Gotowa bibliografia na temat „Professional education”
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Artykuły w czasopismach na temat "Professional education"
Odilovich, Shagdarov Navro'zbek. "FUTURE PROFESSIONAL EDUCATION TEACHER ABOUT PROFESSIONAL TRAINING". European International Journal of Multidisciplinary Research and Management Studies 02, nr 06 (1.06.2022): 78–83. http://dx.doi.org/10.55640/eijmrms-02-06-14.
Pełny tekst źródłaKennerley, J. A. "Managing Professionals and Professional Autonomy". Higher Education Quarterly 46, nr 2 (kwiecień 1992): 166–73. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01593.x.
Pełny tekst źródłaSakalys, Jurate A., i Jean Watson. "Professional education: Post-baccalaureate education for professional nursing". Journal of Professional Nursing 2, nr 2 (marzec 1986): 91–97. http://dx.doi.org/10.1016/s8755-7223(86)80075-8.
Pełny tekst źródłaIlxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich i Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education". American Journal of Social Science and Education Innovations 03, nr 03 (26.03.2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.
Pełny tekst źródłaRhode, Deborah L. "Professional Ethics and Professional Education". Professional Ethics, A Multidisciplinary Journal 1, nr 1 (1992): 31–72. http://dx.doi.org/10.5840/profethics199211/21.
Pełny tekst źródłaBrown, Robert D. "Professional pathways and professional education". New Directions for Student Services 1987, nr 37 (1987): 5–18. http://dx.doi.org/10.1002/ss.37119873703.
Pełny tekst źródłaChen, Michael, Charles Chen i Alice J. Lin. "Game for Health Professional Education". International Journal of Information and Education Technology 6, nr 12 (2016): 972–75. http://dx.doi.org/10.7763/ijiet.2016.v6.827.
Pełny tekst źródłaAnishchuk, A. "PROFESSIONAL PREPARATION OF FUTURE PROFESSIONALS IN PRESCHOOL EDUCATION". Research Notes, nr 4 (21.12.2020): 59–67. http://dx.doi.org/10.31654/2663-4902-2020-pp-4-59-67.
Pełny tekst źródłaAdiga, Kasturi R., i Anice George. "Inter-professional Education-a Challenge for Health Professionals". International Journal of Nursing Education 7, nr 3 (2015): 123. http://dx.doi.org/10.5958/0974-9357.2015.00148.8.
Pełny tekst źródłaVasileva, E. A. "The place of higher professional education and continuing professional education in the system of public relations". Contemporary problems of social work 1, nr 1 (30.03.2015): 194–96. http://dx.doi.org/10.17922/2412-5466-2015-1-1-194-196.
Pełny tekst źródłaRozprawy doktorskie na temat "Professional education"
Khalezova, L. "Globalism in professional education". Thesis, Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63813.
Pełny tekst źródłaSimpson, Yvonne. "The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England". Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.
Pełny tekst źródłaWhiting, Denise. "Conceptions of professional ethics and professional codes in education". Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.
Pełny tekst źródłaSchroeder, James. "Professional development in technology education". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.
Pełny tekst źródłaGallagher, Ann. "Healthcare virtues and professional education". Thesis, University of Central Lancashire, 2003. http://clok.uclan.ac.uk/19052/.
Pełny tekst źródłaPorter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.
Pełny tekst źródłaChan, Man Wai (Sarah). "Mandatory versus voluntary Continuing Professional Education : perspectives from the nursing profession". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39546/.
Pełny tekst źródłaMuller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.
Pełny tekst źródłaENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.
Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.
Pełny tekst źródłaThe purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effective their experiences were with Twitter as a PD tool. Results of this study can be used to improve current practice, and provide a low cost, accessible, and available mechanism to foster an on-going, learner-centered, approach to PD, thus allowing teachers to become more involved in their own professional growth. For the 4 participants in this study, Twitter use for PD and its effectiveness varied greatly. The effectiveness of the tool depended on the participant’s fluency with the technology and attitude towards social media. For the most fluent participant, Twitter met most of the requirements for effectiveness; however, Twitter use did not automatically provide a mechanism for reflection or self-assessment; nor did Twitter use provide an evaluation of the experience, both requirements of effective PD. With added evaluation and self-assessment processes, and with a fluent practitioner, Twitter does have the potential to be a very effective PD tool with its low cost, accessibility, and availability.
Devlin, Linda. "Higher education partnerships for continuing professional development in education". Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.
Pełny tekst źródłaKsiążki na temat "Professional education"
Chartered Institute of Public Finance and Accountancy., red. CIPFA professional education. London: CIPFA, 1995.
Znajdź pełny tekst źródłaHazel, Bines, i Watson David 1949-, red. Developing professional education. Buckingham: Society for Research into Higher Education & Open University Press, 1992.
Znajdź pełny tekst źródłaInternational Federation of Accountants. Education Committee, red. Continuing professional education. New York: The Federation, 1998.
Znajdź pełny tekst źródłaStorey, Valerie A., red. Redesigning Professional Education Doctorates. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137358295.
Pełny tekst źródłaLoftus, Stephen, i Elizabeth Anne Kinsella, red. Embodiment and Professional Education. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4827-4.
Pełny tekst źródłaDavies, David Y. Professional education: Discussion paper. London: National Economic Development Office, 1991.
Znajdź pełny tekst źródłaS, White Herbert, red. Education for professional librarians. White Plains, NY: Knowledge Industry Publications, 1986.
Znajdź pełny tekst źródłauniversity, Open. Professional development in education. Milton Keynes: Open University, 1987.
