Добірка наукової літератури з теми "Groups of professional practices analysis"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Groups of professional practices analysis".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Groups of professional practices analysis":
1
Angel, Christine. "A Comparison of Descriptive Tagging Practices by Library, Archive, and Museum Professionals using an Inter-Indexing Consistency Approach." NASKO 4, no. 1 (October 31, 2013): 20. http://dx.doi.org/10.7152/nasko.v4i1.14642.
Анотація:
This study is a comparison of the descriptive tagging practices among library, archive, and museum professionals using an inter-indexing consistency approach. The first purpose of this study was to determine the extent of the similarities and differences among professional groups when assigning descriptive tags to different object types typically found within the library, archive and museum environments. The second purpose of this study was to compare the descriptive practices of these three professional groups to different object types typically found within the library, archive and museum environments. Findings from this study indicate while there were few differences in depth of indexing per object type among professional groups, various levels of description were applied to the different object types. Levels of description were derived from: (1) the three dimensional or physical media pictured; (2) the digital surrogate; (3) the objects aboutness;(4) the technique and materials used to make the physical object, and; (5) written text. Data analysis also indicates there was a significant difference between means in the total number of exact matched primary tags applied perobject type. As such, information retrieval within the online environment could be improved if there was better quality control in the application of thedifferent levels of description among information professionals.
2
Collin, Kaija, Susanna Paloniemi, and Katja Vähäsantanen. "Multiple Forms of Professional Agency for (non)crafting of Work Practices in a Hospital Organization." Nordic Journal of Working Life Studies 5, no. 3a (November 1, 2015): 63. http://dx.doi.org/10.19154/njwls.v5i3a.4834.
Анотація:
In recent working life studies, professional agency is seen as pivotal to the development of work communities and work organizations. This paper addresses professional agency during a practicebased intervention (work conference) in a Finnish hospital setting. To develop work practices, the intervention sought to create a dialogical space for the promotion of collective professional agency. Here, we present an investigation of the manifestations of professional agency and how they emerged within and between professional groups. We also elaborate how professional positions frame the emergence of different manifestations of professional agency. The audio and video materials from the intervention are analyzed through the utilization of qualitative content analysis and analysis of key incidents illustrating the emergence of professional agency and its connection to prevailing circumstances in a hospital work context. Transformative, responsive, relational, and resisting forms of agency were identified. The emergence of these forms differed amid the intervention and across the professional groups, reflecting power relations in the organization. In light of the findings, we discuss the meaning of different forms of professional agency for developmental efforts and how professional agency may trigger or hinder sustainable organizational development.
3
Kuntsevska, A. "DELINEATION OF SOCIAL PRACTICES: THE METHODOLOGICAL ANALYSIS." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 3 (2018): 34–37. http://dx.doi.org/10.17721/2616-7786.2018/3-1/7.
Анотація:
Defining the boundaries of practice is an important prerequisite for the developing of professional responsibility and a crucial condition of raising awareness and understanding of professional tasks and responsibility of specialists in social pedagogy. Through time in different countries the professional boundaries of social pedagogy have been constantly changing. That's why the concept of social pedagogy is different from country to country. In Ukraine we have an issue of defining clear and understandable boundaries of socio-pedagogical theory and practice. Thus, the aim of given article was to analyze origins and main tendencies of social pedagogy and close practices (social work and pedagogy) in European countries to establish basic parameters. To understand the difference between three social practices, there have been defined basic distinguishing criteria: the idea; the main prerequisite; specific research tasks; specific practical tasks and general characteristic of technologies. The main idea of pedagogy is cognition, while social work practice comes from an idea of integration and social change. And, ultimately, the main idea of social pedagogy is inclusion and empowerment to promote individuals' social functioning, participation, social belonging and social competence. The specific scopes of its responsibility are: problems of inclusion in social processes and life managing. The prerequisite of classical pedagogy is relatively stable social system and established social values / standards. The basic precondition of social work are social problems resulted from violation of human rights, social injustice or difficult/extreme circumstances. And essential for appearance and developing of socio-pedagogical ideas was social injustice as a result of social inequality. Therefore, the main tasks of those social practices are differed as well. Pedagogy have to design the best possible conditions for the cognition and thinking processes development. Social work has to elaborate and improve new social conditions of life and human well-being, while the main task of social pedagogy is designing an individuals', groups' and communities' life perspective.
