Relevant bibliographies by topics / Professional learning

Contents

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

Academic literature on the topic 'Professional learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 October 2024

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Professional learning.'

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.

Journal articles on the topic "Professional learning"

1

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
2

Grey, Anne. "Professional Dialogue as Professional Learning." Teachers' Work 8, no. 1 (April 1, 2011): 21–32. http://dx.doi.org/10.24135/teacherswork.v8i1.543.

Full text
Abstract:
This article discusses professional dialogue as an important aspect of professionalism for early childhood teachers. It draws on the experiences of four qualified early childhood teachers of one teaching team in an early childhood centre who engaged in extensive professional dialogue with each other. Dialogue focused on the values that underpinned and were reflected in their teaching practice. These values were discussed in order to explore the commonalities and differences in teaching philosophies amongst the team. The article outlines both the benefits and the challenges of engaging in professional dialogue by drawing on the perceptions of the teachers who participated. The article contends that professional dialogue should be viewed as an alternative form of professional learning.
APA, Harvard, Vancouver, ISO, and other styles
3

Easton, Lois Brown. "From Professional Development to Professional Learning." Phi Delta Kappan 89, no. 10 (June 2008): 755–61. http://dx.doi.org/10.1177/003172170808901014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jones, Ken. "Quantifying professional learning." Professional Development in Education 42, no. 3 (April 22, 2016): 353–58. http://dx.doi.org/10.1080/19415257.2016.1173951.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Brennan, Barrie. "Authentic professional learning." Studies in Continuing Education 33, no. 3 (November 2011): 367–69. http://dx.doi.org/10.1080/0158037x.2011.609667.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Saunders, M. "Researching professional learning." Journal of Computer Assisted Learning 11, no. 4 (December 1995): 231–38. http://dx.doi.org/10.1111/j.1365-2729.1995.tb00139.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dinanty, Najwa Shabrina, Muhammad Andri Setiawan, and Hendro Yulius Suryo Putro. "Professional Learning Community." International Journal of Asian Education 5, no. 3 (September 9, 2024): 240–48. http://dx.doi.org/10.46966/ijae.v5i3.423.

Full text
Abstract:
This study aims to analyze the impact of the Professional Learning Community (PLC) on the quality of learning in Nusantara Capital Buffer Schools (IKN). A mixed-method approach, combining qualitative and quantitative elements, was employed to understand the phenomenon comprehensively. The results indicate a significant improvement in learning outcomes, as evidenced by the increase in the average post-test score (70) compared to the pre-test score (48.75). The PLC program provided a platform for teachers to collaborate, share insights, and develop effective strategies to address learning challenges. Furthermore, implementing the PLC fostered a more supportive school environment, making students feel more comfortable and engaged. The findings underscore the importance of enhancing and expanding PLC initiatives to improve students' academic and non-academic achievements. Practically, these results suggest that the PLC model can be a valuable tool for teacher development and improved student outcomes. Academically, this study contributes to the growing literature on collaborative learning environments and their role in enhancing educational quality.
APA, Harvard, Vancouver, ISO, and other styles
8

Littlejohn, Allison, Colin Milligan, Rosa Pia Fontana, and Anoush Margaryan. "Professional Learning Through Everyday Work: How Finance Professionals Self-Regulate Their Learning." Vocations and Learning 9, no. 2 (January 7, 2016): 207–26. http://dx.doi.org/10.1007/s12186-015-9144-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Togtokhmaa, Zagir, and Helga Dorner. "Professional identity of Mongolian adult learning facilitators: Biographical perspective." Andragoske studije, no. 1 (2022): 67–82. http://dx.doi.org/10.5937/andstud2201067z.

