professionals’ Cooperative Learning for the Development of Professional Capital." Sustainability 15, no. 14 (July 13, 2023): 10972. http://dx.doi.org/10.3390/su151410972.

Full text

Abstract:

This article presents the research results on developing professional capital in Lithuanian schools during the national project “Time for leaders”. The longitudinal national initiative aimed to develop professional capital as the synergy of human, social and decisional components of schools through educational professionals’ various cooperation-based learning experiences. Using the descriptive case study approach, the article investigates the question of how the cooperative learning approach, applied in a long-term professional development project for education professionals, develop individuals’ professional capital. The paper provides an overview of project interventions (i.e., activities that stimulated cooperative learning of educational professionals) in the light of cooperative learning principles. The assessment of change over two project years in education professionals’ perceptions of professional capital, which is presented using Cohen’s d effect size measure. The measurement sample consisted of teachers (n(I) = 5105; n(II) = 4683) and school leaders (n(I) = 439; n(II) = 405) from 189 schools in 30 Lithuanian municipalities. The findings show a statistically significant medium positive change in professional capital. The most considerable change was estimated in the social and decisional capital dimensions and the relative smallest in the field of human capital.

APA, Harvard, Vancouver, ISO, and other styles

40

Gulomkodirovich,, Khojiev Khayrulla. "Self-Education - A Stage Of Professional Growth." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 646–49. http://dx.doi.org/10.37547/tajssei/volume03issue04-105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Abduraximovich, Karimov Komiljon. "Features Of Distance Learning In Professional Education." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 522–27. http://dx.doi.org/10.37547/tajssei/volume03issue03-83.

Full text

Abstract:

The article presents the main directions of development of the education system in the context of its further informatization. The tasks of the open education system and modern technologies of distance learning are considered. The properties of educational materials intended for the implementation of such training are listed. The strategy for designing online courses is summarized. Some problems arising in the implementation of distance learning are indicated.

APA, Harvard, Vancouver, ISO, and other styles

42

MARTINKOVIČOVÁ, Miriam. "DEVELOPMENT OF PROFESSIONAL COMPETENCES THROUGH APPLIED EDUCATION." Scientific Papers of Silesian University of Technology. Organization and Management Series 2018, no. 122 (2018): 121–32. http://dx.doi.org/10.29119/1641-3466.2018.122.13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Francis, Grace L., Ashley Stride, Sascha Reed, and Chun-Yu Chiu. "Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals." Inclusion 5, no. 4 (December 1, 2017): 263–78. http://dx.doi.org/10.1352/2326-6988-5.4.263.

Full text

Abstract:

Abstract Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty-three PSE staff participated in interviews or focus groups to share information about (a) barriers to family-professional partnerships, (b) positive experiences related to family-professional partnerships, and (c) family-professional partnership strategies. Implications for practice and research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

44

Griber, Yulia A. "Influence of vocational education on color vocabulary and color naming patterns." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 70–85. http://dx.doi.org/10.32744/pse.2021.3.5.

Full text

Abstract:

Introduction. The professional education received and the professional activity carried out have a tangible impact on many spheres of human life. A professional environment influences a person’s consciousness, changes his/her conceptual thinking and lexical content of everyday communication. The purpose of the research is to test whether growing color competence affects the size, variability, and quality of the color vocabulary of native Russian speakers. Materials and methods. The data were collected in an online experiment involving 1737 native Russian speakers with different professional backgrounds and levels of color competence: 1103 participants were not professionally involved with color (hereafter referred to as non-professionals); 509 were students, in the process of professionally mastering the theoretical foundations of color science and colorism, and had basic color competence (hereafter referred to as novice professionals); 125 participants were practicing colorists and color consultants, designers and architects (hereafter referred to as experienced professionals). Results. The research showed that the growth of professional experience and coloristic competence noticeably affects the color vocabulary and color naming patterns. Compared to non-professionals, novice and experienced professionals use more complex color naming patterns and a greater variety of chromatic and achromatic modifiers (the Shannon diversity index increases from 6.55 to 7.52 and 7.12 respectively), but fewer basic color names (they account for 47% of non-professional, 43% of novice and 38% of experienced professionals’ vocabulary). The influence of professional education and professional culture is most pronounced in the choice of referent objects for describing connotations. 132 of the 320 referent objects proposed by non-professionals, and 113 of the 301 objects proposed by professionals, were “endemic” to each of these groups and were not used by representatives of other groups. Non-professionals most often described hues using naturally occurring substances, plants, flowers, artifacts, and body products as prototypes. Color specialists chose as referents dyes, pigments, paint brands, and exotic terms that fill modern advertising. Conclusions. The results confirm the hypothesis that, in addition to the universal perceptual factors that control color categorization, color-related cognitive processes are also influenced by social and cultural factors. The revealed professional differences of color vocabulary and color naming patterns can be used in the practical implementation of the process of formation of linguodidactic design of professional personality of a wide range of professionals, whose activities are directly or indirectly related to the choice of color and color design.

APA, Harvard, Vancouver, ISO, and other styles

45

Abdurakhimovich, Umarov Khusan. "Incessancy Of Education And Activities In The Development Of Professional Education." American Journal of Social Science and Education Innovations 02, no. 07 (July 30, 2020): 256–63. http://dx.doi.org/10.37547/tajssei/volume02issue07-33.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Somanadh, K. V. "Colloborative Learning in Professional Education: Role of National Education Policy-2020." Shanlax International Journal of Arts, Science and Humanities 11, S1i2-Nov (November 20, 2023): 67–70. http://dx.doi.org/10.34293/sijash.v11is1i2-nov.7320.

