Journal articles: '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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Jacobs, Victoria R., Lisa L. C. Lamb, and Randolph A. Philipp. "Professional Noticing of Children's Mathematical Thinking." Journal for Research in Mathematics Education 41, no. 2 (March 2010): 169–202. http://dx.doi.org/10.5951/jresematheduc.41.2.0169.

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The construct professional noticing of children's mathematical thinking is introduced as a way to begin to unpack the in-the-moment decision making that is foundational to the complex view of teaching endorsed in national reform documents. We define this expertise as a set of interrelated skills including (a) attending to children's strategies, (b) interpreting children's understandings, and (c) deciding how to respond on the basis of children's understandings. This construct was assessed in a cross-sectional study of 131 prospective and practicing teachers, differing in the amount of experience they had with children's mathematical thinking. The findings help to characterize what this expertise entails; provide snapshots of those with varied levels of expertise; and document that, given time, this expertise can be learned.

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Martin, Stephen, James Brannigan, and Annie Hall. "Sustainability, Systems Thinking and Professional Practice." Journal of Geography in Higher Education 29, no. 1 (March 2005): 79–89. http://dx.doi.org/10.1080/03098260500030389.

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David, Anthony. "Thinking outside the box Professional development." Fundraising for Schools 2010, no. 115 (September 2010): 16–17. http://dx.doi.org/10.12968/fund.2010.1.115.79274.

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Davidson, Sue B., Rhonda Scott, and Pamela Minarik. "Professional Practice: Thinking Critically about Delegation." American Journal of Nursing 99, no. 6 (June 1999): 61. http://dx.doi.org/10.2307/3472152.

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Balevre, Park. "PROFESSIONAL NURSING BURNOUT AND IRRATIONAL THINKING." Journal for Nurses in Staff Development (JNSD) 17, no. 5 (September 2001): 264–71. http://dx.doi.org/10.1097/00124645-200109000-00012.

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Trumbull, Deborah J. "Thinking about Theorizing in Professional Development." Teachers and Teaching 7, no. 2 (March 2001): 121–41. http://dx.doi.org/10.1080/13540600120054937.

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Balevre, Park S., Julie Cassells, and Elena Buzaianu. "Professional Nursing Burnout and Irrational Thinking." Journal for Nurses in Staff Development 28, no. 1 (2012): 2–8. http://dx.doi.org/10.1097/nnd.0b013e318240a65a.

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Martin, Steve. "Sustainability, Systems Thinking and Professional Practice." Planet 8, no. 1 (December 2002): 20–21. http://dx.doi.org/10.11120/plan.2002.00080020.

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Martin, Stephen. "Sustainability, Systems Thinking and Professional Practice." Systemic Practice and Action Research 18, no. 2 (April 2005): 163–71. http://dx.doi.org/10.1007/s11213-005-4156-7.

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Grinchenko, A. M., and A. I. Mamykina. "Professional thinking of a musician-pianist." Pedagogical sciences reality and perspectives 1, no. 79 (2021): 108–13. http://dx.doi.org/10.31392/npu-nc.series5.2021.79.1.22.

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Cifuentes-Férez, Paula, and Ana Rojo. "Thinking for translating." Target. International Journal of Translation Studies 27, no. 2 (June 8, 2015): 273–300. http://dx.doi.org/10.1075/target.27.2.05cif.

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Typological studies on the linguistic expression of motion are certainly of interest to translation scholars. The study of how motion is expressed across languages has indeed revealed some striking typological differences (e.g., Talmy 1985, 1991, 2000; Berman and Slobin 1994; Stromqvist and Verhoeven 2004), which can account for some of the strategies translators resort to when dealing with motion expressions (Slobin 1996; Ibarretxe-Antuñano 2003; Cifuentes-Férez 2006, 2013; Ibarretxe-Antuñano and Filipović 2013). However, the question still remains as to whether translators’ decisions are exclusively guided by such typological differences or whether there are other experience- or task-related factors that may explain their behaviour. This paper provides empirical evidence on the type of factors that guide translators’ decisions when translating manner-ofmotion verbs, exploring the impact of different types of texts and the translator’s level of expertise. For this purpose, a pilot think-aloud protocol is implemented in order to examine the translation process of ten Spanish translators (five professionals and five graduate students without professional experience) when transferring manner-of-motion verbs from English into Spanish. Our results reveal that the way translators deal with manner information is mainly influenced by typological differences between the two languages. But differences in the translators’ level of professional expertise and in task-related constraints (e.g., the degree in which different type of texts focus on motion verbs) also have an effect on the strategies that translators choose to convey manner information.