Full text
Abstract:
Adult learning professionals lack a unified identity due to the diversity of adult learning and education, which poses challenges to recognizing adult learning professionals and may lead to a fragmented focus on their professional development. However, a coherent and unified professional identity can be determined by referring to adult learning professionals' specific roles and sub-fields. Hence, how adult learning facilitators, who belong to a non-formal sub-field, conceptualize themselves as professionals may be an example of coherent, yet unified, professional identity. Moreover, it is essential to know how adult learning facilitators understand themselves as professionals because this knowledge provides a framework for facilitators to construct their own ideas of being professional. Thus, this research aims to bring insights to the questions of how adult learning facilitators became professionals, how they define their profession, how they determine themselves as professionals and how they perceive their future in the professional context. Thirty-five adult learning facilitators were interviewed using semi-structured interviews with biographical perspectives. Results revealed that adult learning facilitators seem to have a conflicted identity resulting from a gap between ideal and real. Concerns about current qualification and competences were also articulated. Findings implied that professional development programmes for adult learning facilitators need to pay close attention to identity formation, concerns about appropriate qualifications, and adequate support for professionalism through systematic policy-making.
APA, Harvard, Vancouver, ISO, and other styles
10

Cohen, Meryl S., Jeffrey P. Jacobs, James A. Quintessenza, Paul J. Chai, Harald L. Lindberg, Jamie Dickey, and Ross M. Ungerleider. "Mentorship, learning curves, and balance." Cardiology in the Young 17, S4 (September 2007): 164–74. http://dx.doi.org/10.1017/s1047951107001266.

Full text
Abstract:
AbstractProfessionals working in the arena of health care face a variety of challenges as their careers evolve and develop. In this review, we analyze the role of mentorship, learning curves, and balance in overcoming challenges that all such professionals are likely to encounter. These challenges can exist both in professional and personal life.As any professional involved in health care matures, complex professional skills must be mastered, and new professional skills must be acquired. These skills are both technical and judgmental. In most circumstances, these skills must be learned. In 2007, despite the continued need for obtaining new knowledge and learning new skills, the professional and public tolerance for a “learning curve” is much less than in previous decades. Mentorship is the key to success in these endeavours. The success of mentorship is two-sided, with responsibilities for both the mentor and the mentee. The benefits of this relationship must be bidirectional. It is the responsibility of both the student and the mentor to assure this bidirectional exchange of benefit. This relationship requires time, patience, dedication, and to some degree selflessness. This mentorship will ultimately be the best tool for mastering complex professional skills and maturing through various learning curves. Professional mentorship also requires that mentors identify and explicitly teach their mentees the relational skills and abilities inherent in learning the management of the triad of self, relationships with others, and professional responsibilities.Up to two decades ago, a learning curve was tolerated, and even expected, while professionals involved in healthcare developed the techniques that allowed for the treatment of previously untreatable diseases. Outcomes have now improved to the point that this type of learning curve is no longer acceptable to the public. Still, professionals must learn to perform and develop independence and confidence. The responsibility to meet this challenge without a painful learning curve belongs to both the younger professionals, who must progress through the learning curve, and the more mature professionals who must create an appropriate environment for learning.In addition to mentorship, the detailed tracking of outcomes is an essential tool for mastering any learning curve. It is crucial to utilize a detailed database to track outcomes, to learn, and to protect both yourself and your patients. It is our professional responsibility to engage in self-evaluation, in part employing voluntary sharing of data. For cardiac surgical subspecialties, the databases now existing for The European Association for CardioThoracic Surgery and The Society of Thoracic Surgeons represent the ideal tool for monitoring outcomes. Evolving initiatives in the fields of paediatric cardiology, paediatric critical care, and paediatric cardiac anaesthesia will play similar roles.A variety of professional and personal challenges must be met by all those working in health care. The acquisition of learned skills, and the use of special tools, will facilitate the process of conquering these challenges. Choosing appropriate role models and mentors can help progression through any learning curve in a controlled and protected fashion. Professional and personal satisfaction are both necessities. Finding the satisfactory balance between work and home life is difficult, but possible with the right tools, organization skills, and support system at work and at home. The concepts of mentorship, learning curves and balance cannot be underappreciated.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Professional learning"

1

Kelly, Jennifer Lynn. "Professional learning communities and professional development." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42252.

