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Journal articles on the topic 'Professionalità educative'

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Published: 10 March 2023

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1

Freathy, Rob, Stephen G. Parker, Friedrich Schweitzer, and Henrik Simojoki. "Professionalism, professionalisation and professionality in Religious Education." British Journal of Religious Education 38, no. 2 (April 6, 2016): 111–13. http://dx.doi.org/10.1080/01416200.2016.1139886.

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2

Evans, Linda. "PROFESSIONALISM, PROFESSIONALITY AND THE DEVELOPMENT OF EDUCATION PROFESSIONALS." British Journal of Educational Studies 56, no. 1 (March 2008): 20–38. http://dx.doi.org/10.1111/j.1467-8527.2007.00392.x.

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3

Guttormsen, Sissel, Artemisa Gogollari, Uyen Huynh-Do, Mireille Schaufelberger, Sören Huwendiek, Alexandra Kunz, and Felicitas-Maria Lahner. "Developing an Instrument to Evaluate Undergraduate Healthcare Students’ Professionalism." Praxis 111, no. 15 (November 2022): 863–70. http://dx.doi.org/10.1024/1661-8157/a003934.

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Abstract. Professionalism is a multidimensional quality acquired over time. Undergraduate years lay a foundation for the development of professionalism. Tools monitoring the students’ professional development are needed. Our tool development followed three phases: 1) identifying meaningful criteria for professionalism adapted to the education level, 2) developing an evaluation instrument in a process maximising construct validity, 3) testing the evaluation instrument in an interprofessional study. The evaluation instrument proved to be applicable in the field and it meets validity standards. Some differences between professions were found and discussed. Professionality starts to develop during the education, and early monitoring is important to support students’ optimal development. The evaluation instrument supports both self- and expert evaluation of healthcare students’ professional development.

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4

Torres, A. Chris, and Jennie Weiner. "The New Professionalism? Charter Teachers’ Experiences and Qualities of the Teaching Profession." education policy analysis archives 26 (February 12, 2018): 19. http://dx.doi.org/10.14507/epaa.26.3049.

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While teacher professionalism remains a contested topic, scholars increasingly acknowledge the field has entered a “new professionalism” wherein its parameters are dictated by management and the organization rather than those within the occupation. Many argue that this shift has served to decrease teachers' sense of professionalism, efficacy and persistence. Simultaneously, no-excuses charter schools, considered to embrace this new professionalism, continue to proliferate. Yet little is known about how teachers within these schools view teaching and the qualities of teacher professionalism. To address this gap, we interviewed twenty new and novice teachers teaching in high profile charter organizations in the northeast such as Uncommon Schools, KIPP, MATCH, and Boston Collegiate. Our findings suggest that these teachers largely perceived their schools and the degree of professionalism positively. For example, teachers reported that their schools fostered teacher autonomy, professional accountability, and collaboration. However, their schools' high-accountability climates encouraged feelings of competition and caused teachers to question their efficacy, ultimately reinforcing views of teaching as a short-term endeavor. Finally, professional status and rewards were described as low with many teachers saying they felt underappreciated or undervalued. Our findings demonstrate how the climate of “new professionalism” can produce outcomes both consistent and in tension with efforts to professionalize teaching.

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Ricardo, Vanessa Vial, and Renata Prenstteter Gama. "Identification of the main elements that constitute the professionality of the school pedagogical coordination." LAPLAGE EM REVISTA 7, no. 3A (September 13, 2021): 565–76. http://dx.doi.org/10.24115/s2446-6220202173a1458p.565-576.

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In order to investigate and identify what the scientific productions reveal about the professionality of school pedagogical coordination, this study through the methodological path of the state-of-the-art type, sought to map the information presented in academic productions stored in the repository, Theses and Dissertations Catalog of the Coordination for the Improvement of Higher Education Personnel (CAPES). Following the mapping, the literature review on the concept of professionalism, the reading of the summaries of the productions found, their records and analysis of the data collected so that after this step it was possible to establish some categories, as well as highlight elements that constitute a process that we can call school pedagogical coordination professionality. The theoretical foundation of the concepts of professionalism was used respectively by the authors Dubar (2005), Nóvoa (2017), and on the attributions and knowledge of the pedagogical coordination, the authors Placco, Souza and Almeida (2012), who bring an important contribution to the study of the theme.

