Artykuły w czasopismach: „Professional development programs”

1

&NA;. "PHYSICIANS PROFESSIONAL DEVELOPMENT PROGRAMS". Journal of Ambulatory Care Management 10, nr 2 (maj 1987): 85. http://dx.doi.org/10.1097/00004479-198705000-00013.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

2

Holaday, Bonnie, Kenneth A. Weaver i Linda B. Nilson. "Revisioning Graduate Professional-Development Programs". College Teaching 55, nr 3 (lipiec 2007): 99–103. http://dx.doi.org/10.3200/ctch.55.3.99-103.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

Baldwin, Constance D., Latha Chandran i Maryellen E. Gusic. "Building Sustainable Professional Development Programs". Journal of Continuing Education in the Health Professions 37, nr 2 (2017): 106–15. http://dx.doi.org/10.1097/ceh.0000000000000151.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

4

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

Pełny tekst źródła

Streszczenie:

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

Style APA, Harvard, Vancouver, ISO itp.

5

Nelson, Mattye. "ACRL Professional Development Programs in Atlanta". College & Research Libraries News 52, nr 4 (1.04.1991): 256–58. http://dx.doi.org/10.5860/crln.52.4.256.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

Wlodkowski, Raymond J. "Fostering Motivation in Professional Development Programs". New Directions for Adult and Continuing Education 2003, nr 98 (2003): 39–48. http://dx.doi.org/10.1002/ace.98.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

Guskey, Thomas R. "Enhancing the Effectiveness of Professional Development Programs". Journal of Educational and Psychological Consultation 2, nr 3 (wrzesień 1991): 239–47. http://dx.doi.org/10.1207/s1532768xjepc0203_3.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

Basista, Beth, i Susann Mathews. "Integrated Science and Mathematics Professional Development Programs". School Science and Mathematics 102, nr 7 (listopad 2002): 359–70. http://dx.doi.org/10.1111/j.1949-8594.2002.tb18219.x.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

Oliva, Maricela, i Kathleen Staudt. "Programs in Practice: Latino Professional Identity Development". Kappa Delta Pi Record 41, nr 1 (październik 2004): 38–41. http://dx.doi.org/10.1080/00228958.2004.10518810.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Hill, Heather C., Kathleen Lynch, Kathryn E. Gonzalez i Cynthia Pollard. "Professional development that improves STEM outcomes". Phi Delta Kappan 101, nr 5 (27.01.2020): 50–56. http://dx.doi.org/10.1177/0031721720903829.

Pełny tekst źródła

Streszczenie:

How should teachers spend their STEM-focused professional learning time? To answer this question, Heather Hill, Kathleen Lynch, Kathryn Gonzalez, and Cynthia Pollard analyzed a recent wave of rigorous new studies of STEM instructional improvement programs. They found that programs work best when focused on building knowledge teachers can use during instruction. This includes knowledge of the curriculum materials they will use, knowledge of content, and knowledge of how students learn that content. They argue that such learning opportunities improve teachers’ professional knowledge and skill, potentially by supporting teachers in making more informed in-the-moment instructional decisions.

Style APA, Harvard, Vancouver, ISO itp.

11

Guo, Shu. "Developing effective professional development programs: a case study". New Library World 115, nr 11/12 (5.11.2014): 542–57. http://dx.doi.org/10.1108/nlw-05-2014-0048.

Pełny tekst źródła

Streszczenie:

Purpose – This paper aims to investigate the practices of a well-established professional development committee (PDC) at an academic library to reveal the development of effective professional development programs with various themes and the diversified delivering formats and the assessment of library employees’ training needs and the effectiveness of professional development programs with Needs Assessment Surveys and Program Follow-up Employee Opinion Surveys. Professional development programs are widely adopted in academic libraries to support the professional growth of library employees and improve the quality of library services. Developing, promoting and administering professional development programs are main responsibilities of the PDC. Design/methodology/approach – The study is based upon the PDC’s recent practices since 2011. The Needs Assessment Surveys (in 2012 and 2013) are conducted electronically, so are the Opinion Surveys since 2013 which are formerly conducted in paper. Findings – The well-planned professional development program themes with special designed delivery formats have demonstrated their effectiveness through high attendance of each professional development event. The positive results and high compliments from both Need Assessment Surveys and Opinion Surveys also endorse their values to employee’s professional growth. Originality/value – This paper classifies various professional development program ideas into six program themes and three special delivery formats, and each is presented with intention, planning and organization. This paper also provides details of using different Need Assessment Surveys and Opinion Surveys for evaluation, which is also lacked in published literature.

Style APA, Harvard, Vancouver, ISO itp.

12

Lourenção, Luciano Garcia. "Work engagement among participants of residency and professional development programs in nursing". Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1487–92. http://dx.doi.org/10.1590/0034-7167-2017-0278.

