Rozprawy doktorskie: „Professionalismi”

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Kwak, Arie-Jan. "The legal junction : the complex promise of modern legal professionalism = Het juridische knooppunt : de complexe belofte van modern juridisch professionalisme /". [S.l. : Rotterdam : s.n.] ; Erasmus University Rotterdam [Host], 2005. http://hdl.handle.net/1765/6973.

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Schwab, Alexander. "Grigorii Israilevič Ganzburg (Hg.), F. Mendel'son-Bartol'di i tradicii muzykal'nogo professionalizma [Felix Mendelssohn-Bartholdy und die Tradition des musikalischen Professionalismus], Charkov 1995 [Rezension]: Grigorii Israilevič Ganzburg (Hg.), F. Mendel''son-Bartol''di i tradiciimuzykal''nogo professionalizma [Felix Mendelssohn-Bartholdy und dieTradition des musikalischen Professionalismus], Charkov 1995 [Rezension]". Musikgeschichte in Mittel- und Osteuropa ; 4 (1999), S. 195-198, 1999. https://ul.qucosa.de/id/qucosa%3A15534.

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Bulaon, Christopher. "Professionalism in accounting". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-18022016-114359/.

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According to the works of the French philosopher Émile Durkheim (1964), much of today\'s modern society is founded on the basic tenets of professionalization. Yet the significance of professionalism is often taken for granted and lost in ambiguity. The aim of this study is to thus identify and understand the perceptions of professionalism, with the context of the case being the accounting community at the University of Sao Paulo. A series of open-ended interviews were performed with ten participants with varying levels of academic and market work experience. The data was then coded and analyzed to look for categorical emerging themes and patterns among the responses. Findings indicate a highly diverse set of views regarding how professional status is attained and how professionalism is demonstrated. The close association between the results and existing professions literature signal a wider acceptance and societal internalization of professional principles. Professionalism in Accounting was found to be relative to a variety of factors including market work experience, professional characteristics, and career goals. Comparisons were also made between various professional environments including FEA vs. other colleges, Accounting vs. other fields and Brazil vs. other countries. These comparisons suggest an influence of environment on professional standards and the demonstration of professional behavior. Further research is needed to study how perceptions of professionalism may differ among other professional accounting groups and how the professional transformation process in accounting education may be improved to better prepare accounting graduates before entering the field.
De acordo com as obras do filósofo francês Émile Durkheim (1964), grande parte da sociedade moderna de hoje baseia-se nos princípios básicos da profissionalização. No entanto, o significado de profissionalismo é muitas vezes tida como certa e perdido em ambiguidade. O objetivo deste estudo é identificar e, assim, compreender as percepções de profissionalismo, com o contexto do caso, sendo a comunidade de contabilidade da Universidade de São Paulo. Uma série de entrevistas abertas foram realizadas com dez participantes com diferentes níveis de experiência acadêmica e mercado de trabalho. Os dados foram então codificadas e analisadas para procurar categóricas temas emergentes e padrões entre as respostas. Os resultados indicam um conjunto altamente diversificado de pontos de vista a respeito de como status profissional é atingido e como profissionalismo é demonstrado. A estreita associação entre os resultados ea literatura existente profissões sinalizar uma maior aceitação social e internalização de princípios profissionais. Profissionalismo em Contabilidade foi encontrado para ser em relação a uma variedade de fatores, incluindo experiência de trabalho no mercado, características profissionais e objetivos de carreira. Comparações também foram feitas entre vários ambientes profissionais, incluindo FEA vs. outras faculdades, Contabilidade vs. outros campos e Brasil contra outros países. Essas comparações sugerem uma influência do ambiente sobre os padrões profissionais ea demonstração do comportamento profissional. Mais pesquisas são necessárias para estudar como as percepções de profissionalismo pode ser diferente entre outros grupos profissionais de contabilidade e como o processo de transformação profissional em educação contábil pode ser melhorado para melhor preparar os formandos de contabilidade antes de entrar no campo.

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Rowland, Andrew W. "What is Professionalism? The Validation of a Comprehensive Model of Professionalism". TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1741.

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Professionalism is a term frequently used in organizations yet perceptions of what it means differ from person to person. Given its frequent use and its link to various job outcomes, such as organizational commitment (Bartol, 1979), there is a need to have a universal definition of professionalism. While there are existing models of professionalism these models are typically developed for a specific field or industry. Thus, there is also a need for a comprehensive model of professionalism that can be used across multiple fields and industries. This study worked to develop a model of professionalism that creates a comprehensive model that addresses both of these issues using eleven existing measures of professionalism as its foundation. Four dimensions of professionalism were identified via these models and defined using a combination of existing research and researcher expertise. These dimensions were divided into elements which were used as items in a measure to validate the new model. A five-factor model demonstrated the best fit and was found to have both convergent and discriminant validity.

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Schwab, Alexander. "Grigorii Israilevič Ganzburg (Hg.), F. Mendel'son-Bartol'di i tradicii muzykal'nogo professionalizma [Felix Mendelssohn-Bartholdy und die Tradition des musikalischen Professionalismus], Charkov 1995 [Rezension]". Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-222535.

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Ceiriog-Hughes, David Jeremy. "Cultural professionalism : a comparative study of teacher professionalism in England and France". Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242300.

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Lidström, Tina. "Lärares professionalism ur ett OECD-perspektiv : En kritisk diskursanalys om lärares professionalism". Thesis, Linköpings universitet, Pedagogik och sociologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-153281.

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Syftet med studien var att beskriva, analysera samt problematisera diskursen, med tillhörande kunskap, om lärares professionalism. Studien genomfördes med utgångspunkt i dokument från organisationen OECD. Med inspiration från Norman Faircloughs modell för kritisk diskursanalys studerades ett OECD-dokument och analyserades i relation till Faircloughs och Michel Foucaults teorier samt tidigare forskning. Studiens resultat visade att en konceptualisering av lärares professionalism framträder inom OECD-diskursen samt att kvalitet, professionalism som kollektiv angelägenhet och i synnerhet effektivitet är centrala teman. I detta uttrycks kvalitet och kollektiv professionalism vara medel för att uppnå målet effektivitet. Studiens resultat visade vidare att de diskurstyper som framträder är en konceptualiseringsdiskurs, en stöddiskurs, en kollektivitetsdiskurs, en kvalitetsdiskurs, en effektivitetsdiskurs samt en policydiskurs. I studien framgår även att lärares professionalism tillskrivs en särskild betydelse vilket medför skapandet av en viss kunskap inom OECD-diskursen. Denna kunskap förefaller ha sin utgångspunkt i ett särskilt sätt att se på lärares professionalism. Studien visade slutligen att insatser kring lärares professionalism uttrycks, av OECD, vara prioriterade för nationell policy. Inom ramen för detta skrivs lärares professionalism fram som ett fokus för policy i termer av att "lösningar" kring detta även uttrycks vara lösningar för ett utbildningssystem "i kris".

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Kanthasamy, Preethi. "Contested VOICES OF PROFESSIONALISM". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1227204927.

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Torre, Edward Jan van der. "Politiewerk : politiestijlen, community policing, professionalisme /". Alphen aan den Rijn : Samsom, 1999. http://www.gbv.de/dms/sub-hamburg/323288405.pdf.

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Mossop, Liz. "Defining and teaching veterinary professionalism". Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12694/.

