Tesis sobre el tema "Professional education"
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Khalezova, L. "Globalism in professional education". Thesis, Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63813.
Texto completoSimpson, Yvonne. "The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England". Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.
Texto completoWhiting, Denise. "Conceptions of professional ethics and professional codes in education". Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.
Texto completoSchroeder, James. "Professional development in technology education". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.
Texto completoGallagher, Ann. "Healthcare virtues and professional education". Thesis, University of Central Lancashire, 2003. http://clok.uclan.ac.uk/19052/.
Texto completoPorter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.
Texto completoChan, Man Wai (Sarah). "Mandatory versus voluntary Continuing Professional Education : perspectives from the nursing profession". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39546/.
Texto completoMuller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.
Texto completoENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.
Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.
Texto completoThe purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effective their experiences were with Twitter as a PD tool. Results of this study can be used to improve current practice, and provide a low cost, accessible, and available mechanism to foster an on-going, learner-centered, approach to PD, thus allowing teachers to become more involved in their own professional growth. For the 4 participants in this study, Twitter use for PD and its effectiveness varied greatly. The effectiveness of the tool depended on the participant’s fluency with the technology and attitude towards social media. For the most fluent participant, Twitter met most of the requirements for effectiveness; however, Twitter use did not automatically provide a mechanism for reflection or self-assessment; nor did Twitter use provide an evaluation of the experience, both requirements of effective PD. With added evaluation and self-assessment processes, and with a fluent practitioner, Twitter does have the potential to be a very effective PD tool with its low cost, accessibility, and availability.
Devlin, Linda. "Higher education partnerships for continuing professional development in education". Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.
Texto completoBennett, Sandra M. "Exploring the relationship between continuing professional education and job satisfaction for information technology professionals in higher education". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5296/.
Texto completoAlonso, Patricia. "Education for Professional Practice: Runestone Model". Thesis, Uppsala University, Department of Information Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-98321.
Texto completoNowadays, types of production and process technology are present in most ofsectors of the economy. The rate of progress is very fast and the manner in which technology is deployed and used undergoes continuous change. This is perhaps especially true for Information Technologies, where computers now have a great influence on our society. Therefore education in Computer Science should respond to the nature of the discipline and also be very dynamic.
In higher education, the transition from University to the beginning of professional career is a crucial moment for students. Education in Computer Science is focused on technical skills. Typically not much attention is given to the non-technical skills needed for life as a computing professional.
This thesis studies the current state of education in Computer Science, and how it trains students for their future professional career and factors that increase their successfulness and competitiveness in Industry. Universities typically provide students with an excellent technical education. But, nowadays the profile of professionals in Computing requires also other complementary aspects.
For this study, the thesis investigates an innovative approach to integratingprofessional practice into University education. The Runestone project, a coursegiven since the mid 1990's is a collaboration between the Universities of Uppsala (Sweden), GVSU Allendale, MI (USA) and Turku (Finland). This course, with its international perspective, hopes to train to the students not only in technical skills but also in non-technical skills representative of modern professional practice. The course encourages the students to realise the importance of these other aspects, understanding the function of a professional with a wider perspective.
The thesis studies the 2007 offering of the Runestone project. It analyzes theexperiences of teachers and students, drawing on interview and survey information. Data sources include interviews and survey responses from the teachers of the three participating Universities as well as students from the three countries involved.
The thesis has two objectives: to study the attitudes of the teacher in regard to the intention of the course and the study of students as they gain experience as a result of the course. The part of the analysis dealing with the teachers is centred in the study of their vision of the current education of Computer Science, their motivations and objectives of the course, the structure, methodology and tools used for it, the course as international project and the importance of the learning of communication in team. The part of the analysis of student's experience and motivation is centred in their vision of the courses role in their future professional practice in computing, motivations for the course, acquired skills during the course, how they worked in a team and the course as an international project.
Bostock, John Raymond. "Conceptualising teacher education in professional training". Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/313187/.
Texto completoPlimmer, Frances Anne Sterry. "Professional education and training of valuers". Thesis, University of South Wales, 1999. https://pure.southwales.ac.uk/en/studentthesis/professional-education-and-training-of-valuers(f285c692-3425-4d04-8d70-151e0f7d8db0).html.
Texto completoHacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.
Texto completoRonfeldt, Matthew Stephen. "Crafting core selves during professional education /". May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Texto completoGraham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency". Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.
Texto completoSince the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.
My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.
The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.
Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development". Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.
Texto completoThis study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance of the topic. The online survey and interviews indicated teachers were interested and willing to participate in online professional development when they could choose the topic and the setting in which the learning takes place. An additional motivator was the benefit of collaboration and support provided by the facilitator, both during and after the training. Teachers shared their ability to make connections and to reflect on their own experiences increased when they had the opportunity to work collaboratively with the facilitator to develop and implement a lesson using the new knowledge or skill. Teachers who identified taking relevant district online professional development with collaborative facilitators also reported specific examples of how they implemented skills in their classrooms. Teachers described how the district online professional development helped to improve their students’ learning.
Beaulieu, Evelyn H. "An Exploration of the Use of Professional Development Standards in Adult Education Professional Development". Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/BeaulieuEH2007.pdf.
Texto completoHolkner, Bernard 1953. "Developing computer communications for professional collaboration". Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.
Texto completoThomas, Julia Jane. "Professional commitment to advertising the relationship between advertising education and professional commitment /". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0009001.
