Relevant bibliographies by topics / PROFESSIONAL THINKING

Contents

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

Academic literature on the topic 'PROFESSIONAL THINKING'

Author: Grafiati
Published: 1 July 2021
Last updated: 17 February 2022

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Journal articles on the topic "PROFESSIONAL THINKING"

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Fargion, Silvia. "Thinking Professional Social Work." Journal of Social Work 6, no. 3 (December 2006): 255–73. http://dx.doi.org/10.1177/1468017306071175.

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Muhammedovna, Farmonova Shabon. "Components of Interest and Professional Thinking in Future Teachers." International Journal of Psychosocial Rehabilitation 24, no. 5 (May 25, 2020): 5962–70. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020571.

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Kashapov, Mergalyas S., and A. V. Leybina. "Motivation of Professional Creative Thinking." Psychology in Russia: State of Art 5, no. 1 (2009): 585. http://dx.doi.org/10.11621/pir.2009.0029.

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Bishop, Sharon. "Thinking About a Professional Ethics." Language Assessment Quarterly: An International Journal 1, no. 2&3 (July 2004): 109–22. http://dx.doi.org/10.1207/s15434311laq12&3_3.

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Gilmanov, S. A. "PROFESSIONAL SPECIFICITY OF CONCEPTUAL THINKING." Education and science journal 19, no. 9 (January 1, 2017): 32–51. http://dx.doi.org/10.17853/1994-5639-2017-9-32-51.

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Mauws, Michael K., Daniel S. Mason, and William M. Foster. "Thinking strategically about professional sports." European Sport Management Quarterly 3, no. 3 (September 2003): 145–64. http://dx.doi.org/10.1080/16184740308721948.

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Bishop, Sharon. "Thinking About a Professional Ethics." Language Assessment Quarterly 1, no. 2-3 (July 2004): 109–22. http://dx.doi.org/10.1080/15434303.2004.9671779.

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Ben-Peretz, Miriam, and Sarah Rumney. "Professional thinking in guided practice." Teaching and Teacher Education 7, no. 5-6 (January 1991): 517–30. http://dx.doi.org/10.1016/0742-051x(91)90046-r.

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Karasik, V. I. "On Philological Thinking." Critique and Semiotics 39, no. 1 (2021): 40–56. http://dx.doi.org/10.25205/2307-1737-2021-1-40-56.

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The paper deals with a tentative grounding of philological thinking as a professional-ly determined type of cognitive activity. Two variants of a problem situation (factual and fictional) have been described. Professional philological argumentation is based on the dominant axioms for this type of professional activity.
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Nordenhaug, Erik, and Jack Simmons. "The Outsourcing of Ethical Thinking." Journal of Human Values 24, no. 2 (April 3, 2018): 138–49. http://dx.doi.org/10.1177/0971685818765284.

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The teaching of professional rules, procedures and standards, as well as the existence of ethics committees and legal advisers to achieve desired behaviours for a given profession, produces an unforeseen by-product of altering the way individuals relate to ethics. The institutionalization of a moral voice, a kind of artificial conscience for the legally defined ‘artificial person’, tends to do the ethical thinking for the individual who thinks being moral means methodically following the professionally approved rules. Professionalism and the type of methodological reason it requires are becoming a substitute for internal moral reasoning and personal responsibility, despite the belief that we are becoming more morally responsibly through professional behaviour.
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Dissertations / Theses on the topic "PROFESSIONAL THINKING"

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Adamietz, Daniel James. "Assessing Critical Thinking Skills of Athletic Training Professional and Post-Professional Students." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27246.

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Critical thinking (CT) can be described as using resources, identifying assumptions, asking questions, comparing alternatives, and finally coming to a conclusion. Critical thinking can be used in daily life, general work, or in specialty situations and is a valuable skill in health professions. Athletic training integrates CT into evaluations, treatments, rehabilitation programs, and other activities. Critical thinking is needed in the profession of athletic training to increase accuracy of diagnosis and evaluation and to improve patient outcomes. The purpose of this study was to establish CT baseline scores for athletic training professional and post-professional students. Results revealed that the post-professional students in this sample scored higher on the Health Science Reasoning Test than professional students.
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Cheng, Mong-Chue. "Critical thinking in the professional practices of midwives." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019839/.

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Savran, Gencer Ayse. "Professional Development Of Preservice Biology Teachers Through Reflective Thinking." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609304/index.pdf.

