Zaloguj się

Gotowe bibliografie tematyczne / Professional development model / Artykuły w czasopismach

Artykuły w czasopismach na temat „Professional development model”

Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Professional development model.

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 kwietnia 2022

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Professional development model”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.

1

Ekinci, Eyüp, i Filiz Evran Acar. "Primary School Teachers’ Opinions on Professional Development (Professional Development Model Proposal)". Journal of Education and Training Studies 7, nr 4 (14.03.2019): 111. http://dx.doi.org/10.11114/jets.v7i4.4039.

Pełny tekst źródła

Streszczenie:

The purpose of this study is to provide a model for effective professional development by taking the opinions of the primary school teachers on professional development. Grounded theories and techniques which are qualitative research methods have used in the research. Twenty primary school teachers from a district, Küçükçekmece, Istanbul participated in the study, and the data were collected through interview. To reach the model, firstly, the opinions of the participants about the concept of professional development, the processes of providing professional development and the characteristics of effective professional development were taken. The opinions about the idea of professional development are in three sub-categories: change, experience, and burnout; views on the processes of ensuring professional development are in four sub-categories: physical conditions, technology, academic resource, and training process and opinions on the characteristics of effective professional development are being convenience to the needs, right of choice, appropriate content selection, development strategy, active learning environment, and cooperation. In the light of these results, effective professional development model categories are feeling a need, goal setting, planning, development process, and evaluation respectively and these categories constitute a cycle in itself. It was concluded that there should be support and monitoring activities to ensure coordination between the main categories and teacher(s).

Style APA, Harvard, Vancouver, ISO itp.

2

Avidov-Ungar, Orit. "A model of professional development: teachers’ perceptions of their professional development". Teachers and Teaching 22, nr 6 (24.03.2016): 653–69. http://dx.doi.org/10.1080/13540602.2016.1158955.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

Boturovna, Narzikulova Firuza. "SOCIO-PSYCHOLOGICAL MODEL OF DEVELOPMENT OF A PROFESSIONAL IMAGE OF A TEACHER". International Journal of Psychosocial Rehabilitation 24, nr 04 (28.02.2020): 2047–54. http://dx.doi.org/10.37200/ijpr/v24i4/pr201314.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

4

Petterson, Marilyn. "Career Progression, Model Recognizes, Professional Development". Critical Care Nurse 24, nr 2 (1.04.2004): 120–19. http://dx.doi.org/10.4037/ccn2004.24.2.120.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

5

Ken Shimahara, N. "The Japanese model of professional development". Teaching and Teacher Education 14, nr 5 (lipiec 1998): 451–62. http://dx.doi.org/10.1016/s0742-051x(97)00055-3.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

McMurray, Sharon, Susan O'Neill i Ross Thompson. "An innovative model for professional development". Journal of Research in Special Educational Needs 16 (sierpień 2016): 145–49. http://dx.doi.org/10.1111/1471-3802.12139.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

Sikula, John. "A Professional-Development Model that Works". Kappa Delta Pi Record 39, nr 1 (październik 2002): 40–42. http://dx.doi.org/10.1080/00228958.2002.10516382.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

Nelson, Mark D. "Professional Development Schools: An Implementation Model". NASSP Bulletin 82, nr 600 (październik 1998): 93–102. http://dx.doi.org/10.1177/019263659808260015.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

Albrecht, Nancy, i Abdelilah Sehlaoui. "A Collaborative Professional Development Teaching Model". International Journal of Learning: Annual Review 15, nr 10 (2008): 175–82. http://dx.doi.org/10.18848/1447-9494/cgp/v15i10/45981.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Nesbitt, Gordon. "Model for Recreational Sports Professional Development". Recreational Sports Journal 18, nr 1 (październik 1993): 22–24. http://dx.doi.org/10.1123/nirsa.18.1.22.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

11

Rheingans, Jennifer. "The Nursing Professional Development Practice Model". Journal for Nurses in Professional Development 32, nr 5 (2016): 278–81. http://dx.doi.org/10.1097/nnd.0000000000000283.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

12

Đurić, Igor, i Vladimir Stanojević. "Teacher's role in designing the competency model of professional development". Zbornik radova Filozofskog fakulteta u Pristini 52, nr 1 (2022): 313–33. http://dx.doi.org/10.5937/zrffp52-32925.