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6

Latif, Muhammad Zahid, Intzar Hussain, Rahila Nizami, and Muhammad Athar Khan. "PROFESSIONALISM;." Professional Medical Journal 25, no. 08 (August 9, 2018): 1134–37. http://dx.doi.org/10.29309/tpmj/18.4675.

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7

Silva, Clara. "Il coordinatore pedagogico dei servizi per l'infanzia: una professionalità in fieri." QUADERNI DI ECONOMIA DEL LAVORO, no. 112 (March 2021): 59–67. http://dx.doi.org/10.3280/qua2020-112005.

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L'articolo ricostruisce nelle loro linee generali le motivazioni sociali, culturali ed educative che hanno portato alla nascita della figura professionale del coordinato-re pedagogico dei servizi educativi per l'infanzia in Italia. Mostra poi come tale figura sia stata introdotta in modo stabile all'interno dell'equipe educativa nel set-tore sia pubblico che privato tramite normative regionali in assenza di un quadro legislativo nazionale. Illustra inoltre le funzioni e le principali competenze necessarie per svolgere la professione di coordinamento pedagogico, facendo emergere le ricadute del suo operato in termini di accessibilità e di qualità.

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8

Finnegan, Patrick. "Professionalization of a Nonstate Actor: A Case Study of the Provisional IRA." Armed Forces & Society 45, no. 2 (December 4, 2017): 349–67. http://dx.doi.org/10.1177/0095327x17741832.

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Can nonstate militants professionalize? That is the core question of this piece. Discussions of professionalism have spread to the state military from civilian professions such as education, medicine, and law. This piece examines whether nonstate actors exhibit the same fundamental processes found within these state-based organizations. These fundamentals are the creation of a recognized internal ethos, which acts as a collective standard for those involved. A commitment to expertise and the punishment of those who do not reach these collective expectations reinforce this ethos. To answer this question, this piece examines the development of the Provisional Irish Republican Army (PIRA) during the Troubles. It highlights consistencies and inconsistencies with traditional forces and argues that groups like the PIRA can professionalize and increase their effectiveness in doing so. This widens the field of professionalism studies and provides an additional lens through which to examine nonstate groups.

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9

Bailey, Moira. "Policy, professionalism, professionality and the development of HR practitioners in the UK." Journal of European Industrial Training 35, no. 5 (June 7, 2011): 487–501. http://dx.doi.org/10.1108/03090591111138035.

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10

Horn, Klaus-Peter. "Profession, professionalisation, professionality, professionalism — historical and systematic remarks using the example of German teacher education." British Journal of Religious Education 38, no. 2 (April 6, 2016): 130–40. http://dx.doi.org/10.1080/01416200.2016.1139888.

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11

Lempert, David. "International Education or Colonial Tourism? Measuring Tools and Standards for Evaluating International Education." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 4 (November 18, 2022): 357–400. http://dx.doi.org/10.36366/frontiers.v34i4.496.