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ABSTRACT PROFESSIONAL DEVELOPMENT OF PRESERVICE BIOLOGY TEACHERS THROUGH REFLECTIVE THINKING Savran Gencer, AySe Ph.D., Department of Secondary Science and Mathematics Education Supervisor : Assoc. Prof. Dr. Jale Ç
akiroglu Co-Supervisor: Assoc. Prof. Dr. Ceren Tekkaya January 2008, 230 pages The study aims to explore preservice biology teachers&rsquo
reflective thinking content and levels by examining the use of a reflective framework integrated into one semester Practice Teaching course. More specifically, this study focused on the development of reflective thinking skills of preservice teachers and their metaphorical images about learning and teaching process. Data were collected through both qualitative and quantitative approaches. The written documents and audiotaped debriefings taken during the activities of reflective autobiography and journal writing, metaphor using, peer coaching, microteaching, and problem discussion along with the summative interview were the main data sources of the qualitative data. The written and transcribed data collected through these sources were then utilized through the selected three case studies in order to reach a deep understanding on their reflective thinking skills and content. The quantitative data were collected through the instruments of Reflective Thinking to evaluate the development of the preservice biology tecahers&rsquo
reflectivity and Metaphorical Images to explore their beliefs about learning and teaching process. Results indicated that the reflective activities offered opportunities preservice biology teachers to reflect on their experiences and strive for a conscious awareness of their professional development through experience, collaboration, guidance, and modeling. All of the participants were able to reflect mostly at the technical level, followed by contextual and dialectical levels of reflective thinking among the content categories of teacher characteristics, instructional processes, classroom management, students, and teaching profession. Results of reflective thinking instrument indicated that all participants individually perceived a developmental reflective thinking skill. Keywords: Reflective Thinking, Reflective Journal, Peer Coaching, Professional Development, Preservice Biology Teacher
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Emert, Stacie Cook 1962. "Examining teacher thinking through reflective journals: An educator's professional journey." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282261.

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In this study I examined my thinking and professional growth through the use of reflective journals. The study documents my understanding and use of reflective journals as a tool for learning and thinking over time. I examined my sixteen reflective journals in an effort to make sense out of what it means to be a teacher. In this study I was guided by the question: What are the ways in which I reflect and think about myself as a teacher and my teaching, as evidenced through my journals. Analysis focused in four areas. The first was on the content of the journals. This included my topics, issues, and questions which I wrote about. A second analysis examined how I used my journals to think and reflect. A third component explored how I reflected on my beliefs and practices. The fourth area identified what supported and interfered with my thinking and reflecting. Through this study I examined my learning process and the ways that I use journals to support my thinking and professional development. My findings inform other teachers to consider reflective practice and supports the use of narrative for research. This study provides implications for teacher educators and professional developers to consider participants' prior knowledge and current beliefs when implementing professional programs. Participants need to be recognized as part of the process when involved in professional development.
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Roberts, Anne Elizabeth. "Occupational therapists' thinking and its development following continuing professional development." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394337.

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Fairley, Suzanne Elizabeth, and Sue Fairley@mailbox gu edu au. "The Effects of Professional Development on Ministerial Leaders' Thinking and Practice." Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030304.094147.

