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Articles de revues sur le sujet « Professionalismi »

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Auteur : Grafiati
Publié le 27 juillet 2024
Mis à jour le 29 juillet 2024

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1

Sirk, Meidi, Meril Ümarik, Krista Loogma et Katrin Niglas. « Koostöö kutseõpetaja professionaalsust määrava tegurina ». Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 5, no 2 (28 octobre 2017) : 80–105. http://dx.doi.org/10.12697/eha.2017.5.2.04.

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Eesti haridusmaastikul toimunud reformid on toonud kaasa muutused õpetajate professionalismis ja professionaalsuses. Hargreaves (2006) eristab õpetajate professionalismi ajajärke ja osutab, et tänapäeval on autonoomiaperiood asen dunud kollegiaalse koostöö ajajärguga. Hoyle (1974) vastandab oma professionaalsuse mudelis autonoomia ja koostöö, eristades seejuures piiratud ja avaravaatelist professionaalsust. Artikli eesmärk ongi mõista kutseõpetajate professionaalsust kollegiaalse professionalismi ajajärgul. Analüüs põhineb kõikse küsitlusuuringu andmestikul, mille sihtrühma moodustasid kutseõpetajad. Vastused saadi 501 kutse õpetajalt. Andmete analüüsimisel rakendati klasteranalüüsi, tuginedes Hoyle’i professionaalsuse mudelile. Kutseõpetajate professionaalsust iseloomustava koostöö ulatuse alusel eristus kolm klastrit: ulatuslikult võrgustunud, omaette hoidvad ja koolikesksed professionaalid. Uurimistulemustest selgus, et esimesse klastrisse kuuluvad õpetajad on teistega võrreldes enam rahul oma töö ja valitud ametiga. Summary
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Loogma, Krista, Maria Erss, Meril Ümarik et Maret Aasa. « Õpetaja professionalismi võimalikud tulevikustsenaariumid aastaks 2035 ». Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 8, no 1 (1 mai 2020) : 180–212. http://dx.doi.org/10.12697/eha.2020.8.1.08.

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Kiired üleilmsed muutused mõjutavad õpetajatööd ja -ametit. Artikli eesmärk on selgitada võtmetegurid, mis mõjutavad ootusi õpetaja professionaalsusele, ning konstrueerida tulevikustsenaariumid 2035. aastani, et tuua esile võimalikud alternatiivsed arengurajad ja neile suundumist mõjutavad võtmetegurid üldhariduse kontekstis. Stsenaariumide peamine funktsioon pole ennustamine, vaid pigem püüd tulevikku ennetada, ärgitades selle üle arutlema ning hariduspoliitika strateegilisel planeerimisel võimalike tulevikuteedega arvestama. Stsenaariumimeetod põhineb tuleviku võtmetegurite valikul, nende vastastikuse mõju analüüsil ja stsenaariumide lugude koostamisel. Stsenaariumide aluseks valitud õpetaja töökeskkonda oluliselt mõjutavad võtmetegurid on võimalikud muutused õpetajate ametisse sisenemisel ja alternatiivsed haridustehnoloogia arengutendentsid. Nende kahe dimensiooni alusel on visandatud neli võimalikku õpetaja professionalismi stsenaariumi: "digitark arengusuunaja", "tehnoloogiakaubamaja instruktor", "biheivioristlik tööampsutaja" ja "arenguline paradoks". Summary
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Ruijters, Manon C. P., et P. Robert-Jan Simons. « Professionalismi, õppimise ja identiteedi kontseptsioonide sidumine ». Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 8, no 2 (1 novembre 2020) : 7–31. http://dx.doi.org/10.12697/eha.2020.8.2.02a.