Pełny tekst źródła

Streszczenie:

Professional development of teachers can be viewed as a heterotopia of simultaneous presence of different schools of opinion on teachers' professional competence. The underlying premise of this research is that professional development can simultaneously rely on various theoretical approaches, with boundaries between individual forms of teacher education being fluid, without the existence of a single view of the teaching profession that is regarded as fixed, unique, and correct. Alternative research paradigms and diverse schools of thought have not resulted in a single theory of teachers' professional development that would be applicable in all educational systems. One of the solutions is for teachers to get involved, create, and adapt professional development programs to their needs, and to the needs of the institution, community, and the context of authentic school discourse. Teacher competence and professional identity explicitly require the involvement of teachers in the exchange of ideas (practitioner's voice), taking into account the context in which they work and their experience, promoting reflexivity and research approach, balancing individual and community interests, and the like. One of the solutions pointed out in this paper is to emphasize the importance of the philosophy of professional development and the role of teachers in relation to this metalevel of the pedeutological field of pedagogy. The metalevel of the pedeutological field of pedagogy, shaped in the form of a defining philosophical opinion on teachers' professional development, in which teachers become one of the factors in creating and implementing alternative schools of opinion on teacher education, can have two effects: (1) directly affect professional development of teacher competencies; and also (2) indirectly influence the improvement of educational practice. This separate type of teacher competence can be an important factor in teachers' professional development, but also a significant component of the quality of the educational process that is realized in schools. The metalevel of professional development of teachers, if regarded as a known and recognized concept to be used in professional education of teachers (both pre-service and in-service), could also have certain effects on teacher personal development lying at the basis of professional development: satisfying the need for belonging and recognition-awareness of teachers that they are an important part of their community and that their activities have a purpose and meaningdeveloping internal motivation and a positive attitude towards the profession, developing self-confidence and a feeling of being professionally autonomous and able to predict the consequences of their own decisions and to critically evaluate and self-evaluate their own work, and also to constructively participate in the processes of joint evaluation with other stakeholders of teachers' professional development. This approach to professional competencies and teachers' professional development needs to be empirically verified so that its possible contributions in authentic (diverse) educational contexts can be determined.

Style APA, Harvard, Vancouver, ISO itp.

13

AKTEKIN, Nafiye Cigdem. "Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers". Eurasian Journal of Educational Research 19, nr 81 (29.05.2019): 1–20. http://dx.doi.org/10.14689/ejer.2019.81.1.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

14

Františ, Petr, i Jan Hodický. "Analysis and model of Cyber security corps professional development". Vojenské rozhledy 28, nr 4 (9.09.2019): 97–116. http://dx.doi.org/10.3849/2336-2995.28.2019.03.097-116.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

15

Ellison, Constance M. "Talent development professional development evaluation model: A paradigm shift". New Directions for Evaluation 2004, nr 101 (2004): 63–78. http://dx.doi.org/10.1002/ev.108.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

16

Day, Christopher, i Alan Pennington. "Conceptualising Professional Development Planning: a multidimensional model". Journal of Education for Teaching 19, nr 4 (styczeń 1993): 251–60. http://dx.doi.org/10.1080/0260747930190421.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

17

Heineke, Amy, Aimee Papola-Ellis, Sarah Cohen i Kristin Davin. "Linguistically responsive professional development: An apprenticeship model". Improving Schools 21, nr 1 (30.09.2017): 32–47. http://dx.doi.org/10.1177/1365480217732632.

Pełny tekst źródła

Streszczenie:

Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.

Style APA, Harvard, Vancouver, ISO itp.