4
Callejas Restrepo, Maria Mercedes, Norka Blanco-Portela, Yolanda Ladino-Ospina, Rosa Nidia Tuay Sigua, and Kenneth Ochoa Vargas. "Professional development of university educators in ESD: a study from pedagogical styles." International Journal of Sustainability in Higher Education 18, no. 5 (July 3, 2017): 648–65. http://dx.doi.org/10.1108/ijshe-02-2016-0031.
Анотація:
Purpose The aim of this paper is to present a vision for university educator professional development, based on self-analysis of pedagogical styles and production of knowledge about the practices that promote education for sustainable development (ESD). Design/methodology/approach The “STSE” course is part of the department’s Professional Development Program. The course aims to articulate the relationship between ESD processes and university educator training through reflection on their practices. To accomplish this objective, the course promotes interdisciplinary groups of educators from different backgrounds. These groups are encouraged to introspect regarding their pedagogical styles. A survey is applied to encourage self-analysis of the four pedagogical style dimensions. Findings University educators adopt their own pedagogical styles based on the evolution of their practices. This information is useful in generating education, formation and transformation of new professionals in their respective fields. This knowledge also raises questions about ESD, and the construction of processes, values and attitudes to aid this education. Research limitations/implications This paper only describes the characterization stage of the university educator pedagogical styles through practice-related self-analysis Originality/value This study builds pedagogical knowledge, promotes higher education transformation for sustainable development and strengthens the quality of university education.
5
Cyrino, Márcia Cristina de Costa Trindade. "Mathematics Teachers’ Professional Identity Development in Communities of Practice: Reifications of Proportional Reasoning Teaching." Bolema: Boletim de Educação Matemática 30, no. 54 (April 2016): 165–87. http://dx.doi.org/10.1590/1980-4415v30n54a08.
Анотація:
Abstract In the last decade, the Study and Research Group on the Education of Teachers who teach Math – GEPEFOPEM (Brazil) investigated teacher education groups constituted as Communities of Practice – CoPs. The objective of this paper is to discuss the focus of one of these CoPs when working with Proportional Reasoning and the practice elements of four CoPs, which promoted the development of their members’ professional identity. The data was collected through an analysis of meaning negotiation processes, mobilized knowledge and the CoPs dynamics based on different groups interactions and written production of their members. The analysis showed that self-knowledge, beliefs and concepts, professional knowledge, vulnerability, and the sense of agency became the focal points of the CoPs during the study of proportional reasoning as well as the practice elements of the four CoPs that promoted the professional identity development of, namely: shared repertoires, reports and discussions on their pedagogical practices, the existence of an open and flexible work plan, the opportunity to discuss their written productions, vulnerability experiences, the search for a sense of agency balance, connections among observations and empirical interpretations and a broader theoretical background, reports and discussions on previous meetings. Factors such as respect, trust, challenge, solidarity, projects negotiations, dynamics and actions, valorization of the singularities, and professional practices of teachers are essential for the constitution of the professional identity of these professionals and for the cultivation and maintenance of these groups.
6
Pizzini, Mina. "Group-Based Compensation in Professional Service Firms: An Empirical Analysis of Medical Group Practices." Accounting Review 85, no. 1 (January 1, 2010): 343–80. http://dx.doi.org/10.2308/accr.2010.85.1.343.
Анотація:
ABSTRACT: This study investigates factors influencing the use of group-based compensation in professional service partnerships and the relation between group-based compensation and performance. I use data on 11,971 physicians in 935 medical groups to expand the extant literature on group incentives by providing some of the first large-sample, empirical evidence on the role of task interdependence, income risk, mutual monitoring, and group size in a firm's choice of compensation contract. Consistent with agency theory, I find that group incentives are more prevalent in medical partnerships that practice highly task-interdependent specialties and those that face greater malpractice risk. Group-based incentives are also more common in relatively small groups in which homogeneity in training, experience, and gender facilitate mutual monitoring. Tests relating individual physician productivity to compensation method suggest that productive benefits induced by group incentives offset reductions in output associated with free-riding and effort devoted to monitoring.