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Selles kontseptuaalses artiklis püüame ühendada mõned oma varasematest käsitustest uueks sidusaks õppija identiteedi mudeliks. Artikli esimeses osas esitame ülevaate teadusuuringutest ja teooriatest, mis käsitlevad professionaalset ja töökohal õppimist. Teises osas vaatleme töötamist nn õppe maastikul. See on metafoor, mida kasutame organisatsioonilise õppimise kirjeldamiseks. Kolmandas osas käsitleme õppimiseelistusi: kirjeldame viit töökohal õppimise viisi. Neljandas osas tutvustame õppiva professionaali kontseptsiooni. Viiendas osas anname ülevaate teadusuuringutest ja teooriatest, mis käsitlevad professionaalset identiteeti, mille lahutamatuteks osadeks on see, kes sa oled (inimesena), millist tööd (elukutse) ja kus sa seda teed (keskkond). Arutelu osas püüame selgitada, kuidas saab erinevaid mudeleid ühendada, diferentseerida ja lõimida. Kõikide käsitluste puhul lähtume professionaalsest identiteedist. Lõimitud kontseptuaalses küsimustikus võtame kogu teema kokku, pakume välja õppija identiteedi uue kontseptsiooni ja näitame, milliseid tulemusi annab professionaalse õppimiskultuuri soodustamine. Full text
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Ugaste, Aino, Maire Tuul, Rain Mikser, Evelyn Neudorf et Maria Jürimäe. « Koolieelse lasteasutuse õpetajate kui õppekava arendajate kogemused, ootused ja hinnangud ». Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 4, no 1 (23 avril 2016) : 92–118. http://dx.doi.org/10.12697/eha.2016.4.1.04.

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Üha enam riike kehtestab alus- ja üldharidusastmes riiklikke õppekavu. Samas suureneb tähelepanu õpetaja omanikutundele õppekava suhtes ning õpetaja kaasamisele õppekava arendamisse, kuna mõistetakse, et need on riikliku õppekava eduka rakendamise eeltingimused. Seega on õpetaja tegevus õppekava arendamisel oluline uurimisteema. Uurimuse eesmärk on selgitada, millised on Eesti lasteaiaõpetajate kogemused koolieelse lasteasutuse õppekava koostamisel ja nende ootused seoses õppekava arendamise protsessiga ning milliseks nad hindavad õppekava koostamise protsessi mõju oma professionaalsele arengule ja demokraatliku professionalismi süvenemisele. 32 lasteaiaõpetajaga tehtud poolstruktureeritud intervjuudest selgus, et õpetajate hinnangul aitas lasteaia õppekava koostamise protsessis osalemine kaasa õppekava olemuse mõistmisele, suurendas motivatsiooni osaleda õppekavaarenduses ning toetas õpetaja üldist professionaalset arengut. Viimase olulisimaks osaks oli koostöövõime ehk demokraatliku professionalismi lisandumine. Uurimistulemused kinnitavad, et senine riiklik õppekavapoliitiline kurss on alushariduse puhul põhjendatud, ent õpetaja ootused viitavad vajadusele õppekava arendamise protsessi täiustada. Summary
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Dwi Susanto, Aris Cai. « Program Promoter Kapolri dalam rangka Mewujudkan Profesionalisme Polri ». Jurnal Ilmu Kepolisian 12, no 1 (3 août 2018) : 10. http://dx.doi.org/10.35879/jik.v12i1.15.

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Abstract: The Promoter Programe were accured for increasingly Polri’s professionalism, modern and trusted. These are described in eleven items programe. Otherwise, on practicaly there are still many reports and complaines bear on police performance. Using the concept ‘pursuit to professionalism’, the police are hoped to be have ability as a professional institution. Key words: Pursuit Professionalism, Promoter, Professionalism of Polri Abstraksi : Program Promoter kapolri telah dicanangkan untuk meningkatkan profesionalisme Polri. Profesional, modern dan terpercaya dijabarkan dalam sebelas program. Namun pada prakteknya masih banyak laporan dan pengaduan dari masyarakat terkait kinerja Polri. Dengan menggunakan konsep pursuit to professionalism, polri diharapkan mampu untuk menjadikan dirinya lembaga yang profesional. Kata Kunci : Pursuit to professionalism, Promoter , Profesionalisme Polri.
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., Johannes, Edward . et Suhaibah Kadarsih. « PENGARUH PROFESIONALISME DAN KOMPETENSI TERHADAP KINERJA AUDITOR BADAN PENGAWAS KEUANGAN ». Jurnal Dinamika Manajemen 2, no 1 (1 janvier 2014) : 47–58. http://dx.doi.org/10.22437/jdm.v2i1.2130.

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High expectation on BPKperformance makes BPK continously make effort to improve the quality of auditor by increasing auditors’s professionalisme and competencies. The purpose of this research is to explain the effect of professionalism and competency on auditor’s performance. Samples is as many as 49 auditors that chosen from the population inBPK. Research result showed that the professionalism and competency has a positive effect on auditor’s performance. Based on the research result it is recommended that all the auditors shoul be encouraged to self competencies and professionalism to make BPK as an organization to be more perform to establish good governance. Keywords: professionalism, competency, performance, BPK
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Simanjuntak, Menara, et Haryadi Sarjono. « Stimulating and Nurturing Professionalisms, Creativity and Innovation in Organization ». Binus Business Review 2, no 1 (30 mai 2011) : 244. http://dx.doi.org/10.21512/bbr.v2i1.1132.

