Dissertations / Theses on the topic 'Professional practice'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Professional practice.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Coldwell, Michael. "Professional learning and professional careers : theory, evaluation and practice." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/21924/.
Full textO''''Loan, Laura. "Continuing professional development (CPD) for pharmacists : implications for professional practice." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728387.
Full textO'Brien, Peter C. "Calculating the professional: Standards and the government of professional practice." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115837/1/Peter_O%27Brien_Thesis.pdf.
Full textAlonso, Patricia. "Education for Professional Practice: Runestone Model." Thesis, Uppsala University, Department of Information Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-98321.
Full textNowadays, types of production and process technology are present in most ofsectors of the economy. The rate of progress is very fast and the manner in which technology is deployed and used undergoes continuous change. This is perhaps especially true for Information Technologies, where computers now have a great influence on our society. Therefore education in Computer Science should respond to the nature of the discipline and also be very dynamic.
In higher education, the transition from University to the beginning of professional career is a crucial moment for students. Education in Computer Science is focused on technical skills. Typically not much attention is given to the non-technical skills needed for life as a computing professional.
This thesis studies the current state of education in Computer Science, and how it trains students for their future professional career and factors that increase their successfulness and competitiveness in Industry. Universities typically provide students with an excellent technical education. But, nowadays the profile of professionals in Computing requires also other complementary aspects.
For this study, the thesis investigates an innovative approach to integratingprofessional practice into University education. The Runestone project, a coursegiven since the mid 1990's is a collaboration between the Universities of Uppsala (Sweden), GVSU Allendale, MI (USA) and Turku (Finland). This course, with its international perspective, hopes to train to the students not only in technical skills but also in non-technical skills representative of modern professional practice. The course encourages the students to realise the importance of these other aspects, understanding the function of a professional with a wider perspective.
The thesis studies the 2007 offering of the Runestone project. It analyzes theexperiences of teachers and students, drawing on interview and survey information. Data sources include interviews and survey responses from the teachers of the three participating Universities as well as students from the three countries involved.
The thesis has two objectives: to study the attitudes of the teacher in regard to the intention of the course and the study of students as they gain experience as a result of the course. The part of the analysis dealing with the teachers is centred in the study of their vision of the current education of Computer Science, their motivations and objectives of the course, the structure, methodology and tools used for it, the course as international project and the importance of the learning of communication in team. The part of the analysis of student's experience and motivation is centred in their vision of the courses role in their future professional practice in computing, motivations for the course, acquired skills during the course, how they worked in a team and the course as an international project.
Lundvall, Lise-Lott. "Radiographers’ professional practice : a Swedish perspective." Licentiate thesis, Linköpings universitet, Avdelningen för radiologiska vetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-111722.
Full textTaylor, R. Michael. "Deprofessionalization of the corporate optometrist? contrasting characteristics of the bureaucratic and professional models /." Thesis, Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007p/taylor.pdf.
Full textHirtz, Janine Renee Marie. "Teacher professional development and communities of practice." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.
Full textPook, Carol. "Peer observation : a paradox of professional practice." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/798091/.
Full textLanman, Sarah Ann. "Counselor Educators: Clinical Practice and Professional Identity." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817.
Full textEdwards, Kelly Alison. "Teaching for professional responsibility in medical practice /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7649.
Full textOsborn, Teri L. "HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/307.
Full textLundy, Shaun James. "Professional ethics in occupational health & safety practice." Thesis, Middlesex University, 2013. http://eprints.mdx.ac.uk/13712/.
Full textYusoff, Saiful Bahan Mohd. "Automotive sketching - Techniques from Education and Professional Practice." Thesis, Birmingham City University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485979.
Full textBennett, Dawn Elizabeth. "Classical instrumental musicians : educating for sustainable professional practice." University of Western Australia. School of Music, 2005. http://theses.library.uwa.edu.au/adt-WU2006.0002.
Full textSmith, Helen Barbara, and helen smith4@health sa gov au. "Learning professional ethical practice: The speech pathology experience." Flinders University. Medicine-Department of Speech Pathology and Audiology, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20091110.081021.
Full textShardlow, Professor Steven M. "Professional education in social work; learning for practice." Thesis, University of Salford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491779.
Full textDiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.