Pełny tekst źródła

Streszczenie:

ABSTRACT Objective: to assess the levels of engagement at work of nurses enrolled in multi-professional residency and professional development programs in health care of a Brazilian public institution. Method: a cross-sectional study with 36 professionals. The data were collected in September 2013, with use of the Utrecht Work Engagement Scale (UWES), composed of seventeen self-evaluation items with the dimensions vigor, dedication and absorption, as well as an overall score. Results: the levels of engagement ranged from 3.8 to 4.3, and the standard deviations, between 1.1 and 1.3. Nurses showed average levels on vigor (3.8) and absorption (3.9) dimensions, and high levels on dedication (4,3) and engagement (4.0). Conclusion: the professionals presented good levels of energy, resilience, enthusiasm and involvement with the work. They are satisfied with the activity and are dedicated to it, which promotes the acquisition of skills and competences along the in-service training, ensuring a future professional practice of quality.

Style APA, Harvard, Vancouver, ISO itp.

13

Haack, Paul A. "Mentoring and Professional Development Programs: Possibilities and Pitfalls". Music Educators Journal 92, nr 4 (marzec 2006): 60–64. http://dx.doi.org/10.2307/3401114.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

14

Myers, David E. "Professional Growth, Development Programs: Essential for Music Educators". NASSP Bulletin 76, nr 544 (maj 1992): 69–74. http://dx.doi.org/10.1177/019263659207654414.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

15

Baldwin, Roger G. "Professors and professional programs: Fostering mutually beneficial development". New Directions for Higher Education 1987, nr 57 (1987): 83–90. http://dx.doi.org/10.1002/he.36919875711.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

16

Preston, Paul, i Kevin McCrohan. "A strategy for extranet development for professional programs". International Journal of Educational Management 12, nr 4 (sierpień 1998): 154–62. http://dx.doi.org/10.1108/09513549810220614.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

17

Fenton, Melissa Pearman, Leslie Hawley, Saundra Wever Frerichs i Kathleen Lodl. "STEM Professional Development for Youth Workers: Results of a Triangulated Study". Journal of Youth Development 14, nr 4 (16.12.2019): 178–96. http://dx.doi.org/10.5195/jyd.2019.738.

Pełny tekst źródła

Streszczenie:

To increase the quality of informal science, technology, engineering, and math (STEM) learning opportunities, many youth development professionals working in out-of-school time (OST) programs need professional development focused on facilitating these types of activities. Nebraska Extension developed an open-access repository of resources that support an ongoing, blended approach to STEM professional development for youth workers. The current study evaluated the impact on staff, programs, and youth achieved by implementing Click2Science resources in sites at a large youth serving organization. Data sources included site or program director/coordinator and frontline staff perceptions about their experiences during the professional development events, observations of staff facilitating STEM learning with youth, and youth interest in STEM. Findings demonstrated an increase in STEM program quality, as measured by the Dimensions of Success (DoS) Observational Tool (n.d.). Site or program director/coordinators and frontline staff found the professional development eye-opening and user friendly, and noted increased youth engagement following the intervention. Youth reported positive perceptions of STEM learning experiences. Triangulation of these three sources confirmed the promising utility and effectiveness of this professional development approach. Further research is needed to extend the preliminary findings and support the case for increased investment in STEM professional development for youth development professionals.

Style APA, Harvard, Vancouver, ISO itp.

18

Ramírez-Montoya, María Soledad, Lucy Andrade-Vargas, Diana Rivera-Rogel i May Portuguez-Castro. "Trends for the Future of Education Programs for Professional Development". Sustainability 13, nr 13 (29.06.2021): 7244. http://dx.doi.org/10.3390/su13137244.

Pełny tekst źródła

Streszczenie:

Scientific and technological developments bring new requirements for university education and, particularly, the training of education professionals. There is a regular need to update curricula to integrate market trends and educational approaches. It is necessary to know future trends in education and teaching programs. Our research in a higher education institution in Ecuador focused on providing perspectives on the future of educational programs by analyzing trends in educational programs’ designs, students and professors’ needs for innovative education. We used the descriptive/exploratory case study method, employing quantitative surveys and qualitative interviews, focus groups and benchmarking as instruments. The surveys were applied to 337 current students, 384 potential students and 313 graduates of Educational Sciences. We conducted interviews with 20 experts from Mexico, Spain, Colombia and Ecuador. We held focus groups with 32 education professionals, including rectors, principals, educational specialists and primary, secondary and university teachers. Benchmarking was used in our analysis of ten universities. The results focused on five elements that were units of analysis (1) characteristics of education programs, (2) student requirements, (3) required educational modalities, (4) trends in education and (5) future of education programs. The data and results may be of interest to decision-makers, academicians, researchers, students and citizens interested in professional education and other disciplinary areas.

Style APA, Harvard, Vancouver, ISO itp.

19

Kreitzer, Mary Jo, Lixin Zhang i Michelle J. Trotter. "Transformative Professional Development: Outcomes of the Inner Life Renewal Program". Complementary health practice review 11, nr 1 (styczeń 2006): 57–62. http://dx.doi.org/10.1177/1533210106289097.