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This study focused on the extent to which professional development can bring about changes in ministerial leaders' thinking and practice, and was based on a constructivist approach to learning. The study adopted a qualitative methodology to answer the three research questions: 1. To what extent can professional development assist ministerial leaders to change their thinking about themselves as leaders and their actual leadership practices? 2.What changes (if any) occurred in each of the participants' conceptions of ministerial leadership during a Ministerial Leadership Development Program (MLDP)? 3. To what extent did changes in participants' thinking about ministerial leadership affect their actual practice? There were nineteen participants in a Ministerial Leadership Development Program which was conducted between March and October 2000 by the Uniting Church in Australia (Queensland Synod). Data were gathered at the beginning and end of the MLDP and one year after its completion. The methods used to collect data were concept maps of 'effective leaders', repertory grids based on participants' views of 'effective' and 'ineffective' leaders, interviews and a survey. The concept maps and repertory grids were completed at the beginning and end of the MLDP. The interviews and survey were conducted one year after the program was completed. The interviews were conducted with a small group of the participants (five) and the survey was completed by lay leaders from the congregations where the nineteen participants were ministering. For each of the five interviewees a case was constructed using methodological triangulation and an interpretive approach. Triangulation of the three types of data (concept maps, repertory grids and interviews) enabled identification of important components of individuals' thinking and practice. The survey produced data on the perspectives of lay leaders, thus enabling comparison between the perspectives of the ministerial leaders and their lay leaders. The study found a variety of initial conceptions of effective ministerial leadership amongst the participants. Most of these conceptions were related to leadership skills and qualities. Very few participants demonstrated an understanding of the nature of effective ministerial leadership at the beginning of the program. However, during the MLDP, the conceptions of participants developed and by the end of the program most of them demonstrated a more holistic understanding of the nature of leadership, and particularly, the nature of Christian leadership. In relation to changes in leaders' practice, the study found that significant changes were reported as taking place in leaders' practice and most of this was linked to their thinking changing first. Many of these changes in practice were attributed to the encouragement leaders received in mentor groups. These reported changes in practice were also supported by data from the lay leaders' survey. Thus there was consistency in data from ministerial leaders' perspectives and from lay leaders' perspectives. Apparent trends across the cases included links between the leaders' feelings of self confidence and their capacity to lead effectively; the difficulties associated with following a minister who had a very different conception of effective leadership from his/her own; the unrealistic expectations some congregational members have of their ministers; and the difficulty of moving a congregation from one understanding of ministry to another. The results of this study have implications for pre-service education, continuing education, and the policy-making committees of the Synod, and suggest fruitful areas for further research. The results of the research are discussed in relation to relevant literature. Implications of the findings for the appropriate stakeholders are highlighted, and some ongoing issues for ministerial leadership are raised.
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Daly, Elizabeth Ann. "Teacher Perceptions of Professional Learning Communities' Impact on Math Critical Thinking Pedagogy." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4962.

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U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning communities (PLCs) on the mathematics critical thinking pedagogy among teachers in 2 elementary schools. The conceptual framework focused on work by Olivier, Hipp, Huffman, and Hord on the efficacy of PLCs for improving teacher pedagogy. Research questions addressed in this study were designed to explore teachers' perceptions of PLCs according to Olivier, Hipp, and Huffman's 6 professional learning characteristics for improving math critical thinking pedagogy, as well as the efficacy of the structure of the PLCs. Data were obtained via open-ended interviews and focus groups, and employed descriptive analysis using grounded theory where conceptual categories emerged from the survey data. Likert scale data were also gathered via a survey, which was triangulated to form conclusions regarding the research questions. Key findings indicate that teachers perceive PLCs positively; however, they indicated the need for more time and administrative support for mathematics PLCs. The project that resulted from this research is a PLC professional development session that guides schools' mathematics PLCs and addresses critical thinking pedagogy and the need for school and district support for mathematics PLCs. Social change may result by improving teachers' mathematics critical thinking pedagogy and giving students mathematics instruction needed to compete in a global economy.
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Blaize, Jeffrey. "Thinking about pedagogy : an investigation into the impact of the teaching of thinking on teachers' pedagogy and implications for professional development." Thesis, University of Newcastle Upon Tyne, 2003. http://hdl.handle.net/10443/541.

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The study aimed to determine the extent to which a thinking skills programme influenced the beliefs and practices of secondary teachers in the Dominican context. The study further intended to assess the degree to which the teaching of thinking influenced teachers' professional development, particularly their ability to reflect on practice. Mathematics teachers of three secondary schools were observed and interviewed in an effort to record patterns of change in beliefs and practices. In addition, the teachers were asked to keep journals to aid their reflection on practice. The data collection was divided into three components, namely data gathered at pre-intervention, intervention and postintervention phases. The purpose was to assess potential changes in teachers' perceptions and behaviours during and after the active intervention period. Both qualitative and quantitative methods were used for the analysis of research findings. The findings revealed irrespective of school status and the availability of human and financial resources, there was no obvious difference between schools relating to changes in teachers' beliefs and practices. In many cases there was greater variation among teachers within the same school, than there was among teachers of different schools. The study further revealed all teachers appeared to have an external locus of control as reflected from their reasons for lack of sustained changes in practice. Trained teachers blamed the Education System (curriculum framework, assessment system, unavailability of resources, time constraints, etc) for their limitations, whereas untrained teachers blamed lack of training. It was concluded that teachers would only subscribe to long-term change in practice if they believe such change would not add to existing pressures, even if there were potential benefits to students.
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Murray, Deanne Rigby. "Exploring Three Fifth-Grade Teachers' Understanding of Historical Thinking: A Case Study." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1481.