18

Kelleher, James. "A Model for Assessment-Driven Professional Development". Phi Delta Kappan 84, nr 10 (czerwiec 2003): 751–56. http://dx.doi.org/10.1177/003172170308401008.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

19

Cary, Lisa J. "The professional development school model: unpacking knowledge". International Journal of Leadership in Education 7, nr 4 (październik 2004): 319–37. http://dx.doi.org/10.1080/13603120410001694522.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

20

Higgins, Joanna, i Ro Parsons. "A Successful Professional Development Model in Mathematics". Journal of Teacher Education 60, nr 3 (maj 2009): 231–42. http://dx.doi.org/10.1177/0022487109336894.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

21

Nolder, Rita. "Towards a Model of Accelerated Professional Development". British Journal of In-Service Education 18, nr 1 (styczeń 1992): 35–41. http://dx.doi.org/10.1080/0305763920180107.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

22

Cicchelli, Terry, Sheldon Marcus i Max Weiner. "Superintendents’ Dialogue in a Professional Development Model". Education and Urban Society 34, nr 4 (sierpień 2002): 415–21. http://dx.doi.org/10.1177/00124502034004001.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

23

McIntyre, Donald, i Hazel Hagger. "Professional development through the Oxford Internship model". British Journal of Educational Studies 40, nr 3 (sierpień 1992): 264–83. http://dx.doi.org/10.1080/00071005.1992.9973930.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

24

Cox, Jennifer L., i Maree Donna Simpson. "Cultural Humility: A Proposed Model for a Continuing Professional Development Program". Pharmacy 8, nr 4 (13.11.2020): 214. http://dx.doi.org/10.3390/pharmacy8040214.

Pełny tekst źródła

Streszczenie:

Continuing professional development (CPD) is an essential component of professional practice for registered health practitioners to maintain and enhance knowledge, skills and abilities. There are many topics that practitioners may pursue relevant to their practice environment, and, in recent years, providing culturally safe and respectful practice is an emerging area of need. Unfortunately, many health professionals, whilst willing to offer cultural safe healthcare, may be uncertain of how to enact that practice. The World Health Organisation recognises attainment of the highest possible standard of health as a basic human right, and cultural safety is increasingly becoming an expectation of health professionals. To address this need and the insufficiency of support in the literature, the authors have presented a discussion paper on various aspects of cultural safety and the underlying constructs, such as cultures, that support it. The discussion takes into account core constructs that signpost the path to cultural safety and recognises the role and accountability of all levels of the healthcare system, not merely the practitioner. Finally, we propose a model program for a cultural humility CPD activity incorporating pre-work, online modules, interactive workshop, reflection on professional practice and a post-workshop evaluation.

Style APA, Harvard, Vancouver, ISO itp.

25

Maltsev, Eduard. "Utilizing a professional role model for development of a learner-centered learning program for managers". Knowledge and Performance Management 2, nr 1 (14.11.2018): 38–46. http://dx.doi.org/10.21511/kpm.02(1).2018.04.

Pełny tekst źródła

Streszczenie:

The article is devoted to learner-centered learning program development for adult learners, which are experienced professionals – chief executives. The high speed of learning and precise learning outcomes are seen as the main need of an executive in a learner role. A learner-centered learning program satisfies the need.The article suggests the use of a professional role model of a learner – after learning program completion – as a main tool for the development of an appropriate learner-centered learning program. The details of the professional role model, as well as an algorithm of learner-centered learning program development, are discussed.One of the key problems in learning program development is that the skills, competencies and capabilities developed during learning programs often can’t be applied outside the learning program – in “real life” contexts. To enable a learner to be successful in real contexts, it is suggested to use a role concept in different contexts. The learning program in this case should develop not only the ability to play a role, but also play it in different contexts; not just to acquire new roles, but to be able to reduce roles for simpler ones, as well as to compose new roles.

Style APA, Harvard, Vancouver, ISO itp.