Pełny tekst źródła

Streszczenie:

Health professionals have jobs that are inherently stressful and most have had little opportunity or encouragement to focus on self-care. Over the past 10 years, professional development programs such as the “Courage to Teach” have been developed for teachers in primary and secondary schools. Reported outcomes include personal and professional growth, increased satisfaction and well-being, and renewed passion and commitment for teaching. Based on this model of transformational professional development, a program was developed for health professionals, the Inner Life Renewal Program. Four cohorts of health professionals have completed the program. This brief report provides descriptive information regarding the structure, format, and process of the program and evaluative data based on program evaluations and participant interviews. Outcomes reported by participants include an increase in self-awareness, improved listening skills and relationships with colleagues, and an increased ability to manage or cope with stress.

Style APA, Harvard, Vancouver, ISO itp.

20

Rosli, Roslinda, i Mohd Fareed Aliwee. "Professional Development of Mathematics Teacher: A Systematic Literature Review". Contemporary Educational Researches Journal 11, nr 2 (1.05.2021): 43–54. http://dx.doi.org/10.18844/cerj.v11i2.5415.

Pełny tekst źródła

Streszczenie:

Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

Style APA, Harvard, Vancouver, ISO itp.

21

Sharma, Payal, i Jagwinder Singh Pandher. "Teachers’ professional development through teachers’ professional activities". Journal of Workplace Learning 30, nr 8 (15.10.2018): 613–25. http://dx.doi.org/10.1108/jwl-02-2018-0029.

Pełny tekst źródła

Streszczenie:

Purpose This study aims to identify various teachers’ professional activities (TPAs) and classify these TPAs according to their relative importance for the professional development of teachers. Design/methodology/approach The systematic review of the literature had been conducted to identify various TPAs in the institutions. Later, an empirical research had been conducted through confirmatory factor analysis using AMOS 20.0 to classify these TPAs according to their relative importance using the natural gap in standardized beta (β) values. In total, 96 administrators of 35 technical institutions of Punjab (India) offering engineering and management programs and 93 veteran educational experts had responded in a field survey. Findings The results of the study identified eight TPAs and further revealed that “regular self-assessment,” “adopting a creative problem-solving approach” and “developing deep commitment to make the difference” qualify among the “most important” activities for the professional enhancement of the faculty. Originality/value The study highlights different TPAs that they must establish, raise, promote, encourage and organize for their development. The study further classifies different activities according to their relative importance. The institute can evaluate their resources, budgets and efforts according to the relative importance of such activities. The classification of TPAs would help faculty to increase their efficacy.

Style APA, Harvard, Vancouver, ISO itp.

22

Kasar, Jack. "Stability of the Professional Development Assessment". Perceptual and Motor Skills 84, nr 3_suppl (czerwiec 1997): 1373–74. http://dx.doi.org/10.2466/pms.1997.84.3c.1373.

Pełny tekst źródła

Streszczenie:

The Professional Development Assessment was constructed and pilot-tested with 76 students in three occupational therapy programs. A comparison of pretest and posttest scores yielded a significant correlation of .48, supporting the stability of responding over 1 to 2 years and suggesting usefulness of further development for evaluation of professional behaviors in students.

Style APA, Harvard, Vancouver, ISO itp.

23

Theobald, Neil D. "Staffing, Financing, and Governing Professional Development Schools". Educational Evaluation and Policy Analysis 13, nr 1 (marzec 1991): 87–101. http://dx.doi.org/10.3102/01623737013001087.

Pełny tekst źródła

Streszczenie:

The professional development school concept represents an attempt to reshape the relationship between public schools and colleges of education to provide for more effective preservice and inservice education, improved educational programs for K-12 students, and an expanded knowledge base for dealing with the instructional, curricular, and organizational reform agenda facing schools. The purpose of this paper is to (a) confront the financial and organizational problems that school and university personnel are likely to face in developing professional development schools and (b) identify structures and processes that will allow these schools to contribute to the simultaneous reconstruction of the public schools in which teachers work and the university programs in which they prepare.

Style APA, Harvard, Vancouver, ISO itp.

24

Rosmaladewi, Rosmaladewi, Amirullah Abduh i Muhammad Basri. "English Lecturers’ Experiences on Professional Development in Indonesian Polytechnics". International Journal of Language Education 4, nr 2 (13.10.2020): 314. http://dx.doi.org/10.26858/ijole.v4i2.15264.

Pełny tekst źródła

Streszczenie:

The paper aims to depict lecturers’ experiences on the professional development programs in three polytechnics. The study used a qualitative descriptive study employing nine lecturers of English teaching in three different polytechnics. The study finds that lecturers believe that professional development programs as a means for them to improve their knowledge, skills, and expertise. Also, lecturers encounter that professional development programs are not offered equally for lecturers rather than depends on the policy of the top managerial levels. Professional development programs are mostly offered inside the campus for a shorter period rather than offered by external agents that take a longer time. The study recommends that professional development in polytechnics should be done systematically, periodically, and intensively so that lecturers of English in polytechnics can enhance their skills, improve their knowledge, and share their expertise. Further, professional development programs should involve different relevant stakeholders so that they can bring in different expertise and a variety of skills and knowledge so that lecturers of English can fully update with the modern trend of technology. Consequently, they can apply the updated skills and knowledge in their teaching to improve the quality of polytechnic output.