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Deanne R. Murray at Utah State University conducted a qualitative case study aimed at examining the understanding and practice of historical thinking of three fifth-grade teachers. These three teachers had each been a participant for 3 years in a federally funded Teach American History (TAH) grant project aimed at increasing teachers' historical knowledge and classroom practices. This TAH project in Utah was particularly focused on teachers learning to use cultural tools in socially mediated settings with the ultimate goal of improving their students' performance in history. This study sought to understand the development of these three teachers' historical thinking through their participation in this TAH project and explore how this development influenced their teaching of history to their students. It was the aim of the researcher to probe the understanding of these three teachers regarding historical thinking after 3 years of professional development. If we are interested in strengthening the historical thinking competence of students in our schools, it makes sense to begin by gaining a better understanding of teachers' professional development experiences that are intended to foster historical thinking. This study required the collection of data from teacher interviews, teacher observations in the TAH setting, teacher lesson reflections, and teacher analysis of their students' work and understanding of historical thinking. Teacher participation in this study was voluntary and uncompensated and no outside funding was used during this study. The researcher, Deanne R. Murray, volunteered her time and resources for the study to fulfill the requirements of a Doctor of Philosophy in Education degree.
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Dewhirst, Claire. "Thinking practice : CPD as ethical work." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/19766.

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This study draws upon a methodological approach based on the use of objects to explore the experiences of a group of teachers undertaking a Masters-level Continuing Professional Development programme. Eight Respondents were invited to bring three objects to their interview that represented significant aspects of their practice in relation to the course. These objects afforded an exploration of respondents’ views, experiences and consideration of the impact of the programme on their professional identities. In order to engage analytically with the data the work draws upon notions of spatiality as well as the later work of Foucault on truth and subject formation. The thesis considers the role of professional learning as shaped by the current policy process and, how professional learning is, in turn, shaped by the teachers undertaking the course. Such a consideration allows for a methodological take on the CPD process as one whereby people, as well as objects, such as ‘standards’, play equally important roles. In drawing upon the later work of Foucault (1984a, 1984b) analysis of the data considered the ways in which the practices of the course that the teachers engaged with (Askēsis) lead to a desire to speak their mind and express ideals of truth about educational practice (Parrhēsia). This means that in thinking about their practice through the activities and processes of the programme encourages the development of the ethical work of the teacher. In the light of such problematisation, this study encourages a rethinking of both policy and practice and argues for a change in the discourse of education from the concept of professional development to that of professional learning within a relational and ethical framing.
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Books on the topic "PROFESSIONAL THINKING"

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Professional integrity: Thinking ethically. Lawrence, Kan: University Press of Kansas, 2006.

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Pritchard, Michael S. Professional integrity: Thinking ethically. Lawrence, KS: University Press of Kansas, 2004.

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Seifert, Kelvin. Reflective thinking and professional development: A primer. Boston, MA: Houghton Mifflin, 1999.

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Paul, Richard. Critical Thinking. Upper Saddle River: Pearson Education, 2007.

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1961-, Brown Keith, ed. Critical thinking and professional judgement for social work. 3rd ed. Exeter: Learning Matters, 2012.

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Prusáková, Viera. Mládež, veda, tvorivost̕. Bratislava: Smena, 1987.

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Thinking strategically: Power tools for personal and professional advancement. Cambridge [Cambridgeshire]: Cambridge University Press, 1996.

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Lohrey, Andrew. Critical literacy: A professional development resource. Melbourne, VIC: Language Australia, National Languages and Literacy Institute of Australia, 1998.

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Inc, Leadership Builders, ed. Moveme: Harnessing the power of your thoughts for personal & professional greatness. New York: iUniverse, Inc., 2010.

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Russia) Oblastnai︠a︡ nauchno-metodicheskai︠a︡ konferent︠s︡ii︠a︡ "Problemy i perspektivy razvitii︠a︡ professionalʹnogo nauchnogo tvorchestva molodezhi" (2000 Kostroma. Oblastnai︠a︡ nauchno-metodicheskai︠a︡ konferent︠s︡ii︠a︡ "Problemy i perspektivy razvitii︠a︡ professionalʹnogo nauchnogo tvorchestva molodezhi", 4 fevrali︠a︡ 2000 g.: Tezisy. Kostroma: Kostromskoĭ regionalʹnyĭ t︠s︡entr novykh informat︠s︡ionnykh tekhnologiĭ "Ėvrika-M", 2000.

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Book chapters on the topic "PROFESSIONAL THINKING"

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Marsen, Sky. "Critical Thinking." In Professional Writing, 185–200. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-08617-4_7.

