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Journal articles on the topic 'Professional learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 October 2024

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Yaro, Nasiru. "Secretarial professionals and professional development through transformational and lifelong learning." Journal of Professional Secretaries and Office Administrators 21, no. 1 (December 31, 2013): 59–70. http://dx.doi.org/10.69984/jopsoa.v21i1.40.

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Secretarial professionals are people who provide secretarial support in businesses but the professionals are part of the workforce for which there has been little consideration or activity to ensure there is a career pathway or professional development opportunities. This negative attitude most often come from within the professionals resulting in lack of value of self and the role. Organizational attitude to professional development for secretarial professionals is also another notable barrier as shown by researches. The lack of required professional development by Secretarial professional has contributed to the perception that this type of work (provision of service) is largely considered non-professional or even unskilled. Though there are courses which prepare Secretarial professionals for employment into any organization, there may still be a knowledge gap due to the nature of their various roles more especially where the professionals were not exposed to a wide variety of learning experiences. This paper aims to explore how those knowledge gaps can best be filled through professional development or transformational and lifelong learning.

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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.

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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.

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Friesen, Sharon, and Barbara Brown. "Design-based Professional Learning: A Promising Approach to Continuous Professional Learning." International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 218–51. http://dx.doi.org/10.29173/ijll10.

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Collaborative professionalism engages teachers and other educators in the processes of documenting and presenting evidence arising from their practice, engaging in deep and demanding dialogue with colleagues, seeking and receiving constructive and productive feedback, and engaging in continuous collaborative inquiry. A design orientation that engages educators in such a process is design-based professional learning. While the overall design of the professional learning is consistent across contexts, three key features are unique to each design—situativity, the cyclical nature of learning and change, and agency. These three features are used to describe two cases of design-based professional learning in two different contexts. Based on 715 teachers, and school and district leaders’ learning engaged in design-based professional learning, we conclude that design-based professional learning provides a promising approach to professional learning.

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Forde, Christine, Margery Anne McMahon, Gillian Hamilton, and Rosa Murray. "Rethinking professional standards to promote professional learning." Professional Development in Education 42, no. 1 (March 17, 2015): 19–35. http://dx.doi.org/10.1080/19415257.2014.999288.

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Blass, Eddie. "Professional Learning and Work-Based Learning." International Journal of Learning: Annual Review 12, no. 9 (2007): 59–66. http://dx.doi.org/10.18848/1447-9494/cgp/v14i09/45477.

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Livingston, Kay. "Teachers’ professional learning within learning systems." European Journal of Teacher Education 41, no. 4 (July 19, 2018): 415–17. http://dx.doi.org/10.1080/02619768.2018.1491379.

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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.

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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.

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Naccarella, Lucio, and Bernice Murphy. "Key lessons for designing health literacy professional development courses." Australian Health Review 42, no. 1 (2018): 36. http://dx.doi.org/10.1071/ah17049.

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Health literacy courses for health professionals have emerged in response to health professionals’ perceived lack of understanding of health literacy issues, and their failure to routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture, Ethnicity and Health has delivered an annual health literacy demonstration training course that it developed. Course development and delivery partners included HealthWest Partnership and cohealth. The courses are designed to develop the health literacy knowledge, skills and organisational capacity of the health and community services sector in the western metropolitan region of Melbourne. This study presents key learnings from evaluation data from three health literacy courses using Wenger’s professional educational learning design framework. The framework has three educational learning architecture components (engagement, imagination and alignment) and four educational learning architecture dimensions (participation, emergent, local/global, identification). Participatory realist evaluation approaches and qualitative methods were used. The evaluations revealed that the health literacy courses are developing leadership in health literacy, building partnerships among course participants, developing health literacy workforce knowledge and skills, developing ways to use and apply health literacy resources and are serving as a catalyst for building organisational infrastructure. Although the courses were not explicitly developed or implemented using Wenger’s educational learning design pedagogic features, the course structure (i.e. facilitation role of course coordinators, providing safe learning environments, encouraging small group work amongst participants, requiring participants to conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement, imagination and alignment. Wenger’s educational learning design framework can inform the design of future key pedagogic features of health literacy courses. What is known about the topic? Health professionals are increasingly participating in health literacy professional development courses. What does this paper add? This paper provides key lessons for designing health literacy professional development courses by reflecting upon Wenger’s professional educational learning design framework. What are the implications for practitioners? To ensure health professionals are receiving evidence-informed health literacy professional education, we encourage future health literacy courses be designed, implemented and evaluated using existing professional educational learning design frameworks.