26

Waligórska, Anna, Suzanne Kucharczyk, Michał Waligórski, Karolina Kuncewicz-Sosnowska, Karolina Kalisz i Samuel Odom. "National Professional Development Center on Autism Spectrum Disorders (NPDC) model - an integrated model of evidence-based practices for autism spectrum disorder". Psychiatria Polska 53, nr 4 (31.08.2019): 753–70. http://dx.doi.org/10.12740/pp/99163.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

27

Solomon, Jesse, Carol Martignette-Boswell, John Downes, Josephine Crowe i Gail Boyd. "Professional Development: Toward a Cooperative Model of Mathematics Staff Development". Mathematics Teaching in the Middle School 2, nr 3 (styczeń 1997): 174–79. http://dx.doi.org/10.5951/mtms.2.3.0174.

Pełny tekst źródła

Streszczenie:

Now is an exciting time to be a mathematics teacher. The field is constantly changing. Nothing is sacred—not materials, not methods, not forms of assessment. Such drastic change, however, necessitates serious and extensive time for teachers to reflect on their own teaching and to become comfortable with new ideas and approaches (Joyce and Showers 1981, 1982; Schon 1983; Stallings 1989).

Style APA, Harvard, Vancouver, ISO itp.

28

Lindeberg, Tobias Høygaard. "Betydningen af professionernes værdiskabelse for forskning og udvikling". Tidsskrift for Professionsstudier 14, nr 26 (16.03.2018): 62. http://dx.doi.org/10.7146/tfp.v14i26.104815.

Pełny tekst źródła

Streszczenie:

The purpose of this article is to strengthen the impact of research and development at university colleges by offering models for professional value creation. The legal framework of the university colleges strongly emphasized that research and development must contribute to the value creation of the professionals. Three distinct models are offered as a mean to qualify the research and development activities: A model of professional value creation as a system, a production factor model and evidence-based practice as a model for value creation.

Style APA, Harvard, Vancouver, ISO itp.

29

Nasciutti, Fabiana Marques Barbosa, Nikolai Veresov i Ana Maria Falcão De Aragão. "The Group as a Source of Development: Rethinking Professional Development in a Collaborative Perspective". Outlines. Critical Practice Studies 17, nr 1 (29.08.2016): 86–108. http://dx.doi.org/10.7146/ocps.v17i1.24207.

Pełny tekst źródła

Streszczenie:

Since the later decades of the 20th century, Brazilian psychologists have been questioning a theoretical and interventional model in educational contexts, which consider psychological phenomena apart from their cultural contexts, in order to develop an approach based on a contextualized viewpoint. Despite progress having been made in educational psychology, as a result of this critical paradigm, this area still has problems to overcome: Psychologists are becoming increasingly separate from schools, and it is now common to find psychologists who are professionally unprepared to perform in this context and furthermore, school principals do not always understand the role of psychologists in educational settings. However, educational demands exist in psychologists’ daily work in a range of contexts, indicating the relevance of this field and the urgency to improve psychologists' qualifications. Considering that Brazilian professional development programs for educators and psychologists are usually restricted to technical learning, often ignoring professionals’ real needs and claims, this research aimed to develop a special type of professional development program looking at the group as a source of development, in order to rethink professional development process from within a collaborative perspective. Research data was generated from a professional development program offered for psychologists and professionals who work within educational settings. This programme involved collaborative group work and was organized and conducted in such a way as to create conditions for change. Concepts of cultural-historical theory – social situation of development, crisis and perezhivanie – were used as analytic tools for data analysis. Analysis indicated the importance of the group as a source of development through dialogue and the co-construction of new ideas and possibilities.

Style APA, Harvard, Vancouver, ISO itp.