Full text
Abstract:
This case study examines the concept and practice of participating in a professional learning community as a form of professional development by a group of teachers in an interior British Columbia school district. The reflections and discussions of this group of teachers-as-learning community are examined in order to understand how the subjects construct their realities relative to their involvement in a professional learning community. The transcripts from semi-structured interviews of the subjects, which were reflective in nature, were analyzed to determine patterns or themes. As a result, four main themes emerged: benefits of a professional learning community, isolationism, criteria for self-sustaining professional development, and suggestions for improvement. From the data it became evident there were many perceived benefits to participating in a professional learning community for this group of teachers, each surrounding the main aspect of collaborative learning. Interdependence among the group members was the most significant benefit of this professional development practice. Other beneficial characteristics of this form of professional development included shared leadership, a shared set of ideas and values to strive towards, perturbation-based learning, and continual motivation to develop professionally. This study has potential educational importance because it informs teachers and administrators about the practice of a group of teachers’ professional learning communities and corroborates their value in professional development. The concept of self-sustaining professional development is also discussed in the final chapter as a query regarding professional learning communities and their implicit value in the long-term.
APA, Harvard, Vancouver, ISO, and other styles
2

Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.

Full text
Abstract:
Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adjust implementation to improve results. A mixed-methods approach was used to explore correlations between PLC structure ratings and teacher self-identified learning preferences, with Kolb’s (1984) Experiential Learning Theory as the basis for determining learning preferences. The study included 115 elementary teacher participants from a school district that has prioritized PLC structures for nearly 10 years. Significant correlations were identified between PLC structural elements and teacher learning preferences, with qualitative results providing additional descriptive analysis regarding teacher perceptions of their learning within PLCs. The findings within this study indicate that teacher learning preferences may be a key consideration for school site administrators as part of PLC team construction and development.
APA, Harvard, Vancouver, ISO, and other styles
3

McClintock-Comeaux, Patrick. "Building professionals: The intersection of professional learning communities and trust." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791823.

Full text
Abstract:
The purpose of this study was to quantify individual Professional Learning Communities' (PLCs) consistency with the indicators of PLCs. In addition, the level of trust in the groups was also measured. The correlation between these two sets of data was then, explored to determine the degree to which trust plays a role in PLCs.;The study was conducted in three elementary schools in a suburban school district, called Glennville for the purposes of this study, located in the northeastern United States. Teachers were administered an on-line survey consisting of questions from the Professional Learning Communities Assessment -- Revised (PLCA-R) and from the Faculty Trust Survey.;Within the context studied, the questions from the PLCA-R coalesced around different factors than indicated by the creators of the instrument. In addition, correlations of varying strengths were found between Trust and teachers' perceptions of PLCs . The strongest correlations were observed between faculty trust in clients and teacher perceptions of PLCs.;Further study is warranted to determine if the factor structure of the PLC model is stable in other contexts. Increasing the scope of the study could also add to claims that analysis of trust may be a method to connect PLC usage with student achievement.
APA, Harvard, Vancouver, ISO, and other styles
4

Greer, Janet Agnes. "Professional Learning and Collaboration." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26463.

Full text
Abstract:
The American education system must utilize collaboration to meet the challenges and demands our culture poses for schools. Deeply rooted processes and structures favor teaching and learning in isolation and hinder the shift to a more collaborative paradigm. Professional learning communities (PLCs) support continuous teacher learning, improved efficacy, and program implementation. The PLC provides the framework for the development and enhancement of teacher collaboration and teacher collaboration develops and sustains the PLC. The interpersonal factors that influence collaboration make it difficult to implement and preclude the use of any systematic directions to develop a PLC successfully. However, research has identified emerging strategies that could guide the development of collaborative cultures for school improvement. The researcher designed this case study to describe collaboration in the PLC of an elementary school. The study focuses on collaborative behaviors, perceptions, influences, barriers, and strategies present in the school. The researcher utilized the Professional Learning Community Organizer (Hipp & Huffman, 2010) in the analysis of the data. Hipp, Huffman and others continued the research started by Hord (1990) and identified PLC dimensions and behaviors associated with those dimensions. The PLCO included behaviors aligned with the initiating, implementing, and sustaining phases of each dimension of a PLC. Structure and process, trust and accountability, and empowerment emerged as important themes in the observed PLC. The sequential path to teacher empowerment began with the development of structure and process. Teachers developed trust in each other by demonstrating accountability required by those structures and processes. Trust provided opportunities for risk taking and leadership to emerge. The teachers and administrators demonstrated their commitment to the vision and worked collaboratively for the learning success of all students. The data provided evidence of administrators and teachers making decisions to solve problems and improve instruction based on the vision. The PLC of the elementary school observed demonstrated development at the implementing and sustaining levels. The teachers and administrators worked collaboratively over time to improve teacher practice resulting in improved student learning. The opportunity to utilize the PLC for continuous growth by challenging the new norms and embracing risk taking remains.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
5

Kennedy, Jamie L. "Learning In Professional Orchestras." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/397593.