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Mishina, S. V. "CONTENT AND STRUCTURE OF PROFESSIONALLY SIGNIFICANT QUALITIES OF ECONOMICS STUDENTS." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 122–29. http://dx.doi.org/10.36906/2311-4444/19-4/18.

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The subject of the study is the vocational training of Bachelors of Economics. The object of the study is the content and structure of professionally significant qualities of Bachelors of Economics. The aim of the work is to study the content and structure of professionally significant qualities of future of Bachelors of Economicsin the context of the requirements posed by modern labour market and the possibilities of professional training. The study appears relevant due to the need to find optimal ways of training professional economists who could meet the requirements of rapidly changing and digitalized world economies. The article clarifies the concept of professionally significant qualities of an economist. Based on the analysis of psychological and pedagogical literature, the expert survey results, and interviews of potential employers, the article gives the structure of professionally significant qualities of Bachelors of Economics. They are attitude-related qualities: standard (situational professional motivation, knowledge of professional ethics, stable civic stand) and supplementary (dominant professional motivation, professional values, strong civic identity and behaviour); individual and personal qualities and abilities: standard(emotional balance, discipline, objectiveness, integrity) and supplementary (mental flexibility, professional mobility, capability for self-education and self-development); special qualities and abilities: standard(analytical, synthetic and prognostic abilities) and supplementary (critical thinking, lean thinking, project thinking); social and personal qualities and abilities: standard(sociability, ability to resolve conflicts) and supplementary (client orientation, team building). The paper also presents the results of an ascertaining experiment, which confirmed the deficit of the supplementary professionally significant qualities of Bachelors of Economics.

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Harcourt, Deborah, and Lesley Jones. "Re-thinking Professional Development: Positioning Educational Documentation as Everyday Professional Learning." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 81–85. http://dx.doi.org/10.1177/183693911604100410.

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THE INTENT OF THIS PAPER is to explore the ways in which educational documentation—one of the many important key principles that challenge and sustain the educational theories and teaching practice of the Reggio Emilia Educational Project in Italy—supports the practice, principles and pedagogy of early years educators. In this particular context, documentation is positioned as both a strategy and a tool for examining the work of the individual and of the group, for both children and educators, with the aim of questioning the role documentation might play in supporting educators' professional learning. This commentary paper will examine the concept of documenting as a process that enables an educator's work to become visible and therefore support their evolving capacity as an educator, through ongoing reflective practice, as indicated in the Australian Early Years Learning Framework (DEEWR, 2009).

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Булавіна, Олена. "PRODUCTIVE ECONOMIC THINKING – THE BASIS OF FORMATION OF PROFESSIONAL COMPETENCES OF STUDENTS OF THE SPECIALTY "PROFESSIONAL EDUCATION (ECONOMICS)"." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 180–86. http://dx.doi.org/10.32835/2223-5752.2019.18.180-186.

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The paper is devoted to the methodical aspects of the development of economic thinking of future teachers of vocational education and specialists in economics, because its productivity ensures the success of the formation of professional competences of students who receive education by the educational-professional program “Professional Education (Economics)” at state higher educational institution - Kyiv National Economic University named after Vadym Hetman. The author reveals the specifics of economic thinking, its main features and manifestations in professional activity. Economic thinking is seen as a kind of practical thinking of the subjects of professional activity. This is a process, and, consequently, it can be developed and improved. It is necessary to solve the tasks of the methodical nature: how, with the help of which tools economic thinking can be developed as a whole, and in the process of economic training to form its specific characteristics. The author substantiates and systematizes the experience of applying the techniques and technologies of the development of personality thinking in the educational process; the technologies and techniques for stimulating the development of the logical (left-sided), creative (right-sided) and balanced thinking in the learning process are highlighted separately; their influence on the modality and changes in the types of students' thinking, (which proves the necessity of implementation of specific methods of development of economic thinking in the process of preparation of specialists of the bachelor level on the specialization “Economic and Business Education” in order to stimulate productivity and effectiveness of thinking) is estimated.