30

Ka-won Lee. "Professional Development School Model in Music Teacher Education". 이화음악논집 18, nr 1 (czerwiec 2014): 59–81. http://dx.doi.org/10.17254/jemri.2014.18.1.003.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

31

Заріцький, Олег Володимирович, i Володимир Володимирович Судік. "Development of a mathematical model of professional activity". Eastern-European Journal of Enterprise Technologies 1, nr 4(79) (27.02.2016): 10. http://dx.doi.org/10.15587/1729-4061.2016.60831.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

32

Gill, Narinder, i Janice Wrigley. "‘Quality start’ a model for continued professional development". Education 3-13 29, nr 2 (czerwiec 2001): 36–42. http://dx.doi.org/10.1080/03004270185200201.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

33

Delva, Dianne, Lewis Tomalty, Kathy Macrae, Patricia Payne, Eleanor Plain i Wendy Rowe. "A new model for collaborative continuing professional development". Journal of Interprofessional Care 22, sup1 (styczeń 2008): 91–100. http://dx.doi.org/10.1080/13561820802012950.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

34

Howe, Ann C., i Harriett S. Stubbs. "Empowering Science Teachers: A Model for Professional Development". Journal of Science Teacher Education 8, nr 3 (sierpień 1997): 167–82. http://dx.doi.org/10.1023/a:1009487417488.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

35

Porter, Carol, Maria Vezina, Mary Dee McEvoy i Joyce J. Fitzpatrick. "Development and Implementation of a Professional Practice Model". Nurse Leader 12, nr 4 (sierpień 2014): 78–83. http://dx.doi.org/10.1016/j.mnl.2013.12.001.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

36

Enns, Elena, i Margarita Shapovalova. "Psycho-Pedagogical Model of Students’ Professional Consciousness Development". Procedia - Social and Behavioral Sciences 214 (grudzień 2015): 385–92. http://dx.doi.org/10.1016/j.sbspro.2015.11.670.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

37

Kuijpers, J. M., A. A. M. Houtveen i Th Wubbels. "An integrated professional development model for effective teaching". Teaching and Teacher Education 26, nr 8 (listopad 2010): 1687–94. http://dx.doi.org/10.1016/j.tate.2010.06.021.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

38

Denevi, Elizabeth, i Randolph Carter. "Multicultural Seminar: A New Model for Professional Development". Multicultural Perspectives 8, nr 2 (lipiec 2006): 18–24. http://dx.doi.org/10.1207/s15327892mcp0802_4.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

39

Elliott, Elizabeth C., i Marlene Walden. "Development of the transformational advanced professional practice model". Journal of the American Association of Nurse Practitioners 27, nr 9 (wrzesień 2015): 479–87. http://dx.doi.org/10.1002/2327-6924.12171.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

40

Englert, Carol Sue, i Mary S. Rozendal. "A Model of Professional Development in Special Education". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 27, nr 1 (styczeń 2004): 24–46. http://dx.doi.org/10.1177/088840640402700104.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

41

Browell, Sue. "Staff development and professional education: a cooperative model". Journal of Workplace Learning 12, nr 2 (marzec 2000): 57–65. http://dx.doi.org/10.1108/13665620010316208.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

42

Kjaer, Niels Kristian, Marianne Vedsted i James Høpner. "A new comprehensive model for Continuous Professional Development". European Journal of General Practice 23, nr 1 (20.12.2016): 20–26. http://dx.doi.org/10.1080/13814788.2016.1256998.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

43

Slavit, David, Richard Sawyer i Janet Curley. "A professional development model for teaching with technology". TechTrends 47, nr 4 (lipiec 2003): 35–38. http://dx.doi.org/10.1007/bf02763510.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

44

Choi, Euy Soon, You Ja Ro, Sung Suk Han, Nam Cho Kim, Hee Seung Kim, Ho Ran Park i Sung Hee Ahn. "Model Development of Korean Professional Hospice Care Education". Journal of Korean Academy of Nursing 29, nr 5 (1999): 1011. http://dx.doi.org/10.4040/jkan.1999.29.5.1011.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

45

Ashurova, Sanobar Yuldashevna, i Rustam Xamraevich Fayzullaev. "Competency Model Of A Teacher Of Professional Education: The Need For And Conditions Of Development". American Journal of Social Science and Education Innovations 03, nr 01 (25.01.2021): 183–86. http://dx.doi.org/10.37547/tajssei/volume03issue01-35.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

46

Haerani, Reni, Juju Masunah, Tati Narawati, Endang Rochyadi i Mujiarto Mujiarto. "Models of Arts Teacher’s Professional Development". International Journal of Higher Education 9, nr 6 (28.08.2020): 77. http://dx.doi.org/10.5430/ijhe.v9n6p77.