Full text
Abstract:
This dissertation presents, discusses, and advances findings and contributions from an investigation into how professional orchestral musicians learn as they engage in their work together. Understanding the processes, demands, and consequences of orchestral work is important for informing the practices of professional and aspiring orchestral musicians, orchestral organisations, and educational institutions. Musicians’ well-being and the longevity of their working lives are of particular concern for this community. Learning and development are identified as important factors in understanding individuals’ vocational practices and how they work together. It follows that the conceptual framework of this investigation focuses on microgenetic learning and ontogenetic development to elaborate how intersubjectivity arises as musicians engage together in and learn through orchestral practices. Intersubjectivity refers here to the shared understandings of self and activity that arise from interaction with others, changing and developing with continued participation. From a sociocultural perspective, learning refers to microgenetic changes in individuals’ understanding and practice, while development lies within ontogenetic changes in their knowledge and abilities. As individuals engage together in activities, their learning and developmental processes contribute to a gradually emerging intersubjectivity, that is, shared understandings of what they know, can do, and value. To address the concerns raised regarding musicians’ ongoing practices, this investigation aims to describe and explain what intersubjectivity and engagement look like in orchestral performance. It also aims to comprehend how learning and development occur within this engagement. To investigate learning and development in orchestral performance, an ethnographic inquiry was conducted to generate an account of how a small sample population of orchestral musicians engaged with and experienced their working environment. The study involved observations and interactions with 6 members of an Australian professional symphony orchestra over a 12-month period. The participants’ selection targeted a range of ages, gender, instrument type, and level of seniority in the orchestra. Within the findings, five processes of engagement were identified through which intersubjectivity was constituted. These comprise (a) awareness, (b) communication, (c) evaluation of performance, (d) acting like a professional orchestral musician, and (e) the formation of playing intentions. These processes are advanced to contribute to a metaprocess of rehearsal, that is, the personal and interpersonal process of progressively reconstituting musical performance towards a shared ideal. New descriptions and evidence of how the musicians in this study engaged in orchestral performance are contributed, including descriptions and explanations of how trust and humour facilitated communication about performance. Through these processes of engagement, the participants’ daily interactions in orchestral performance became sites of microgenetic learning processes in three distinct ways. First, the temporal conditions of rehearsals and performances imposed a nonlinear but directional pattern on how performance knowledge changed. Second, spatial awareness was a highly important organising factor in the musicians’ knowledge of performance within the orchestra. It is proposed here that the sensory ethnography term “emplacement” might be useful for describing the connections between musicians’ activity, perceptions, and environments. Third, these temporal and spatial aspects of the musicians’ knowledge combined as they co-created a performance environment together, within which they progressively advanced their performance practices. Patterns and possibilities in the musicians’ ontogenetic development were identified through how they presented and construed their personal histories relating to performance. They selected past instances of microgenetic learning to illuminate and explain their current abilities, attitudes, and approaches to orchestral performance. The musicians were also capable of presenting positive or negative narratives of their development, frequently corresponding with their level of satisfaction with current environments or appraisals of performance. Positive developmental narratives used experiences of injury, difficulties in gaining membership in the orchestra, and the stresses associated with surveillance and critique to explain a growing ability to cope with challenges and to perform effectively with colleagues. Conversely, negative developmental narratives explained these experiences as being injurious to their ability to meet challenges or to perform at their best. It is advanced that how musicians engage with positive and negative developmental narratives may impact on their perception of their ability to sustain their working practices into the future.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
APA, Harvard, Vancouver, ISO, and other styles
6

Coldwell, Michael. "Professional learning and professional careers : theory, evaluation and practice." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/21924/.