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This article applies a recently published indicator to various types of international education projects to measure their compliance with educational professionalism and international development law and also compares this indicator with the standards checklist currently in use by The Forum on Education Abroad. The tests and comparisons suggest that no existing standards hold international education to any real scrutiny, allowing many programs: 1) to degenerate into the equivalent of for-profit travel programs with little real educational content or intellectual challenge to students and 2) to promote colonialism rather than equity and development meeting international legal standards. The author shows how indicators can be extended to improve education abroad programs assessment on dimensions of professionalism and appropriate impact on developing countries under international law and also points to some of the many niches or gaps in education abroad that remain to be filled. Abstract in Spanish Este artículo aplica un indicador recientemente publicado a varios tipos de proyectos de educación internacional para medir su cumplimiento de la profesionalidad educativa y la ley de desarrollo internacional, y también compara este indicador con la lista de comprobación de normas que utiliza actualmente The Forum on Education Abroad (el Foro sobre la Educación en el Extranjero). Las pruebas y comparaciones sugieren que ninguna de las normas existentes somete a la educación internacional a un escrutinio real, lo que permite que muchos programas 1) degeneren en el equivalente a programas de viajes con fines de lucro con poco contenido educativo real o desafío intelectual para los estudiantes y 2) promuevan el colonialismo en lugar de la equidad y el desarrollo cumpliendo las normas legales internacionales. El autor muestra cómo pueden ampliarse los indicadores para mejorar la evaluación de los programas de educación en el extranjero en cuanto a las dimensiones de profesionalidad e impacto adecuado en los países en desarrollo según el derecho internacional y también señala algunos de los muchos nichos o lagunas de la educación en el extranjero que quedan por cubrir. Abstract in German In diesem Artikel wird ein kürzlich veröffentlichter Indikator auf verschiedene Arten von internationalen Bildungsprojekten angewandt, um deren Übereinstimmung mit der pädagogischen Professionalität und dem internationalen Entwicklungsrecht zu messen, und dieser Indikator wird mit der derzeit vom Forum on Education Abroad verwendeten Checkliste für Standards verglichen. Die Tests und Vergleiche deuten darauf hin, dass keine der bestehenden Standards die internationale Bildung einer wirklichen Prüfung unterziehen, so dass viele Programme: 1) zu einem Äquivalent für gewinnorientierte Reiseprogramme mit wenig echten Bildungsinhalten oder intellektuellen Herausforderungen für die Studierenden zu verkommen und 2) Kolonialismus fördern, aber nicht Gerechtigkeit und Entwicklung sowie die internationalen Rechtsstandards entsprechen. Der Autor zeigt, wie Indikatoren erweitert werden können, um die Bewertung von Bildungsprogrammen im Ausland in Bezug auf Professionalität und angemessene Auswirkungen auf Entwicklungsländer nach internationalem Recht zu verbessern, und weist auf einige der vielen Nischen oder Lücken im Bereich der Bildung im Ausland hin, die noch zu füllen sind.

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12

Cannon, Paul. "A review of professionalism within LIS." Library Management 38, no. 2/3 (March 14, 2017): 142–52. http://dx.doi.org/10.1108/lm-07-2016-0053.

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Purpose The purpose of this paper is to examine the nature of professionalism within Library and Information Science (LIS) and in doing so draw comparisons with the education and medicine professions. Design/methodology/approach The paper provides a review of the extant literature from the three professions and gives a brief review of the theoretical constructs of professional knowledge using the work of Eisner and Eraut to explore knowledge types. It then relates these definitions to knowledge use within LIS, education and medicine, before examining the roles that professional associations have on the knowledge development of a profession. It concludes with a reflection on the future of professionalism within LIS. Findings The literature suggests a fragmented epistemological knowledge-base and threats to its practices from outside professions. It does, however, find opportunities to redefine its knowledge boundaries within the phronetic practices of LIS and in socio-cultural uses of knowledge. It finds strengths and weaknesses in professionalism within LIS and its practitioners. Originality/value This review provides a contemporary update to several earlier, related, works and provides useful context to current efforts to professionalise LIS by the Chartered Institute of Library and Information Professionals.

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13

Ap, M. Adi Putra, and Nurida Shofiria. "RAGAM PROFESIONALISME GURU BIMBINGAN DAN KONSELING ZAMAN NOW." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 3, no. 1 (September 3, 2019): 15. http://dx.doi.org/10.26740/bikotetik.v3n1.p15-24.

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Teacher Guidance and Counseling in the present day must have a strong foundation of educational science, because the Counselor is one of the types of education personnel in the Law of the Republic of Indonesia Number 20 of 2003. In line with the recognition of government policy counselors in developing the quality of teacher Guidance and Counseling. Teacher certification policy is expected to be able to improve the quality of teacher professionalism Counseling Guidance / Counselor. However, teacher certification did not have a significant impact on improving the professionalism of teacher guidance and counseling, there are still many teachers who have low UKG Counseling / Counselor scores, there are still many Teachers Counseling Guidance / low quality quality counselors and the lack of scientific work contributions generated by teachers Counseling Guidance / Counselors Therefore, it is necessary to have various forms of professional improvement in Guidance and Counseling Teachers so as to increase the choice of Counseling / Counselor Guidance methods in developing Skills professionalism. In developing the professionalism of the Counseling / Counselor Guidance there are several methods, methods in the form of education and training and not education and training, and to realize a truly professional and competent teacher is not enough to follow the PLPG / PPG certification program, the government must have a program continued after the teacher Counseling / Counselor Guidance has a professional certificate to maintain and uplift knowledge according to the times, there are dimensions that must be fulfilled so that the professionalism is maintained, guarantees and always increases in accordance with the needs and demands that develop, among others, with Continuing Professionality Development). Facilitated Counseling / Counseling Teachers and routinely carrying out Continuous Professional Development will certainly show very significant results in the development of Counseling / Counseling Teacher Skills so as to add insight, skills and competencies in today's era.