Style APA, Harvard, Vancouver, ISO itp.

25

Chapin, Suzanne H. "Professional Development in Mathematics—Not Just for Teachers". Journal of Education 178, nr 1 (styczeń 1996): 85–91. http://dx.doi.org/10.1177/002205749617800107.

Pełny tekst źródła

Streszczenie:

Professional development activities have historically targeted teachers as the recipients of reform efforts. In order to affect lasting change in terms of what mathematics is taught and how it is taught, however, programs must recognize the different intersecting needs and perspectives of a school's education constituencies—administrators, teacher-leaders, teachers, students, and parents. Professional development programs that include components for each group have the potential to dramatically extend the impact of the resources dedicated to the reform.

Style APA, Harvard, Vancouver, ISO itp.

26

Dzandza, Patience Emefa, i Harry Akussah. "Professional development in private university libraries in Ghana". Library Management 39, nr 6-7 (13.08.2018): 488–502. http://dx.doi.org/10.1108/lm-06-2017-0055.

Pełny tekst źródła

Streszczenie:

Purpose There has been a significant change in the provision of library services due to the application of technology to every aspect of library services. This has posed a major challenge to library staff as they need to be abreast with current technologies and their application to library services. One means by which a librarian can overcome this challenge is through professional development (PD) programs. The purpose of this paper is to determine PD opportunities in private university libraries in Ghana. Design/methodology/approach A cross-sectional survey of 61 staff and interviews with 20 heads of libraries was conducted to collect data from 25 private universities in Ghana. Findings The study revealed that not all library staff in the private universities were allowed to attend PD programs. None of the private universities studied had a policy on PD and only three institutions made budgetary allocation to PD programs. Majority of the private universities did not have in-house PD programs and there were no means of knowledge sharing in most of the libraries studied. Originality/value In this paper, the researchers identified the major challenges encountered by library staff in private universities in Ghana and propose that librarians should see PD as a part of their own responsibility while, libraries should have a PD policy and make budgetary allocation toward PD.

Style APA, Harvard, Vancouver, ISO itp.

27

Felder, Pamela, Kimberly A Kline, Debra Harmening, Tami Moore i Edward P. St. John. "Professional Development and Moral Reasoning in Higher Education Graduate Programs". International Journal of Doctoral Studies 14 (2019): 383–401. http://dx.doi.org/10.28945/4274.

Pełny tekst źródła

Streszczenie:

Aim/Purpose: This work examines the role of professional development in higher education graduate programs through the use of reflective teaching approaches. We discuss the relevance of a professional development framework in supporting the exploration of moral reasoning in addressing challenges in the higher education profession. Background: Shifts in demographics within college university environments has resulted in increased diversity among students facilitating the need for professional development experiences that involve moral reasoning and self-reflection as resources to increase cultural awareness. Methodology: Case study overviews of higher education courses focused on supporting the development of graduate students’ professional interest illustrate ways moral reasoning can be examined to facilitate self-awareness as a professional skill and competency. Four teaching strategies reflect how professional learning can be used to shape students’ experiences, knowledge of critical issues, and understanding of organizational development in higher education. Contribution: This paper contributes to the knowledge of professional development in higher education graduate programs and the experiences faculty and graduate students. Findings: Strategies discussed provide a basis for further research to examine the role of professional learning framework in developing effective pedagogical strategies that facilitate moral reasoning, social justice, democratic values, and diversity. Previous research on the experiences of graduate students has not explicitly discussed the proposed professional learning framework across graduate student experiences. Recommendations for Practitioners: Administrators responsible for managing higher education graduate programs may find this work useful for understanding how moral reasoning can be used as tool for teaching professional development in graduate programs. Recommendation for Researchers: Researchers of professional development within graduate programs may find the use of moral reasoning helpful in understanding strategies that support facilitating discussions of critical issues related to cultural awareness. Impact on Society: Moral reasoning is an effective resource for building the professional insight and awareness needed for understanding multiple experiences in the workplace. Future Research: Additional research is needed to understand how moral reasoning could be used to support the professional development of higher education graduate students.

Style APA, Harvard, Vancouver, ISO itp.

28

Frich, Jan C., i Ivan Spehar. "Physician leadership development: towards multidisciplinary programs?" BMJ Leader 2, nr 3 (7.08.2018): 91–94. http://dx.doi.org/10.1136/leader-2018-000070.