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Marsen, Sky. "Critical Thinking for Management." In Professional Writing, 202–17. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-30902-0_8.

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Markauskaite, Lina, and Peter Goodyear. "Epistemic Thinking." In Professional and Practice-based Learning, 167–94. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-4369-4_7.

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Kalman, Calvin S. "Critical Thinking." In Innovation and Change in Professional Education, 111–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66140-7_7.

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Fountain, Lily. "Thinking Critically About the Quality of Critical Thinking Definitions and Measures." In Assessing Competence in Professional Performance across Disciplines and Professions, 185–207. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30064-1_10.

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Thompson, Neil. "Thinking and feeling: emotional intelligence." In The Professional Social Worker, 98–113. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60378-4_7.

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Henderson, Robyn, and Karen Noble. "Thinking Otherwise about Professional Induction." In Professional Learning, Induction and Critical Reflection, 84–103. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137473028_5.

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Stanko, Elizabeth A., and Paul Dawson. "Step Four: A Thinking Professional." In SpringerBriefs in Criminology, 23–24. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20648-6_5.

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Thompson, Carol. "The importance of critical thinking." In Reflective Practice for Professional Development, 41–51. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003056812-5.

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Solbrekke, Tone Dyrdal, Tomas Englund, Berit Karseth, and Eevi E. Beck. "Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough." In Educating the Deliberate Professional, 29–44. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32958-1_3.

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Conference papers on the topic "PROFESSIONAL THINKING"

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Guo, Panfeng, and Zhenxing Li. "Some thinking about electrical professional courses teaching." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.29.

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Garcia Ferraz, Mariana, Ana Paula Perfetto Demarchi, and Cleuza Bittencourt Ribas Fornasier. "The Influence of Design Thinking in the Development of Skills and Expertise." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2288.

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This project is dedicated on understanding how expertise can have an affect on developing the Design Agent skills. It was based on interviews and observation conducted in five design offices located in Londrina (Paraná, Brasil), through this research was possible to identify which are the techniques and methods most used by professional, from both Graphic and Product Design area, and therefore ascertain how Strategic Design Management and Design Thinking actuate on improving professional’s skills on the innovation process of the companies. It took as a basis the studies of several authors, such as Brown (2009), Cross (2007), Demarchi (2011), Lawson (2006) and Martin (2009), which discourse, among other issues, about Design Thinking and its implications. By the use of ethnography methodology, the data was collected, analyzed and organized into comparative charts, relating the novice Design Agents with expert Design Agents. It was proved that experience can hold two distinct aspects; A positive one, that comes as a result from the holistic vision and ensure sensibility to the Design Agent to handle situations; And an unfavorable one, once the expert is strictly guided by intuition, it sets aside creativity hampering the innovation process. Besides it was possible to verify that although the enterprises and the Design Agents work using different techniques and methods, visual tools such as mind maps, sketches, visual panels and mockups are seen as essential resources for all the professionals.DOI: http://dx.doi.org/10.4995/IFDP.2016.2288
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Geng, Huafang, and Jianmei Dai. "Thinking about Constructive Teaching for Military Professional Education." In 2014 International Conference on e-Education, e-Business and Information Management (ICEEIM 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iceeim-14.2014.69.

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Laskova, M. K. "Methods of design and professional thinking of designers." In IX International symposium «Humanities and Social Sciences in Europe: Achievements and Perspectives». Viena: East West Association GmbH, 2016. http://dx.doi.org/10.20534/ix-symposium-9-14-18.

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Ferreira, Claudio L., Evandro Monteiro, Melissa Oliveira, Rachel Zuanon, and Tonny Barbosa. "REFLECTIVE THINKING: BRAZILIAN UNIVERSITY SCOPE IN PROFESSIONAL TRAINING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2064.

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Franco, Amanda R., and Rui Marques Vieira. "Promoting critical thinking in higher education in the context of teacher professional development." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9077.

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Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address the promotion of critical thinking open-handedly. With such in mind, the present paper presents a proposal of a teacher continuing professional development program consisting of five two-hour sessions, aimed at enabling university teachers to learn about critical thinking and how to think critically and, in turn, to learn how to teach their students for critical thinking. This program shall be implemented in 2019, with teachers at a public university located in the northern-central region of Portugal. Considerations are made about how the promotion of critical thinking in higher education may be performed via university teacher continuing professional development, bearing in mind the characteristics of this specific public and the principles of teacher professional development itself.
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Wang HaiLin. "Thinking about information technology education for financial professional undergraduates." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529348.

