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Artículos de revistas sobre el tema "Professional development"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2024

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1

Woo, Hongryun, Junfei Lu, Chaiqua Harris y Bridget Cauley. "Professional Identity Development in Counseling Professionals". Counseling Outcome Research and Evaluation 8, n.º 1 (2 de enero de 2017): 15–30. http://dx.doi.org/10.1080/03054985.2017.1297184.

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2

Saunders, Mary. "Practice Professional Development PlanningPractice Professional Development Planning". Nursing Standard 18, n.º 26 (10 de marzo de 2004): 29. http://dx.doi.org/10.7748/ns2004.03.18.26.29.b377.

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3

Grabsch, Dustin K., Lori L. Moore, Kristyn Muller y Austin Mazzolini. "Student Affairs Professionals’ Self-Reported Professional Development Needs by Professional Level". College Student Affairs Journal 37, n.º 2 (2019): 143–55. http://dx.doi.org/10.1353/csj.2019.0011.

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4

Schambach, Thomas y J. Ellis Blanton. "The professional development challenge for IT professionals". Communications of the ACM 45, n.º 4 (abril de 2002): 83–87. http://dx.doi.org/10.1145/505248.505250.

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5

Rothwell, Andrew y John Arnold. "How HR professionals rate 'continuing professional development'". Human Resource Management Journal 15, n.º 3 (julio de 2005): 18–32. http://dx.doi.org/10.1111/j.1748-8583.2005.tb00151.x.

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6

Pritchard, Michael S. y Elaine E. Englehardt. "Moral Development and Professional Integrity". International Journal of Applied Philosophy 31, n.º 2 (2017): 227–40. http://dx.doi.org/10.5840/ijap201831393.

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We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their ex­pertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual emergence of their professional integrity. We will discuss both what this integrity involves and how the basic moral development of children contributes to its emergence in professional life.
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7

Webster-Wright, Ann. "Reframing Professional Development Through Understanding Authentic Professional Learning". Review of Educational Research 79, n.º 2 (junio de 2009): 702–39. http://dx.doi.org/10.3102/0034654308330970.

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Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.
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8

Horn, Leigh Van. "Re-imagining Professional Development". Voices from the Middle 13, n.º 4 (1 de mayo de 2006): 58–63. http://dx.doi.org/10.58680/vm20065188.

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Van Horn deems three “recognitions” as essential to truly internalizing professional development: what and how we learn; the importance of individuals, contexts, and community in learning; and the ongoing nature of learning. Here, she provides an overview and examples of ideas about professional development and how we might develop ourselves as professionals. A look at professional development opportunities from NCTE is included.
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9

Wilkinson, Fiona. "Professional development". Nursing Standard 3, n.º 19 (4 de febrero de 1989): 40. http://dx.doi.org/10.7748/ns.3.19.40.s65.

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10

Miller, Stephanie y Abigail Elder. "Professional Development". OLA Quarterly 14, n.º 3 (2008): 1. http://dx.doi.org/10.7710/1093-7374.1204.

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11

McGregor, John D. "Professional development." Journal of Object Technology 5, n.º 6 (2006): 17. http://dx.doi.org/10.5381/jot.2006.5.6.c2.

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12

Hinchliff, Sue. "Professional development". Nursing Standard 13, n.º 35 (19 de mayo de 1999): 58. http://dx.doi.org/10.7748/ns.13.35.58.s64.

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13

White, A. "Professional development". British Dental Journal 180, n.º 1 (enero de 1996): 9. http://dx.doi.org/10.1038/sj.bdj.4808961.

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14

Vucinich, Christine L. "Professional development". ACM SIGUCCS plugged in 1, n.º 2 (septiembre de 2012): 11. http://dx.doi.org/10.1145/2424451.2424459.

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15

Newton, Lynn D. "Professional development". Management in Education 15, n.º 2 (abril de 2001): 10–11. http://dx.doi.org/10.1177/08920206010150020401.