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Despite extensive research and discussion around the notion of medical professionalism, veterinary professionalism is an understudied area. The aim of this study was to define the concept of veterinary professionalism and analyse the hidden curriculum of a new veterinary school, in order to produce a new curriculum of professionalism. This study used a constructivist grounded theory method to develop the definition. An iterative approach, using interviews and focus groups, collected information from a range of stakeholders including veterinary surgeons, professional bodies, veterinary nurses and clients. Sampling was theoretical and concluded when theoretical saturation had been reached. An analysis of the hidden curriculum of a new veterinary school was also undertaken using a cultural web model to perform a thematic analysis of focus group narratives from staff and students. The outcomes from both studies were combined to develop a curriculum of veterinary professionalism. The normative definition of veterinary professionalism produced places the attribute of balance as the central component. Veterinary surgeons are constantly managing the requirements and expectations of their clients, the animals under their care, society and the veterinary practice that provides their employment. The ability to balance these demands and therefore demonstrate professionalism is helped by attributes which are: efficiency, technical competence, honesty, altruism, communication skills, personal values, autonomy, decision making, manners, empathy, confidence and acknowledgement of limitations. The components of the veterinary school’s hidden curriculum emerged within the framework of the cultural web and the development of professional identity was a consistent theme. The school’s central paradigm was found to be a community that is hard working and friendly. Routines and rituals were readily identified, as were both positive and negative role models. The curriculum of veterinary professionalism produced is an integrated, spiral curriculum involving strategies such as early clinical experience and critical event analysis to guide student reflections and shape their development as professionals. Four core professional skills of communication, ethical reasoning, reflective practice and learning skills are central to the curriculum. These are used to reinforce the values and behaviours included in the definition of professionalism. The definition of veterinary professionalism should also contribute to discussions around the position of the profession in society. The central behaviour of balancing responsibilities between clients, animals, the practice and society appears to be uniquely positioned, and may have application in other professionalism contexts. The presented curriculum is a good starting point for any veterinary school wishing to teach veterinary professionalism, alongside consideration of their hidden curriculum.

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Danchev, Delia Winifred. "Counselling psychologists' perspectives on professionalism". Thesis, City University London, 2005. http://openaccess.city.ac.uk/8511/.

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This thesis is presented in four parts: an introduction, a critical literature review, an empirical research study, and a case study. The first part introduces the thesis and highlights the linking theme of ethical practice. It also clarifies the provenance of the research study, introduces the researcher, and comments on the writing style of the thesis. The critical literature review examines the ways in which ethics have been applied to counselling psychology. Firstly, the literature asserting the value-laden nature of therapeutic practice is explored. This is followed by a consideration of principle ethics, the frameworks through which principles have been applied to practice, the advantages of virtue ethics, cultural ethics, and finally the increasing focus on social ethics. The review concludes that a closer engagement with moral philosophy would be beneficial for counselling psychology. The empirical research study explores counselling psychologists' perspectives on professionalism. Following a pilot study involving two participants, fourteen counselling psychologists were interviewed by means of semi-structured interviews. The interviews were transcribed and analysed using social constructionist grounded theory methodology. An overall theme of ethical practice in its widest sense emerged from the data. The main findings were an "arc" of professional identity that emerged from participants' histories of work in social contexts and positions of dissent; a pattern of professional identity involving a stable central core of ethical practice and a penumbra of professional legitimacy; and the identification of tensions between the perspectives of the participants and traditional forms of professionalism. The research concludes that ethical practice is the defining factor of participants' professionalism. Habermas's theory of communicative rationality is suggested as ,a philosophical basis for ethical practice and as an appropriates substitute for the scientist-practitioner model. I The case study explores therapeutic work with a student who had been refused refugee status. It considers the development of a therapeutic relationship in a context of fear and powerlessness. It also reviews the ethical obligations of being a witness in therapeutic and judicial processes.

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Wyper, Dan. "Competing notions of teacher professionalism". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45724.

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While public school teachers in British Columbia are almost universally referred to as professionals, the meaning of teacher professionalism is not easily established nor widely agreed upon. In this study, I will argue that this lack of consensus is a major factor contributing to the ongoing political struggle over the control of public education in this province. To that end, I have attempted to develop an understanding of teacher professionalism and the differing and often competing ways in which it is conceptualized by various stakeholders in British Columbia’s public education system. Using a conceptual framework based on the academic literature addressing professionalism in general and teacher professionalism more specifically, this study will critically analyze the perspectives of these stakeholders on multiple dimensions of teacher professionalism such as teacher autonomy and teacher regulation. Using case study methodology and critical discourse analysis, I address the following questions: (1) what discourses are competing in framing the central issues that define the current debate around teacher professionalism?, and (2) how do different stakeholders in the public education system in British Columbia use a particular discourse to frame central issues in the debate surrounding teacher professionalism, and for what reasons?

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Pryor, Wendy. "Pathology, professionalism, portfolios and progress". Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/7296.

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Abstract Community-driven standards of professionalism must be addressed, worldwide, at all levels of medical education. The imperative to implement robust strategies to ensure that doctors embrace these standards to justify the autonomy afforded to the medical profession has been a key concern of specialist medical colleges in recent years. Pathologists face unique challenges. Rapid technological change and increasing commercialisation have distanced them further than ever before from patients and other clinicians, resulting in negative stereotypes that impede understanding of professional roles that may have adverse consequences for interdisciplinary communication and patient care. This study explores the socio-cultural and educational factors impacting on the development of professional identity in pathology specialist training in Australia and New Zealand, with the aim of recommending an educational model for the attainment of professionalism. Theories of social identity and education relating to self-regulated and situated learning informed the study and model. Textual data from interviews, surveys and discussions were captured over the course of a professional, college-led intervention that included a new curriculum addressing standards of professionalism in pathology, and an associated portfolio designed as a formative assessment tool. Based on these texts, hermeneutic phenomenological strategies were used to explore the experiences of pathology trainees, their supervisors, educators and clinicians. A pathologist’s professional identity is a self-constructed schema involving value orientations and commitment to goals that reflect beliefs about what it means to be a good pathologist. For many, these values do not correspond to the ideals of professionalism constructed by the community at large. In the face of many social and political pressures, pathologists have developed an identity that conforms to a stereotype in which technical knowledge and skills are strong values that may be detached from the need for competence in the broader, non-technical areas. This identity may be partly founded in career selection, but is perpetuated through interdisciplinary discourse, internalisation, role modelling, work practice and a curriculum and assessment structure that de-emphasises non-technical roles. Trainees are strongly influenced by the values displayed and feedback provided by supervisors who themselves may be subject to the influences of a negative culture. Conflicts between goals and values in technical and non-technical aspects of training can be de-motivating and may constrain the development of a reflective identity that embraces professionalism. Whilst competency-based frameworks such as CanMEDS have been invaluable in drawing attention to the place of non-technical competencies in formal curricula, they do not necessarily take account of the complex and powerful hidden curriculum that lies behind the formal curriculum and exists at the level of role-modelling, stereotyping, work practice and institutional policies. Developing a model of professionalism fit for the purpose of pathology training has involved deconstruction of the CanMEDS model and self-regulated learning processes to carefully examine their parts. The new model reassembles these elements in the situated learning environment and broader cultural and organisational structures applying to pathology. It emphasises alignment of goals, values and processes at all levels of the curriculum, both formal and hidden. The curriculum should integrate and operationalise technical and non-technical competencies with concretely-defined outcomes that are meaningful in the context of pathologists’ roles. Learning portfolios should be simple and flexible, requiring of more than tick-boxes to facilitate reflection. Formative assessment and guided self-assessment from supervisors are critical for the trainee to identify learning needs and to support development of capacity for self-regulation. Onerous formal assessments that devalue professionalism should be reviewed. The College and training institutions must demonstrate commitment to professional values through policy and provision of resources. The approach in this study, which strongly links professional identity development to the attainment of professionalism in medical specialty training, has implications for educators in understanding the many social and educational factors that must be considered in developing curricula for medical professionalism relevant to other disciplines and settings.