Full text
Abstract:
This thesis uses a set of theoretically informed approaches to understand aspects of the professional careers, development and practices of teachers, addressing three questions in particular. Firstly, how can models, and other theorisations, help illuminate the influence of professional development and practice on a range of outcomes? Secondly, how can focussing on the situated nature of professional practice and initiatives improve understanding of professional learning and practices? Thirdly what new empirical research evidence can the approaches described in the first two research questions produce in relation to professional learning and wider professional practice? It does so via a set of eight papers published over eleven years, drawing on seven mainly mixed methods studies conducted over a six year period. In relation to the first research question, the papers use realist understandings of the social world to build a set of path and level models of professional development alongside critiques of these and other models. Additionally, they provide theoretical constructs to support understanding of professional practice, in particular boundary theory and career constructs. In relation to the second, the papers develop a set of features of context which are missing from earlier accounts, indicating that the context for programmes and change processes can be: dynamic, rather than static; agentic, acting causally not just as a backdrop; relational, operating at different points and in concert with or against other contextual factors; historically located; complex and systemic. Finally, relating to the third question, the papers cover a wide range of studies; however, all focus on the relationship between outcomes and change processes in situ, and in particular the various relationships between the programme or change process; individual teachers or leaders; the organisations within which they work; and wider political and other contexts. The findings link to and illuminate aspects of these relationships.
APA, Harvard, Vancouver, ISO, and other styles
7

Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

Full text
Abstract:
Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.
APA, Harvard, Vancouver, ISO, and other styles
8

Aman, Amira. "Mentoring : professional learning in a quality learning circle." Thesis, University of Canterbury. Education, 2014. http://hdl.handle.net/10092/9743.

Full text
Abstract:
There is a wealth of literature on the induction and support of provisionally registered teachers (Boreen, 2009; Bubb, 2007; Cameron, Lovett, & Garvey Berger, 2007) and the key skills of mentoring (Achinstein & Athanases, 2006; Glickman, 2002). However literature on how to meet the professional learning needs of curriculum leaders developing their mentoring skill set has largely been ignored in leadership literature. This study, informed by MacBeath and Dempster’s (2009)concept of ‘leadership for learning’, upholds the need for leadership work to focus on the improvement of student outcomes (Barber & Fullan, 2005) rather than traditional approaches to education which focussed on making resources available to students. In an outcomes-focussed model of education, the needs of the students are at the forefront of all learning. By focussing on teachers’ professional learning through mentoring and the use of a teacher inquiry model, the students’ learning needs are prioritised. The focus for my study is the skillset of curriculum leaders for their work with teachers within their learning areas. The participants for this study were five curriculum leaders, all from the same secondary school. This intervention study investigated the factors which contributed to the professional learning of the mentors, their views of their leadership role and the kinds of learning about mentoring which were beneficial to understandings about mentoring. By focussing on key adult learning principles, structures that support learning, and attention to a mentoring skill set, the participants were supported to develop their mentoring skills. The mentors participated in a professional learning experience, referred to as a Quality Learning Circle (QLC), over one and a half school terms, to co-construct their understanding of mentoring practice. In a QLC the focus is on the learners seeking and making changes to their practice in a collaborative, supportive environment (Lovett & Verstappen, 2003). The mentors collaboratively developed new understandings through deliberate talk in the QLC about their shared interest in mentoring. They also had opportunities for immediate and practical application of their new knowledge. While they participated in the QLC they co-currently developed their mentoring skills by working with a mentee who taught in the same subject area as themselves. This study features a qualitative methodology with an interpretive case study of experienced curriculum leaders. Data collection tools included a gap analysis survey which explored their understandings of their school’s current professional learning opportunities. A second data source was a career questionnaire which explored their teaching history and experiences of professional learning. This was followed by initial interviews which focussed on how they interpreted their role of a curriculum leader and the extent they could connect leadership with students’ learning. I also analysed transcripts of QLC meetings, and the teachers’ reflective journals. Four of the mentors worked with a provisionally registered teacher (PRT), while one mentor chose to work with a more experienced colleague. This study offered a new type of collegial interaction for the teachers. The mentors chose their own goals, a mentee to work alongside and the direction of their learning about mentoring. The QLC met five times during the study and the mentors and participant researcher (PR) also kept a reflective journal. In between the QLC sessions the mentors met with their mentees to practise their mentoring skills, such as questioning skills, and the use of observational tools for classroom observations. A typical QLC session focussed on each of the mentors talking about the mentoring practice they had undertaken. The group provided support and guidance on possible next steps of practice. Readings and practical resources were also discussed and there was an expectation that the mentors would practice an aspect of mentoring and report back to the group at the next meeting. At the close of the study the mentors were re-interviewed to compare their views of their leadership role and learning from their initial interviews. An iterative process was used so that emerging understandings of the data could arise. The data is presented according to the three broad themes of ‘effective professional learning’, ‘leadership role’ and ‘professional learning about mentoring’. The findings of this study highlight the importance of collaborative learning opportunities for teachers where they can state and resolve practical issues in a supportive group (Cochran-Smith, Feiman-Nemser, McIntyre, & Association of Teacher Educators., 2008). Among all of the findings there were four major findings about the development of curriculum leaders’ mentoring skills: the value of opportunities for deliberate talk, the importance of teacher agency, the need for specific tools in developing mentoring practice, and the necessity of understanding the curriculum leaders’ leadership role. My detailed account of the experiences of the five curriculum leaders offers a practical example of what the development of curriculum leaders’ understandings of mentoring might look like. This study serves to highlight the challenges for schools to provide support for teachers wanting to take responsibility for their own professional learning. In the absence of any formalised leadership professional learning about mentoring for curriculum leaders, this study proved to be a useful study to demonstrate the potential of the QLC approach to support curriculum leaders in their understandings and practice of mentoring. The key findings of this study validate the need for further research on what is needed for effective mentoring to be an integral part of every school.
APA, Harvard, Vancouver, ISO, and other styles
9