Full textWith increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ formative assessment resulting in improved student achievement (Trumbull & Lash, 2013; Wiley & Heritage, 2010).
The purpose of this study was to determine the relationship between Linking Learning and Assessment professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.
This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (N=82) throughout the state followed by a focus group interview (N=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and t-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire.
A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.
The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.
Jones, Michelle Suzette. "Professional collaborative learning : policy, practice and research perspectives." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/63108/.
Full textVail, Teresa M. "Teachers' professional development experiences: Implications for teaching practice." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/28.
Full textWines, Debra Rae. "Professional Learning Communities: The Impact on Teacher Practice." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/88810.
Full textDoctor of Education
Taylor, Howard David. "Examining the Professional Practice of Brass Band Conducting." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366344.
Full textThesis (Masters)
Master of Music Research (MMusRes)
Queensland Conservatorium
Arts, Education and Law
Full Text
Holman, Angela Rowe. "Family counselors' experiences with multiculturalism in professional practice." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1550154091.
Full textPederson, Cec. "Implementing a strategy in a small professional practice." Thesis, Queensland University of Technology, 1992.
Find full textRazo, Demesia. "An Exploration of Professional Training and Professional Practice: Title IX Administrators and Meaning Making." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609115/.
Full textMichael, Maureen K. "Precarious practices : artists, work and knowing-in-practice." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/21879.
Full textDordic, Tatjana. "Effective Inter-Professional Practice: Exploring Perceptions Across Stakeholders and Contexts." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/368151.
Full textThesis (PhD Doctorate)
Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
School of Applied Psychology
Griffith Health
Full Text
Wallman, Andy. "Pharmacy Internship : Students’ Learning in a Professional Practice Setting." Doctoral thesis, Uppsala universitet, Institutionen för farmaci, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112771.
Full textRose, Charles Phillip. "Stories of teacher practice, exploring the professional knowledge landscape." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21626.pdf.
Full textBlack, Margaret Elizabeth. "Student nurses' clinical decision-making, key to professional practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27764.pdf.
Full textFoulds, Barbara J. "Communities of practice : clinical teaching in professional nursing education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85549.
Full textThe clinical practicum is the time when students are in the clinical setting as novice nurses under the supervision of both experienced nurses and clinical teachers. The clinical setting may be hospital or community-based and students may be working directly with patients and their families or may be a member of a community-based project team. The purpose of this study was, by asking clinical teachers to describe their practice, to determine whether clinical teaching was a boundary practice bridging nursing and teaching's communities of practice (CoP). The goal of the boundary practice is to sustain a connection between the two communities of practice by dealing with conflicts, seeking common ground and resolving problems. The following research questions were asked: (1) To what extent do clinical teachers describe the characteristics of a boundary practice? (2) What are the participative connections that clinical teachers use in their professional activities? and (3) What boundary objects are transferred from one community of practice to another?
Using a qualitative research design, nine clinical teachers from diverse practice settings and with a range of years in the profession participated in a focus group interview. The focus group interview was followed by individual interviews with four clinical teachers. The conceptual framework that guided this study combined Wenger's (1998, 2002) community of practice model, and Shulman's (1987) teacher knowledge model. Additional theoretical constructs included reflective practitioner, cognitive apprenticeship and situated cognition (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991; Schon, 1987).
The results suggest that clinical teaching is a boundary practice and that clinical teachers create participative connections between nursing and teaching practices through the building of relationships with fellow nurses, students and classroom teachers using strategies that involve reconciling different practice perspectives with the objective of creating supportive clinical learning environments. Clinical teachers described negotiation strategies to move students from the periphery of nursing into the community of nursing practice and using boundary objects to negotiate meaning from practice.
The results suggest that the practice of clinical teaching includes understanding how to balance relationships and reconcile competing demands. The findings also suggest that connection to the classroom teacher and understanding of the course of study are important to the practice of clinical teaching. Two key outcomes of this study are the development of a model of clinical teaching and a working vocabulary to describe the practice of clinical teaching.
Richardson, Clare Louise. "Structured professional judgement of risk in forensic psychiatric practice." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/12067/.
Full textSchafheutle, Ellen. "Post-operative pain management : patient behaviour and professional practice." Thesis, University of Manchester, 1999. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:84184.