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Sivia, Awneet, and Vandy Britton. "Teachers’ Professional Learning in the Context of Implementing Project Based Learning in a Secondary School." Articles 56, no. 2-3 (February 9, 2023): 123–41. http://dx.doi.org/10.7202/1096448ar.

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This study explores teachers’ professional learning (TPL) in the context of a school-wide implementation of Project Based Learning (PBL). Using phenomenology, we studied the narratives of two teachers engaged in the implementation. The questions driving this research are: How do teachers conceptualize their learning as professionals involved in a curricular innovation (in this case, PBL)?; What shifts in practice and identity occur?; What concepts are central to teachers’ professional learning?; and, What does this reveal about a stance of inquiry in professional learning? The analysis clarifies the nature of professional learning, which we articulate as a set of proposed concepts of TPL. Further connections are made between these findings about TPL and the theory of inquiry-as-stance.

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Cortés-Amador, Sara, Anna Arnal-Gómez, Elena Marques-Sule, David Hernández-Guillén, Catalina Tolsada-Velasco, and Gemma V. Espí-López. "Development of Advanced Competencies in Physiotherapy: Impact of a Single-Blinded Controlled Trial on Ethics Competence." International Journal of Environmental Research and Public Health 19, no. 17 (August 25, 2022): 10590. http://dx.doi.org/10.3390/ijerph191710590.

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Background: Innovation in the training of future physiotherapy professionals through the use of collaborative learning could be an effective method for developing advanced competencies such as professional ethics. This study aimed at comparing the effects of cooperative learning and individual learning on the knowledge of professional ethics, the perception of knowledge regarding professional ethics, the teaching quality assessment and satisfaction in future physiotherapy professionals. Methods: A prospective, assessor-blinded, controlled trial was performed. A 12-week program was carried out with future physiotherapy professionals. The cooperative learning group was based on group activities, while the individual learning group performed the same activities with an individual approach. Knowledge, perception of knowledge regarding professional ethics, teaching quality and satisfaction were assessed. Results: A total of 216 participants completed the study (cooperative group n = 106; individual group n = 110). The cooperative learning group showed higher knowledge and perception of knowledge regarding professional ethics compared to the individual learning group (p < 0.001 and p < 0.001, respectively). Additionally, the cooperative learning group reported higher scores in the teaching materials, attitude towards future professionals and the teacher’s global score. Conclusions: Cooperative learning showed a positive impact on developing advanced competencies such as knowledge and perception of knowledge regarding professional ethics. Both methodologies showed adequate results in the assessment of teaching quality and satisfaction.

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Lewis, Melinda. "Lifelong Learning." Health Information Management 28, no. 2 (June 1998): 62–66. http://dx.doi.org/10.1177/183335839802800209.

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This paper will outline the theoretical constructs pertaining to lifelong learning, adult education, continuing professional development and the learning society. The need for all professionals to have highly developed learning skills in a society racing with change is evident. Pressures placed on health information managers to continue their learning beyond graduation are many and varied. Continuing professional education is one avenue that enables health information managers to continue their learning beyond graduation. Attributes of a typical lifelong learner are included in this paper to enable readers to self-assess their capacity for continued learning and their desire to undertake it. The paper concludes with a list of strategies for learners to enhance their lifelong learning skills. The role that educators can play in developing lifelong learning competence in students and graduates is also outlined.

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O’Brien, Jim, and Ken Jones. "Professional learning or professional development? Or continuing professional learning and development? Changing terminology, policy and practice." Professional Development in Education 40, no. 5 (October 15, 2014): 683–87. http://dx.doi.org/10.1080/19415257.2014.960688.

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Ford, Jill. "Professional Learning through Practice." Kairaranga 7, no. 1 (January 1, 2006): 46–50. http://dx.doi.org/10.54322/kairaranga.v7i1.42.

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This practice article explores the relationship between practice and professional learning. Are these two distinctly separate activities, competing for the time of a staff member, or are practice and learning linked? If so, what is the nature of this link and how can we best align professional learning with practice outcomes? Using an example from the everyday work of a GSE Special Education Advisor (SEA), this article explores how a professional might link learning andpractice for improved student outcomes. It illustrates how learning might occur as a staff member reflects on day to day work challenges, sets related learning objectives, and choosesand uses a wide range of activities to learn through practice.

