Tesis sobre el tema "Professional practice"
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Coldwell, Michael. "Professional learning and professional careers : theory, evaluation and practice". Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/21924/.
Texto completoO''''Loan, Laura. "Continuing professional development (CPD) for pharmacists : implications for professional practice". Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728387.
Texto completoO'Brien, Peter C. "Calculating the professional: Standards and the government of professional practice". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115837/1/Peter_O%27Brien_Thesis.pdf.
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.
Lundvall, Lise-Lott. "Radiographers’ professional practice : a Swedish perspective". Licentiate thesis, Linköpings universitet, Avdelningen för radiologiska vetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-111722.
Texto completoTaylor, R. Michael. "Deprofessionalization of the corporate optometrist? contrasting characteristics of the bureaucratic and professional models /". Thesis, Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007p/taylor.pdf.
Texto completoHirtz, Janine Renee Marie. "Teacher professional development and communities of practice". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.
Texto completoPook, Carol. "Peer observation : a paradox of professional practice". Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/798091/.
Texto completoLanman, Sarah Ann. "Counselor Educators: Clinical Practice and Professional Identity". University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817.
Texto completoEdwards, Kelly Alison. "Teaching for professional responsibility in medical practice /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7649.
Texto completoOsborn, Teri L. "HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/307.
Texto completoLundy, Shaun James. "Professional ethics in occupational health & safety practice". Thesis, Middlesex University, 2013. http://eprints.mdx.ac.uk/13712/.
Texto completoYusoff, Saiful Bahan Mohd. "Automotive sketching - Techniques from Education and Professional Practice". Thesis, Birmingham City University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485979.
Texto completoBennett, Dawn Elizabeth. "Classical instrumental musicians : educating for sustainable professional practice". University of Western Australia. School of Music, 2005. http://theses.library.uwa.edu.au/adt-WU2006.0002.
Texto completoSmith, Helen Barbara y helen smith4@health sa gov au. "Learning professional ethical practice: The speech pathology experience". Flinders University. Medicine-Department of Speech Pathology and Audiology, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20091110.081021.
Texto completoShardlow, Professor Steven M. "Professional education in social work; learning for practice". Thesis, University of Salford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491779.
Texto completoDiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice". Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.
Texto completoWith increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ formative assessment resulting in improved student achievement (Trumbull & Lash, 2013; Wiley & Heritage, 2010).
The purpose of this study was to determine the relationship between Linking Learning and Assessment professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.
This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (N=82) throughout the state followed by a focus group interview (N=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and t-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire.
A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.
The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.
Jones, Michelle Suzette. "Professional collaborative learning : policy, practice and research perspectives". Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/63108/.
Texto completoVail, Teresa M. "Teachers' professional development experiences: Implications for teaching practice". Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/28.
Texto completoWines, Debra Rae. "Professional Learning Communities: The Impact on Teacher Practice". Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/88810.
Texto completoDoctor of Education
Taylor, Howard David. "Examining the Professional Practice of Brass Band Conducting". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366344.
Texto completoThesis (Masters)
Master of Music Research (MMusRes)
Queensland Conservatorium
Arts, Education and Law
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Holman, Angela Rowe. "Family counselors' experiences with multiculturalism in professional practice". W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1550154091.
Texto completoPederson, Cec. "Implementing a strategy in a small professional practice". Thesis, Queensland University of Technology, 1992.
Buscar texto completoRazo, Demesia. "An Exploration of Professional Training and Professional Practice: Title IX Administrators and Meaning Making". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609115/.
Texto completoMichael, Maureen K. "Precarious practices : artists, work and knowing-in-practice". Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/21879.
Texto completoDordic, Tatjana. "Effective Inter-Professional Practice: Exploring Perceptions Across Stakeholders and Contexts". Thesis, Griffith University, 2015. http://hdl.handle.net/10072/368151.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
School of Applied Psychology
Griffith Health
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Wallman, Andy. "Pharmacy Internship : Students’ Learning in a Professional Practice Setting". Doctoral thesis, Uppsala universitet, Institutionen för farmaci, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112771.
Texto completoRose, Charles Phillip. "Stories of teacher practice, exploring the professional knowledge landscape". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21626.pdf.
Texto completoBlack, Margaret Elizabeth. "Student nurses' clinical decision-making, key to professional practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27764.pdf.
Texto completoFoulds, Barbara J. "Communities of practice : clinical teaching in professional nursing education". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85549.
Texto completoThe clinical practicum is the time when students are in the clinical setting as novice nurses under the supervision of both experienced nurses and clinical teachers. The clinical setting may be hospital or community-based and students may be working directly with patients and their families or may be a member of a community-based project team. The purpose of this study was, by asking clinical teachers to describe their practice, to determine whether clinical teaching was a boundary practice bridging nursing and teaching's communities of practice (CoP). The goal of the boundary practice is to sustain a connection between the two communities of practice by dealing with conflicts, seeking common ground and resolving problems. The following research questions were asked: (1) To what extent do clinical teachers describe the characteristics of a boundary practice? (2) What are the participative connections that clinical teachers use in their professional activities? and (3) What boundary objects are transferred from one community of practice to another?
Using a qualitative research design, nine clinical teachers from diverse practice settings and with a range of years in the profession participated in a focus group interview. The focus group interview was followed by individual interviews with four clinical teachers. The conceptual framework that guided this study combined Wenger's (1998, 2002) community of practice model, and Shulman's (1987) teacher knowledge model. Additional theoretical constructs included reflective practitioner, cognitive apprenticeship and situated cognition (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991; Schon, 1987).