Pełny tekst źródła

Streszczenie:

BackgroundThe format and content of leadership development programmes for physicians is a theme for discussion in the literature.ObjectivesThe aim of this study is to explore healthcare executives’ perspectives on physician leadership development, focusing on perceived benefits and negative effects associated with multidisciplinary programmes.MethodsWe did a qualitative study based on data from semistructured interviews with 16 healthcare executives in US healthcare systems.ResultsWe found that one group perceived programmes targeting one profession as advantageous, promoting openness and professional relationships among peers. Other executives argued that multidisciplinary programmes could add value because they could bridge professional boundaries, strengthen networks and build leadership capacity throughout an organisation. Costs, timing, organisational culture and a lack of knowledge about how to run multidisciplinary programmes were challenges our informants associated with multidisciplinary leadership development programmes.ConclusionThis study identifies topics and challenges that can inform organisational policies and decisions about leadership development activities.

Style APA, Harvard, Vancouver, ISO itp.

29

Notova, S. V., i I. A. Podosenova. "System of Additional Professional Education as a Basis of Lifelong Professional Education". Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, nr 8-9 (8.09.2021): 134–43. http://dx.doi.org/10.31992/0869-3617-2021-30-8-9-134-143.

Pełny tekst źródła

Streszczenie:

The article considers the implementation of the principle of continuing education through the system of additional professional education at Orenburg State University. Additional professional education is the main element of the system of lifelong education. The authors analyze the current trends in the development of additional professional education in the Russian Federation and the role of higher education in it, as well as the opportunities and problems of implementing additional professional programs at the University. The analysis of the dynamics and structure of additional professional programs of the Orenburg State University is carried out. The mechanisms of implementing additional professional programs based on a practice-oriented integrated approach aimed at strengthening the practical orientation of programs based on the integration of University’s educational activities and strategic partnership with enterprises and organizations of the region are proposed. The authors analyze the possibilities and prospects of using e-learning and technologies of distance education in the implementation of additional professional programs. The article highlights the mandatory conditions for building an effective system of additional professional education at the University, based on close interaction with the program’s customers, the development of professional competencies of teaching staff engaged in the implementation of additional programs, and the active use of modern educational technologies.

Style APA, Harvard, Vancouver, ISO itp.

30

Zhivaeva, V. V., V. A. Nikolaev, S. N. Parfyonova i E. P. Tuponosova. "Monitoring the implementation of professional development programs for personnel". Quality. Innovation. Education, nr 5 (2020): 8–16. http://dx.doi.org/10.31145/1999-513x-2020-5-08-16.

Pełny tekst źródła

Streszczenie:

The features and requirements for monitoring the implementation of professional development of personnel are considered. Based on the analysis of special and common causes of variability in the educational process, leading to inconsistencies in the development of educational programs, recommendations are given for the use of the test sample control and control maps of average values and scales to identify the action of special causes and bring the process to statistically controlled state. The proposed monitoring procedure can be used in the system additional education to ensure the quality of the implementation of training programs.

Style APA, Harvard, Vancouver, ISO itp.

31

Melnikova, Olga V., Marina V. Bogomolova i Elena V. Starodubtseva. "Designing Programs of Professional Development of Pre-School Teachers". Ser. Educational Acmeology. Developmental Psychology 5, nr 3 (24.09.2016): 204–10. http://dx.doi.org/10.18500/2304-9790-2016-5-3-204-210.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

32

Halpin, Regina, Patricia Curtis i Mark Halpin. "Assessing Participant Performance in Online Professional Development Training Programs". Procedia - Social and Behavioral Sciences 174 (luty 2015): 186–93. http://dx.doi.org/10.1016/j.sbspro.2015.01.645.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

33

Sarquis, A. M. "Recommendations for Offering Successful Professional Development Programs for Teachers". Journal of Chemical Education 78, nr 6 (czerwiec 2001): 820. http://dx.doi.org/10.1021/ed078p820.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

34

Nir, Adam E., i Ronit Bogler. "The antecedents of teacher satisfaction with professional development programs". Teaching and Teacher Education 24, nr 2 (luty 2008): 377–86. http://dx.doi.org/10.1016/j.tate.2007.03.002.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

35

Luquis, Raffy, Miguel A. Pèrez i Kathleen Young. "Cultural Competence Development in Health Education Professional Preparation Programs". American Journal of Health Education 37, nr 4 (lipiec 2006): 233–41. http://dx.doi.org/10.1080/19325037.2006.10598908.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

36

Галямина i Irina Galyamina. "Development of Professional Competences Based on Analysis of Professional Standards in Environmental Engineering". Safety in Technosphere 6, nr 1 (15.05.2017): 80–85. http://dx.doi.org/10.12737/article_59019fb4ac3e53.05304078.

Pełny tekst źródła

Streszczenie:

The experience of professional competences designing based on analysis for professional standards in the area of environmental engineering and water use is presented in this paper. It has been shown how the high school graduate’s activity tasks are defined based on analysis for labor functions and actions, selected from the professional standards in the area of environmental engineering, how to generalize these tasks when considering different professional standards related to the same direction (profile). The generalized activity tasks are the basis for selected profile’s professional competences formation, resulting in creation of approximate basic educational programs by developers of modernized Federal state standards for higher education (third generation) and basic professional educational programs in higher education institutions, in which graduates on the direction «Environmental Engineering and Water Use» are trained.