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Shamina, S. V. "CHARACTERISTICS OF PROFESSIONAL THINKING OF UNIVERSITY STUDENTS." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 3 2020 (2020): 9. http://dx.doi.org/10.17513/spno.29776.

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Canesi, Margherita, Maria Luisa Rusconi, Federica Moroni, Alessandra Ranghetti, Emanuele Cereda, and Gianni Pezzoli. "Creative Thinking, Professional Artists, and Parkinson’s Disease." Journal of Parkinson's Disease 6, no. 1 (March 30, 2016): 239–46. http://dx.doi.org/10.3233/jpd-150681.

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Tickle, Les, Christopher Day, James Calderhead, and Pam Denicolo. "Research on Teacher Thinking: Understanding Professional Development." British Journal of Educational Studies 42, no. 2 (June 1994): 217. http://dx.doi.org/10.2307/3122352.

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Martin, Stephen. "Sustainable Development, Systems Thinking and Professional Practice." Journal of Education for Sustainable Development 2, no. 1 (March 2008): 31–40. http://dx.doi.org/10.1177/097340820800200109.

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Gridley, Mark C. "Preferred Thinking Styles of Professional Fine Artists." Creativity Research Journal 18, no. 2 (April 2006): 247–48. http://dx.doi.org/10.1207/s15326934crj1802_11.

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Lauer, Claire, and Christopher A. Sanchez. "Visuospatial Thinking in the Professional Writing Classroom." Journal of Business and Technical Communication 25, no. 2 (February 27, 2011): 184–218. http://dx.doi.org/10.1177/1050651910389149.

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Kienzler, Donna. "Ethics, Critical Thinking, and Professional Communication Pedagogy." Technical Communication Quarterly 10, no. 3 (July 2001): 319–39. http://dx.doi.org/10.1207/s15427625tcq1003_5.

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Trostler, Naomi, and Esther F. Myers. "Review of Critical Thinking in Professional Practice." Topics in Clinical Nutrition 23, no. 4 (October 2008): 278–91. http://dx.doi.org/10.1097/01.tin.0000341341.27718.78.

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Ruopp, Faye, Al Cuoco, Sue M. Rasala, and M. Grace Kelemanik. "Algebraic Thinking: A Theme for Professional Development." Mathematics Teacher 90, no. 2 (January 1997): 150–54. http://dx.doi.org/10.5951/mt.90.2.0150.

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Education Development Center (EDC), Incorporated, with support from the National Science Foundation (ESI-9253322), created a professionaldevelopment program for mathematics teachers, Teachers Time and Transformations (TTT), with algebraic thinking as its content focus.

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Davydova, Marina L. "THE MAIN TYPES OF PROFESSIONAL JURIDICAL THINKING." Revista da Faculdade de Direito UFPR 60, no. 3 (November 26, 2015): 79. http://dx.doi.org/10.5380/rfdufpr.v60i3.43387.

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Em seu livro Os três modos de pensar a ciência jurídica, publicado em 1934, Carl Schmitt apresenta seu conceito de pensamento de ordem-concreta que contrasta com dois modos clássicos de pensamento jurídico: o decisionismo e o normativismo, considerados como etapas passadas do desenvolvimento geral da história jurídica. No direito comparado, o estilo jurídico, que inclui um modo especial de pensamento, é um dos critérios tradicionais que distinguem um sistema jurídico nacional de outro. De acordo com este ponto de vista, o normativismo alemão e o decisionismo americano são determinados por características típicas de seus sistemas jurídicos correspondentes. Nossa ideia é que cada modo de pensamento jurídico não se relaciona nem com o sistema jurídico nem com o período histórico do desenvolvimento científico, mas com a especialidade da profissão jurídica. Juízes de todos os países têm muita coisa em comum em seu estilo de pensamento. Entretanto, em um país particular, pode-se encontrar uma grande diferença entre o modo de pensamento de um juiz e, por exemplo, o de um cartorário ou oficial de justiça (enforcer). Em nosso artigo, buscamos encontrar a relação entre os três modos de pensamento jurídico de Carl Schmitt (pensamento normativo ou estatutário, pensamento decisionista e pensamento da ordem-concreta) e a estrutura geral da profissão jurídica.