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14

Blinov, V. I., and L. N. Kurteeva. "Professionalitet — new essence and old meanings." Transport Technician: Education and Practice 2, no. 3 (September 14, 2021): 248–55. http://dx.doi.org/10.46684/2687-1033.2021.3.248-255.

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Research is devoted to a new strategic initiative for the development of secondary vocational education "Professionalitet". This initiative is declared as a new level of education in colleges and contains approaches and principles for updating the content of vocational education, intensifying the development of professional educational organizations and reducing the duration of training.A retrospective analysis of the history of secondary vocational education revealed the predisposition of this level of education to rejection and change in the semantic connotations of the levels of vocational education in different historical periods. The process of development is often presented as a struggle of emerging new entities with old meanings, which inevitably continue to function in the minds of people. Historical retrospective knowledge gives us the opportunity to optimize our views on the inevitable new and the obsolete old.Presents the characteristics of the project "Professionalitet". The analysis of the socio-economic reasons for the creation of professionalism allows us to speak about its objective necessity, and the presented structure of the new level of education gives an answer to the question-due to what the training period will be reduced. Special attention is paid to the risks and problems that will have to be faced when implementing this project.

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15

McAllum, Kirstie. "Volunteers as Boundary Workers: Negotiating Tensions Between Volunteerism and Professionalism in Nonprofit Organizations." Management Communication Quarterly 32, no. 4 (August 5, 2018): 534–64. http://dx.doi.org/10.1177/0893318918792094.

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This article employs a boundary work framework to analyze how volunteers from two nonprofit human services organizations navigated the tensions between volunteerism and professionalism. Based on interview data and analysis of organizational documents, the study found that volunteers at the first organization, fundraisers for child health promotion and parent education, dichotomized volunteerism and professionalism as incompatible social systems with divergent objectives, practices, and tools. Volunteers at the second organization, which provides emergency ambulance services, engaged in constant boundary crossing, oscillating between a volunteer and professional approach to tasks and relationships depending on the context. In both cases, paid staff and members of the public affected participants’ ability to engage in boundary work. The study offers insights for nonprofit organizations wishing to professionalize their volunteer workforce by specifying how volunteer job types, organizational structure, and interactional partners’ feedback impact volunteers’ ability to engage in boundary crossing, passing, and boundary spanning.

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16

Kasman, Deborah L., Kelly Fryer-Edwards, and Clarence H. Braddock. "Educating for Professionalism." Academic Medicine 78, no. 7 (July 2003): 730–41. http://dx.doi.org/10.1097/00001888-200307000-00017.

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Bulstrode, Christopher. "Educating for Professionalism." BMJ 323, Suppl S3 (September 1, 2001): 0109351a. http://dx.doi.org/10.1136/sbmj.0109351a.

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18

Gunderman, Richard B., and Aleksandar Alavanja. "Education in Professionalism:." Academic Radiology 23, no. 5 (May 2016): 652–54. http://dx.doi.org/10.1016/j.acra.2015.12.003.

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Gunderman, Richard B. "Education in Professionalism." Academic Radiology 23, no. 5 (May 2016): 655–57. http://dx.doi.org/10.1016/j.acra.2015.12.022.

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Gunderman, Richard B. "Education in Professionalism." Academic Radiology 22, no. 6 (June 2015): 802–4. http://dx.doi.org/10.1016/j.acra.2015.01.017.

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Gunderman, Richard B. "Education in Professionalism." Academic Radiology 22, no. 8 (August 2015): 1050–51. http://dx.doi.org/10.1016/j.acra.2015.06.009.

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Gunderman, Richard B. "Education in Professionalism." Academic Radiology 22, no. 12 (December 2015): 1612–13. http://dx.doi.org/10.1016/j.acra.2015.08.012.

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23

Teresa Giovanazzi. "For a culture of sustainability. Pedagogical reflection, educational professionalism 0-6." Form@re - Open Journal per la formazione in rete 21, no. 2 (July 31, 2021): 160–68. http://dx.doi.org/10.36253/form-11330.