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Zijlstra-Shaw, Sandra. "Assessment of professionalism in dentistry". Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/8449/.

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Aims: Professionalism is an essential competence for dental professionals and must therefore be assessed in dental education. This research aimed to develop an instrument to assess professionalism within dentistry. Materials and Methods: The work was conducted in three stages: 1. a qualitative in-depth interview study, using framework analysis 2. an assessment strategy was devised and panel tested using focus groups; 3. an assessment tool was evaluated in a test validation study conducted in dental outreach placements. Results: Professionalism was conceptualised as the manner in which one reflects on and reconciles different aspects of professional practice and which demonstrates acceptance of professional responsibility. It is manifest in the manner in which work is carried out. It contains both tacit (self-awareness, awareness of others, trustworthiness, and ability to relate to context) and overt (vocational, altruistic, responsibility and accountability) aspects. Panel testing supported the face and content validity of the system. In a cohort of 81 dental students, staff and student ratings were correlated, all item total correlations exceeded 0.66 and all alphas exceeded 0.95. The intraclass correlations of all domains exceeded 0.96. All hypothesised relationships between domains were significant but domain scores were unrelated to student age or gender. Domain scores correlated with teachers’ global ratings of students’ professionalism. Conclusions: The assessment system is valid and reliable and should be implemented in undergraduate dental education.

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Arnold, Joanna Colleen. "Medical Professionalism as Developmental Transformation". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203032.

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In the past decade, designing educational environments to support medical professionalism and the development of a professional identity have become prominent issues among medical educators. This dissertation argues that medical professionalism and the construction of a professional identity is a development process. In order for students to acquire this professional identity, educators must understand the tasks associated with this development, the interaction of multiple developmental domains and the role of educational learning environments in shaping the development of professionalism.This case study describes the journey of thirty two medical students as they moved through one year of their medical education. Data for this study were collected over a one year period. Each participant engaged in two interviews that occurred over one year of his/her medical education. Collectively, the experiences documented in these interviews represent all four years of medical education.The interviews were based on the self-authorship interview (Baxter Magolda&King, 2007). Observations and engagement with students in a variety of settings were used to refine and expand insights gained from interviews and to more fully understand participants' actions and intentions in a variety of contexts. The data from interviews and observations were analyzed using the constant comparative method (Glaser&Straus, 1967).Three phases in the journey toward medical professionalism and the construction of a professional identity emerged from the participants' descriptions of their experiences. During this journey, the domains of knowledge, self and others played an important role in students' development. As students moved through the phases of their journey, each of these domains underwent qualitative changes that contributed to the development of medical professionalism and the construction of a professional identity. Throughout this journey, institutional, extra-curricular and personal contexts exposed students to a variety of forces that served to propel students forward in their development.Implications of this study suggest the investigation and documentation of the developmental nature of medical professionalism is an area worthy of continued study. In addition, a careful examination of the learning environment of the first two years is necessary in order to better support and guide students' on this educational journey.

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Epps, Susan Bramlett. "Professionalism & Communicating with Faculty". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2562.

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Moffett, Wesley. "To professionalise, or not to professionalise : the occupation of business analysts". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/59878.

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As a relatively new occupation, Business Analysts are grappling with many aspects of their career as they come into their own. One such aspect is the heavily contested debate on professionalising the occupation and the implications of that for Business Analysts. The implications of professionalising vary, ranging from centralised control that requires Business Analysts to hold credentials before practicing, to creating market shelters that facilitate economic scarcity of the occupational skill sets. The difference between the perception of professionalism as an occupation and professionalism as an organisational management tool has an impact on understanding what drives Business Analysts' perceptions of the professionalisation of the occupation. This study presents an investigation into the perceptions of what constitutes a 'profession'; whether Business Analysts should become professional; the associated advantages and disadvantages to professionalising; and how Business Analysts should pursue professionalisation. The study was qualitative and exploratory: 16 in-depth interviews were performed exploring the perceptions of Business Analysts and other stakeholders regarding professionalisation. Interviews were conducted with analysts who had recently graduated, certified as professional, intending to certify, not intending to certify and those with no formal occupational training. Interviews with Human Resource practitioners, both internal and external to organisations, as well experts in recruiting professionals were conducted. The data was analysed by performing content analysis on the interviews and identifying predominant themes and identifying the frequency of these themes. Business Analysts clearly identified the desire to professionalise themselves by forming a collaborative community which is typical of modern liberal professions employing knowledge workers. The need for Business Analysts to professionalise was corroborated by human resource practitioners. The major driving forces for the desire to professionalise is improved quality of delivery to stakeholders and improved knowledge sharing within the professional community. Business Analysts identified the trust relationship between themselves and business stakeholders as paramount to supporting a professional model. A model identifying forces driving occupations to professionalise and opposing forces that resist the change was developed.
Mini Dissertation (MBA)--University of Pretoria, 2017.
sn2017
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

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Blue, Nathan Charles. "Understanding the Perceptions of Professionalism in Athletic Training with the use of a Professionalism Questionnaire". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342540277.

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Gariba, Sayibu Pabi. "Police professionalism : to what extent can recruitment and training practices impact on police professionalism in Ghana?" Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/31391.

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This study examines police professionalism in Ghana by focusing on how the enforcement of stringent recruitment and training standards as well as compliance with policy and procedures could enhance the effectiveness of police officers. To achieve the research objectives, a total of sixty-five (65) serving officers were randomly selected from five different units of the Ghana Police Service (GPS) and interviewed for the study. A number of published studies reviewed indicate that professionalism could be better achieved through the institution and use of processes, procedures and rigid standards. However, the present study finds that the extent to which the GPS abides by established tenets of police professionalism remains to be seen. It also emerged that the existence and use of police recruitment policy and training standards is unclear within the GPS. Similarly, the existence of continuous capacity building programmes for officers seems equally challenging. Although the GPS includes a formidable Human Resource Development (HRD) component in its organisational structure, that department lacks the capacity to develop and implement appropriate training standards. This has resulted in weak implementation of capacity building initiatives and a general inability on the part of the GPS to create solid career development paths for police officers in Ghana. However, it is obvious that a better-trained police force will be more effective and responsive to the people in a democracy. Transforming police culture in Ghana requires the introduction of a new recruitment and training regime, coupled with a reformation of the entire organisation. The findings of this study strongly demonstrate the need for a complete overhaul of police culture, leadership and capacities in order to achieve police professionalism in Ghana. Consequently, the commitment of the GPS to implement existing standing orders; to administer stricter criteria for recruitment and training; and, to pursue continuous capacity building initiatives for serving officers is paramount in attaining police professionalism in Ghana.

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Jonsson, Mari. "Professionalism inom förskolläraryrket : - en förskollärares livsberättelse". Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1510.

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Studien bygger på en livsberättelse berättad av en verksam förskollärare. Där förskolläraren berättar om sin uppväxt, utbildning, arbetssituation samt sin syn på sitt valda yrke, arbetslaget samt beskrivningen av vad hon anser är en professionell förskollärares beteende.