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Rezanovich, Irina, Irina Maksakova, Natalia Tsyrikova, and Sergei Aliukov. "TECHNOLOGY OF DEVELOPMENT OF PROFESSIONAL THINKING OF GRADUATE STUDENTS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0368.

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Hu, Zhiping. "Train of computational thinking in noncomputer professional of university." In 2013 International Conference on Information and Communication Technology for Education. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/icte131512.

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Gilmanshina, Suriya, Rimma Sagitova, and Natalya Fedotova. "Professional thinking as a leadership factor in pedagogical education." In Proceedings of the 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icseal-19.2019.39.

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Reports on the topic "PROFESSIONAL THINKING"

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Emilio, George A. Promoting Critical Thinking in Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada388497.

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Luke, Christina, and Viki M. Young. Integrating Micro-credentials into Professional Learning: Lessons from Five Districts. Digital Promise, October 2020. http://dx.doi.org/10.51388/20.500.12265/103.

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This white paper captures experiences and insights from educators and administrators as their districts integrated micro-credentials in support of professional learning around computational thinking as part of the Computational Thinking for Next Generation Science Standards (NGSS) Challenge Collaborative.
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NIKOLOV, NIKITA. STUDY OF THE SCIENTIFIC THINKING STYLE OF TEACHERS. SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0436.18052021.

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THE SCIENTIFIC APPROBATION OF THE RESEARCH OF THE PECULIARITIES OF THE DEVELOPMENT OF THE SCIENTIFIC STYLE OF THINKING OF YOUNG TEACHERS OF ADDITIONAL PROFESSIONAL EDUCATION INSTITUTIONS IS PRESENTED. THE DEVELOPED PRODUCT ALLOWS TO OBTAIN OBJECTIVE DATA ON THE PECULIARITIES OF PROFESSIONAL AND PERSONAL GROWTH OF MODERN PEDAGOGICAL WORKERS. THE DEVELOPED FEEDBACK SYSTEM ALLOWS TO USE ADDRESSED EDUCATIONAL CONSULTING IMPROVING THE MONITORING SYSTEM OF SUCH NEW FORMATION AS A SCIENTIFIC STYLE OF THINKING.
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Blundell, Chris. Exploring promising practices using design-based professional learning: A case study of teachers using design thinking to transform pedagogy with digital technologies. Queensland University of Technology, May 2020. http://dx.doi.org/10.5204/rep.eprints/200525.

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Wells, Jennifer. Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1423.

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Allen, Charles D. Creative Thinking for Senior Leaders: An Essay on Creative Thinking for Military Professionals. Fort Belvoir, VA: Defense Technical Information Center, May 2012. http://dx.doi.org/10.21236/ada595111.

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Allen, Charles D. Creative Thinking for Individuals and Teams. An Essay on Creative Thinking for Military Professionals. Fort Belvoir, VA: Defense Technical Information Center, January 2009. http://dx.doi.org/10.21236/ada511957.

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Bengston, David N. Ten principles for thinking about the future: a primer for environmental professionals. Newtown Square, PA: U.S. Department of Agriculture, Forest Service, Northern Research Station, 2016. http://dx.doi.org/10.2737/nrs-gtr-175.

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Karam, Sofia, Morteza Nagahi, Vidanelage Dayarathna, Junfeng Ma, Raed Jaradat, and Michael Hamilton. Integrating systems thinking skills with multi-criteria decision-making technology to recruit employee candidates. Engineer Research and Development Center (U.S.), June 2021. http://dx.doi.org/10.21079/11681/41026.

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The emergence of modern complex systems is often exacerbated by a proliferation of information and complication of technologies. Because current complex systems challenges can limit an organization's ability to efficiently handle socio-technical systems, it is essential to provide methods and techniques that count on individuals' systems skills. When selecting future employees, companies must constantly refresh their recruitment methods in order to find capable candidates with the required level of systemic skills who are better fit for their organization's requirements and objectives. The purpose of this study is to use systems thinking skills as a supplemental selection tool when recruiting prospective employees. To the best of our knowledge, there is no prior research that studied the use of systems thinking skills for recruiting purposes. The proposed framework offers an established tool to HRM professionals for assessing and screening of prospective employees of an organization based on their level of systems thinking skills while controlling uncertainties of complex decision-making environment with the fuzzy linguistic approach. This framework works as an expert system to find the most appropriate candidate for the organization to enhance the human capital for the organization.
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