Texto completoRidley, Natasha Nichole. "Teachers' Perceptions of the English Learner Professional Learning Plan Professional Development Course". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7894.
Texto completoJay, Jason T. "Faculty Orientations in ESL Professional Development". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.
Texto completoBrown, Julie Miller. "Professional Development| The Teacher's Perspective". Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.
Texto completoThe purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district.
Sattem, Linda Lee. "Mandatory continuing professional education in an emerging field: A prospectus on the counseling profession /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943610783278.
Texto completoRobinson, Diana Janet. "Continuing education in a professional nursing association". Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26601.
Texto completoEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Davidson, Lund Anne Margaret. "Professional development and European projects in education". Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4406/.
Texto completoŽukauskienė, Milda. "Curriculum modelling of the physiotherapy professional education". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110325_133315-52749.
Texto completoKintant asmens ir visuomenės poreikiams, susijusiems su sveikatos priežiūra, keliami nauji reikalavimai sveikatos priežiūros paslaugų teikėjams, o tai yra iššūkis visai sveikatos priežiūros, o ypač reabilitacijos, sistemai. Kineziterapeutų, kaip pagrindinių šias paslaugas teikiančių specialistų, veiklos ir profesinio rengimo tyrimai Lietuvoje nėra plėtojami. Todėl šio darbo, kuriame profesinis kineziterapeutų rengimas analizuojamas sisteminiu požiūriu, tikslas – sukurti teoriškai ir empiriškai pagrįstą kineziterapeutų profesinio rengimo turinio modelį. Jį kuriant aptariama kineziterapijos samprata, jos istorinė kaita, aprašomi kineziterapeutų veiklos ir jų profesinio rengimo ypatumai užsienio šalyse ir Lietuvoje, pristatomas hipotetinis kineziterapeutų profesinės veiklos ir kompetencijų sąveikos modelis. Empiriniai tyrimai, atlikti remiantis holistiniu požiūriu, sudaro prielaidas moksliškai pagrįsti kineziterapeutų profesinio rengimo turinio parametrus, modeliuoti turinį, sudaro prielaidas apibrėžti kineziterapeutų kvalifikacijos lygmenis, nustatyti jiems keliamus reikalavimus ir parengti naujas studijų programas. Tyrimo rezultatų pagrindu sukurtas ir disertacijoje aprašytas modelis atspindi pasaulines kineziterapeutų profesinio rengimo tendencijas ir suponuoja tolimesnius kineziterapeutų veiklos ir jų profesinio rengimo tyrimus.
Iphofen, Ron. "Effective learning in health care professional education". Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327463.
Texto completoWall, Tony. "Professional identities and commodification in higher education". Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/332948/.
Texto completoTalberg, Heather. "Investigating professional identity in undergraduate physiotherapy education". Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12016.
Texto completoIncludes bibliographical references.
Clinical practice remains an integral part of the training of physiotherapy students. It is seen as an effective way of socialising students into the profession. By placing students in a clinical setting where under the guidance of clinicians and clinical educators, they are able to put their classroom taught procedures into practice it is believed that they then start to develop an understanding of what being a physiotherapist entails. Drawing on Lave and Wenger's model of situated learning, this research sets out to understand how final year physiotherapy students begin to develop their identity as physiotherapists. The research looks at the positioning of students within specific communities of practice and the nature of the learning that occurs within these communities.
Hammons, Rebecca L. "Continuing professional education for software quality assurance". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/759.
Texto completoHelm, Matthew P. "Professional identity, sense-making, and the market effect: Perspectives from new student affairs professionals". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290031.
Texto completoFox, Candace K. "Teacher efficacy, professional development, professional practices, and critical science-based FCS curriculum implementation /". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486400446374203.
Texto completoVukoja, Helena Daniela Maria. "The development of the educational psychologist's role in post-16 education". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32071.
Texto completoGillespie, Kelly P. "Leadership to sustain Professional Learning Communities". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/725.
Texto completoWong, Janny Yuen Ki. "A study of the professional growth needs of teachers holding professional clear teaching credentials in California". Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2804.
Texto completoLee, Henry Sim Kwong. "Extending professional education and practice in Chinese medicine within higher education". Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/13415/.
Texto completoDorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.
Texto completoTrentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development". Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.
Texto completoBrennan, Amy R. "Reconceptualizing Teacher Professional Development as Professional Learning: A Qualitative Case Study of a School-Supported Self-Directed Professional Learning Model". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623956218485476.
Texto completoKingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.
Texto completoBoyd, Peter. "Becoming a professional educator : The professional development of new lecturers in nurse and teacher education as boundary-crossing activity". Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504188.
Texto completoGerdeman, Anthony Michael 1968. "Understanding the oral examination process in professional certification examinations". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282619.
Texto completoEpps, Susan Bramlett. "Professional Development". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2573.
Texto completoFlora, Bethany Hope. "The Professional Lives of Higher Education Center Administrators". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26651.
Texto completoPh. D.
Moser, Chris A. "An analysis of studies on attitudes toward mandatory continuing professional education in 16 selected professions". Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/468244.
Texto completoTai, Chih-Che, Renee Rice Moran, Laura Robertson y Karin J. Keith. "Professional Development for Chapter Authors". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3620.
Texto completoWebster, Susan. "Professional pathways for teacher educators in further education practice : a framework to support professional learning". Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/13073.
Texto completoMoore, Susan S. Jr. "Continuing Professional Education for the Dietitian: A Critical Analysis of the Professional Development 2001 Model from an Adult Education Lens". Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36805.
Texto completoMaster of Science