Förskollärarens styrdokument är Skollagen samt läroplan för förskolan (Lpfö 98). Där fastställs det att alla barn skall erbjudas kommunal förskoleverksamhet. Förskolläraren skall genom pedagogiska metoder ge barnen omvårdnad och fostran. Demokratiska värderingar skall vara grundläggande i förskoleverksamheten. Varje barn skall ses som en unik individ och dess förmågor samt behov skall vara det centrala. Det för att kunna gynna barnets utveckling i positiv riktning. Om detta skall vara genomförbart krävs att förskolläraren ständigt strävar efter att utvecklas i sin yrkesroll samt att utnyttja sin kreativitet och pedagogiska förmåga. Förskollärarens yrke består således av flertalet göromål såväl praktiska som pedagogiska. Arbetslaget skall användas som ett forum för reflektion, diskussion och yrkesutveckling. Ett fungerande arbetslag medför ett gott arbetsklimat som även avspeglas positivt till barnen i verksamheten samt dess vårdnadshavare.

Genom livsberättelsen framkommer det att den aktuella förskolläraren sedan unga år haft stort intresse av barn. Yrkesrollen är något som ständigt bearbetas och utveckling är något som prioriteras. Att förhålla sig professionell inom yrkets ramar blir mycket konkret i samtal med vårdnadshavare och i kontakten med barnen inom verksamheten. Arbetslaget har stor betydelse som källa till inspiration och som stöd. Det som prioriteras och värdesätts extra mycket är förmågan att hjälpa barnen till att tolka samt uttrycka sina känslor och tankar.

The essay is based upon a life story told by a practising preschool teacher where the teacher tells about her upbringing, education, the views on the current work situation and the chosen job, also there's an explanation of professional preschool teachers behaviour. The preschool teachers govern document is The Education Act and a curriculum for the Swedish preschool where it is settled that all children shall be offered municipal access. The preschool teacher should through pedagogical methods bring up and care for the child and democratic values should be the basis of the preschool activity.

Each child should be seen as a unique individual whose ability and needs shall be central for enhancing the positive direction for the development. To make this possible the teacher needs to constantly strive to develop her role as a teacher and be able t use the creativeness and pedagogical abilities that comes with it. The job of a teacher is therefore both practical and pedagogical. The work group shall be used a forum for reflection, discussion and development. A well function work group brings a good working climate which then positively reflects through the children and their parents or carers.

The life story reveals that this preschool teacher has had a growing interest for children since she was young. The occupational is always in progress and development is something which is a priority. To be able to remain professional within the frames of the work becomes concrete through talks with parents or carers and through the contact with the children within the activity. The work group has a major importance for inspiration and support. What is extra prioritised and valued is the ability to help the children to be bale to interpret their own feelings and thoughts.

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Bennett, Graham John. "The literacy hour and teacher professionalism". Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269673.

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Lucas, Nicholas. "Commercialism or Professionalism among Auditing Leaders". Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/772.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Business Administration
Accounting

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Kanzler, Katja. "Privacy, Professionalism, and the Female Lawyer". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-213575.

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"The legal drama – a staple of American popular culture – has evolved as one of the "masculine" genres in the gendered landscape of television culture. A type of workplace drama focusing on professional settings historically dominated by men, it traditionally dramatizes "a world where men played the only important parts and where male bonding and inter-male conflict were dominant elements in the narrative," to adapt Kenneth MacKinnon’s general observations about "masculine" tv (69). Yet the gendering of the (traditional) legal drama goes well beyond the ubiquity of male characters: It is deeply ingrained in the figuration of the lawyer that classic instances of the genre established..."
"Der vorliegende Beitrag ist die pre-print Version. Bitte nutzen Sie für Zitate die Seitenzahl der Original-Version." (siehe Quellenangabe)

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Norén, Nina, i Marcus Thörn. "Patient Perception of Dental Students’ Professionalism". Thesis, Malmö universitet, Odontologiska fakulteten (OD), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42287.

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ABSTRACT Aim: Professionalism is an important and integrated part of dentistry and an essential characteristic in dentists. The aim of this study is to evaluate how patients perceive dental student’s professionalism and if their perception differs between male and female dental students at the Faculty of Odontology at Malmö University. Material & method: By using definitions of professionalism, a cross-sectional survey with eight statements was created to evaluate the patients’ perceptions of the dental student’s professionalism. For each of the statements, patients responded through a five-point Likert scale. The results were analysed using IBM SPSS Statistics 25 programme and p ≤ 0,05 as a significant p-value. Results: Majority of the 103 patients that participated in the survey had a positive response to all eight statement and only three patients responded negatively. Dental students in their final years generally received better reviews than students in their second or third year. 100% of the patients agreed completely that they felt respectfully treated by the students. Male dental student received slightly higher percentage in two statement that of them being more knowledge and able to care for the patient in the best way possible. No significant results, p ≤ 0,05, were obtained. Conclusion: The patients generally perceived dental students to be professional and that the student’s professionalism increases as their education progresses. Male and female dental students were largely considered equally professional. More studies are necessary on professionalism in dental educations.
SAMMANFATTNING Syfte: Professionalism är en viktig och integrerad del av tandvården och är ett nödvändigt karaktärsdrag hos tandläkare. Syftet med denna studie är att undersöka tandläkarstudenternas professionalism från patientens perspektiv samt att utvärdera om studenternas professionalism skiljer sig med hänsyn till kön på odontologiska fakulteten på Malmö Universitet. Material & metod: En tvärsnittsundersökning med åtta påståenden om tandläkarstudents professionalism utformades för att undersöka patienternas uppfattning av tandläkarstudenternas professionalism. Patienternas respons registrerades på en fem-punkts Likert-skala. Resultatet analyserades med hjälp av kalkyleringsprogrammet IBM SPSS Statistics 25 och p ≤ 0,05 som ett signifikant p-värde. Resultat: Majoriteten av 103 deltagande patienter gav positiva svar till alla åtta påståenden, och endast tre patienter svarade med negativa svarsalternativ. Tandläkarstudenter som går i de sista åren i tandläkarutbildningen fick generellt positivare respons än tandläkarstudenter som studerar i andra och tredje året av utbildningen. 100% av patienterna höll med helt att de kände sig respektfullt bemötta av studenterna. Manliga tandläkarstudenter fick något högre procentuella värden för två påståenden där patienterna ansåg att manliga studenter erhöll mer kunskap och var kapabla att ta hand om patienterna på bästa sätt. Inga signifikanta resultat där p ≤ 0,05 erhölls. Konklusion: Patienterna uppfattade generellt tandläkarstudenterna som professionella och att studenternas professionalism ökade desto längre fram i utbildningen de befann sig. Manliga och kvinnliga tandläkarstudenter ansågs i stort vara likvärdigt professionella. Fler studier är nödvändiga för utvärdering av professionalism bland tandvårdsrelaterade utbildningar.

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Seidel, Chalet K. "Representations of Journalistic Professionalism: 1865-1900". Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1264199952.

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Register, Shilpa J. "STUDENT PROFESSIONALISM COMPETENCIES IN OPTOMETRIC EDUCATION". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330532641.

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Johansson, Sofie, i Julia Kjäll. "Professionalism bland studie- yrkesvägledarna? - värderingar ur ett genusperspektiv / The professionalism of Counselors? -values from a gender perspective". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34443.