Style APA, Harvard, Vancouver, ISO itp.

37

Young, Dallin George, Laura A. Dean, Douglas Franklin i William Kyle Tschepikow. "Effects of Assessment on Collegiate Recreation Programs". Recreational Sports Journal 38, nr 1 (kwiecień 2014): 82–95. http://dx.doi.org/10.1123/rsj.2013-0023.

Pełny tekst źródła

Streszczenie:

Collegiate recreation professionals were surveyed to determine whether, how regularly, and by what means they were conducting assessment. This descriptive study explored current assessment practices; surveyed resources used in assessment, including specific attention to CAS materials; and reported outcomes of assessment activities. Results indicated that more than 90% of respondents were engaged in assessment, regardless of institution type. Professional literature, professional development activities, and assessment teams were the most frequently used resources; approximately 40% reported using CAS materials. Most frequently reported outcomes of assessment were generally related to student staffing. Respondents also indicated that mission statements and professional staffing changed less frequently as a result of assessment efforts. Implications for the practice of assessment in collegiate recreation programs are discussed.

Style APA, Harvard, Vancouver, ISO itp.

38

Supiyeva, Bukholida Abduvaliyevna. "Mechanisms Of Creating An Electronic Methodological Set In The Professional Development Programs For The State Language". American Journal of Social Science and Education Innovations 03, nr 03 (31.03.2021): 344–54. http://dx.doi.org/10.37547/tajssei/volume03issue03-52.

Pełny tekst źródła

Streszczenie:

The educational and methodological complex is a complete, self-sufficient set of educational and methodological materials that provide high-quality mastering by students of the content of the discipline, which is part of the main educational program and program of additional professional education in the specialties implemented in the college.The teaching materials are developed by the teaching staff based on the requirements from State educational standards, a curriculum of the academic discipline. The following article looks into the mechanisms of creating n electronic methodological set for professional training programs.

Style APA, Harvard, Vancouver, ISO itp.

39

Viljoen, Myra, Isabel Coetzee i Tanya Heyns. "Critical Care Nurses’ Reasons for Poor Attendance at a Continuous Professional Development Program". American Journal of Critical Care 26, nr 1 (1.01.2017): 70–76. http://dx.doi.org/10.4037/ajcc2017412.

Pełny tekst źródła

Streszczenie:

Background Society demands competent and safe health care, which obligates professionals to deliver quality patient care using current knowledge and skills. Participation in continuous professional development programs is a way to ensure quality nursing care. Despite the importance of continuous professional development, however, critical care nurse practitioners’ attendance rates at these programs is low. Objective To explore critical care nurses’ reasons for their unsatisfactory attendance at a continuous professional development program. Methods A nominal group technique was used as a consensus method to involve the critical care nurses and provide them the opportunity to reflect on their experiences and challenges related to the current continuous professional development program for the critical care units. Participants were 14 critical care nurses from 3 critical care units in 1 private hospital. Results The consensus was that the central theme relating to the unsatisfactory attendance at the continuous professional development program was attitude. In order of importance, the 4 contributing priorities influencing attitude were communication, continuous professional development, time constraints, and financial implications. Conclusion Attitude relating to attending a continuous professional development program can be changed if critical care nurses are aware of the program’s importance and are involved in the planning and implementation of a program that focuses on the nurses’ individual learning needs.

Style APA, Harvard, Vancouver, ISO itp.

40

Drefs, Shawn. "Poster 123 University Development of Interdisciplinary Online Continuing Professional Education Programs for Health Professionals". Archives of Physical Medicine and Rehabilitation 94, nr 10 (październik 2013): e54-e55. http://dx.doi.org/10.1016/j.apmr.2013.08.168.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

41

Parkhouse, Hillary, Chu Yi Lu i Virginia R. Massaro. "Multicultural Education Professional Development: A Review of the Literature". Review of Educational Research 89, nr 3 (4.04.2019): 416–58. http://dx.doi.org/10.3102/0034654319840359.

Pełny tekst źródła

Streszczenie:

When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development (PD) in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural education–focused PD programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types of programs studied and outcomes analyzed to draw conclusions about the factors that contribute to effectiveness. However, the extant literature does point to important questions and considerations for both providers and researchers of multicultural education PD. One area for future research is how PD providers navigate tensions or challenges arising from resistance to discussions of diversity and equity. Another is locating the balance between providing specific knowledge about students’ cultures and guarding against promoting stereotypes or broad generalizations. Researchers and PD developers should also pay close attention to their underlying theories related to both teacher learning and multicultural education.

Style APA, Harvard, Vancouver, ISO itp.

42

SCHUMM, JEANNE SHAY, i SHARON VAUGHN. "Meaningful Professional Development in Accommodating Students with Disabilities Lessons Learned". Remedial and Special Education 16, nr 6 (listopad 1995): 344–53. http://dx.doi.org/10.1177/074193259501600604.