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16

Cartwright, Eva. "Professional development". Primary Teacher Update 2012, n.º 8 (mayo de 2012): 38. http://dx.doi.org/10.12968/prtu.2012.1.8.38.

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17

Schlichter, Carol L. y F. Richard Olenchak. "Professional development". Roeper Review 14, n.º 3 (marzo de 1992): 159–62. http://dx.doi.org/10.1080/02783199209553414.

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18

Blythe, Natalie. "Professional Development". Leading Edge 33, n.º 3 (marzo de 2014): 344–45. http://dx.doi.org/10.1190/tle33030344.1.

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19

Blythe, Natalie. "Professional Development". Leading Edge 33, n.º 4 (abril de 2014): 464. http://dx.doi.org/10.1190/tle33040464.1.

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20

Draganov, Deyan y Jenny Cole. "Professional Development". Leading Edge 33, n.º 7 (julio de 2014): 798–800. http://dx.doi.org/10.1190/tle33070798.1.

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21

Lasater, Kristin. "Professional Development". Leading Edge 33, n.º 9 (septiembre de 2014): 1052–54. http://dx.doi.org/10.1190/tle33091052.1.

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22

Smith, Sara E. y Mallory Trumbore. "Professional Development". Leading Edge 34, n.º 1 (enero de 2015): 126–28. http://dx.doi.org/10.1190/tle34010126.1.

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23

Presson, Melissa. "Professional Development". Leading Edge 34, n.º 4 (abril de 2015): 472–73. http://dx.doi.org/10.1190/tle34040472.1.

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24

Trumbore, Mallory. "Professional Development". Leading Edge 34, n.º 8 (agosto de 2015): 976–77. http://dx.doi.org/10.1190/tle34080976.1.

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25

Fernando, John R. "Professional Development". Leading Edge 35, n.º 2 (febrero de 2016): 206–7. http://dx.doi.org/10.1190/tle35020206.1.

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26

Chávez-Pérez, Sergio. "Professional Development". Leading Edge 35, n.º 4 (abril de 2016): 378–79. http://dx.doi.org/10.1190/tle35040378.1.

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27

Brown, Marilyn K. y Natalie Blythe. "Professional Development". Leading Edge 35, n.º 8 (agosto de 2016): 715. http://dx.doi.org/10.1190/tle35080715.1.

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28

Fernando, K. John R. "Professional Development". Leading Edge 36, n.º 5 (mayo de 2017): 446. http://dx.doi.org/10.1190/tle36050446.1.

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29

Prottsman, Mary Fran. "Professional Development". Journal of Hospital Librarianship 6, n.º 1 (mayo de 2006): 115–20. http://dx.doi.org/10.1300/j186v06n01_12.

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30

Fuqua, Laurel. "Professional Development". Diabetes Educator 14, n.º 1 (febrero de 1988): 46. http://dx.doi.org/10.1177/014572178801400117.

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31

Harrington, Rebecca L. "Professional Development". Diabetes Educator 15, n.º 4 (agosto de 1989): 306–8. http://dx.doi.org/10.1177/014572178901500405.

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32

Farrell-Miller, Pamela y Paula Gentry. "Professional Development". Diabetes Educator 15, n.º 5 (octubre de 1989): 418–22. http://dx.doi.org/10.1177/014572178901500505.

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33

Fuqua, Laurel L. "Professional Development". Diabetes Educator 16, n.º 2 (abril de 1990): 140. http://dx.doi.org/10.1177/014572179001600212.

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34

McLeod, Brucie. "Professional Development". Diabetes Educator 16, n.º 5 (octubre de 1990): 375–76. http://dx.doi.org/10.1177/014572179001600508.

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35

Fox, Margaret A. y M. Sandra Winter. "Professional Development". Diabetes Educator 17, n.º 1 (febrero de 1991): 68–70. http://dx.doi.org/10.1177/014572179101700113.