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Detta examensarbete är en undersökning gjord på studie- och yrkesvägledare på grundskolan. Vi har velat ta reda på om dessa lägger några värderingar inför elevers val till gymnasiet utifrån ett genusperspektiv. Undersökningen är utförd med kvalitativa djupintervjuer med sex olika studie- och yrkesvägledare (tre manliga och tre kvinniga) som är verksamma i sex olika kommuner. Vägledarna har under intervjuerna fått svara på frågor utifrån tre fallbeskrivningar. Dessa fallbeskrivningar består av tre karaktärer som direkt skiljer sig från varandra. Karaktärerna nämns inte vid namn eller någon definition av kön. Vägledarna definierar själva vilket kön de tror att respektive karaktär har och får berätta hur de skulle vägleda dem i ett fortsatt skede. Efter dessa fallbeskrivningar har de själva fått berätta om hur de arbetar med genus och hur de skulle vilja arbeta med genus. Detta för att vi ska få en sammanhängande uppfattning om det är så att de värderar elevers gymnasieval utifrån deras kön och hur de gör det, som också är vårt syfte med undersökningen. Undersökningens teoretiska del har främst bestått av Gottfredsons och Hirdmans genusteorier om hur det kommer sig att barn och ungdomar väljer som de gör. Det är inte ovanligt att eleven väljer efter socialt mönster och bakgrund. Hirdman har bidragit till att förklara, så pass som det är möjligt, hur skillnaderna bäst förklaras mellan manligt och kvinnligt. Det är inte helt enkelt eller friktionsfritt.Vår undersökning har visat att studie- yrkesvägledarna lägger värderingar i elevers val när det kommer till de traditionella utbildningsvalen. Om en tjej eller en kille väljer något otraditionellt ifrågasätts det hos vägledaren. Inte för att denna säger något rakt ut, men för att vägledarna inte gör någon notis om det omvända. När vi intervjuade om de olika karaktärerna la våra vägledare egenskaper till dessa, som var typiskt manliga respektive kvinnliga. Det var ingen skillnad rörande våra vägledare, även om vi kunde se att de manliga tillfrågande hade fler biologiska svar på varför tjejer och killar är olika, och hur det helst ska förbli så. Vi upplevde att vår undersökning gav ett rättvist utslag, vi fick svar på våra frågeställningar om att vägledarna faktiskt lägger värderingar utifrån kön och hur (med vilken) ståndpunkt de gör det. En del arbetade inte alls med genus, medan en del ville göra det mer. Ingen vägledare upplevde att de arbetade helt enligt genusmodell, vilket vi vill kasta vidare till nästa undersökning. Nu vet vi att yrkesrollen behöver bli mer professionell, och därför bör vi också anstränga oss mer i genusfrågan.
Det finns undersökningar, t ex från Skolverket, som visar på en klar könsskillnad inom de olika gymnasieprogram som finns idag. Detta ansåg vi vara värt att studera, inom ramen för studie-yrkesvägledarprogrammets examensarbete. Studie- och yrkesvägledarnas kunskap inom vägledningsteknik bidrar till vad eleverna slutligen väljer till gymnasiet. Dessa bör därför ha ett neutralt förhållningssätt när de möter elever i en valprocess. Som vår undersökning visar finns det skäl att ifrågasätta hur vägledarna arbetar för att främja genusarbetet, och vad eleverna får för stöd.Undersökningen bygger på kvalitativa intervjuer med sex vägledare på grundskolan. Dessa har fått studera olika fall av elever, och genom dessa fått svara på hur de skulle vägleda eleverna, och vad som var utmärkande för könet hos eleverna. Svaren vi fick stämmer överens med vår frågeställning, om och hur vägledaren lägger någon könsvärdering i elevers val. Resultaten är tydliga, våra vägledare visar att vi behöver arbeta mycket mer i genusfrågan så att eleven väljer program utifrån sitt intresse i stället för kön.

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Bergqvist, Lucas, i David Roos. "Balansgången mellan professionalism och bärande idé : Hur ideella organisationer kan hantera spänningsfältet mellan bärande idé och professionalism". Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64501.

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Denna fallstudie har gjorts av Lucas Bergqvist och David Roos inom ramen för magisterprogrammet Ledarskap - Organisatoriskt, Kreativt och Entreprenöriellt på Linnéuniversitetet i Kalmar. Studiens syfte är att öka förståelsen för hur en ideell organisation kan balansera sin bärande idé med den professionalism och de strukturer som ofta infinner sig i affärsmässiga organisationer samt identifiera vilka möjligheter och begränsningar detta har för ledarskapet inom organisationen. Det empiriska underlaget som har möjliggjort studien har inhämtats genom sju semistrukturerade intervjuer enligt kvalitativ forskningsmetod. Respondenterna representerar stiftelsen Human Bridge och deras dotterorganisation, den ideella föreningen Lindra. Samtliga respondenter har någon form av ledarroll i sitt arbete. Human Bridge är en biståndsorganisation som fokuserar på sjukvårdsmaterial medan Lindra bedriver second hand-verksamhet i ett antal butiker för att finansiera Human Bridge biståndsarbete. Human Bridge verksamhet ses ofta bara som en kostnad, vilket respondenterna ibland anser vara ett problem då de samtidigt vill uppfattas som en effektiv och professionell organisation. Då Human Bridges och Lindras verksamhet i hög utsträckning innehåller ideellt arbete så undersöker vi hur ledarna inom de båda organisationerna hanterar sitt ledarskap i det spänningsfält som råder mellan att leda en organisation som vilar på en bärande idé men samtidigt vill drivas och betraktas som professionell. De ideella insatser som bidrar till båda organisationerna kommer ofta med vissa förbehåll och krav från de ideellt arbetande, detta är enligt respondenterna ibland fullt berättigat. Studien visar att det dock finns utrymme för förbättringar och förändringar i sättet de arbetar på och hur de bedriver sitt ledarskap. I våra slutsatser presenterar vi de möjligheter och begränsningar som vi har identifierat och som Human Bridge och Lindra bör fortsätta med, alternativt förbättra eller förändra, för att kunna vara en organisation vars verksamhet bygger på en bärande idé men ändå betraktas som professionell. De möjligheter och begräsningar som efter empirisk insamling och analys har identifierats är följande; Utveckla det transformativa ledarskapet för att tydligare koppla betydelsen av det ideella engagemanget till den bärande idén. Försök mäta biståndet, om än i relativa mått för att kunna följa dess utveckling och legitimera verksamheten. Kommunicera tydligare hur Human Bridge och Lindra ämnar använda sig av praktikanter och lönebidragsanställda. Minska beroendet av ideell arbetskraft inom Lindra. Använda smart makt vid beslutsfattande och kommunikation då denna kan situationsanpassas för att vara förenlig med både bärande idé och professionalism.

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Tsehaye, Adiam. "Teacher Professionalism and New Public Management: a Study of Teachers Sense of Professionalism in Swedish Ethnic Segregated Schools". Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-231043.

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The aim of this thesis is to examine the impact of new public management (NPM) reforms on teacher professionalism in Swedish ethnic segregated schools. As a result of the various NPM reforms implemented in the education sector, the work of teachers has changed considerably in the last twenty years. The introduction of the new form of control has intensified the work load of professional teachers and led to standardization of teaching. Some scholars argue that NPM has led to professional losing control of their work resulting in de-professionalization of teachers while others argue that professional might acquire new skills that enhance their professionalism leading to re-professionalization. The theoretical basis for the thesis is Evetts (2009) occupational and organizational professionalism which is used to investigate the links between NPM and professionalism in the contexts of the public services professionals. The empirical study consists of five semi structured interviews with teachers working in four ethnic segregated schools. The findings show that teachers working in ethnic segregated schools encounter a challenging teaching environment that affects their teaching quality and diminish their professional autonomy. The result indicates the expansion of organizational professionalism and the demise of occupational professionalism. The only aspect of occupational professional that is apparent in this study is collegial relations. Moreover the findings of this study indicate the tendency towards de-professionalization.