Pełny tekst źródła

Streszczenie:

The purpose of this article is to describe lessons learned from a series of professional development programs with inservice teachers (elementary through high school) designed to promote improvement of practices for instructing students with high-incidence disabilities in general education settings. initial professional development programs (n = 4) focused on exploring possibilities for effective formats and content. subsequent programs (n = 3) built on lessons learned and developed an intensive collaboration between university and school-based researchers in elementary classroom settings. pros and cons of each program are discussed as well as future directions for research.

Style APA, Harvard, Vancouver, ISO itp.

43

Suharyadi, Suharyadi, Gunadi Harry Sulistyo i Sri Rachmajanti. "CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES". J-ELLiT (Journal of English Language, Literature, and Teaching) 3, nr 2 (31.12.2019): 34. http://dx.doi.org/10.17977/um046v3i2p34-44.

Pełny tekst źródła

Streszczenie:

Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.

Style APA, Harvard, Vancouver, ISO itp.

44

Yunga, Deisi C. "The Implications of Learning and Development for Teacher Professionalism". Neveléstudomány, nr 3 (2020): 6–15. http://dx.doi.org/10.21549/ntny.30.2020.3.1.

Pełny tekst źródła

Streszczenie:

This paper elaborates on the different concepts of professional learning and professional development in an effort to illustrate their importance in the improvement of the teaching profession and attainment of teacher professionalism. This study uses a narrative literature review approach on an array of available sources from available literature, which comprises scholarly materials, published and peer-reviewed articles, books, and reports from education institutions. The study shows that remaining informed about the changes in the teaching profession is core in attaining professionalism in teaching, proving the need for professional development programs to ensure the update of teachers’ skills and knowledge. Furthermore, the study advocates for a clearer academic distinction between professional learning and professional development, with professional learning facilitated by professional learning communities and workplace learning programs. Lastly, we discuss elements of effective professional learning and development and examine their importance.

Style APA, Harvard, Vancouver, ISO itp.

45

Brito, Marcus Vinicius Henriques, i Francisca Regina Oliveira Carneiro. "DEVELOPMENT OF METRICS FOR ARTICLES PUBLISHED IN PROFESSIONAL MASTER'S COURSE". Revista do Colégio Brasileiro de Cirurgiões 42, suppl 1 (2015): 28–30. http://dx.doi.org/10.1590/0100-69912015s01011.

Pełny tekst źródła

Streszczenie:

Objective: Propose metric to qualify the production conveyed through articles published in Professional Master's Programs and, from there, to establish guidance for the evaluation of postgraduate programs of Medicine III. Method: Analysis of the documents of 2013 area graduate programs strict sense concerning the application and measurement of score the articles published, and creation of proposal for metric of the theme with the quadrennial review of Medicine III. Results: Were evaluated the medicines area documents I, II and III; Biological Sciences (I) and Interdisciplinary, as well as the 2013 reports of CAPES. All programs establish metrics for "Classification of Published Articles" within its bibliographic production although with different percentages respecting its specificities. With these data collected and correlating their relevance with the surgical areas, was drafted proposal for quantification of the quality of the published articles to "Professional Postgraduate Programs" at surgical area that have specific characteristics according to their guidelines, directing their scientific production to technique journals preferably. Conclusion: The metric suggested for published articles, that should be included in intellectual production of the Area Document, should be considered for the extract A1 = 100 points; A2 = 85 points; B1 = 80 points; B2 = 70 points; B3 = 60 points; B4 = 40 points and B5 = 20 points.

Style APA, Harvard, Vancouver, ISO itp.

46

Shekhonin, A. A., A. O. Voznesenskaya, A. V. Bakholdin i O. A. Gavrilina. "Training of Competitive Graduates Based on the Educational Standard of the ITMO University". Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, nr 5 (15.06.2019): 9–17. http://dx.doi.org/10.31992/0869-3617-2019-28-5-9-17.

Pełny tekst źródła

Streszczenie:

The paper presents the concept, structure and features ofITMOUniversity’s independently established educational standard of a new generation. The standard has been developed on the basis of Federal State Educational Standard of Higher Education 3++, professional and international standards of engineering education, foresight forecasts of world scientific and technological development. The harmonious intellectual, cultural and moral development, as well as the formation of a professionally competitive personality is ensured by the implementation in the educational programs of the ITMO Code. TheITMOUniversityhas created mechanisms for the formation of actual requirements for the preparation of competitive professionals demanded at an international level. The authors propose the design and implementation system of the educational programs based on integration of the fundamental classical technical education, enhanced development of the universal, common and professional competencies, and extended implementation of the modern theoretical and applied practice-oriented researches, which are supported an active participation of industrial companies and research organizations in educational activities. An interdisciplinary content of educational programs together with orientation to individualization of education and introduction of advanced educational technologies including design, digital, network etc. provides a stable technology platform to achieve the standard requirements for learning outcomes.

Style APA, Harvard, Vancouver, ISO itp.