7
Samoylenko, Alexey. "ANALYSIS OF THE CONTENT OF TRAINING BACHELORS IN CYBERSECURITY IN THE MODERN CONTEXT OF THE FUNCTIONING OF HIGHER EDUCATION INSTITUTIONS." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 129–33. http://dx.doi.org/10.36550/2415-7988-2020-1-190-129-133.
Анотація:
The article analyzes the content of training bachelors in cybersecurity in the modern context of the functioning of higher education institutions. It is noted that the provision of cybersecurity is relevant for many areas of activity, in particular, the fields of science, technology and technology, covering issues related to the protection of cyberspace of the country, individual objects of its infrastructure, characterized these objects. The educational program, which provides for mandatory professional training in order to obtain a bachelor's degree in cybersecurity, is analyzed. Involvement of teachers and professionals working in the system of vocational education and production in the field of information security, as well as business representatives, in order to transfer best practices to future professionals, highlighting the latest advances in science and technology, the rules of successful business. It is noted that in order to develop and update the list of elective subjects at the beginning of the second semester of each academic year, working groups are created at the faculties under the chairmanship of deans. The composition of the working groups is approved by order of the rector. The working groups analyze the quality of educational and methodological and informational support of the submitted disciplines and form their recommendations on quantitative changes in the existing list of disciplines. Based on the analysis of the above information, the working groups form a list of selected disciplines in due time and submit it to the information department for the formation of an updated general academic catalog, which is approved by the Academic Council of the University. The duly approved catalog of selected disciplines recommended for study in the next academic year is posted for acquaintance of higher education students on the official website of the university. It is proved that the program learning outcomes include basic knowledge of basic sciences, to the extent necessary for the development of general professional disciplines, knowledge of the state and one of the foreign languages in order to ensure the effectiveness of professional communication. Knowledge of the functioning of information technology systems and networks and their components of the legislative and regulatory framework, as well as the requirements of relevant, including international, standards and practices for professional activities are important.
8
Backes, Dirce Stein, Magda Santos Koerich, Keyla Cristiane do Nascimento, and Alacoque Lorenzini Erdmann. "Nursing care systematization as a multidimensional and interactive phenomenon." Revista Latino-Americana de Enfermagem 16, no. 6 (December 2008): 979–85. http://dx.doi.org/10.1590/s0104-11692008000600007.
Анотація:
This study aimed to understand the meaning of Nursing Care Systematization (NCS) for multiprofessional health team professionals based on the relationships, interactions and associations of Complex thought. This qualitative study uses Grounded Theory as a methodological reference framework. Data were obtained through interviews with three sample groups, totaling 15 professionals from different institutions. Simultaneous data codification and analysis identified the central theme: "Glimpsing nursing care systematization as an interactive and multidimensional phenomenon" and the respective reference model. NCS appoints, in addition to interactivity and professional complementarity, the importance of dialog and connection between the academy, health practices and regulatory offices, based on new reference frameworks for the organization of health practices.
9
Neven, Ruth Schmidt. "The promotion of emotional wellbeing for children, parents and families what gets in the way?" Educational and Child Psychology 25, no. 2 (2008): 8–18. http://dx.doi.org/10.53841/bpsecp.2008.25.2.8.
Анотація:
This paper presents the findings of a qualitative research project concerned with child and family wellbeing. It highlights how, in the context of contemporary professional mental health practices, constructions of children’s behaviour are predominantly based on pathology and deficit. The research data included individual interviews and focus groups with professionals representing both universal and specialist child and family mental health services. This data was subjected to a critical examination including an analysis of the discursive practices and a range of discourses that professionals employ in their everyday practice. This in-depth analysis of the findings uncovered ways in which these practices and discourses reflect values and attitudes to meaning, power and the use of knowledge. Two key discourses were identified, the parent-blame discourse and the professional self-referential discourse. These contribute to levels of fragmentation in the delivery of services that in turn compromise the capacity for advocacy of the child and hearing the voice of the child. The results of the inquiry indicate that the construction of child and family mental health cannot be considered as discrete from the construction of child and family wellness. Improving services for children, parents and families would appear to be inextricably linked with improving the professional, relational and organizational environment in which these services are delivered. The outcome of this inquiry has led to the establishment of a Child and Family Wellness Consultancy.