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Wuerz, Lorelle Anne. "The Influence of Leadership on Nursing Professionalism". Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641825.

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Leadership style has been studied from various perspectives including transformational leadership and the components of leadership competencies needed to exhibit transformational styles. However, there was a gap in the literature on the influence of leadership style on nursing professional behaviors and overall professionalism. The purpose of this descriptive, phenomenological study was to understand and explore the beliefs, attitudes, and perceptions of staff nurses on leadership style and its influence on professional nursing behaviors working in an inpatient care unit at a tertiary care center. The theory of transformational leadership was the conceptual framework for the study. A phenomenological approach was used for the qualitative interview with data analysis using a descriptive method. A total of 8 nursing participants were interviewed revealing that nurses had similar thoughts on their perceptions of professional characteristics and leadership driving professional socialization. Nurses articulated a practical knowledge of professional activities with little to no connection to a larger sense of professional identity, theory in practice, and ethical obligations to the future of the profession of nursing. There is a noted lack of professionalism seen in the discipline of nursing. Professional registered nurses and heath care leaders in nursing can benefit from this study. Understanding how leadership style can influence nursing not only impacts positive social change and shapes the future of the discipline of nursing, but can also potentially impact patient care outcomes and patient.

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O'Sullivan, Anthony John Public Health &amp Community Medicine Faculty of Medicine UNSW. "Assessment of professionalism in undergraduate medical students". Awarded by:University of New South Wales. Public Health & Community Medicine, 2007. http://handle.unsw.edu.au/1959.4/40754.

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This thesis investigates professionalism in undergraduate medical students. Professionalism is comprised of values and behaviours that underpin the contract between the public and the medical profession. Medical errors are reported to result in significant morbidity and are in-part related to underdeveloped professionalism. The aim was to determine whether aspects of professionalism were underdeveloped in medical students. A questionnaire with 24 clinical and medical student vignettes was taken by Year 2, 4, and 6 medical students from UNSW Medicine 3801 and their responses where compared to responses from practicing Clinical Academics. Second, fourth and sixth Year medical students' responses differed from Academics in two aspects of professionalism, firstly, high ethical and moral standards and secondly, humanistic values such as integrity and honesty. A second component of this thesis was to determine whether student's responses to professionalism changed as they progressed through the medical program. Year 2 and 4 students had very similar responses except for the aspect responsibility and accountability. Similarly, the Year 2 and 6 students differed in only two of eight aspects of professionalism, that is, high ethical and moral standards and humanistic values and responsibility and accountability. These findings suggest that students' approaches to some aspects of professionalism do change slightly as they progress through a medical course, however there does not appear to be a clear decline or development of professionalism as a whole. Responses from the Year 2, Medicine 3801 and Medicine 3802 (new medical program) medical students were compared and no statistically different responses. This finding would indicate that professional behaviour was very similar between these two groups of students. Certain aspects of professionalism seem to be underdeveloped in medical students compared with Academics. These aspects of professionalism may need to be targeted for teaching and assessment in order that students develop as professionally responsible practitioners. In turn, students with well-developed professionalism may be less involved in medical error, and if involved they may have the personal values which can help them deal with error more honestly and effective.

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Helsby, Gill. "Educational reform, teachers' work and teacher professionalism". Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.

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Boon, Andrew. "Legal professionalism : ethics, practice and legal education". Thesis, University of Westminster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322990.

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Halliwell, Victoria. "Mapping professionalism : a tale of two journeys". Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/315705/.

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The focus of this research study is occupational therapy students’ perceptions of employability and professionalism. Using some key principles of grounded theory, data was collected through the Ideal ***Inventory (Norton 2001), through a focus group and through seven individual interviews with final year students on a part time BSc (Hons) Occupational Therapy degree programme. The thesis maps two journeys, that of the researcher from novice to more experienced and that of the student occupational therapist from recruitment to graduation examining the trajectory of development for both. The thesis focuses on some pertinent methodological issues around researcher distance and creativity in the study; the term used for this is contamination. The work of Charmaz (2006) on constructivist grounded theory and Clarke (2005) on situational mapping in grounded theory have been used to provide reference points in my research to support the researcher’s engagement with data. It is suggested that the research is situated in the borderlands of modernist and postmodern ideas. There is a critique which focuses on theory, its value and purpose in the study and in grounded theory more generally. Analytical tools and the way in which these support understanding of the data are also debated. Relational Situational Maps (Clarke 2005) were used to engage and display data, to show assumptions about relationships between data and to highlight sites of contamination. Mapping the data in this way has assisted in the researcher to see the data differently and to engage with it more interestingly. Consideration is given to the interpretation of meaning in the data analysis, including the labelling of categories and sub- categories and the consequences of this for dissemination. A greater understanding of professionalism for occupational therapy students has been gained by undertaking the study and the importance of role models, authenticity, a prospective professional identity, personal values and the alignment of these to professional ones are discussed. Individual conceptualisations of professionalism alongside external professional regulation are also considered. Recommendations for curriculum development as a result of this study have also been identified.

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Felipe-Valera, Elena M. "Professionalism in Radiography| A Multiple Case Study". Thesis, Keiser University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807028.

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This study explored the perceptions that radiography faculty and students have of professionalism in health care. The purpose of this qualitative multiple case study was to understand the substance and the meaning that radiography faculty and students give to professionalism. Learning professionalism in the imaging sciences necessitates emersion in authentic experiences, which the authors call "legitimate peripheral participation," so that skills and didactic knowledge gained in a classroom can be applied in real situations among a community of experts in a field of study (Lave & Wenger, 1991). The research explored the perceptions that RT educators and students have of professionalism by asking the participants to define and describe professionalism and identify what aspects of the professional were meaningful to them. An anonymous survey and focus group discussions were used to gather the perceptions of the participants. The target population for the study was nine faculty members or instructors and ten students from the radiologic technology program of a private, not-for-profit, multi-campus university. These sets of participants were chosen because their firsthand knowledge and experiences of professionalism in the radiography program could aid in addressing the main research and sub-research questions. Both groups defined RT professionalism in terms of respect, empathy, and ethics. Important and meaningful aspects of professionalism included giving competent, compassionate patient care and assisting with diagnosis. The findings revealed that three major areas of professionalism in the imaging sciences must be addressed: interdisciplinary education, intradisciplinary education specifically around professionalism, and the development and implementation of specific competencies that encompass professionalism.

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Kolsaker, Ailsa. "Managerialism and academic professionalism in English universities". Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/807465/.

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The purpose of this thesis is to illuminate the relationship between managerialism and academic professionalism. It aims to examine how managerial discourses affect academic professionism and the role played by manager-academics. The research surveyed full-time academic staff at chartered and statutory universities. Employing a mixed methodology and stratified random sampling, a focus group and interviews at various institutions were followed by a quantitative survey in which 7,000 full-time staff were invited to participte; 708 responded. The methodology enabled a comparative analysis of variables such as institutional type, rank, gender and number of years employed as an academic across various structuring contexts including workload, managerialism and professionalism. Mirroring earlier literature, the current research indicates worsening conditions across the sector in terms of workload, bureaucracy, prescription and finding time for research. The contribution of this research is the discovery that despite greater demands, academics appear resilient, demonstrating a high level of normative professionalism and surprisingly little instrumentality. They appear generally ambivalent towards managerialism in universities, tending to blame broader societal and political changes for the worsening conditions. Manager-academics were not rated well however, and were not generally seen as supportive. The implications of these findings for public policy and institutional middle management are discussed. It is concluded that academics are perhaps more resilient than earlier studies suggest; that they can be expected to resist managerial activities that threaten their values and autonomy and that hitherto they have been relatively successful in defending their professionalism. It is suggested that efforts now should be directed towards ensuring that the cadre of professional administrators appointed by universities over the last decade or so actually deal with the administration, allowing academics to concentrate on pedagogy. It is also further suggested that manager-academics abandon bureaucracy as a mode of indirect control and develop more 'hands on' social skills to enable them to manage in a consultative, inclusive and motivating manner. For their part, academics need to be cognizant of the political discourse challenging their professionalism and how new forms of accountability might be built upon to enhance trust, motivation, reflexivity and democratic dialogue in an era driven by economic rationality.