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Increasing awareness about the impending ecological crisis urges pedagogical research to project itself into the future and promote the training of human resources that is both responsible and aware of the educational value associated with the Environment. This paper, without claiming to be exhaustive, considers some challenges to transform the conditions of people and ecosystems within a culture of sustainability. Identifying balanced and authentic ways to inhabit the Earth is primordial to achieve the aforementioned objective and imply promoting effective educational actions through a new mindset between responsibilities and shared values. The governance of the educational ecosystem shall be the starting point with a particular focus on educational professionals 0-6. To make these multifaceted challenges a reality, the development of skills for professionals working in the educational and training services of childhood should be considered first. This is an unprecedented opportunity for the construction of sustainable skills that support the development of educational professionals 0-6 to take care of the environment. Per una cultura della sostenibilità. Riflessioni pedagogiche, professionalità educative 0-6 Assumere consapevolezza della rilevanza della crisi ecologica sollecita la ricerca pedagogica a proiettarsi nel tempo futuro, promuovendo una formazione delle risorse umane responsabile e consapevole del valore educativo dell’ambiente. Il presente contributo, senza pretesa di esaustività, si interroga sulle sfide di un cambiamento necessario nella prospettiva di migliorare le condizioni delle persone e degli ecosistemi, per una cultura della sostenibilità. Individuare modi più equilibrati e autentici per abitare la Terra implica promuovere azioni educative efficaci attraverso una nuova forma mentis, tra responsabilità e valori condivisi, muovendo dalla governance dell’ecosistema formativo con peculiare riferimento alle professionalità educative 0-6. Accostarsi alla realtà multiforme, a partire da chi opera nei servizi educativi e formativi dell’infanzia, richiede uno sguardo inedito nella costruzione di competenze sostenibili per lo sviluppo di professionalità educative 0-6 che sappiano prendersi cura dell’ambiente, nel segno dell’ecologia integrale.

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박용남 and Keejoon Yoon. "From Physical Education Lesson Professionalism to School Physical Education Professionalism: Re-conceputualizing Elementary Physical Education Teacher Professionalism." Korean Journal of Elementary Education 30, no. 2 (June 2019): 53–64. http://dx.doi.org/10.20972/kjee.30.2.201906.53.

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Starc, Andrej. "Nursing Professionalism in Slovenia." Nursing Science Quarterly 22, no. 4 (October 2009): 371–74. http://dx.doi.org/10.1177/0894318409344758.

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The purpose of this column is to conceptualize nursing professionalism in Slovenia as a mutual process between social change and the education of professional nurses. The process of educating professional nurses in Slovenia occurs in a changing social and organizational context. As the complexity and speed of change increases it is becoming increasingly essential for all nurses to have expert knowledge, skills, and competencies. The author also aims to present the autonomy of new healthcare and the new theoretical concept of nursing as scientific human capital in Slovenia.

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Elder, W. G., Carol Hustedde, Dave Rakel, and Jennifer Joyce. "CAM Curriculum Activities to Enhance Professionalism Training in Medical Schools." Complementary health practice review 13, no. 2 (April 2008): 127–33. http://dx.doi.org/10.1177/1533210107313917.

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Enhancing the professionalism of graduates is a major objective of most health care education institutions today. Educating conventional health care providers about complementary and alternative medicine (CAM) may directly and indirectly improve trainee professionalism by expanding trainees' knowledge and appreciation of diverse health care beliefs and practices, improving physician—patient communication, enhancing self-care, and increasing sense of competence and job satisfaction. A survey based on professional competencies proposed by the Consortium of Academic Health Centers for Integrative Medicine was administered to the grantees of the National Institutes of Health, National Center for Complementary and Alternative Medicine R-25 CAM education project initiative. The survey's aim was to identify project activities that taught professionalism skills. All projects reported curricular features that enhanced trainee professionalism, with substantial percentages of project effort directed toward professionalism-related activities.

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27

Torlone, Francesca. "Lo specialista del trattamento per l'apprendimento trasformativo nei contesti penitenziari: la costruzione di identità del funzionario giuridico-pedagogico." QUADERNI DI ECONOMIA DEL LAVORO, no. 112 (March 2021): 103–27. http://dx.doi.org/10.3280/qua2020-112008.