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Romanov, Konstantin M. "QUESTIONS OF FORMATION PROFESSIONAL THINKING AMONG PSYCHOLOGISTS." Humanitarian: actual problems of the humanities and education 19, no. 1 (March 30, 2019): 89–101. http://dx.doi.org/10.15507/2078-9823.045.019.201901.089-101.

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Introduction. The problem of improving the quality of training of psychologists at the university is discussed. It is emphasized that the initial condition for its solution is the analysis of the professional activity of a psychologist. Professional training of psychologists should be aimed at the formation of the most common and universal competencies and personal formations. Psychological culture can serve as such a universal tool that is necessary for solving any professional tasks. It includes scientific knowledges, psychological thinking, a system of practical skills and spiritual and moral qualities. The tasks of the professional training of psychologists are to form these structural components of the psychological culture. This article deals with the problem of the formation of psychological thinking and scientific concepts. The literature review presents a critical analysis of the traditional methods of professional training of psychologists, one of the shortcomings of which is the neglect of the students’ personal psychological experience. The features of psychological thinking (specificity of the object, increased complexity, deep connection with the personality, etc.) and its types: scientific and everyday are highlighted. Materials and Methods. The technique of forming psychological thinking and the system of scientific concepts is considered. It consists of a theoretical part and a practical work. The workshop is based on five types of educational tasks that go through all the topics of the course of psychology (either in full or in a somewhat limited composition): tasks for updating mental phenomena, tasks for recognizing mental phenomena, tasks for predicting the behavior and state of a person, tasks for developing psychological recommendations on how to deal with a person and tasks for the actualization of personal subjective picture of mental phenomena. Results. A detailed description of the methodology for the formation of mental actions and scientific concepts is presented. To solve this problem, educational tasks are used to develop specific life situations in which actualization of a certain mental phenomenon takes place. Subsequently, students come to a generalized understanding of the essence of such situations. This is a criterion for the assimilation of relevant psychological concepts. The research results show that the traditional teaching method does not give such an effect. Discussion and Conclusion. For the formation of scientific thinking in psychologists, the organization of a psychological workshop is necessary. However, the formation of the cognitive component of psychological culture is a necessary, but not sufficient condition for the quality of training of psychologists. No less important tasks are the formation of practical skills and the spiritual and moral component of psychological culture.

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Gotterbarn, Don. "THINKING PROFESSIONALLYA professional approach to risk management." ACM Inroads 7, no. 2 (May 16, 2016): 39–42. http://dx.doi.org/10.1145/2910587.

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Kahlke, Renate, and Kevin Eva. "Constructing critical thinking in health professional education." Perspectives on Medical Education 7, no. 3 (April 4, 2018): 156–65. http://dx.doi.org/10.1007/s40037-018-0415-z.

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Orlov, A. A. "The Teacher's Professional Thinking as a Value." Russian Education & Society 39, no. 1 (January 1997): 21–34. http://dx.doi.org/10.2753/res1060-9393390121.

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Bazrukova, Olga Aleksandrovna. "STEREOTYPES OF PROFESSIONAL THINKING OF SPEECH PATHOLOGISTS." Pedagogical Education in Russia, no. 11 (2017): 117–26. http://dx.doi.org/10.26170/po17-11-18.

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Tutbaeva, Zh, and G. Tokshylykova. "DEVELOPING CRITICAL THINKING SKILLS THROUGH PROFESSIONAL DEVELOPMENT." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 456–61. http://dx.doi.org/10.51889/2020-4.1728-7804.91.