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Callaham, Arthur A. "Reengineering Engineering: A Glimpse of Late Professionalism". Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/31227.

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The role of the engineer in the late capitalist society of the last half century has been misunderstood at best. The lack of a consistent job description for engineers in various fields, a lack of job security, and a lack of respect from both industry and society have spawned severe angst in the engineering community. A classic remedy for this situation has been the rallying of engineering practitioners under a banner of increased professionalism. If engineers could make themselves more like doctors and lawyers â the respected members of professional society â they would gain similar respect and job satisfaction.

This project analyzes current state of engineering practice as revealed in the self-image of the individual engineer. A survey of popular engineering literature is employed in order to develop a composite self-image of the engineer: the technical hired hand of industry. â Professionalizationâ is then demonstrated to be useless in the improvement of this situation and furthermore, undesirable in the late capitalist social and economic climate of the late twentieth century.

Late professionalism â an alternative to a understanding of professionalism â is offered as a means by which to improve the job satisfaction of engineers in contemporary society. Suggesting that each engineer is free to negotiate the terms, conditions, and length of his/her own employment based on a personal understanding of the job requirements, late professionalism empowers the engineer to adopt a comfortable position in the late capitalist economy. A new metaphor â the commissioned engineer â is employed in support of the late professional understanding of the engineerâ s occupation.
Master of Science

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Rhay, Gary D. "Army professionalism 1877-1898: myth or reality /". Fort Leavenworth, KS : [US Army Command and General Staff College], 1990. http://cgsc.cdmhost.com/u?/p4013coll2,1433.

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Nairz-Wirth, Erna, i Klaus Feldmann. "Teacher professionalism in a double field structure". Taylor & Francis, 2019. http://dx.doi.org/10.1080/01425692.2019.1597681.

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While various forms of teachers' habitus have been described in education studies, little consideration has so far been given to their interaction with fields in schools. This article draws on Bourdieu's theory and related concepts of field, habitus, capital and doxa to explore types of teacher professionalism, especially in Austrian secondary schools where innovative measures and reforms have been introduced. By combining a model of teaching profession with a Bourdieu-based analysis in the interpretation of 70 interviews with secondary school teachers, we show that a double field structure has emerged in some schools, where a field of traditional teaching competes with one of new professional field teaching. We argue that further initiatives will be needed from the field of education policy and other forces in society to stabilise the field of new professional teaching. This article illustrates the dynamic interrelationship between professional habitus and conflicting fields in one particular school.

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Yakoub, Inaam. "Professionalism i förskolan : En kvalitativ studie om vad några förskollärare anser kring professionalism i förskolan samt vad deras professionella ansvar handlar om". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28071.

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Syftet med denna studie är att undersöka några förskollärares upplevelser kring professionalism i förskolan avseende förskollärares uppdrag och svårigheter i arbetet samt vad deras professionella ansvar handlar om. Studien är kvalitativ och datainsamlingen består av fokusgruppsintervjuer och individuella intervjuer. Resultatet visade att uppfattningar kring professionalism i förskolan utgick ifrån tre områden. Dessa områden var ansvar, uppdrag och svårigheter. Studiens slutsater är att förskolläraryrket är komplext och även om förskolläraryrket är professionellt är det inte alltid enkelt att agera på ett professionellt sätt i alla situationer.

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Berglund, Anna, i Daniella Näslund. "Reklambyråanställdas åsikter om yrkesrollen med fokus på kreativitet och kundrelationer : Semi-strukturerade djupintervjuer med art directors och originalare". Thesis, Högskolan Dalarna, Grafisk teknologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-15777.

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Studiens syfte var att undersöka byråanställda art directors och originalares olika perspektiv på och förhållningssätt till sin yrkesroll med särskilt fokus på kreativitet och kundrelationer.Nio semi-strukturerade djupintervjuer genomfördes med sex art directors och fyra originalare. Respondenterna valdes ut genom ett kombinerat strategiskt bekvämlighetsurval från nio reklambyråer.Professionalism inom yrkesrollen visade sig vara något som respondenterna inte reflekterat över men det framkom att det främst handlar om hur art directors och originalare förhåller sig till kunden. Dessutom framkom det att respondenterna såg variation i arbetet som en positiv aspekt av yrket medan de såg prestationsångest och utomståendes oförståelse av yrket som negativa.Det framkom även att art directors och originalare i första hand ser på kreativitet som problemlösning, dock såg de olika på problemlösning i sina respektive roller. De använde sig av samma metoder för att finna inspirationsamt hanterade ångest på liknande sätt.Studien visade även att kunden och kundrelationen spelade en stor roll för yrket och ämnet berördes återkommande i respondenternas svar under intervjuernas gång. De använde sig av samma metoder för att finna inspiration
The aim of this study was to investigate the agency employees’ different perspectives and approaches to their professional role focusing on creativity and customer relationships.Nine semi-structured in-depth interviews were conducted with six art directors and four graphic designers. Respondents were selected through a combined strategic and convenience sample of nine advertising agencies.Results showed that professionalism was nothing that the respondents thought about but it turned out that it is mainly about how art directors and graphic designers handle and relate to the customer. Furthermore, results also showed that the respondents saw variation as a positive aspect of the profession while they saw anxiety and outsider's lack of understanding of the profession as negative. Results also showed that art directors and graphic designers primarily look at creativity as problem solving, though they looked at problem solving in their role differently. They used the same methods to find inspiration and tackle anxiety.It was also found that the customer and the customer relationship played a big role in the advertising profession and the subject was discussed repeatedly.

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Cottle, Michael L. "Teacher Professionalism: A Study of Professionalism for Religious Educators in the Seminary and Institutes Department of the Church Educational System". DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3897.

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This qualitative study investigated Seminary and Institute teachers’ perception of professionalism. To answer the question “What is the perception of seminary and institute teachers and leaders regarding professionalism,” a life history approach was used to explore what experiences and events shaped the participants’ view of professionalism in seminary and institutes. Findings indicated the following: (a) loyalty to the organization is a key attribute for professionalism; (b) positive associations with peers and administrators strengthen professionalism and foster a culture of unity; (c) observation and feedback are critical elements in developing professionally; (d) content mastery is a prerequisite for teachers seeking to be professional; (e) years’ experience practicing appropriate skills, attitudes, and behaviors deepens the professional attributes; and (f) experience in many different assignments builds confidence, efficacy, and trust in teachers.

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Holohan, Ronald Hines Edward R. Palmer James C. "The power and professionalism of community college faculty". Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720807.

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Thesis (Ph. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 30, 2006. Dissertation Committee: Edward R. Hines, James C. Palmer (co-chairs), Paul J. Baker, Thomas Campbell. Includes bibliographical references (leaves 182-190) and abstract. Also available in print.

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Fast, Adrienne J. "Printmaking and professionalism in early twentieth century Bengal". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53716.