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Le trasformazioni occorse nel tempo nella cultura del sistema penale e peni-tenziario hanno inciso sulla identità professionale dei professionisti della funziona-lità giuridico-pedagogica. Il passaggio ad una cultura "rieducante" del sistema-carcere nel secondo dopo-guerra ha messo in luce una nuova identità, un nuovo ruolo cui non sempre si accompagnano nuove consapevolezze e pratiche educative. Il contributo intende ricostruire l'identità di ruolo del funzionario giuridico-pedagogico all'interno delle professioni educative e formative. A tal fine sono utilizzati elementi di rappresentazioni degli attori organizzativi e prospettive identita-rie legate al modo in cui ogni istituto costruisce il senso della professionalità giuridi-copedagogica con i dispositivi in uso e alimenta la cultura del lavoro educativo in carcere. Il contributo si conclude con alcune riflessioni sulla configurazione del funzionario giuridico-pedagogico come "specialista del trattamento" in relazione alla sua capacità di gestire ogni elemento del proprio lavoro in chiave educativa e di co-struire in autonomia il senso del suo ruolo professionale.

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Latif, Muhammad Zahid, Intzar Hussain, Rahila Nizami, and Muhammad Athar Khan. "PROFESSIONALISM;." Professional Medical Journal 25, no. 08 (August 4, 2018): 1134–37. http://dx.doi.org/10.29309/tpmj/2018.25.08.79.

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Medical professionalism is an ethical phenomena which is based on therequirements about competence, truthfulness and high moral values during the practice ofmedicine. It develops the foundation of the trust between doctor, patient and the society. It isrobustly associated with concepts of social responsibility and accountability. There is a needto study the concepts of professionalism in the context of cultural diversity related with crosscultural believes, values and attitudes. The conflicting values of different cultures may affectthe perception about professionalism in the local and global context. Medical educationalistsare facing the challenges of teaching professionalism due to the explosion of informationtechnology and globalization. Similarly the rapid privatization of medical education in Pakistanhas raised versatile issues related with medical professionalism. This article reviews the relevantliterature regarding professionalism and medical education in the context of Pakistan.

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29

Hilton, Sean, and Lesley Southgate. "Professionalism in medical education." Teaching and Teacher Education 23, no. 3 (April 2007): 265–79. http://dx.doi.org/10.1016/j.tate.2006.12.024.

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The Lancet. "Medical education and professionalism." Lancet 373, no. 9668 (March 2009): 980. http://dx.doi.org/10.1016/s0140-6736(09)60586-9.

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Khan, Rabeea, Andrew G. Lee, Karl C. Golnik, and Jaya Paranilam. "Residency Education Professionalism Vignettes." Ophthalmology 120, no. 4 (April 2013): 874–874. http://dx.doi.org/10.1016/j.ophtha.2012.10.035.

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32

Parthasarathy, R. "Professionalism in Engineering Education." IETE Technical Review 2, no. 5 (May 1985): 147–49. http://dx.doi.org/10.1080/02564602.1985.11437747.

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33

Twining, William. "Professionalism in legal education." International Journal of the Legal Profession 18, no. 1-2 (July 2011): 165–72. http://dx.doi.org/10.1080/09695958.2011.634997.

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34

Bertsche, Patricia K. "Education: Foundation for Professionalism." AAOHN Journal 38, no. 7 (July 1990): 334–37. http://dx.doi.org/10.1177/216507999003800707.

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35

Rhodes, Rosamond, Devra Cohen, Erica Friedman, and David Muller. "Professionalism in Medical Education." American Journal of Bioethics 4, no. 2 (June 2004): 20–22. http://dx.doi.org/10.1162/152651604323097673.

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36

Szymankiewicz, Mark. "Medical education and professionalism." Bulletin of the Royal College of Surgeons of England 96, no. 9 (October 2014): 312–13. http://dx.doi.org/10.1308/147363514x14042954769591.

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Education is regarded as being universally important, even fundamental. The ability to learn (and educate) is an important part of what makes us human. However, it is often one of the first activities to be curbed – particularly in the recent climate of increased service demand and austerity. Throughout the past 15 years of my medical career, from medical student through to surgical registrar, I have seen signs of this key professional activity being slowly eroded.

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37

Koff, Susan R., and Gianna Limone Mistry. "Professionalism in dance education." Research in Dance Education 13, no. 1 (February 17, 2012): 83–97. http://dx.doi.org/10.1080/14647893.2011.651114.