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Zakierski, Marlene, and Alice Siegel. "Creating Professional Learning Partnerships." International Journal for Cross-Disciplinary Subjects in Education 10, no. 1 (March 30, 2019): 3964–69. http://dx.doi.org/10.20533/ijcdse.2042.6364.2019.0481.

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King, Fiona. "Professional learning: empowering teachers?" Professional Development in Education 45, no. 2 (February 19, 2019): 169–72. http://dx.doi.org/10.1080/19415257.2019.1580849.

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Swaffield, Sue, and Philip E. Poekert. "Leadership for professional learning." Professional Development in Education 46, no. 4 (July 29, 2020): 517–20. http://dx.doi.org/10.1080/19415257.2020.1793500.

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Dannels, Deanna P. "Learning to Be Professional." Journal of Business and Technical Communication 14, no. 1 (January 2000): 5–37. http://dx.doi.org/10.1177/105065190001400101.

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Clement, Mary C. "Pop Quiz: Professional Learning." Educational Horizons 93, no. 2 (December 2014): 27–28. http://dx.doi.org/10.1177/0013175x14561424.

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Daley, Barbara J. "Metaphors for Professional Learning." Advances in Developing Human Resources 3, no. 3 (August 2001): 322–32. http://dx.doi.org/10.1177/15234220122238346.

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Korthagen, Fred A. J. "Professional Learning from Within." Studying Teacher Education 5, no. 2 (November 2009): 195–99. http://dx.doi.org/10.1080/17425960903306955.

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Opfer, V. Darleen, and David Pedder. "Conceptualizing Teacher Professional Learning." Review of Educational Research 81, no. 3 (September 2011): 376–407. http://dx.doi.org/10.3102/0034654311413609.

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Doecke, Brenton. "Storytelling and Professional Learning." Changing English 22, no. 2 (April 3, 2015): 142–56. http://dx.doi.org/10.1080/1358684x.2015.1026184.

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Cook, Rebecca J., Melissa Jones-Bromenshenkel, Shawn Huisinga, and Frank Mullins. "Online Professional Learning Networks." Journal of Special Education Technology 32, no. 2 (March 8, 2017): 109–18. http://dx.doi.org/10.1177/0162643417696930.

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Phusavat, Kongkiti Peter, David Delahunty, Pekka Kess, and Hanna Kropsu-Vehkapera. "Professional/Peer-learning community." Journal of Workplace Learning 29, no. 6 (August 14, 2017): 406–27. http://dx.doi.org/10.1108/jwl-11-2016-0098.

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Lattuca, Lisa R., and Elizabeth G. Creamer. "Learning as professional practice." New Directions for Teaching and Learning 2005, no. 102 (2005): 3–11. http://dx.doi.org/10.1002/tl.192.

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Proffitt-White, Rob, Jonathan Fisher, and Julie Roberts. "Professional learning in mathematics." Set: Research Information for Teachers, no. 1 (May 25, 2023): 37–39. http://dx.doi.org/10.18296/set.1527.

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Late in 2022 Julie Roberts and Jonathan Fisher caught up with Rob Proffitt-White to find out about the recent professional learning workshops he ran with teachers and school leaders around New Zealand. They asked Rob about the underlying approach to the short-term Just-in-Time Maths initiative and his thoughts about future professional learning in mathematics.

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Daley, Barbara J. "Learning in Professional Practice." New Directions for Adult and Continuing Education 2000, no. 86 (2000): 33–42. http://dx.doi.org/10.1002/ace.8604.

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Ashar, Muhammad, Waras Kamdi, and Dediek Tri Kurniawan. "Professional Skills Development Through the Network Learning Community Using an Online Learning Platform." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 12 (June 18, 2021): 202. http://dx.doi.org/10.3991/ijim.v15i12.21587.