Pełny tekst źródła

Streszczenie:

This article aims to describe a model of professional development for art teachers in Indonesia. The model includes the ability to carry out basic tasks and functions as educators, namely pedagogical, professional, and social competences, especially for dance teachers in managing and providing education services to children with special needs. This qualitative research employed a descriptive method with literature reviews, observations, and personal experiences for data collection. The findings show that the teacher professional development model has been carried out by (1) the pre-professional phase, (2) the autonomous professional phase, (3) the collegial professional phase, but never the post-professional or postmodern phase. The activities are conducted as workshops, including discussions with colleagues, principals, and supervisors. This research recommends conducting continuous supervision and development to improve teachers’ competences in providing equitable services in concordance with the needs of inclusive schools.

Style APA, Harvard, Vancouver, ISO itp.

47

Baird, Thomas J., i Linda E. Clark. "The ‘look-ahead’ professional development model: a professional development model for implementing new curriculum with a focus on instructional strategies". Professional Development in Education 44, nr 3 (11.04.2017): 326–41. http://dx.doi.org/10.1080/19415257.2017.1308424.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

48

Kaya, Ayla, i İlkay Boz. "The development of the Professional Values Model in Nursing". Nursing Ethics 26, nr 3 (20.09.2017): 914–23. http://dx.doi.org/10.1177/0969733017730685.

Pełny tekst źródła

Streszczenie:

One of the most important criteria for professionalism is accumulation of knowledge that is usable in professional practice. Nursing models and theories are important elements of accumulating nursing knowledge and have a chance to guarantee the ethical professional practice. In recent years, there has been an increase in the use of models in nursing research and newly created terminology has started to be used in nursing. In this study, a new model, termed as the Professional Values Model, developed by the authors was described. Concepts comprising the conceptual framework of the model and relations between the concepts were explained. It is assumed that awareness about concepts of the model will increase not only the patients’ satisfaction with nursing care, but also the nurses’ job satisfaction and quality of nursing care. Contemporary literature has been reviewed and synthesized to develop this theoretical paper on the Professional Values Model in nursing. Having high values in nursing increases job satisfaction, which results in the improvement of patient care and satisfaction. Also, individual characteristics are effective in the determination of individual needs, priorities, and values. This relation, proved through research about the Professional Values Model, has been explained. With development of these concepts, individuals’ satisfaction with care and nurses’ job satisfaction will be enhanced, which will increase the quality of nursing care. Most importantly, nurses can take proper decisions about ethical dilemmas and take ethical action when they take these values into consideration when giving care. The Professional Values Model seems suitable for nurse managers and it is expected that testing will improve it. Implementation of the Professional Values Model by nurse managers may increase motivation of nurses they work with. It is suggested that guidance by the Professional Values Model may help in enhancement of motivation efforts of the nurse managers and therefore should be taken into account.

Style APA, Harvard, Vancouver, ISO itp.

49

Cheng, Eric C. K. "Managing school-based professional development activities". International Journal of Educational Management 31, nr 4 (8.05.2017): 445–54. http://dx.doi.org/10.1108/ijem-02-2016-0042.

Pełny tekst źródła

Streszczenie:

Purpose The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy. Design/methodology/approach This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model. Findings The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy. Originality/value This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.

Style APA, Harvard, Vancouver, ISO itp.

50

Al-Madani, Feras Mohammed, i Ibrahim Ali Allafiajiy. "Teachers’ Professional Development on ICT Use: A Saudi Sustainable Development Model". Journal of Modern Education Review 4, nr 6 (20.06.2014): 448–56. http://dx.doi.org/10.15341/jmer(2155-7993)/06.04.2014/006.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!