Skyring, Carol A. "Learning in 140 characters : microblogging for professional learning." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/65854/1/Carol_Skyring_Thesis.pdf.

Full text
Abstract:
This thesis investigated how microblogging, a form of online social networking, was being employed by educators to support their professional learning. The study found that educators who participate in microblogging engage in a wide range of behaviours, with certain behaviours and activities commonly exhibited. An advantage of microblogging as a professional learning tool is its ability to link educators globally to exchange ideas from different perspectives and to share resources and teaching practices. Educators who microblog have access to relevant and timely learning that is not constrained by time or distance and can be tailored to meet their individual needs.
APA, Harvard, Vancouver, ISO, and other styles
10

Clarke, Jennifer Ann. "Principals' processes of professional learning." University of Southern Queensland, Faculty of Education, 2004. http://eprints.usq.edu.au/archive/00001416/.

Full text
Abstract:
When a school community decides to implement innovative curricula, the responsibility for leadership of the associated professional learning processes lies with the principal. The onus is on principals to be leader learners. They adapt their leadership style to the context of the school. They encourage learning as a future-oriented, organisation-wide process. They encourage deep learning, and double-loop learning, and they nurture a culture of collaborative learning. They provide practical support for teacher leadership and teacher learning, and they understand that teachers have differing needs for support during a period of significant curriculum change. The research methodology used for this study involved a multiple case study design. Principals and staff from three Queensland state schools who participated in the trial of innovative curricula provided the data for the three case studies. The data collection at three schools related to the processes of professional learning at each site. Interviews conducted with the participants at each school, and observation of meetings and school documentation, provided the researcher with the data to develop a framework for principals who are interested in creating a professional learning community. Data collected from the schools generally supported the findings of the theorists. However, analysis of the data provided more detailed information than is currently available in the literature to inform the establishment of professional learning processes. Analysis of the data indicated that professional learning can be classified according to four themes: personal learning, leadership-related learning, learning related to innovation, and learning related to processes that support a collaborative culture. The findings from the literature review and the findings from the case studies were used to construct a framework for professional learning for principals who wish to create a learning organisation. The framework provides a foundation for professional learning programs for principals, and could be used by a range of people or groups, including district office personnel, professional associations, and networks of principals and aspiring leaders.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Professional learning"

1

Goodrum, Denis. Professional learning. Festac Town, Lagos: Adeniran Ogunsanya College of Education, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Littlejohn, Allison, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland, eds. Networked Professional Learning. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18030-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Webster-Wright, Ann. Authentic Professional Learning. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3947-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