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Networked learning Community (NLC) that integrates a professional context into the learning experience that uses learning networks to promote self-efficacy and professional development. Online Learning design integrates three techniques: focus on developing personal learning networks, live streaming and online based learning communities and immersive skills and experience mastery for professionals. The hypothesis is that networked learning community among peers in the online learning will help support skills development and confidence in sustainable use of the platform in a personalized way. Meanwhile networking for learning with professionals will strengthen the impact of mastery experience on self-efficacy. Learning experiences as relevant for lifelong learning and professional success are important in today's learning era. NLC aligned with the goals of the 21st century skills movement can be an important mechanism for scaling up efforts to redesign academies that offer skills with a forum for broad but personal learning. The live streaming technique in the learning process in online media has a significant impact in monitoring and monitoring one-on-one learners' abilities. Learning outcomes can be easily corrected and evaluated by relevant experts so that the work can be used as a good portfolio. In the application of the NLC the target output is that there is a promotion mechanism for students to the industrial world by bringing together professional companies and / or developing entrepreneurship with the addition of business training to the relevant NLC. The results of the platform development show that the flow and process of improving skills and professional learning with the community in one field of multimedia industry is getting better

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Marie Lockton, Marie Lockton, Anita Caduff Marie Lockton, Martin Rehm Anita Caduff, and Alan J. Daly Martin Rehm. "Extending the Learning Space: Cultivating an Online Learning Community in Support of District Professional Learning." 教育政策與管理 8, no. 8 (December 2022): 001–29. http://dx.doi.org/10.53106/251889252022120008001.

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Mukhtar, Javaria, Muhammad Hussain, Kousar Perveen, Muhammad Afzal, and Syed Amir Gilani. "Students’ Perception and Readiness towards Inter-Professional Learning." International Journal of Social Sciences and Management 5, no. 3 (July 27, 2018): 192–200. http://dx.doi.org/10.3126/ijssm.v5i3.20610.

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Inter-professional learning is helpful for students to identify other professionals for team work and collaboration which results in improved patient care out come and also improve Communication among health professionals and patients. The purpose of this study was to explore the relationship between readiness and perception of students towards inter-professional learning. A correlation, cross-sectional study was done with Two hundred and eighty five undergraduate Nursing and Paramedical students from Jan, 2018 to May, 2018. Convenient sampling was used to collect data. The Readiness for Inter-Professional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS) were used to measure the readiness and perception of students regarding inter-professional leaning. The data were analyzed using software Statistical Package for Social Science (SPSS) (Version 21). Spearman rho correlation test was used to explore the relationship of variables. The results showed statically significant positive correlation between the readiness and Perception of students regarding inter-professional learning (p=.000). This study indicated that there is strong positive correlation between readiness and perception of students towards inter-professional learning but students have least response towards team work and collaboration. Study suggests that inter-professional education should introduce in the curriculum of nursing and paramedical students to promote team work and share learning.Int. J. Soc. Sc. Manage. Vol. 5, Issue-3: 192-200

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Torlone, Francesca. "Educators in prison. Identity and learning valences embedded in the policies and organizational practices and behaviors." Form@re - Open Journal per la formazione in rete 23, no. 2 (June 5, 2023): 286–95. http://dx.doi.org/10.36253/form-14708.

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Professional identity of the legal and pedagogical professionals in prison settings has been greatly affected by transformations that have occurred over time in the culture of the penal and penitentiary system. The transition towards a re-educating culture of the prison system after the Second World War has highlighted a new identity, a new role. This is not always accompanied by new awareness and educational practices and behaviours. This paper intends to reconstruct the professional identity of the legal and pedagogical professionals and their role while working through a short normative excursus that over time accompanied its definition. The ability of professionals to construct the meaning of their educational job and role in prison is affected by the values, ethics and knowledge of each single professional. It is also affected by the social and working system they belong to. The more each professional is able to autonomously construct the sense of his/her own work and professional role, the clearer and more conscious acted his/her identity is. Explicit rules do not necessarily impact on that. La professionalità rieducativa in carcere. Identità e valenze educative incorporate nelle policy, prassi e comportamenti organizzativi. Le trasformazioni occorse nel tempo nella cultura del sistema penale e penitenziario hanno inciso sull’ identità professionale dei professionisti della funzionalità giuridico-pedagogica. Il passaggio verso una cultura rieducante del sistema-carcere nel secondo dopo-guerra ha messo in luce una nuova identità, un nuovo ruolo cui non sempre si accompagnano nuove consapevolezze e pratiche educative. Il contributo intende ricostruire l’identità di ruolo del funzionario giuridico-pedagogico attraverso un breve excursus normativo che ne ha accompagnato la definizione. Sulla capacità di costruirsi il senso del lavoro educativo in carcere incidono valori, etica, conoscenze del singolo professionista ma anche i sistemi sociali e lavorativi di appartenenza. Quanto più il professionista è in grado di costruire in autonomia il senso del proprio lavoro e del proprio ruolo professionale tanto più chiara e consapevolmente agita è la sua identità. Non è detto importi la presenza di teorie dichiarate.