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The paper is devoted to the role of critical thinking in teaching and focuses on asking the right questions to get the right answers. Critical thinking is being able to think logically and reasonably. It also provides novice teachers and students with practical example of a lesson plan for a reflective teacher. It helps to see the essential elements for a lesson plan, but most importantly it provides an example of a plan heading which is crucial before planning as it helps teachers think critically before they start the lesson. A critical thinker is analytical, reflective, fair-minded, positive, curious, perseverant and creative. The researchers suggest a lesson plan for PD workshop on the importance of critical thinking with detailed procedure.

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Bekoeva, Madina T. "Using Case Technology and Project Method in the Process of Studying Professionally Oriented Disciplines." Vestnik of North-Ossetian State University, no. 2(2021) (June 25, 2021): 67–77. http://dx.doi.org/10.29025/1994-7720-2021-2-67-77.

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The article presents a lapidary analysis of possibilities of using the case method and the project method in the formation of professional thinking of students studying philology and journalism. We also consider the possibilities of using case technology and project method in the process of studying professionally oriented disciplines. The practical significance of the work comes down to disclosing the effectiveness of the case method and the method of projects in the process of forming professional skills. The relevance of this article is determined by modern realities of educational process at the university. The case method and the method of projects make it possible to increase the motivational component of learning and contribute to the development of teachers’ progressive thinking and students’ creative potential, both of which are necessary for professional activities. In this article we also made an attempt at revealing the essence of these methods in the educational process at bachelor’s level. They turned out to be the main methods for the formation of students’ universal and professional competencies. The project method and case method act as an integral factor in the gamification of educational process contributing to the formation of skills of expedient action, activation of thinking, instilling the skills of independent search for solutions in standard and non-standard situations that may come up in the course of professional activity. Students actively and productively master the necessary competencies while revealing their latent potential. The case method and the project method demonstrate great efficiency in improving the quality of personnel training; the specific types of their practical implementation are developed jointly during classes by university teachers and employers’ representatives. The purpose of the article is to determine the methodological potential of the case method and the method of projects in the formation of professional thinking of future philologists and journalists and to consider the possibilities of using case technology and the project method in the process of studying professionally oriented disciplines. The project method is a relevant and effective technology that significantly increases the level of mastery of educational material, the internal motivation of students and their independence. The case method initiates the development of professional thinking, independence, unconventional thinking and creativity. When faced with a formulated problem, students concentrate on finding a solution to the problem and the teacher’s skillful interpretation of the problem directs students to search for non-standard ways. Everything mentioned above leads to the development of integrative thinking and significantly expands students’ capabilities. The practice of working with the case method and the project method in the classroom confirms their effectiveness in the professional development of university students, expanding their professional horizons and the formation of professional thinking.

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Ng, Stella L., Doreen J. Bartlett, and S. Deborah Lucy. "Exploring the Utility of Measures of Critical Thinking Dispositions and Professional Behavior Development in an Audiology Education Program." Journal of the American Academy of Audiology 24, no. 05 (May 2013): 354–64. http://dx.doi.org/10.3766/jaaa.24.5.3.

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Background: Discussions about professional behaviors are growing increasingly prevalent across health professions, especially as a central component to education programs. A strong critical thinking disposition, paired with critical consciousness, may provide future health professionals with a foundation for solving challenging practice problems through the application of sound technical skill and scientific knowledge without sacrificing sensitive, empathic, client-centered practice. In this article, we describe an approach to monitoring student development of critical thinking dispositions and key professional behaviors as a way to inform faculty members' and clinical supervisors' support of students and ongoing curriculum development. Purpose: We designed this exploratory study to describe the trajectory of change for a cohort of audiology students' critical thinking dispositions (measured by the California Critical Thinking Disposition Inventory: [CCTDI]) and professional behaviors (using the Comprehensive Professional Behaviors Development Log—Audiology [CPBDL-A]) in an audiology program. Implications for the CCTDI and CPBDL-A in audiology entry-to-practice curricula and professional development will be discussed. Research Design: This exploratory study involved a cohort of audiology students, studied over a two-year period, using a one-group repeated measures design. Study Sample: Eighteen audiology students (two male and 16 female), began the study. At the third and final data collection point, 15 students completed the CCTDI, and nine students completed the CPBDL-A. Data Collection and Analysis: The CCTDI and CPBDL-A were each completed at three time points: at the beginning, at the middle, and near the end of the audiology education program. Data are presented descriptively in box plots to examine the trends of development for each critical thinking disposition dimension and each key professional behavior as well as for an overall critical thinking disposition score. Results: For the CCTDI, there was a general downward trend from time point 1 to time point 2 and a general upward trend from time point 2 to time point 3. Students demonstrated upward trends from the initial to final time point for their self-assessed development of professional behaviors as indicated on the CPBDL-A. Conclusions: The CCTDI and CPBDL-A can be used by audiology education programs as mechanisms for inspiring, fostering, and monitoring the development of critical thinking dispositions and key professional behaviors in students. Feedback and mentoring about dispositions and behaviors in conjunction with completion of these measures is recommended for inspiring and fostering these key professional attributes.