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Knowledge management is an emerging discipline and professionalism, creativity, innovation, organization and teams need to be thought about in this new context. This paper creates a framework in which to discuss these concepts with literature research. It goes on to explore how our professionalisms, creativity and innovations is blocked in variety ways, including deep-seated beliefs about the world. The need for professional skills today in workplace faces a number of challenges, especially in unfamiliar and unpredictable situations. Finally this paper takes a brief look at two tools to support knowledge management, professionalisms, creativity and innovations - one in the human domain and the other in the technology domain. We are also needs to boost its capacity for continuous professionalism, creativity and innovation for both technology, social, economic, and organization reasons.
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Alvehus, Johan, Netta Avnoon et Amalya L. Oliver. « ‘It’s complicated’ : Professional opacity, duality, and ambiguity—A response to Noordegraaf (2020) ». Journal of Professions and Organization 8, no 2 (1 juillet 2021) : 200–213. http://dx.doi.org/10.1093/jpo/joab006.

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Abstract In this comment to Noordegraaf’s ‘Protective or connective professionalism? How connected professionals can (still) act as autonomous and authoritative experts’, we argue that Noordegraaf has contributed significant insights into the development of contemporary professionalism. However, we argue for a less binary and more complex view of forms of professionalism, and for finding ways of understanding professionalism grounded in a relational view of everyday professional work. The first section (by Johan Alvehus) suggests that Noordegraaf’s ‘connective professionalism’ is primarily about new ways of strengthening professionalism’s protective shields by maintaining functional ambiguity and transparent opacity around professional jurisdictions. The second section (by Amalya Oliver and Netta Avnoon) argues for viewing professionalism on a range of protection–connection and offers an approach for understanding how connective and protective models co-occur. Both commentaries thus take a relational, dynamic, and somewhat skeptical view on the reproduction and maintenance of professionalism.
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Johnston, Alan, et Lyn Johnston. « Considering the mystery of professionalism : Further education in the UK ». Forum for Education Studies 2, no 2 (28 mai 2024) : 1209. http://dx.doi.org/10.59400/fes.v2i2.1209.

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The paper considers the concept of professionalism, within the UK Further Education (FE) through an analysis of the literature. The paper identifies professionalism as a key feature of the changing landscape within UK FE since the Further and Higher Education Act (1992) which incorporated FE Colleges, allowing them levels of autonomy and discretion not seen before. With it, came new staffing contracts and changes to the expectations of a ‘professionalised’ staff teams. This paper suggests that despite 30 years having passed since incorporation, FE Colleges and their management still struggle with the concept of professionalism and its reality, noting particularly the dysfunctional nature of the sector and its difficulty in having a defined identity.
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Miller, Judi H. « Professionalism interrupted ? Professionalism’s challenges to local knowledge in New Zealand counselling ». Current Sociology 62, no 1 (4 décembre 2013) : 100–113. http://dx.doi.org/10.1177/0011392113513396.

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Hanifah Utami Rahman et Hinggil Permana. « REVIEW : THE ROLE OF EDUCATIONAL ADMINISTRATION IN IMPROVING THE PROFESSIONALISM OF PAI TEACHERS ». Al-Ibda : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 2, no 02 (31 octobre 2022) : 18–23. http://dx.doi.org/10.54892/jpgmi.v2i02.248.

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Abstract The purpose of this article is to discuss the role of educational administration in improving teacher professionalism. Educational administration is a set of activities to collect, record, procure, reproduce, send and store various information materials for organizational purposes and consideration for leaders in making appropriate decisions or policy steps. In this case the need for a professional spirit in working with it emphasizes a mental attitude in the form of commitment from a job that becomes his profession. Someone who is a professional will always try to improve and realize the quality of his work. The Contribution of Educational Administration in Improving the Professionalism of PAI Teachers, Educational administration has five contributions in developing the professionalism of PAI teachers, namely: (1) time management, (2) classroom management, (3) stimulates innovation, (4) stimulates technical skills development, and (5) the concept of transforming students. Keywords: Education Administration, PAI Teacher Professionalisme
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Salayeva, Muborak. « PEDAGOG PROFESSIONALIZMINI RIVOJLANTIRISHNING AKMEOLOGIK DETERMINANTLARI ». QO‘QON UNIVERSITETI XABARNOMASI 10, no 10 (30 mars 2024) : 134–37. http://dx.doi.org/10.54613/ku.v10i10.930.