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The early twentieth century in Bengal was a time of great social transformation, when many new ways of being and making a living in the world became suddenly possible and negotiable. Amongst the new livelihoods finding expression in that time and place was that of the modern, urban, professional Bengali printmaking artist, one who combined professional artistic training and certification with a determination to carve out spaces of economic and social opportunity for himself, often very difficult circumstances. Most artists struggled to forge successful careers at this time, but those who were engaged with print and printmaking media were able to take advantage of unique opportunities and were faced with particular challenges. Each chapter of this thesis deals with particular images and objects, certain institutions and texts, in order to trace the modern, professional Bengali printmaking artist through the contested spaces of a rapidly professionalizing art world that was itself emerging and transforming in Bengal, particularly in the urban centre of Calcutta from roughly the 1920s to the 1940s. By looking closely at how the relationships between individualism and collectivity, and between village India and modern urban agglomerations, were represented and negotiated in and through print and printmaking media during this period, this thesis also complicates our understanding of how these twinned issues were connected to the experience of modernity and modern art in South Asia. Finally, this thesis addresses the Bengal Famine of 1943, its representation in the art of the period, and how its cataclysmic circumstances were a context in which the issues and themes discussed throughout this project manifested in particularly urgent ways.
Arts, Faculty of
Art History, Visual Art and Theory, Department of
Graduate

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Robinson, Paula A. "The politics of professionalism, Ontario's College of Teachers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0013/MQ28650.pdf.

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Finn, Gabrielle Maria. "Anatomy and professionalism in an undergraduate medical curriculum". Thesis, Durham University, 2010. http://etheses.dur.ac.uk/539/.

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Name: Gabrielle Maria Finn Title of thesis: Anatomy and professionalism in an undergraduate medical curriculum Higher degree for which submitted: Doctor of Philosophy (PhD) Year of submission: 2010 This thesis describes two themes within the undergraduate medical curriculum; innovations in anatomy teaching, and the assessment of professionalism. Methodologies from both the quantitative and qualitative paradigms were utilised. The main findings were: 1) The Virtual Human Dissector™ (VHD) was shown to be equally as effective as cadaveric prosections as a tool for learning cross-sectional anatomy. 2) Body painting was demonstrated as being a highly motivating and engaging exercise for students. Students reported that the bold colours and kinaesthetic nature of body painting promotes retention of knowledge and informed their approach to future patients when painting was coupled with simultaneous peer-physical examination (PPE). 3) Contextual learning and simulation were shown to directly impact upon retention of knowledge through the use of clothing in anatomy education. This highlighted how when implementing simulation small and seemingly trivial details, such as clothing, are important. 4) The Conscientiousness Index (CI) has been demonstrated as an objective and scalar measure of one element of professionalism, conscientiousness. The CI identified students at the positive and negative end of the behavioural spectrum, and this correlated with peer and staff judgements on the professionalism exhibited by students at these extremes of behaviour. 5) Students were able to accurately assess the conscientiousness of their peers, however were unable to self-assess conscientiousness. The reliability of such peer assessments was improved when peers assessed only those in their tutor groups, with whom they had the majority of academic contact, compared to when assessing the entire cohort. This demonstrated the importance of assessor familiarity in assessments. 6) Critical incident reporting, of extremes in professionalism, was shown to promote reflection in students. Critical incident reports, as with the Conscientiousness Index, offers faculty a tool by which outlying students can be identified. 7) Students were unclear about the constituent elements of professionalism and the contexts in which professionalism was relevant. Three contexts were identified; the clinical, the academic (University), and the virtual (online) context. The impact of professionalism assessments and the scrutiny on students has led students to struggle with identity negotiation. This was with respect to their personal and professional identities and the expectations of different stake holders, such as faculty, the media and prospective patients.

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Hui, Chiu-kit Eddie, i 許趙傑. "Military professionalism and praetorianism in Thailand and Indonesia". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31950280.

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Dwyer, Paul. "Community radio : community access, professionalism & technical change". Thesis, Imperial College London, 1989. http://hdl.handle.net/10044/1/47417.

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Bentel, Paul. "Modernism and professionalism in American architecture, 1919-1933". Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12561.

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Thesis (Ph. D. in Architecture and Environmental Studies)--Massachusetts Institute of Technology, Dept. of Architecture, 1993.
Vita.
Includes bibliographical references (v. 2, p. 371-395).
This dissertation examines the dominant conventions of architectural practice in the United States between 1919 and 1933. It proceeds from two assumptions: first, that by the 1900s, both the American Institute of Architects (AlA) and the numerous professional journals available to architects across the country solidified the profession nationally and yielded a coherent field within which practitioners could debate the content of their professional service; second, that within the context of its national discourse, the architecture profession drew inspiration for its effort to identify a social function for itself from the White City Movement which forged a link between the architect and a national political, industrial and cultural leadership drawn together by American Progressivism. The study focuses on the period following the demise of the White City Movement during which American architects cast off their allegiance to its traditional aesthetic formulae but retained the aspiration to associate themselves and their work with prevailing trends in a national political and social milieu. It demonstrates that in their efforts to redefine the terms of their professional service, American architects invoked the popular terminology of Scientific Management, Technocracy, Fordism, and the nostrums of the 'New Era' and promised 'efficiency' in their work and in the industries they presumed to manage. It reveals that within these efforts of professional redefinition, the professional ideology supporting the architect's aspirations for work converged with a modernist idealism espousing the value of technical expertise as a medium of social emancipation and progress. By giving evidence of a widespread and indigenous modernism that perceived a social benefit in the architect's capacity to utilize industrial technology, this project amends the dominant historical view which attributes the re-emergence of an American Modem Movement in the 1930s to the 'diaspora' of European artists and intellectuals before to WW II. This study has two parts. In Part One, it examines first the canons of Beaux-Arts Classicism and their gradual dissolution after World War I under the pressure of criticism from writers such as Ralph Adams Cram, Louis Sullivan and Lewis Mumford and through the work of the AlA's PostWar Committee; and second, the institutional structure of the AlA and its organizational ideologies in the 1920s. In Part Two, it looks more closely at the evolving conventions of professional service, demonstrating that American architects reached a consensus about the necessity of a 'new' architecture which identified itself in three areas: first, in its rejection of the Beaux-Arts method of interpreting a building program through a stylistic rendition of its social 'character' in favor of design strategies that maximized usable space; second, in its abandonment of the visual paradigm of the White City in favor of the expansionist rhetoric of Regional Planning; and third, in its disavowal of stylistic conventions based on historical precedent in favor of styles that both demonstrated a discontinuity with the past and celebrated an evolving consumerist 'utopia' populated by industrial commodities.
by Paul Louis Bentel.
Ph.D.

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Galperin, Roman V. "Organization-bound professionalism : essays on contemporary expert work". Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/79027.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2012.
Cataloged from PDF version of thesis. "September 2012."
Includes bibliographical references.
The three essays of the thesis explore the role of organizations in professional work and the role of professionalism in organizations, by analyzing novel data from three distinct empirical cases. The first essay uses the case of retail clinics firms in the U.S. market for primary care, to investigate how firms can penetrate the barriers of exclusive professional licenses and enter markets for professional work. The second essay uses the case of tax preparation work in the U.S., to study effects of (pseudo-) professional identity on firm performance in the context of non-professional work. The third essay uses the case of pro bono accounting work, to examine the process by which moral motivation of professional work translates into efficient, but morally contradictory outcomes. Together, the essays show that professionalism is a powerful cultural and sociological concept that has effects across a wide range of organizational phenomena.
by Roman V. Galperin.
Ph.D.

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