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36

Griffiths, Rhonda D. y Robert G. Moses. "Professional Development". Diabetes Educator 17, n.º 2 (abril de 1991): 125–28. http://dx.doi.org/10.1177/014572179101700221.

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37

Satterfield, Dawn y Julie Kling. "Professional Development". Diabetes Educator 17, n.º 4 (agosto de 1991): 321–25. http://dx.doi.org/10.1177/014572179101700412.

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38

Comi, Richard J. "Professional Development". Diabetes Educator 17, n.º 6 (diciembre de 1991): 442–45. http://dx.doi.org/10.1177/014572179101700604.

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39

Smith, Ronald E., Arnall Patz y Gary Arsham. "Professional Development". Diabetes Educator 18, n.º 2 (abril de 1992): 155–56. http://dx.doi.org/10.1177/014572179201800210.

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40

Piloian, Betsy B. "Professional Development". Diabetes Educator 18, n.º 4 (agosto de 1992): 293–96. http://dx.doi.org/10.1177/014572179201800406.

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41

Clark, Loretta M., Leslie P. Plotnick, Genie L. Wessel y Treva L. Zyna. "Professional Development". Diabetes Educator 18, n.º 6 (diciembre de 1992): 515–19. http://dx.doi.org/10.1177/014572179201800610.

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42

Murphy, Frederick G., Dawn Satterfield, Robert M. Anderson y Alacia Edgar Lyons. "Professional Development". Diabetes Educator 19, n.º 2 (abril de 1993): 113–18. http://dx.doi.org/10.1177/014572179301900204.

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43

Balsam, Alan L., Dan Merrigan, Kate Alich, Patricia Mackey, Lily Green y Joel Reisman. "Professional Development". Diabetes Educator 19, n.º 3 (junio de 1993): 223–28. http://dx.doi.org/10.1177/014572179301900310.

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44

Pichert, James W. y Marie L. Ivlynn Penha. "Professional Development". Diabetes Educator 19, n.º 4 (agosto de 1993): 273–77. http://dx.doi.org/10.1177/014572179301900405.

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45

Cleary, Margaret E. "Professional Development". Diabetes Educator 19, n.º 4 (agosto de 1993): 280–85. http://dx.doi.org/10.1177/014572179301900406.

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The purpose of this department is to pro vide our readers with a forum to share ideas, insights, and individual expertise in a broad range of categories relating to pro fessional develpment and growth. Authors are invited to submit manuscripts that ad dress specific strategies and/or practical approaches relating to the responsibilities of the diabetes health care professional. Pa pers that creatively apply business. market ing, human resource development, leadership, and management skills to dia betes education are of particular interest. Manuscripts should be limited to 8 to 10 double-spaced pages and sent to Profes sional Development editor Gail A. D 'Eramo-Melkus, EdD, RN, Yale Univer sity School ofNursing, 25 Park St, PO Box 9740, New Haven, CT06536-0740.
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46

Seley, Jane J. "Professional Development". Diabetes Educator 19, n.º 5 (octubre de 1993): 386–91. http://dx.doi.org/10.1177/014572179301900504.

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47

Vining, Fern y Julie Romasanta. "Professional Development". Diabetes Educator 20, n.º 1 (febrero de 1994): 55–63. http://dx.doi.org/10.1177/014572179402000111.

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48

Wright, Donna A. y Ruth Breitenbach. "Professional Development". Diabetes Educator 20, n.º 4 (agosto de 1994): 279–82. http://dx.doi.org/10.1177/014572179402000403.

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49

Crowder, Pamela F. "Professional Development". Diabetes Educator 21, n.º 5 (octubre de 1995): 407–8. http://dx.doi.org/10.1177/014572179502100503.

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50

Kirk, Roey. "Professional Development". JONA: The Journal of Nursing Administration 16, n.º 7 (julio de 1986): 9???12. http://dx.doi.org/10.1097/00005110-198607000-00002.

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