10
Vassilakaki, Evgenia, and Emmanouel Garoufallou. "Library Facebook practices for creating and promoting a professional profile." Program 49, no. 3 (July 6, 2015): 343–59. http://dx.doi.org/10.1108/prog-10-2014-0073.
Анотація:
Purpose – The purpose of this paper is to provide an in-depth insight on librarians’ use of the social networking site Facebook as a way to connect and promote interaction with library users. A series of common practices for building and maintaining a Facebook page for information professionals are thoroughly and critically presented. Design/methodology/approach – Two methods were employed for the purposes of this study. Specifically, a systematic review was adopted to identify all the relevant literature concerning librarian’s use of Facebook, and a content analysis of the literature to identify the specific Facebook features used, the way these were employed by librarians, and the reasons these specific features were chosen. Findings – In total, 12 Facebook features used by librarians in the literature were identified through content analysis. The creation of the librarian’s Facebook Profile was the most important featured employed followed by Groups Messages, Wall Posts, Events and Friends. Research limitations/implications – This study extents a literature review paper (Vassilakaki and Garoufallou, 2014). Therefore, only papers published between 2005 and 2012 and assigned to categories “librarians creating profiles on Facebook”, “Librarians personal experiences on Facebook” and “exploring librarians’ perspectives” were considered with the view to focus on librarians’ views and the way they use Facebook to connect with users. Originality/value – This study contributes in providing the baseline for creating a series of best practices for librarians use of Facebook for professional purposes. Furthermore, it provides a valuable insight on the specific ways information professionals use Facebook successfully.
Дисертації з теми "Groups of professional practices analysis":
1
Hanin, Luc. "Du soi-élève au soi-enseignant : une approche clinique d'orientation psychanalytique." Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1227.
Анотація:
Cette thèse, qui s’inscrit dans le champ clinique d’orientation psychanalytique en sciences de l’éducation et de la formation, propose d’analyser selon quelles modalités le soi-élève influence l’enseignant à son insu dans sa pratique professionnelle. La thèse comporte 5 parties. La première partie est consacrée à la construction de l’objet de recherche. Le chercheur y explore notamment les concepts de soi-élève et de soi-enseignant. La seconde partie, est consacrée au cadre théorique dans lequel cette recherche s’inscrit. Le chercheur y expose notamment sa rencontre avec les savoirs de la psychanalyse puis explore la question de la scientificité de la démarche en ce qu’elle a de singulier et de spécifique. Le cadre théorique ainsi posé permet de préciser le rapport entre le chercheur et son objet-sujet de recherche, et d’exposer comment la construction singulière de son rapport au savoir s’exprime à son insu dans sa pratique professionnelle. La troisième partie, présente la méthodologie mobilisée pour le recueil et l’analyse des données, à savoir les groupes d’analyse des pratiques professionnelles, les notes d’après-coup, et le travail dans le cadre d’un groupe supervision qui permet entre autre l’élaboration du contre-transfert. A l’aide de situations issues de groupes d’analyse de pratiques que le chercheur a menés, il rend compte du travail d’élaboration que sous-tend la démarche clinique d’orientation psychanalytique afin de percevoir comment le soi-élève s’exprime inconsciemment dans les pratiques des enseignant.e.s ou des formateurs. La quatrième partie, est consacrée à un entretien clinique de recherche effectué auprès d’une enseignante d’histoire géographie du secondaire. A l’aide du matériel analysé, le chercheur examine selon quelles modalités son soi-élève l’oriente dans sa pratique professionnelle et dans ses choix pédagogiques. La cinquième et dernière partie, propose d’approfondir les concepts qui ont émergé lors de la recherche afin d’étayer plus en profondeur les analyses, ainsi que de proposer quelques perspectives pour la formation des enseignants et la rechercheThis thesis, which fits in the psychoanalytically-oriented clinical field of Éducationand training sciences, proposes to analyze the ways in which the pupil-self unwittingly influences the teacher in his or her professional practice. The thesis is divided into five parts.The first part is devoted to the construction of the research object. In particular, the researcher explores the concepts of pupil-self and teacher-self. The