47

Rockinson-Szapkiw, Amanda. "The development and validation of the scholar–practitioner research development scale for students enrolled in professional doctoral programs". Journal of Applied Research in Higher Education 10, nr 4 (8.10.2018): 478–92. http://dx.doi.org/10.1108/jarhe-01-2018-0011.

Pełny tekst źródła

Streszczenie:

Purpose The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs. Design/methodology/approach In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument. Findings An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales. Research limitations/implications The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs. Practical implications The instrument can be a useful tool to assess and inform the faculty and administrators about their students, the curriculum and program resources. Social implications Equipped with an instrument such as this, faculty and administrators are better armed to assess students’ growth thought out the program, and, in turn, design and deliver research curriculum and mentorship that assists students in developing as scholar–practitioners, which may ultimately lead to success in the program and beyond, impacting the society. Originality/value There is not a formal or standardized scale to evaluate if professional doctoral students are progressing and developing as practitioner-scholars through their professional doctoral programs. There is not a standardized or universally adopted assessment to determine if professional doctoral programs are meeting the goals and objectives they have set forth. Thus, the aim of this study was to develop and to determine the validity and reliability of a scale to measure a scholar–practitioner’s research competencies in a professional doctoral program.

Style APA, Harvard, Vancouver, ISO itp.

48

van der Meer, Frans-Bauke, i Peter Marks. "An agenda for rethinking mid-career master programs in public administration". Teaching Public Administration 36, nr 2 (5.04.2018): 126–42. http://dx.doi.org/10.1177/0144739418764530.

Pełny tekst źródła

Streszczenie:

The pace of societal change and the development of societal challenges have speeded up considerably during the last couple of decades, with substantial impact on different levels, i.e. ranging from global to local, or from business to government. When focusing on the public domain, these changes and challenges have had a major impact on public professionals, who face different and frequently changing questions. Mid-career programs in Public Administration (MPA) have the mission to support enrolled professionals in dealing with these changes and challenges. This article is about the development of such MPAs. Both substantive and didactic development is needed. To counter institutional inertia it seems vital to institutionalize a regular rethinking and adaptation of curricula and didactic strategies. This article identified some important points of attention and some options to deal with these in order to continuously improve the contribution of MPA programs to relevant and effective professional development and ongoing professional learning.

Style APA, Harvard, Vancouver, ISO itp.

49

Dietz, Tracy J., Linda S. Moore i David Jenkins. "Using Professional Advisory Committees to Achieve Excellence in Social Work Education". Journal of Baccalaureate Social Work 7, nr 2 (1.03.2002): 49–61. http://dx.doi.org/10.18084/1084-7219.7.2.49.

Pełny tekst źródła

Streszczenie:

Social work programs are mandated by the Council on Social Work Education to develop and maintain ongoing relationships with social work practitioners and others involved in social services and policy making. A Professional Advisory Committee is one way for programs to receive input from community professionals to strengthen the educational goal of preparing competent, effective professionals. To date, there is little literature in social work on program advisory committees. However, higher education and management literature, along with social work literature on task groups, can provide some direction for developing, maintaining, and effectively using a Professional Advisory Committee in social work program development.

Style APA, Harvard, Vancouver, ISO itp.

50

Bai, Pulan, Ashleigh Thornton, Leanne Lester, Jasper Schipperijn, Gina Trapp, Bryan Boruff, Michelle Ng, Elizabeth Wenden i Hayley Christian. "Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior". International Journal of Environmental Research and Public Health 17, nr 1 (27.12.2019): 223. http://dx.doi.org/10.3390/ijerph17010223.

Pełny tekst źródła

Streszczenie:

Background: Physical activity professional development programs for Early Childhood Education and Care (ECEC) educators are a viable strategy for improving preschool children’s physical activity behavior. This pilot intervention evaluated the effectiveness of ‘nature play’ and ‘fundamental movement skills’ (FMS) professional development programs on ECEC educators’ practices on physical activity. Methods: 148 ECEC educators from 20 ECEC centers took part in either the Nature play or FMS professional development programs in Perth, Western Australia. Educators self-reported their physical activity related practices at baseline and three months post-professional development training, using established items. Wilcoxon’s test and adjusted models using Mann–Whitney U tests were run at the individual educator level to examine the change between baseline and post-professional development educator physical activity behavior. Results: Educators’ self-efficacy to engage children to be active significantly increased in both the Nature play and FMS professional development programs (p < 0.05). In the Nature play professional development program, ECEC educators’ perceived time set aside for children to participate in nature-based play increased by 9.2%, and their perceived behavioral control for supporting general and nature-based play activities for preschool children increased by 5% and 10.3%, respectively (p < 0.05). However, these results were no longer significant after adjusting for educator socio-demographics. Conclusion: Both the Nature play and FMS professional development programs were effective in improving educators’ self-efficacy to engage children to be active in Nature play or FMS activities. Larger pragmatic trials are required to confirm the impact of these professional development programs on educator perceived physical activity behavior.

Style APA, Harvard, Vancouver, ISO itp.

Artykuły w czasopismach na temat „Professional development programs”

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