Full textNorris, Margaret Kathleen. "Contextual factors that enable or disable nurses' professional practice." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341515.
Full textSunter, Shirley Lindsey. "The impact of continuing education on professional nursing practice." Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263023.
Full textDeCann, Richard W. "Patient care and good professional practice in diagnostic radiography." Thesis, Keele University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386609.
Full textMcGovern, Deirdre B. "The value of professional audit in community pharmacy practice." Thesis, Queen's University Belfast, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388225.
Full textDarby, Barbara Ann Barnaby. "Professional Socialization and Mentoring Relationships in Beginning Nursing Practice." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/332.
Full textWeinberger, Jayne Heim. "Converging on Rome : pathways to professional practice in opticianry." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019968/.
Full textDeLany, Judith C. "Relationships among collegial coaching, reflective practice, and professional growth /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809681.
Full textWilliamson, Vicki Kay. "Innovation and change in professional practice: a case study." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1025.
Full textWilliamson, Vicki Kay. "Innovation and change in professional practice: a case study." Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9423.
Full textprocesses to ensure a shared vision. In relation to the innovation and change framework the change process is viewed as adoption dominated; as a move towards a learning organization; through the characteristics of the context of change and through other factors influencing change.Flowing from the research findings, recommendations are made for professional practice and further research.As a case study that reports, examines and analyses the complex dimensions of organizational change, the study is rich in detail and provides a real-life example of organizational and educational change.
Vazquez, María Inés, Fernando Borgia, and Andrea Tejera. "Professional practices in complex scenaries." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123974.
Full textEste estudio hace foco en las reflexiones aportadas por estudiantes que cursan su último año de Licenciatura en una institución universitaria de Uruguay. La investigación se enmarca en las competencias profesionales que estos jóvenes ponen en acción en los talleres de investigación aplicada que se ofrecen durante el último año de la carrera, en los que realizan una aproximación diagnóstica y una propuesta de mejora en un centro de práctica.El estudio tuvo una duración total de ocho meses, durante los cuales fueron aplicadas diversas técnicas (encuesta en línea, grupos de discusión, entrevistas y análisis documental), dirigidas a estudiantes y también a informantes clave, cuyos aportes permitieron comparar puntos de vista y complementar información. En todo momento, se procuró articular registros específicos de cada experiencia con otros aportes globales desde la metodología multicasos, con el propósito de analizar los procesos de gestión del cambio. El documento cierra retomando los objetivos del estudio que procuran generar reflexión crítica sobre las prácticas profesionales puestas en acción, presentando los principales hallazgos alcanzados, en diálogo con aportes teóricos que orientaron el proceso de análisis.
Shanahan, Margaret M. "Mature students in occupational therapy education and practice." Thesis, Oxford Brookes University, 2002. http://radar.brookes.ac.uk/radar/items/5fc6c175-6cad-0259-6afc-9e5722098b1c/1.
Full textWebster, Susan. "Professional pathways for teacher educators in further education practice : a framework to support professional learning." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/13073.
Full textRichmond, Pam, and n/a. "The more things change : enhancing the capacity of teachers to change their classroom practice." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061107.130304.
Full textHosmanek, Andrew John. "Punishment in practice." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1853.
Full textSteyn, G. M. "Interpreting the leadership practice of a South African school using the leaderful practice model." Journal for New Generation Sciences, Vol 11, Issue 1: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/631.
Full textLiterature reveals the crucial influence of school leadership on the creation and maintenance of successful schools. In searching for new foundations to understand leadership, Raelin's leaderful practice model serves as an authentic model to describe a successful South African leadership practice. A qualitative study was used to interpret school leadership in primary schools through the lens of the leaderful practice model. The following observations emerged from the study: "It is passion that makes people succeed in life"; "It isn't my school, it's our school"; and "Development has to be an integral part of education". By sharing the leadership experiences of the principal, this study could serve as a valuable resource and promote the creation of other leaderful practices in South African schools.
Pawluch, Dorothy 1953. "Whither pediatrics : a study in professional transformations." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75973.
Full textTaylor, Philip Robert. "The complexity of teacher professional growth - experiences of professional learning and development, including practice-based inquiry." Thesis, Birmingham City University, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.758579.
Full textMarice, Prior. "Professional Development of Physiotherapists Working in Long-term Care." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23414.
Full text