second part is devoted to the theoretical framework within which this research is embedded. In particular, the researcher describes his encounter with psychoanalytic knowledge, and then explores the question of the « scientificity » of the approach in all its singular and specific aspects. The theoretical framework thus established makes it possible to clarify the relationship between the researcher and his object-subject of research, and to show how the singular construction of his relationship to knowledge expresses itself unbeknownst to him in his professional practice.The third part presents the methodology used for data collection and analysis, i.e. the practice analysis groups, the subsequent notes, and the work in a supervision group, which, among other things, enables the elaboration of counter-transference.Using situations from groups of professionnel practices analysis groups that the researcher has led, he reports on the work of elaboration that underlies the psychoanalytically-oriented clinical approach, in order to perceive how the pupil-self unconsciously expresses itself in the teachers or trainers practices.The fourth part is devoted to a clinical research interview with a secondary school history-geography teacher. Using the analyzed material, the researcher examines the ways in which her pupil-self guides her professional practice and pedagogical choices. In the fifth and final part, the concepts that emerged during the research are explored in greater depth to thoroughly underpin the analyses, as well as to propose some perspectives for teacher training and research
2
Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.
Анотація:
Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.
3
Rodohan, Eamonn Patrick. "Criminalisation for sexual transmission of HIV : emerging issues and the impact upon clinical psychology practice in the UK." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5873.
Анотація:
Objective: Criminal liability for the sexual-transmission of HIV raises complex questions for both clinicians and service-users regarding their responsibilities and legal obligations to disclose information to others. This is the first research study to address the impact of these issues upon everyday clinical and professional management in the UK. The prevalence and incidence of clinical and HIV-legal issues reported by the 107 psychologists sampled are reported. Design: A cross-sectional approach comprising two components was utilised: Firstly, questionnaire survey (Response rate 22%) scoping the experiences of practice issues among psychologists from sexual-health and generic settings. Attitudes towards HIV-prosecutions and various measures of professional self-efficacy were also collected. Secondly, three focus groups (N=15) exploring the impact of practice issues upon clinicians’ likely confidentiality breaking behaviours. Methods: Clinical and legal issues are presented. Further statistical analyses explored the interaction of various demographic, clinical and attitudinal variables upon clinician’s perceived self-efficacy. Focus Group transcripts analysed using Thematic Analysis (Data-driven approach) with eight emergent themes. Results: Although no direct involvements in police investigations reported, two instances of psychology notes being subpoenaed plus multiple ‘near miss’ clinical experiences described. High proportions of sexual-health psychologists experienced HIV-clients disclosing problematic behaviours, including intentional transmission (9%; N=5) and/or ‘reckless’ behaviour (72%). Focus groups expressed high levels of anxiety regarding these scenarios associated to multiple influences (interpersonal, clinician, professional and service factors). Quantitative and qualitative results were triangulated to provide a detailed analysis of how psychologists manage the clinical impact of the issues. Conclusions: Psychologists broadly supported HIV-prosecutions for intentional transmission (81%) but only limited support around ‘reckless’ cases (44%), particularly among those sexual-health experienced. Those ‘critical’ attempted to mitigate the impact of legal issues by proactively raising awareness among HIV-clients and resisting overly-defensive service changes; whereas those ‘less-critical’ were more accepting. Clinical, training and therapeutic implications are briefly considered.
4
Durand-Paute, Roland. "L'apport des Groupes de Formation à l’Analyse de Pratiques Professionnelles((GFAPP) dans le développement d'un capital émotionnel ad hoc : études de cas des perceptions des enseignants stagiaires du second degré en formation initiale et professionnalisante." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30028.