Znajdź pełny tekst źródłaAelterman, Antonia. Professional Learning in Education. Ghent: Academia Press, 2016.
Znajdź pełny tekst źródłaColorado Commission on Higher Education., red. Professional health education report. Denver, Colo: The Commission, 1996.
Znajdź pełny tekst źródłaCzęści książek na temat "Professional education"
Glasby, Jon, i Helen Dickinson. "Inter-Professional Education". W A–Z of Inter-Agency Working, 74–77. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-00533-5_26.
Pełny tekst źródłaSyme-Taylor, Victoria, i Duraid Jalili. "Professional Military Education". W Routledge Handbook Of Defence Studies, 98–112. Abingdon, Oxon: New York, NY: Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315650463-9.
Pełny tekst źródłaCervero, Ronald M., i Barbara J. Daley. "Continuing Professional Education". W Mapping the Field of Adult and Continuing Education, 441–44. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445937-26.
Pełny tekst źródłaCoady, Maureen. "Continuing Professional Education". W The Handbook of Adult and Continuing Education, 257–65. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-32.
Pełny tekst źródłaBrowne, Julie. "Professional Bodies in Health Professions Education". W Clinical Education for the Health Professions, 1–20. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_109-1.
Pełny tekst źródłaBrowne, Julie. "Professional Bodies in Health Professions Education". W Clinical Education for the Health Professions, 1591–610. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-15-3344-0_109.
Pełny tekst źródłaChoy, William K. W., i Paul M. H. Chua. "Professional Development". W Springer Texts in Education, 69–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_5.
Pełny tekst źródłaChen, Amy Hildreth. "Professional Culture". W Springer Texts in Education, 169–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06497-5_14.
Pełny tekst źródłaWeber, Christine L., i Angela M. Novak. "Professional Learning". W Introduction to Gifted Education, 439–56. Wyd. 2. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003235866-31.
Pełny tekst źródłaEvans, Mary. "Professional Development". W Introduction to Gifted Education, 415–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235859-30.
Pełny tekst źródłaStreszczenia konferencji na temat "Professional education"
Nylen, Aletta, i Arnold Pears. "Professional communication skills for engineering professionals". W 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684828.
Pełny tekst źródłaMarcean, Crin, i Mihaela Alexandru. "PROFESSIONAL IDENTITY AND PROFESSION VALUES TRANSPOSED INTO NURSING EDUCATION". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end030.
Pełny tekst źródłaMuca, Florian. "A GLANCE OF PHYSICAL EDUCATION TEACHER’S SATISFACTION WITH THEIR PROFESSION IN ALBANIA". W INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/108.
Pełny tekst źródłaThomas, Liz, i Vicky Duckworth. "Maintaining the diversity of the professional healthcare workforce through higher education qualification routes". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8198.
Pełny tekst źródłaKudrina, Ekaterina L. "Changing library education in the context of developing human capital of Russia". W Twenty Sixth International Conference and Exhibition «LIBCOM-2022». Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-257-9-2022-81-85.
Pełny tekst źródłaMathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.
Pełny tekst źródłaPautikova, Olga. "Continuing professional education for increasing competences of library professionals". W Information technologies, computer systems and publications for libraries. Russian National Public Library for Science and Technology, 2019. http://dx.doi.org/10.33186/978-5-85638-221-0-2019-30-33.
Pełny tekst źródłaQuiroz, AGT. "DEVELOPMENTAL DIDACTICS FOR PROFESSIONAL SKILLS AND UNIVERSITY EDUCATION". W The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7149.
Pełny tekst źródłaMa, Shuangbao, i Huanqi Tao. "Automation Professional Education and Quality Education". W 2009 International Conference on Education Technology and Training (ETT). IEEE, 2009. http://dx.doi.org/10.1109/ett.2009.30.
Pełny tekst źródłaHurley, Julie, Nico Raddatz i Debra Satterfield. "Bridging the Gap Between Industry and Education: Engaging Design Professionals in the Education of Student Designers". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002537.
Pełny tekst źródłaRaporty organizacyjne na temat "Professional education"
Reoyo, Paul J. Professional Education: Key to Transformation. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 2002. http://dx.doi.org/10.21236/ada401044.
Pełny tekst źródłaDye, Jason R. Educating Captains For War: Deliberately Designing Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 2015. http://dx.doi.org/10.21236/ad1001279.
Pełny tekst źródłaOpiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.
Pełny tekst źródłaFlottorp, Signe. Do continuing education meetings and workshops for healthcare professionals improve professional practice and healthcare outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160809.
Pełny tekst źródłaShaw, Chris. Professional Military Education: An Alternative Approach. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 1992. http://dx.doi.org/10.21236/ada262081.
Pełny tekst źródłaAIR UNIV SQUADRON OFFICER COLLEGE. Professional Military Education for Life (PME4L). Fort Belvoir, VA: Defense Technical Information Center, grudzień 2014. http://dx.doi.org/10.21236/ada617850.
Pełny tekst źródłaDevine, M. K. Professional Military Education for Navy Operational Leaders. Fort Belvoir, VA: Defense Technical Information Center, maj 2010. http://dx.doi.org/10.21236/ada525225.
Pełny tekst źródłaEmilio, George A. Promoting Critical Thinking in Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 2000. http://dx.doi.org/10.21236/ada388497.
Pełny tekst źródłaFink, Jr, i O. J. Professional Faculty Development in the Military Education System. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1991. http://dx.doi.org/10.21236/ada492641.
Pełny tekst źródłaGreen, Gerald H. Professional Military Education for Today's US Army Captains. Fort Belvoir, VA: Defense Technical Information Center, maj 2011. http://dx.doi.org/10.21236/ada546264.
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