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Shang, Min, Wu Yi, and Qiang Xu. "The Study of Engineering Geology Teaching Based on the Creativity Thinking Training." Advanced Materials Research 655-657 (January 2013): 2194–97. http://dx.doi.org/10.4028/www.scientific.net/amr.655-657.2194.

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This article analyses the characteristics of the engineering geology and engineering geological thinking connotation: geological evolution thinking, geological structure thinking, the combination thinking of geology, engineering and the environment, and systems thinking, discusses the relation of engineering geological thinking and innovative thinking (associative thinking, integrated thinking divergent thinking and systems thinking). The analysis and discussion fits to the current higher education requirements of innovation capacity. It comes to a conclusion that practice of engineering geology teaching can gradually develop correct professional thinking and completes the transformation the professional thinking and innovative thinking. At the same time, the students can grasp professional quality and master the entire engineering geology field of thought patterns and characteristics by the teaching. So the teaching can build the solid foundation that they can become high-quality engineering geology workers with the truly innovative ability.

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Brekhunets, Anatolii. "The Formation of Professional Thinking for Future Technology Teachers." Professional Education: Methodology, Theory and Technologies, no. 10 (November 19, 2019): 25–39. http://dx.doi.org/10.31470/2415-3729-2019-10-25-39.

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The article discusses the problem of the formation of the future Technology teachers’ professional thinking. The concept of «professional thinking of the Technology teacher» is clarified, which is considered as the features of the teacher’s thinking, letting him/her perform professional and pedagogical tasks successfully at a high level of mastery: quickly, accurately solve both the ordinary and extraordinary tasks of teaching and upbringing students in an original way. It has been established that the professional training of Technology teachers is a multi-faceted and time-consuming process. On the one hand, the student must master various work operations and technological processes at the industrial level or close to it, and on the other hand it must have general pedagogical knowledge and methods of their sharing. The peculiarities of the formation of the future Technology teachers’ professional thinking are determined by their activity specifics, which is defined by the goals, tasks, content, external and internal conditions, means, difficulties, features of the mental processes occurrence, motivation displays, the state of a person and a team towards the implementation of management and guidance. That is why the formation of the Technology teachers’ professional thinking should be carried out in an integral system of educational process at a pedagogical institution of higher education, and the methods of teaching students technologies to solve pedagogical tasks should be widely used at training sessions and pedagogical practices, contributing to the professional thinking formation. Moreover the research proves the necessity of wider informational technologies elements’ application with the use of computerized and audio-visual complexes as leading means and a leader, which allow synthesizing the intellectual components of professional thinking and activating its structural components development. The benefit of the article is the defined conditions for the formation of the future Technology teachers professional thinking, they are: a motivation, new means of mastering professional activity, a mental activity intensification, the scientifically substantiated selection of educational material, students’ age possibilities and individual peculiarities. As a result, the article reveals the need to include the material that reflects the specifics of the future Technology teachers professional thinking formation to the content of their subject and psychological and pedagogical training, as well as to combine individual and collective forms of students' work in the process of forming a professional thinking and to carry out a step-by-step control and correction of the future Technology teacher professional thinking formation.