Анотація:
Bien des professeurs stagiaires de lycées/collèges (PLC) dont les formateurs ont la charge en période de formation initiale et professionnalisante rencontrent de nombreux écueils dans la relation pédagogique qui les lie à leurs apprenants. Ces enseignants, pour la plupart novices, attendent alors une réponse des centres qui se doivent de leur donner des outils pour pallier leurs difficultés relationnelles diverses et éviter ainsi un mal-être, des attitudes défensives, un épuisement professionnel voire même une forme de désespoir quant à la poursuite de leur carrière. Cependant, on observe encore aujourd’hui que la formation n’accorde que peu d’importance au savoir-être du pédagogue, hormis la mise en place de Groupes de Formation à l’Analyse de Pratiques Professionnelles (GFAPP). Pourtant, l’activité enseignante faite de la dimension émotionnelle au travail suppose des compétences émotionnelles. (Gendron) telles que la confiance, en soi, la maîtrise de soi, l’empathie, savoir gérer des conflits, l’adaptation et le leadership…Aussi, dans cette thèse, nous nous demanderons si les GFAPP contribuent au développement d’un capital émotionnel ad hoc, ce dernier étant constitué d’une accumulation de compétences émotionnelles utiles en pédagogieMany trainee high school teachers (PLC) whose instructors are in charge of initial training and professionalization encounter many pitfalls in the educational relationship that binds them to their learners. These teachers, who are mostly novices, are waiting for a response from the centers, who must give them tools to overcome their various relationship difficulties and thus avoid discomfort, defensive attitudes, burnout and even a form of despair as to the pursuit of their career. However, we still observe today that training gives little importance to the pedagogue's know-how, apart from the setting up of Training Groups for the Analysis of Professional Practices (GFAPP). Yet the teaching activity of the emotional dimension at work involves emotional skills. (Gendron) such as self-confidence, self-control, empathy, knowing how to manage conflict, coping and leadership ... Also, in this thesis, we will wonder if the GFAPP contribute to the development of an ad hoc emotional capital, the latter consisting of an accumulation of emotional skills useful in pedagogy
5
Botté, Allain Françoise. "Être chef d’établissement : étude clinique auprès de chefs d’établissement ayant participé à des groupes d’analyses des pratiques." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100007.
Анотація:
Cette thèse porte sur la fonction de chef d’établissement. Le travail s’inscrit dans le cadre d’une approche clinique d’orientation psychanalytique et s’appuie sur la mise en œuvre de six entretiens cliniques auprès de chefs d’établissement ayant expérimenté des dispositifs d’analyse de pratiques professionnelles. Dans la première partie, l’expérience de la chercheuse elle-même comme chef d’établissement est relatée dans la perspective d’affiner le questionnement à la base de l’étude. Puis, la méthodologie de l’entretien clinique utilisée pour ce travail ainsi que l’approche théorique choisie sont présentées. L’analyse des textes officiels ainsi que celle de plusieurs recherches et témoignages concernant cette fonction de chef d’établissement, sous l’angle de son évolution récente, en fait ressortir les spécificités actuelles. La deuxième partie est consacrée à l’analyse des six entretiens et à leur mise en perspective. Ces analyses montrent qu’occuper un tel poste influe profondément sur l’identité professionnelle du titulaire, ce dernier se trouvant très mobilisé par l’attention à apporter aux relations humaines dans cette fonction de direction. La question de la formation à mettre en œuvre pour préparer les chefs d’établissement à cette nouvelle situation professionnelle se trouve posée. Enfin, les témoignages des praticiens sur les dispositifs d’analyse de pratiques auxquels ils ont participé permettent d’envisager que ce type de formation puisse leur procurer un accompagnement utile pour négocier au mieux les aspects relationnels de cette profession. Ce dispositif d’analyses de pratiques pourrait ainsi occuper une place plus large au sein de leur formationThe following thesis tackles the subject of being a headmaster. This experience is related from a psychoanalytical point of view and uses six different examples of headmasters who have experimented with analysing their own practice. The first part narrates my story as a former headmaster so as to offer a better understanding of which questions to ask the other headmasters. Then, the essay revolves around the methodology and theoretical approach I used for this work. Analysing the acts of the official gazette as well as the research work and testimonies made by some of my peers on the subject allowed me to enhance the current specificities of the job. The second part details the six interviews I had with my fellow headmasters. They all said that having such a position had a deep impact on their professional identity and that it taught them to put the emphasis on human relationships in their job. This raises the question of the training one has to elaborate to prepare young headmasters to cope with their new position. Finally, the interviewees mentioned the group sessions they took part in to analyse their professional practice, insisting that these sessions helped them better negotiate the relational aspects involved by their job. Thus, this essay develops the idea that setting up group sessions to help headmasters analyse their professional practice should play a bigger part in their training
6
Sinsollier, Pierre. "Description and analysis of wine processing practices. Professional Internship Report." Master's thesis, ISA, 2019. http://hdl.handle.net/10400.5/19584.