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Maqolada pedagogik professionalizmni rivojlantirishga akmeologik yondashuv masalalari tadqiq qilingan. Pedagog professionalizmini rivojlantirishga eng maqbul sharoit yaratishning akmeologik modeli tahlil qilinib, unda pedagog professionalizmi tarkibiy tuzilmalarining o’zaro ta'siri va pedagogik faoliyat samaradorligini belgilovchi omillar muhokama qilingan. Shuningdek, ushbu model asosida pedagogning shaxsiy-individual xususiyatlari oʻrganilishi bilan birga pedagogik professionalizmning rivojlanishiga kasbiy faoliyatining ta'siri to'g'risidagi ma'lumotlar berilgan.
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Astuti, Puji. « KONTRIBUSI PROFESIONALISME DAN KETELADANAN DOSEN TERHADAP NILAI-NILAI KARAKTER MAHASISWA ». Perspektif Ilmu Pendidikan 28, no 2 (16 octobre 2014) : 148. http://dx.doi.org/10.21009/pip.282.10.

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Abstract: At an educational institution student’s character building is done inherently in the instructional process.The purpose of this research was to describe the size of contribution given by the lecturer’s professionalism and modelseparately and simultaneously to the student’s character. This quantitative research used correlational approachincluding all all students of The Nursery Program Study at STIK Bina Husada in Palembang as the researchpopulation. The students were of the academic year 2013 who had completed Character Education Course withthe total number of 78 students. The results showed the significant contribution of the lecture’s professionalismto the student’s character at amount of 0.112. Meanwhile, the lecture’s model had no significant contribution tothe student’s character. The lecture’s professionalism and model simultaneously had significant contribution tothe student’s character at amount of 0.135. There are some other factors to study further in the student’s characterbuilding.Keywords: professionalism, model, character.
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Emda, Amna. « STRATEGI PENINGKATAN KINERJA GURU YANG PROFESIONAL ». Lantanida Journal 4, no 2 (18 septembre 2017) : 111. http://dx.doi.org/10.22373/lj.v4i2.1883.

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Education Implementation success is determined by the readiness of hearts teachers prepare their students participants through Teaching and Learning Activities . Good Quality Education For Being benchmarks of success is shown by the boarding costs . teacher. The creation of the Good boarding costs if someone has a teacher Personality And Dedication And Able to telecom - telecoms professionalism Learning hearts . Increased costs kos teacher can be done through development professionalisme.
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Rangkuti, Ahmad Nizar, et Jusrina Jusrina. « Profesionalisme Guru Matematika MTs Muhammadiyah 22 Padangsidimpuan ». Math Educa Journal 1, no 2 (29 mars 2019) : 117–28. http://dx.doi.org/10.15548/mej.v1i2.19.

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The purpose of this research to know the professionalism mathematics’ teacher in MTs Muhammadiyah 22 Padangsidimpuan. To collecting the data done by field research and the technique of the collecting the data, the researcher used Observation, Interview and Study Documentation. To analyze the data done by Qualitative Research. To valid the data used Triangulation. So, based on the result of this research, it could be concluded that the professionalisms mathematics’ teacher in MTs Muhammadiyah 22 Padangsidimpuan have going on based on role happened. It could be seen by the Commitment of Mathematics’ teacher were to increase the quality of education, responsibility of doing assignment, desire, and enthusiasm to increase the professionalism done by long live study and the soul of Mathematics.Keywords: Profesionalism, mathematics teacher.
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TAN, WEE-LIANG, et D. G. ALLAMPALLI. « THE PROFESSIONALIZATION OF CHINESE FAMILY BUSINESSES IN SINGAPORE ». Journal of Enterprising Culture 07, no 02 (juin 1999) : 197–211. http://dx.doi.org/10.1142/s0218495899000121.