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38

Dickstein, L. J. "Educating for Professionalism: Creating a Culture of Humanism in Medical Education." JAMA: The Journal of the American Medical Association 285, no. 24 (June 27, 2001): 3147—a—3148. http://dx.doi.org/10.1001/jama.285.24.3147-a.

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Galeshi, Roofia, and Hamid Reza Taimoory. "Online Education." International Journal of Online Pedagogy and Course Design 9, no. 4 (October 2019): 1–17. http://dx.doi.org/10.4018/ijopcd.2019100101.

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Professionalism is an important factor for maintaining the quality of teaching and learning. Despite the large shift in the nature of teaching and learning, due to the rise of digital influences, the perception of professionalism remains a relevant and essential concept in the field of education. This exploratory case study presents the results of a survey aimed at understanding mathematics teachers' perceptions of professionalism and its relationship with self-efficacy and job satisfaction. The results indicate that mathematics teacher perceptions of their interpersonal relationships with the students significantly influences their perception of professionalism in teaching. We argue that in the age of globalization and the increasing influence of technology in the classroom, the interpersonal relationship continues to be at the forefront of the teaching profession. Our findings suggest that positive interpersonal relationships can enhance teachers' daily experiences and create a positive learning environment for the students.

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Khakwani, Sofia, Shaista Khalid, and Mushtaq Ahmad. "TEACHERS’ PROFESSIONALISM: EXPLORING THE PUBLIC-SCHOOL TEACHERS PROFESSIONALISM." Pakistan Journal of Social Research 04, no. 03 (November 30, 2022): 910–15. http://dx.doi.org/10.52567/pjsr.v4i03.969.

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Teacher professionalism means expertise and consulting determined standards in education. Novel considerations of teacher professionalism that offer professional environments for teachers to take responsibility for their performance. In the educational context, teacher professionalism emphasis on teachers' professional education such as being good at their job, fulfilling the standards, and attaining success. This survey research explores the levels of Dera Ghazi khan teachers ‘professionalism. Self-developed questionnaire of professionalism scale with line of national professional standards for teachers in Pakistan (2009) comprising factors of subject matter knowledge, human growth and development, knowledge of Islamic ethical values, instructional planning and strategies, assessment, learning environment, and effective communication and proficient use of information communication technologies was used. The sample of the study comprised 360 primary school teachers from the Dera Ghazi khan, districts of Punjab province. The analysis showed an average level of professionalism among public primary school teachers of the Dera Ghazi khan, districts. A significant difference concerning the gender and job experience of the teachers was found. It is concluded that a sense of professionalism is normal among some primary school teachers of Dera Ghazi khan districts. Recommendations have been drawn to replicate the study with a more diverse sample and introduction of teacher professional training programs for teachers to develop a sense of professionalism. Keywords: Teacher professionalism, teacher education, professional development, teaching performance, national professional standards, national education policy-2009.

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Frye, Victoria, Marlene Camacho-Rivera, Kaliris Salas-Ramirez, Tashuna Albritton, Darwin Deen, Nancy Sohler, Samantha Barrick, and Joäo Nunes. "Professionalism." Academic Medicine 95, no. 6 (June 2020): 860–63. http://dx.doi.org/10.1097/acm.0000000000003266.

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Bligh, John. "Professionalism." Medical Education 39, no. 1 (January 2005): 4. http://dx.doi.org/10.1111/j.1365-2929.2004.02075.x.

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Tlili, Anwar. "Exploring professionalism." Journal of Further and Higher Education 34, no. 1 (February 2010): 135–36. http://dx.doi.org/10.1080/03098770903525231.

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Lumsden, Karen. "‘It’s a Profession, it Isn’t a Job’: Police Officers’ Views on the Professionalisation of Policing in England." Sociological Research Online 22, no. 3 (September 2017): 4–20. http://dx.doi.org/10.1177/1360780417724062.

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This article focuses on police officers’ views on the professionalisation of policing in England against a backdrop of government reforms to policing via establishment of the College of Policing, evidence-based policing, and a period of austerity. Police officers view professionalisation as linked to top-down government reforms, education and recruitment, building of an evidence-base, and ethics of policing (Peelian principles). These elements are further entangled with new public management principles, highlighting the ways in which professionalism can be used as a technology of control to discipline workers. There are tensions between the government’s top-down drive for police organisations to professionalise and officers’ bottom-up views on policing as an established profession. Data are presented from qualitative interviews with 15 police officers and staff in England.