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Heron, Gavin, and Claire Lightowler. "Examining Professionals’ Critical Thinking about Children Who Pose a Serious Threat to Others." British Journal of Social Work 50, no. 2 (January 29, 2020): 598–615. http://dx.doi.org/10.1093/bjsw/bcaa002.

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Abstract Concerns have been raised about the quality of child-care professionals’ critical thinking and analytical skills. This study examines the critical thinking demonstrated by professionals when discussing risk in relation to vulnerable children. Data were collected from thirty consultation meetings, each of which focused on assessing the risks of a child who presented a serious threat of harm to others. Discourse analysis is used to examine the way in which critical thinking about risk is discussed at the consultation meetings. The findings suggest that critical thinking is demonstrated by professionals in ways that differentiate between potential harm and actual harm, and in relation to harm children pose to themselves and to other people. Also, the willingness of professionals to ask relevant questions and challenge each other is an important way of prompting individuals to demonstrate critical thinking. However, professionals tend to demonstrate a relatively narrow conceptualisation of critical thinking. This narrow conceptualisation cannot be reduced solely to the abilities or traits of an individual or professional group and it is argued that the bureaucratic and procedural demands of organisations in relation to vulnerable children may be an important factor in limiting the way professionals demonstrate critical thinking.

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Cooke, Tim. "Thinking on our feet." Early Years Educator 21, no. 3 (July 2, 2019): 19–20. http://dx.doi.org/10.12968/eyed.2019.21.3.19.

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Романова, Инна, and Inna Romanova. "Independent Work of Students on the Subject «Psychophysiology of Professional Activity» as One of the Ways of Their Professional Development." Management of the Personnel and Intellectual Resources in Russia 7, no. 1 (March 26, 2018): 71–78. http://dx.doi.org/10.12737/article_5a46286a840d61.84137595.

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The article considers the initial stage of professional development of future HR-professionals in vocational training. The experience of organization of independent work of students — future HR-professionals in State University of Management on the academic subject “Psychophysiology of professional activity” is taken as an example. The independent work itself is considered as a way of fulfilling theoretical and practical education of the labour subject, development of their professional culture and thinking. Different forms of independent classroom and extracurricular work are described and their connection with different aspects of personality development at early stages of professionalization is shown.

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

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

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Akram, Muhammad, and Anser Mahmood. "A Correlation Study of Pakistani EFL Teachers’ Professional discerning and their Critical Thinking." Arab World English Journal, no. 2 (January 15, 2021): 378–87. http://dx.doi.org/10.24093/awej/mec2.27.

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A great deal of research is done on teacher training and teacher education worldwide, but a few studies appeared on teacher’s professional discerning and particularly on teachers’ critical thinking skills. Critical thinking, with regard to EFL teachers, has not been taken into consideration early on. This study explores the relationship between EFL teacher’s professional discerning and their critical thinking in Pakistani context. A quantitative paradigm has been adopted to find out if there is any relationship between EFL teachers’ professional discerning and their critical thinking. The participants consisted of 93 EFL teachers teaching English at the university level in Pakistan. The researcher utilized a professional discerning (identity) research tool taken from Sheybani and Miri (2019) and a derived Critical Thinking Inventory (DCT) designed by the researcher to collect data. To analyze the relationship between EFL teachers’s professional discerning and their critical thinking ability, the data were analyzed by R (statistical program). The results of correlation analysis unfolded that the sub-constructs of professional discerning questionnaire tools are predicted by critical thinking. A highly positive and statistically significant correlation was observed in the analysis. The study highlights the significance and important role of critical thinking in shaping EFL teachers’ professional discerning, particularly in their teaching context. The study proves the inventive conduct of EFL teachers in the present era of knowledge and learning. The study will positively contribute to language teaching and learning, and it would open up new vistas for EFL teachers, syllabus designers, and academia.

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Barnes, Fiona Palmer. "Professional ethics: Thinking again for the new millennium." Sexual and Marital Therapy 14, no. 3 (August 1999): 201–4. http://dx.doi.org/10.1080/02674659908405407.

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Journal articles on the topic 'PROFESSIONAL THINKING'

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