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It has become common advice furnished to family businesses that in order for them grow and further develop, they need to professionalise their management. The literature suggests that firms that follow this advice will perform better and show higher survival and growth. This paper presents the findings of a study on the professionalisation of family businesses in Singapore. It examined whether family businesses that have professionalised their management differ from these that have not. It is anticipated that the professionalised Chinese family businesses would benefit from the introduction of professional managers. It was anticipated that they would be older in age (since succesion is not confined to family member), report better business performance, and adopt aggressive growth strategies. Firm differences were studies using three dimensions: firm characteristics like age and size when professionalised; performance differences using growth and business volume measures developed by Chandler and Hanks (1993) and growth strategies using the Miles and Stones typology (1978) of growth oriented firms. The study found that the professionalised family businesses did not differ in age but showed significant difference in size, better performance and aggressive growth strategies from those that were not.
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Andriyuan, Andriyuan. « MENINGKATKAN PROFESIONALISME GURU MENGAJAR MELALUI PENERAPAN PENILAIAN KINERJA GURU DI SMP NEGERI 5 SINGINGI KABUPATEN KUANTAN SINGINGI ». JURNAL PAJAR (Pendidikan dan Pengajaran) 2, no 4 (28 juillet 2018) : 497. http://dx.doi.org/10.33578/pjr.v2i4.5690.

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The teacher is a professional educator so that has the task, function, and important role in educating the life of anation. The requirements to be referred to as professional educators, among others, have skills based onconcepts and theories of science, based on philosophical, psychological, and sociological. A teacher must alsohave adequate competence, while the competence includes professional, pedagogical, social, and personalcompetence. In this School Action Research, attempts were made in an effort to Improve Professionalism TeachTeachers were Raised Through Application of Teacher Performance Appraisal at State Junior High School 5Singingi Kuantan Singingi Regency. This research understands qualitative approach because it is moreappropriate to identify teacher performance appraisal in improving teacher teaching professionalism. Theresults of this research The Efforts of the First High School Principal of the 5 Singingi Affirm the improvementof professionalism of teachers that have been done through: 1) Guidance to teachers in preparing lessonplans.2) Monitoring teachers in implementing learning.3) Monitoring the course of educational activities .d.Checking the state and integrity of State Junior High School facilities as a supporter of student achievement .. 4)Evaluating through briefings and meetings of educational programs in an effort to improve the professionalismof teaching teachers in class.
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Cannon, Paul. « A review of professionalism within LIS ». Library Management 38, no 2/3 (14 mars 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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Preston, Barbara. « Professional Practice in School Teaching ». Australian Journal of Education 40, no 3 (novembre 1996) : 248–64. http://dx.doi.org/10.1177/000494419604000304.

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IN this article, three approaches to ‘professionalism’ are discussed. The functionalist approach makes a taxonomic list of characteristics which distinguish ‘real’ professions. The critical sociologists accept the taxonomic approach, but consider the social implications of seeking the public status of a ‘profession’. The third approach focuses on the practice of an occupation, which is more or less professional according to the utilisation of high level judgements. Teaching is an occupation of mass employment in a highly professionalised industry, and teacher unions and school authorities have significant roles to play concerning the professional practice of teachers. Yet the influence of the functionalist approach led to a distrust, denial and distortion of their roles, while the critical approach was not constructively incorporated into the key policy debates of the past decade. Developments may facilitate a teacher professionalism which best ensures high quality student learning in a difficult environment.
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Haryanto, Naomi Olivia, et Clara Susilawati. « Pengaruh Kompetensi, Independensi, dan Profesionalisme Auditor Internal Terhadap Kualitas Audit ». Jurnal Akuntansi Bisnis 16, no 2 (12 septembre 2018) : 171. http://dx.doi.org/10.24167/jab.v16i2.1694.

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The financial statements are used as consideration in decision making for the management of the company. Internal auditor's role is important for corporate sustainability. This is because internal audits are required as internal controls. Then the quality of the resulting audit depends on the competence, independence and also the auditor's own professionalism. The purpose of this study is to test empirically the influence of competence, independence and professionalisme internal auditors on audit quality in Semarang manufacturing company. Sampling method used is purposive sampling. The results showed that there is influence of competence, independence and professionalism on audit quality. Abstrak Laporan keuangan digunakan sebagai pertimbangan dalam pengambilan keputusan untuk pihak manajemen perusahaan. Peran internal auditor penting bagi keberlanjutan perusahaan. Hal tersebut dikarenakan audit internal diperlukan sebagai pengendalian internal.Maka kualitas audit yang dihasilkan bergantung dari kompetensi, independensi dan juga profesionalisme auditor itu sendiri. Tujuan penelitian ini adalah untuk menguji secara empiris pengaruh kompetensi, independensi dan profesioanlisme auditor internal terhadap kualitas audit di perusahaan manufaktur Semarang. Metoda penentuan sampel yang digunakan adalah purposive sampling. Hasil penelitian menunjukkan bahwa terdapat pengaruh kompetensi, independensi dan profesionalisme terhadap kualitas audit
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Kelemen, Gabriela. « PROFESSIONALISM IN TEACHING CAREER ». Journal Plus Education 16, no 2/2016 (1 novembre 2016) : 148–54. http://dx.doi.org/10.24250/2.2016.jpe.a14a.gk.fsepas.