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Agustina, Fuji, Ahmad Suriansyah, and Asniwati. "Teacher Professionalism Development." Journal of K6 Education and Management 4, no. 2 (October 1, 2021): 207–16. http://dx.doi.org/10.11594/jk6em.04.02.09.

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The professionalism of educators is closely related to the quality of education, because the learning process as the core of education will depend on professional educators. The purpose of this study, researchers can determine the development of teacher professionalism from the aspects; 1) preparation; 2) implementation; 3) evaluation of the model for developing the professionalism of kindergarten teachers. This study uses a descriptive qualitative approach with the design of several sites with data collection through interviews, observation, and documentation. The stages include reduction, presentation, and conclusion drawing with research conducted at TK Aisyiyah 39 Al Ummah Banjarmasin and TK Aisyiyah 42 Banjarmasin. The results showed; 1) preparation consists of agenda from the Education Office, input from supervisors and cluster development planning; 2) the implementation of development consists of the implementation of development from the education office, at the school and cluster levels; 3) the development evaluation by the education office needs to be increased again on the development frequency agenda, the development material is directed at practical abilities, and the intensity of the PTK development material needs to be increased.

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Dickson, Judith. "Clinical Legal Education in the 21st Century: Still Educating for Service?" International Journal of Clinical Legal Education 1 (July 18, 2014): 33. http://dx.doi.org/10.19164/ijcle.v1i0.129.

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<p>As a lawyer and clinical legal educator, I have direct experience of the ways in which clinical legal education programmes in Australia2 provide legal services to poor and disadvantaged people. In this context I recently began to wonder about the image of lawyers and of the legal profession, that other clinical educators and I portray in our work and about the values underlying clinical legal education.3 I began to think that despite a longstanding commitment to access to justice,4 clinical legal education in Australia might actually be acquiescing in a notion of professionalism that is counter to that commitment. </p><p>In this article I explore the connection between the continuing commitment of clinical legal education to the provision of legal services to those unable to otherwise afford them and the notions of professionalism traditionally adopted by the organised legal profession. In doing so I focus on the Australian legal environment as the one with which I am most familiar. However, I believe the issues I raise are relevant for other legal educators concerned about the state of the legal profession in their jurisdictions and about the values which clinical legal education imparts to law students.</p>

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Niku, Elpires Muhamad, Maisyaroh Maisyaroh, and Syamsul Hadi. "Developing Teacher Professionality Through Education Supervision." International Research-Based Education Journal 2, no. 2 (June 30, 2020): 45. http://dx.doi.org/10.17977/um043v2i2p45-53.

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This article aims to describe developing professionalism of teachers through educational supervision. As related to the discussion isteacher professionalism includes understanding of the profession, understanding of professionalism, measurement of teacher professionalism, and the influence of teacher professionalism on learning outcomes. Andeducational supervision includes understanding of educational supervision, the objectives and functions of educational supervision, types of educational supervision, as well as the principles and approaches in educational supervision. The results of the discussion can show (a) develop teacher professionalism possessed ability which is the result of cognitive work to carry out tasks so that students obtain optimal learning outcomes, so that the creation of quality or quality education, and (b) through the supervision of education coaching activities or activities carried out by a professional to assist teachers and other education personnel in improving teaching materials, methods and evaluations by continuously stimulating, coordinating and mentoring so that teachers become more professional in increasing the achievement of school goals

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Musgrave, Jackie. "Educating the Future Educators: The Quest for Professionalism in Early Childhood Education." Contemporary Issues in Early Childhood 11, no. 4 (January 2010): 435–42. http://dx.doi.org/10.2304/ciec.2010.11.4.435.

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Bulstrode, C. "Book: Educating for Professionalism: Creating a Culture of Humanism in Medical Education." BMJ 322, no. 7302 (June 30, 2001): 1609. http://dx.doi.org/10.1136/bmj.322.7302.1609.

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Kavic, Michael S. "Professionalism, Passion, and Surgical Education." JSLS : Journal of the Society of Laparoendoscopic Surgeons 14, no. 3 (2010): 321–24. http://dx.doi.org/10.4293/108680810x12924466007601.

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