James, Calderhead, ed. Teachers' professional learning. London: Falmer Press, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Knox, Alan B., and Ronald M. Cervero. Improving Professional Learning. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445265.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Keay, Jeanne K., and Christine M. Lloyd, eds. Linking Children’s Learning With Professional Learning. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-645-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Spouse, Jenny, ed. Professional Learning in Nursing. Oxford, UK: Blackwell Science Ltd, 2002. http://dx.doi.org/10.1002/9780470774496.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hopwood, Nick. Professional Practice and Learning. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26164-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Patterson, Carmel. Enacted Personal Professional Learning. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6007-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Harteis, Christian, Andreas Rausch, and Jürgen Seifried, eds. Discourses on Professional Learning. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7012-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Professional learning"

1

Fletcher, Margaret. "Professional Learning." In Professional Learning in Higher Education and Communities, 41–75. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137455185_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Weber, Christine L., and Angela M. Novak. "Professional Learning." In Introduction to Gifted Education, 439–56. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003235866-31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Neumeister, Kristie Speirs, and Virginia Hays Burney. "Professional Learning." In GIFTED Program Evaluation, 107–14. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235354-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Horn, Carol V., Catherine A. Little, Kirsten Maloney, and Cheryl McCullough. "Professional Learning." In Young Scholars Model, 97–118. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239697-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Packer, Janet, Nia MacQueen, and Patricia Day. "Professional learning." In Relationship-based Learning, 58–84. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003166672-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Keay, Jeanne K., and Christine M. Lloyd. "Professional Development, Professionalism and Professional Knowledge." In Linking Children’s Learning With Professional Learning, 15–29. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-645-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kenyon-Smith, Sharon. "Teacher Professional Learning." In Quality Learning, 19–27. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-914-0_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Clark, Rosemary. "Professional Control and Professional Learning." In Teacher Learning and Power in the Knowledge Society, 145–60. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-973-2_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Keay, Jeanne K., and Christine M. Lloyd. "Professional Development Providers." In Linking Children’s Learning With Professional Learning, 133–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-645-8_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Tirkkonen-Condit, Sonja. "Professional vs. Non-Professional Translation." In Learning, Keeping and Using Language, 381. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul2.28tir.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Professional learning"

1

Haren, John, Margaret Leahy, and Enda Donlon. "Patterns of learning in the cybersecurity profession: A mixed methods study to understand continuing professional development among cybersecurity professionals in Ireland." In 2023 Cyber Research Conference - Ireland (Cyber-RCI), 1–4. IEEE, 2023. http://dx.doi.org/10.1109/cyber-rci59474.2023.10671396.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Doherty, Iain. "Pedagogy for Professional Learning." In 2013 International Conference on Advanced ICT. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icaicte.2013.5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ryan, Katie. "Supporting the development of students in the pharmacy profession through stakeholder engagement and technology innovation." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.37.

Full text
Abstract:
Pharmacists are experts in safe drug usage, and are uniquely placed to provide professional advice on a range of health related issues. It is crucial that pharmacy education embodies an emphasis on creating independent and responsible learners and prioritises life-long learning in the face of rapid change. Consequently, appropriate teaching and learning modalities are essential to prepare students. Changes in the way patient’s access information and education of pharmacists call for new ways of teaching to prepare pharmacists for a changing profession. The aim of this body of work was to support pharmacy students’ education as teachers and learners through their utilisation of technology to create short educational videos on a range of topics intended for different stakeholder groups including patients and allied healthcare professionals.
APA, Harvard, Vancouver, ISO, and other styles
4

McKoy-Johnson, Faith. "IT PROFESSIONALS’ USE OF SELF-DIRECTED WORKPLACE LEARNING ACTIVITIES FOR CONTINUING PROFESSIONAL EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2527.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Swartz, Stephanie, Belem Barbosa, Izzy Crawford, and Susan Luck. "PROFESSIONAL LEARNING THROUGH COLLABORATIVE ONLINE INTERNATIONAL LEARNING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0997.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ley, Tobias, Ralf Klamma, Stefanie Lindstaedt, and Fridolin Wild. "Learning analytics for workplace and professional learning." In the Sixth International Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2883851.2883860.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ellis, Heidi J. C., Stoney Jackson, Darci Burdge, Lori Postner, Gregory W. Hislop, and Joanmarie Diggs. "Learning within a professional environment." In the 2014 conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2602660.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ellis, Heidi J. C., Stoney Jackson, Darci Burdge, Lori Postner, Gregory W. Hislop, and Joanie Diggs. "Learning within a professional environment." In the 15th Annual Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2656450.2656468.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rani. "The Impacts of Professional Learning Activities on Teachers’ Professional Development." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.050.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Halkude, Shashikant A., Manisha A. Nirgude, Dipali A. Awasekar, Satishkumar S. Kashid, Vivek D. Sathe, Mahesh M. Mahant, and Ganesh B. Agalave. "Sustaining Faculty Professional Development: Evidences from a Localized Professional Learning Community." In 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2016. http://dx.doi.org/10.1109/latice.2016.11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Professional learning"