Full text

Abstract:

As outlined in the National Education Policy 2020, the cultivation of professionals should include three fundamental elements: a grounding in the ethical and societal significance of public service, specialized instruction in their chosen disciplines, and an education for practical application. These three elements are essential for fostering holistic development in professionals. Furthermore, professional education ought not to be constrained within the narrow boundaries of one’s field of expertise. Rather, it should actively promote critical thinking, interdisciplinary cooperation, and cultivate an atmosphere conducive to discourse, deliberation, exploration, and creativity. These institutions should provide holistic and comprehensive education that goes beyond disciplinary boundaries. By the year 2030, all educational institutions, regardless of their focus on professional or general education, should aim to seamlessly integrate both aspects. Collaborative Learning serves the purpose of the country by ensuring the students contribute equally and share the workload. It also allows students to embrace new challenges and collaborate with their peers on different aspects of their subject while learning.

APA, Harvard, Vancouver, ISO, and other styles

47

Spasova, Maria. "CONTINUING EDUCATION OF NURSES IN BULGARIA ORGANIZATION AND DEVELOPMENT." Knowledge International Journal 28, no. 3 (December 10, 2018): 1111–16. http://dx.doi.org/10.35120/kij28031111m.

Full text

Abstract:

The dynamics of today's world requires every one of us to maintain, upgrade and refine our knowledge and skills lifelong. For the nurses whose profession is regulated in the EU member states, as well in Bulgaria, continuing education is a key element of their professional development. One of the main objectives of the continuing professional education (CPE) is to contribute to the acquisition of new knowledge and skills in a way, appropriate to meet the needs of а present-day medical practice. The institution that organizes, coordinates, provides and registers continuing professional education of the health care professionals is Bulgarian Association of health professionals in nursing (BAHPN). There are different forms of professional educations – courses, congresses, conferences, seminars, ets. For estimation of the various forms of the continuing education in 2006 have been applied United Credit System (UCS), according to which for participation in each provided form credit points were given. The instrument for registration was the National Electronic Professional Register (NEPR).The aim of this study was to analyze retrospectively the trends in the development of continuing education of nurses in Bulgaria for a period from 2006 until the end of 2017. A database from NEPR with 86866 registered participations was used. Inclusion criterion included that health professionals were nurses, with or without registered CPE participations. The study employed retrospective analysis, documentary and statistical methods.The system of continuing professional education of the nurses in our country is an actively developing system that provides equal access and variety of forms of CPE, credited by BAHPN’s United Credit System. The most preferred form of CPE for the nurses was a traditional course. Participation in other forms of continuing education was under the expected levels and occupied a share of only 14.35% in the total structure of continuing education.The registered number of CPE participations for the observed period is a reason to designate nurses as "learning professionals". Despite the existence of some barriers to participation in continuing education, nurses accomplish their professional ethical commitment by actively building their knowledge and skills. The results of the survey revealed the need of measures to motivate nurses to participate more actively in the different forms of continuing education. Motivation could be achieved through interventions to provide support from the employer and colleagues as well as providing opportunities for sponsoring training and regulating a financial incentive to achieve higher competency.

APA, Harvard, Vancouver, ISO, and other styles

48

Kuznetsova, T. Ya. "Advanced professional library information education: Conceptual and methodological foundations and mechanisms." Scientific and Technical Libraries, no. 5 (December 7, 2018): 24–35. http://dx.doi.org/10.33186/1027-3689-2018-5-24-35.

Full text

Abstract:

The role of advanced professional library and information education as an essential part of continuous education system and its importance in educating new generation of library professionals are substantiated. The author reveals the role of the advanced professional education as an efficient site to apply and generate new ideas, to promote innovative experience and professional communicationsб and to modernize librarianship. She concludes that the main task of modern advanced library and information education is to assist librarians’ professional socialization. The methodological basics of the advanced professional training are characterized: teaching innovativeness, integration with library practice, social transparency and dynamic character. The author describes the mechanism for the transfer from the discrete stage of the advanced professional education to a systematic approach: the vertical-horizontal interaction of the advanced professional training structures, consistency and continuity of the educational process, education quality control, efficient combining online and offline education. The author emphasizes that the key factor for improving advanced education is to engage practicing professionals who master innovations introduction technologies. The need for public professional accreditation and certification for alternative education programs (including that of libraries), and systematic monitoring of the education system is proved.

APA, Harvard, Vancouver, ISO, and other styles

49

Keedle, Dr Hazel. "Learning to be Stronger Together: Interprofessional Education in Midwifery Education." Practising midwife Australia 1, no. 6 (June 1, 2023): 13–17. http://dx.doi.org/10.55975/nqba7725.

Full text

Abstract:

The training and education of pre-registration healthcare professionals is traditionally and currently taught within their own professional groups. Interprofessional education (IPE) is when different professionals, or students, undertake education together. Interprofessional education in midwifery is a growing research field. In this article I will explore IPE, the benefits and challenges and current examples of IPE in midwifery. This article has been independently reviewed prior to publication.

APA, Harvard, Vancouver, ISO, and other styles

50

Muck, Kátia, and Denise Cristina Kluge. "Language teacher professional education:." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 304–17. http://dx.doi.org/10.31686/ijier.vol9.iss4.3059.

Full text

Abstract:

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!