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Vojvodic-Hernández, Iván. « El profesionalismo y la educación médica ». Horizonte Médico (Lima) 23, no 2 (31 mars 2023) : e2353. http://dx.doi.org/10.24265/horizmed.2023.v23n2.00.

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Marom, Lilach, et Claudia W. Ruitenberg. « Professionalism Discourses and Neoliberalism in Teacher Education ». Alberta Journal of Educational Research 64, no 4 (7 mars 2019) : 364–77. http://dx.doi.org/10.55016/ojs/ajer.v64i4.56413.

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This article argues that discourses of “professionalism” can be used in K-12 teaching and teacher education, both in the service of neoliberal pressures and to push back against such pressures. By itself, the term “professionalism” is not evidence of either the spread of or resistance against neoliberalism, but considered in the context of a broader discourse, it may be used for both. The argument draws from Derrida’s discussion of the pharmakon, and Bourdieu’s discussion of symbolic capital. We argue that the concept of professionalism functions as a pharmakon in that it can be both toxic and medicinal, depending on how it is used, by whom, and to what ends. We take up Schinkel and Noordegraaf’s (2011) suggestion of enhancing Bourdieu’s framework of symbolic capital with that of professional capital. Considering professionalism as a kind of symbolic capital provides a critical lens on discourses of professionalism as both a help and a hindrance in K-12 teaching and teacher education. Both theoretical perspectives enable a critical questioning of discourses of professionalism, including for their constraining effect on greater diversity in professions. Cet article affirme que les discours sur le « professionnalisme » peuvent servir dans l’enseignement K-12 et dans la formation des enseignants, tant au service des pressions néolibérales que pour résister à ces pressions. En soi, le terme « professionnalisme » n’indique ni l’expansion du néolibéralisme ni l’opposition à ce phénomène; considéré dans un contexte élargi, le terme peut être employé dans les deux cas. Cet argument repose sur la discussion de Derrida sur le pharmakon et celle de Bourdieu sur le capital symbolique. Nous affirmons que le concept du professionnalisme fonctionne comme pharmakon dans le sens qu’il peut être ou bien un poison ou un médicament selon l’emploi qu’on en fait, la personne qui s’en sert et les raisons pour lesquelles on l’utilise. Nous faisons suite à la suggestion de Schinkel et Noordegraaf (2011) d’appuyer la notion du capital symbolique de Bourdieu avec celle du capital professionnel. Le fait de concevoir le professionnalisme comme une sorte de capital symbolique offre un angle critique pour étudier les discours proposant que le professionnalisme peut constituer un appui ou un obstacle dans l’enseignement K-12 et dans la formation des enseignants. Les deux perspectives théoriques permettent une remise en question des discours sur le professionnalisme, y compris de leur effet restrictif sur une plus grande diversité au sein des professions. Mots clés: néolibéralisme, formation des enseignants, professionalisme
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Brown, Nick, et Dinesh Bhugra. « ‘New’ professionalism or professionalism derailed ? » Psychiatric Bulletin 31, no 8 (août 2007) : 281–83. http://dx.doi.org/10.1192/pb.bp.107.016543.

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Verkerk, M. A., M. J. de Bree et M. J. E. Mourits. « Reflective professionalism : interpreting CanMEDS' "professionalism" ». Journal of Medical Ethics 33, no 11 (1 novembre 2007) : 663–66. http://dx.doi.org/10.1136/jme.2006.017954.

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Miiro, Farooq. « The Teaching Profession in Africa : Challenges and Prospects ». Interdisciplinary Journal of Education 5, no 2 (31 décembre 2022) : 117–24. http://dx.doi.org/10.53449/ije.v5i2.208.