1

Dabrowski, Anna, and Pru Mitchell. Professional learning modes. Literature review. Australian Council for Educational Research, June 2021. http://dx.doi.org/10.37517/978-1-74286-695-6.

Full text
Abstract:
This literature review summarises evidence from education research to describe and compare different modes of professional learning. It applies the findings to the question: ‘what works best, and for whom’ in terms of modes of professional learning for Australian teachers, with particular focus on early childhood teachers, casual relief teachers and teachers in rural and remote teaching contexts. A key professional learning challenge common to these teachers is isolation – which can be physical, pedagogical, technological and/or social isolation. The review sought to identify research on modes of professional learning and in particular any studies that compared different modes of professional learning. The reviewers were interested in evidence pointing to the circumstances in which a particular mode of professional learning might have the most impact on teaching practice or school culture, as well as whether particular modes, or combination of modes, had greater impact for specific cohorts of teachers.
APA, Harvard, Vancouver, ISO, and other styles
2

Nishida, Keith, and Leslie D. Burns. Learning Professional Dress through Peer-Evaluation. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-793.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

Full text
Abstract:
The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
APA, Harvard, Vancouver, ISO, and other styles
4

Karpunin, A. YU, and E. V. Karpunina. Distance learning course «Introduction to professional activities». Federal state budgetary educational institution of higher professional education «Ryazan state radio engineering University named after V. F. Utkin», November 2022. http://dx.doi.org/10.12731/ofernio.2022.25051.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

Full text
Abstract:
Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
APA, Harvard, Vancouver, ISO, and other styles
6

Sergienko, I. V., E. B. Sergienko, R. F. Gabbasov, M. A. Kryimova, and R. R. Tangatarov. Electronic course of the additional professional program of professional retraining «Methodologist of e-learning». OFERNIO, November 2021. http://dx.doi.org/10.12731/ofernio.2021.24905.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Noakes, Sierra, Allison Modica, and Kristyn Palazzolo. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning. Digital Promise, February 2022. http://dx.doi.org/10.51388/20.500.12265/149.

Full text
Abstract:
In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spaces for shared learning and networking. The Edcamp team created the Edcamp: Design for Learning (DfL) series. Supported by the Chan Zuckerberg Initiative and in partnership with Transcend, a national nonprofit organization focused on innovation in school design, we refined our model for online Edcamps to emphasize bringing together learning sciences expertise within Digital Promise and educator context and pedagogy expertise from the Edcamp Community to co-design a series of four online Edcamps. This report shares the key lessons learned from that series.
APA, Harvard, Vancouver, ISO, and other styles
8

Cianciolo, Anna T., Jeff Grover, William R. Bickley, and David Manning. Problem-Based Learning: Instructor Characteristics, Competencies, and Professional Development. Fort Belvoir, VA: Defense Technical Information Center, January 2011. http://dx.doi.org/10.21236/ada535416.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Colbath, Derek, Devin Dalton, Shawna Driscoll, Michael Fleharty, Quentin Genke, Colin Goepfert, Jonathan Goldstein, Brian Jackson, Barry Knoblock, and Marta Kolcz-Ryan. Officer Professional Military Education: a New Distance Learning Evolution. Fort Belvoir, VA: Defense Technical Information Center, January 2015. http://dx.doi.org/10.21236/ada624384.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Chu, Elizabeth Chu, Grace McCarty McCarty, Molly Gurny Gurny, and Naureen Madhani Madhani. Curriculum-Based Professional Learning: The State of the Field. Center for Public Research & Leadership, September 2022. http://dx.doi.org/10.15868/socialsector.41196.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Professional learning' for particular source types:
Journal articles Dissertations / Theses Books
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!

To the bibliography