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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.

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Dahl, Kari Kragh Blume. "Collaborating alone? Teachers’ and pedagogues’ unequal cross-professional collaboration and what it means for their professional learning in Danish schools." Power and Education 12, no. 3 (July 28, 2020): 246–60. http://dx.doi.org/10.1177/1757743820943226.

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Cross-professional collaboration in schools is a prerequisite for professional teaching practice and thus for professional development in many post-industrialized societies, yet little is known about how teachers with different professional backgrounds make meaning of and internalize cross-professional collaboration and how inequities in legitimacy and power in cross-professional collaboration affect professional learning. This article examines cross-professional collaboration and the professional learning it initiates between teachers and pedagogues (Danish term for childcare professionals) in Danish schools. Drawing on situated learning theory, critical psychology and Pierre Bourdieu, it explores teachers’ and pedagogues’ professional learning in conflictual cross-professional collaborations. The findings of the study document that cross-professional collaborations are spaces for negotiating and drawing professional boundaries and for producing hierarchies of different forms of professional capital, thereby re/producing dominant understandings of what constitutes teaching professionalism for teachers and pedagogues. The article concludes that cross-professional collaboratory practices may position and draw boundaries between the different professional groups, thus limiting productive learning.

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Long, Janette. "Integrating Professional Teaching Standards with Teachers’ Professional Learning." International Journal of Interdisciplinary Social Sciences: Annual Review 4, no. 3 (2009): 85–96. http://dx.doi.org/10.18848/1833-1882/cgp/v04i03/52866.

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Bates, Tony. "Professional learning in professional communities: the ultimate goal." Professional Development in Education 38, no. 4 (September 2012): 511–16. http://dx.doi.org/10.1080/19415257.2012.705569.

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Bouchamma, Yamina, and Clémence Michaud. "Professional development of supervisors through professional learning communities." International Journal of Leadership in Education 17, no. 1 (April 8, 2013): 62–82. http://dx.doi.org/10.1080/13603124.2013.778332.

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Ozar, David T. "Learning about Professional Ethics from Inter-Professional Dialogue." Journal of Clinical Ethics 32, no. 3 (September 1, 2021): 224–32. http://dx.doi.org/10.1086/jce2021323224.

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Korieshkova, Svitlana, and Maria Didenko. "COOPERATIVE LEARNING FOR THE PROFESSIONAL DEVELOPMENT OF NAVIGATORS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 17(85) (June 22, 2023): 196–99. http://dx.doi.org/10.25264/2519-2558-2023-17(85)-196-199.

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The article aims to study the resources that a Maritime English teacher can use offline and online to achieve the standards of higher education and develop a high-level expert who easily adapts to the modern demands of society and meets the complex, changing conditions of the market, regardless of the country of employment. So, the paper deals with cooperative learning, which is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal. We have conducted a theoretical analysis of the relevant books and papers and analyzed the essential conditions for the use of cooperative learning. The paper has studied possible failures when applying this toolkit and suggested ways to solve problems or prevent failures. The role of a teacher is really great when planning cooperative activities. She/he should identify objectives, decide group sizes and divide students into groups, prepare instructions to promote interdependence, specify group roles, assign tasks, monitor the behavior of students, provide help, sum up, evaluate the work result, and give feedback. Special attention has been paid to the practical part of the research, so we have suggested cooperative learning techniques that can be used in the teaching of future navigators.

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Thompson, Sue C., Larry Gregg, and John M. Niska. "Professional Learning Communities, Leadership, and Student Learning." RMLE Online 28, no. 1 (January 2004): 1–15. http://dx.doi.org/10.1080/19404476.2004.11658173.

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Rennie, Jennifer. "Learning to read: a professional learning journey." Australian Educational Researcher 38, no. 2 (May 2011): 221–38. http://dx.doi.org/10.1007/s13384-011-0025-9.

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