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Teachers play a very important role in the day-to-day lives of a country and its citizens. They train professionals, experts, innovators and problem-solvers. However, their roles in the development of communities are not commensurate to the salary they are paid and this is enough to explain that teaching is a calling. Nevertheless, whoever qualifies to be a teacher should be valued in terms of time, salary, housing, medical allowance, career and professional development so as to minimize on challenges that can detract their devotion towards this noble profession. Since teachers hold the mantle for future development of any country, countries like Finland and Germany attach a lot of importance to teachers’ welfare. Therefore, being sensitive to teachers’ concerns at all levels of education should be an important matter for governments, parents and other stakeholders so as to prepare critical masses with needed skills of the time. Along similar lines, teachers’ professionalism should be upheld if they are to effectively play the transformative and development role. In this paper, I contend that because of poor teachers’ welfare, their professionalism gets compromised to the end that generation is threatened. This is evidently seen in the challenges faced by the education industry in Africa such as the many school dropouts, incessant strikes, merciless teachers, and moonlighting, among others. This is an alarming situation that can only be mitigated if the African countries come up with practical solutions that take teacher professionalisms as the key to the success of government policies towards human development and transformation. The purpose of this paper is to examine the current situation under which teachers operate and how this affects their professionalism.
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CHEONG, Yoo-Seock. « Medical Professionalism and Clinical Autonomy in Korea ». Korean Journal of Medical Ethics 7, no 2 (décembre 2004) : 141–50. http://dx.doi.org/10.35301/ksme.2004.7.2.141.

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Physicians' dual roles -healer and professional - are linked by codes of ethics governing behaviour and are empowered by science. Being part of a profession entails a societal contract. The profession is granted a monopoly over the use of a body of knowledge and the privilege of self-regulation and, in return, guarantees society professional competence, integrity and the provision of altruistic service. Societal attitudes to professionalism have changed from supportive to increasingly critical-with physicians being criticised for pursuing their own financial interests, and failing to self-regulate in a way that guarantees competence. Physician's professional autonomy in Korea has been threatened by several factors. The most important are the unreasonable national healthcare system and negligence of education of the professionalism in medical schools. It asserted that physicians exploited their monopoly to create a demand for services which they then satisfied. It identified serious failures in self-regulation, and abuse of collegiality to protect incompetent or unethical physicians. It criticised physicians for pursuing their own financial interests at the expense of both individual patients and society. For the ideal of professionalism to survive, physicians must understand it and its role in the social contract. They must meet the obligations necessary to sustain professionalism and ensure that healthcare systems support, rather than subvert, behaviour that is compatible with professionalism's values. In this, they acquire responsibility for its integrity, for its proper application, and for its expansion, which, for medicine, means the support of science. Professions have an obligation to transmit their knowledge by teaching it to future practitioners, the general public, and their patients. Even if the medical profession itself carries out ethical value education, it is unlikely that the values cherished by physicians for centuries can be preserved unless their preservation is encouraged and supported by society through the structure of the healthcare system. Healthcare systems can actively promote desirable behaviour or they can encourage physicians to place their own interest first. Without question, the medical profession itself wishes to function within a system dominated by a healthy and flourishing professionalism. Both government and publics should wish for the same type of physician- competent, moral, idealistic, and altruistic. This is best guaranteed by a reasonable health care system.
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Ludwig, Stephen. « Professionalism ». Pediatrics in Review 41, no 5 (mai 2020) : 217–23. http://dx.doi.org/10.1542/pir.2018-0234.

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Lindeque, Bennie G. « Professionalism ». Orthopedics 38, no 2 (1 février 2015) : 79. http://dx.doi.org/10.3928/01477447-20150204-02.

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Lindeque, B. G. « Professionalism ». Current Oncology 22, no 4 (6 mai 2015) : 232. http://dx.doi.org/10.3747/co.22.2615.

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D'Ambrosia, Robert, et Jennifer A. Kilpatrick. « Professionalism ». Orthopedics 25, no 4 (avril 2002) : 382. http://dx.doi.org/10.3928/0147-7447-20020401-03.

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

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Mahboob, Usman, et Phillip Evans. « PROFESSIONALISM ». Professional Medical Journal 22, no 05 (10 mai 2015) : 664–69. http://dx.doi.org/10.29309/tpmj/2015.22.05.1308.