The results suggest that clinical teaching is a boundary practice and that clinical teachers create participative connections between nursing and teaching practices through the building of relationships with fellow nurses, students and classroom teachers using strategies that involve reconciling different practice perspectives with the objective of creating supportive clinical learning environments. Clinical teachers described negotiation strategies to move students from the periphery of nursing into the community of nursing practice and using boundary objects to negotiate meaning from practice.
The results suggest that the practice of clinical teaching includes understanding how to balance relationships and reconcile competing demands. The findings also suggest that connection to the classroom teacher and understanding of the course of study are important to the practice of clinical teaching. Two key outcomes of this study are the development of a model of clinical teaching and a working vocabulary to describe the practice of clinical teaching.
Richardson, Clare Louise. "Structured professional judgement of risk in forensic psychiatric practice". Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/12067/.
Texto completoSchafheutle, Ellen. "Post-operative pain management : patient behaviour and professional practice". Thesis, University of Manchester, 1999. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:84184.
Texto completoNorris, Margaret Kathleen. "Contextual factors that enable or disable nurses' professional practice". Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341515.
Texto completoSunter, Shirley Lindsey. "The impact of continuing education on professional nursing practice". Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263023.
Texto completoDeCann, Richard W. "Patient care and good professional practice in diagnostic radiography". Thesis, Keele University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386609.
Texto completoMcGovern, Deirdre B. "The value of professional audit in community pharmacy practice". Thesis, Queen's University Belfast, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388225.
Texto completoDarby, Barbara Ann Barnaby. "Professional Socialization and Mentoring Relationships in Beginning Nursing Practice". UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/332.
Texto completoWeinberger, Jayne Heim. "Converging on Rome : pathways to professional practice in opticianry". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019968/.
Texto completoDeLany, Judith C. "Relationships among collegial coaching, reflective practice, and professional growth /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809681.
Texto completoWilliamson, Vicki Kay. "Innovation and change in professional practice: a case study". Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1025.
Texto completoWilliamson, Vicki Kay. "Innovation and change in professional practice: a case study". Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9423.
Texto completoprocesses to ensure a shared vision. In relation to the innovation and change framework the change process is viewed as adoption dominated; as a move towards a learning organization; through the characteristics of the context of change and through other factors influencing change.Flowing from the research findings, recommendations are made for professional practice and further research.As a case study that reports, examines and analyses the complex dimensions of organizational change, the study is rich in detail and provides a real-life example of organizational and educational change.
Vazquez, María Inés, Fernando Borgia y Andrea Tejera. "Professional practices in complex scenaries". Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123974.
Texto completoEste estudio hace foco en las reflexiones aportadas por estudiantes que cursan su último año de Licenciatura en una institución universitaria de Uruguay. La investigación se enmarca en las competencias profesionales que estos jóvenes ponen en acción en los talleres de investigación aplicada que se ofrecen durante el último año de la carrera, en los que realizan una aproximación diagnóstica y una propuesta de mejora en un centro de práctica.El estudio tuvo una duración total de ocho meses, durante los cuales fueron aplicadas diversas técnicas (encuesta en línea, grupos de discusión, entrevistas y análisis documental), dirigidas a estudiantes y también a informantes clave, cuyos aportes permitieron comparar puntos de vista y complementar información. En todo momento, se procuró articular registros específicos de cada experiencia con otros aportes globales desde la metodología multicasos, con el propósito de analizar los procesos de gestión del cambio. El documento cierra retomando los objetivos del estudio que procuran generar reflexión crítica sobre las prácticas profesionales puestas en acción, presentando los principales hallazgos alcanzados, en diálogo con aportes teóricos que orientaron el proceso de análisis.
Shanahan, Margaret M. "Mature students in occupational therapy education and practice". Thesis, Oxford Brookes University, 2002. http://radar.brookes.ac.uk/radar/items/5fc6c175-6cad-0259-6afc-9e5722098b1c/1.
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 completoRichmond, Pam y n/a. "The more things change : enhancing the capacity of teachers to change their classroom practice". University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061107.130304.
Texto completoHosmanek, Andrew John. "Punishment in practice". Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1853.
Texto completoSteyn, G. M. "Interpreting the leadership practice of a South African school using the leaderful practice model". Journal for New Generation Sciences, Vol 11, Issue 1: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/631.
Texto completoLiterature reveals the crucial influence of school leadership on the creation and maintenance of successful schools. In searching for new foundations to understand leadership, Raelin's leaderful practice model serves as an authentic model to describe a successful South African leadership practice. A qualitative study was used to interpret school leadership in primary schools through the lens of the leaderful practice model. The following observations emerged from the study: "It is passion that makes people succeed in life"; "It isn't my school, it's our school"; and "Development has to be an integral part of education". By sharing the leadership experiences of the principal, this study could serve as a valuable resource and promote the creation of other leaderful practices in South African schools.
Pawluch, Dorothy 1953. "Whither pediatrics : a study in professional transformations". Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75973.
Texto completoTaylor, Philip Robert. "The complexity of teacher professional growth - experiences of professional learning and development, including practice-based inquiry". Thesis, Birmingham City University, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.758579.
Texto completoMarice, Prior. "Professional Development of Physiotherapists Working in Long-term Care". Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23414.
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