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Objectives: This paper describes a practical and valid technique for curriculumaudit of professionalism theme of an MBChB programme in a UK medical school. The objectivewas to match the learning outcomes of professionalism covered in an MBChB course, with theguidelines laid by the GMC in Tomorrows Doctors 2003. The benefit being to determine theissues that needs to be addressed in response to the GMC Tomorrows Doctors 2009. StudyDesign: A qualitative study design. Period: 2011. Setting: University of Glasgow. Methods: Toanalyse the learning outcomes set out in the curriculum documents. All the statements fromthe explicit curriculum, and the GMC recommendations in Tomorrow’s Doctors (2nd and 3rdEditions) were noted and the individual statements were entered into the NVivo software. Apurposive sampling procedure was undertaken to identify “professionalism” in the Year 1 and 2MBChB curricula and the Tomorrows Doctors, and a comparative content analysis completed.Results: The coverage of learning outcomes related to professionalism was between 10-20%,scattered throughout the course in different domains of the MBChB, giving a balanced weightto each outcome. Conclusion: The professionalism theme of the MBChB course has coveredall the learning outcomes of the Tomorrows Doctors in almost exactly the same frequency assuggested by the GMC according to the course requirements of Year 1 & 2. However, theMBChB course needs to be slightly modified to align it with the new guidelines by the GMC.
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Latif, Muhammad Zahid, Intzar Hussain, Rahila Nizami et Muhammad Athar Khan. « PROFESSIONALISM ; ». Professional Medical Journal 25, no 08 (4 août 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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Simkln, John E. « Professionalism ». Indexer : The International Journal of Indexing : Volume 20, Issue 4 20, no 4 (1 octobre 1997) : 178–81. http://dx.doi.org/10.3828/indexer.1997.20.4.2.

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Contrasts technical vs professional aspects of the practice of indexing, and concludes that indexers must take professionalism seriously if they are to raise their own status or contribute to the development of modern information management.
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Brennan, Michael D. « Professionalism ». International Journal of Dermatology 49, no 10 (28 septembre 2010) : 1210–12. http://dx.doi.org/10.1111/j.1365-4632.2010.04781.x.

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

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Bryan-Brown, Christopher W., et Kathleen Dracup. « Professionalism ». American Journal of Critical Care 12, no 5 (1 septembre 2003) : 394–96. http://dx.doi.org/10.4037/ajcc2003.12.5.394.

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Rughani, Amar. « Professionalism ». InnovAiT : Education and inspiration for general practice 3, no 11 (21 octobre 2010) : 702–3. http://dx.doi.org/10.1093/innovait/inq061.

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Levine, M. « Professionalism ». IEEE Potentials 12, no 3 (octobre 1993) : 5–7. http://dx.doi.org/10.1109/45.282285.

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Burrow, Gerard N., John S. Hughes et Robert H. Gifford. « Professionalism ». Journal of Craniofacial Surgery 23, no 2 (mars 2012) : 353–54. http://dx.doi.org/10.1097/scs.0b013e31824c5b7a.

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&NA;. « Professionalism ». Dimensions of Critical Care Nursing 30, no 2 (mars 2011) : 131–32. http://dx.doi.org/10.1097/dcc.0b013e31820525f4.

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Corbally, Martin T., et Jaffar Albareeq. « Professionalism ». Bahrain Medical Bulletin 39, no 3 (septembre 2017) : 137–39. http://dx.doi.org/10.12816/0047627.

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Kleffner, Frank. « Professionalism ». Seminars in Speech and Language 10, no 02 (mai 1989) : 95–101. http://dx.doi.org/10.1055/s-0028-1082494.

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Garman, Andrew N., Rupert Evans, Mary Katherine Krause et Janis Anfossi. « Professionalism ». Journal of Healthcare Management 51, no 4 (juillet 2006) : 219–22. http://dx.doi.org/10.1097/00115514-200607000-00004.

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Finnie, Virginia. « Professionalism ». Plastic Surgical Nursing 9, no 1 (1989) : 7–8. http://dx.doi.org/10.1097/00006527-198900910-00002.

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Phillips, J. D. « Professionalism ». Police Journal : Theory, Practice and Principles 64, no 2 (avril 1991) : 124–33. http://dx.doi.org/10.1177/0032258x9106400204.

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Ott, Jeffrey L. « “Professionalism” ». Information Systems Security 8, no 3 (septembre 1999) : 3–4. http://dx.doi.org/10.1201/1086/43306.8.3.19990901/31068.1.

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

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Huffmyer, Julie L., et Susan E. Kirk. « Professionalism ». Anesthesia & ; Analgesia 125, no 2 (août 2017) : 378–79. http://dx.doi.org/10.1213/ane.0000000000002269.

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