Анотація:
Vinifera Euromaster European Master in Viticulture and Oenology - Instituto Superior de Agronomia / EMaVEThe Vinifera European Master of Science in Viticulture and Enology program offers the possibility to conduct a professional internship coupled with a scientific dissertation as a final thesis. In the frame of this professional thesis, I was offered to work at Clos Apalta, world renown winery located in the Colchagua valley in central Chile. My role of Assistant Enologist in charge of the night shift encompassed a large spectrum of activities which, besides a managerial dimension, covered various enological manipulations. Ensuring a permanent monitoring of the evolution of each vat and barrel is decisive, and along the course of fermentation, adjustments need to be made, starting by the preparation and inoculation of commercial yeasts. Nutrition additions are to be synchronized with cycles of cap management practices and in case of barrel fermentation, with cycles of micro-oxygenation. Regular tasting of the fermenting wines is also necessary, as it allows to detect eventual organoleptic deviation, such as the appearance of reductive aroma, volatile acidity, or volatile phenols in ageing wines. Along with the analysis of various wine-making processes employed at the winery, a few enological issues that were encountered, and their subsequent preventive or curative treatment, are also described in this report. Clos Apalta produces solely premium biodynamic wines, with a focus on extraction, from the cultivars Carménère, Cabernet Sauvignon, Merlot and Petit Verdot. Working there represented an exceptional opportunity to learn about the caution, precision and intensity involved in the production of premium red wines aiming for long ageing potential, with the extensive use of French oak, vats and barrels, throughout wine's production. This professional thesis is a report of the observations and analysis I have performed while working at Clos Apalta, along with scientific literature reviews in order to compare the winery practices to current scientific knowledge
N/A
7
Moore, J. Brian. "Critical friends groups at Lower Canada College : the impact of collaborative communities on teachers' professional growth and classroom practices." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81506.
Анотація:
This qualitative inquiry into Critical Friends Groups (CFGs) at Lower Canada College (LCC), a coeducational, bilingual, K-12, private, day school in suburban Montreal, focusses on the impact of CFGs on teachers' professional growth and classroom practices. Using interviews, focus groups, participant observations and a questionnaire, I examined the recursive cycle of professional growth and transformation, and rooted the inquiry within the theoretical frameworks of reflective practice, the dialogic imagination, social constructivist learning and critical theory. I conceptualize teachers' professional growth as the transformation of professional practices through the deepening knowledge and expertise that arises out of collaborative inquiry and collegial dialogue. The major assumption supported by this study is that teachers learn from one another through engaging in ongoing and site-based critical dialogue focussed on classroom practices. This inquiry has implications for professional development programmes, school leadership and teacher empowerment.
8
Law, Lik-hang Darick, and 羅力恒. "Attitudes toward rape and sexual assault: a comparative analysis of professional groups in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29705113.
9
Spiteri, Joseph. "A critical analysis of occupational and organisational strategy in UK : architectural and quantity surveying practices." Thesis, University of Leeds, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391654.
10
McDonald, Lynette S. "How professional development impacts on experienced teachers' perceptions of their ICT practices." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87223/1/Lynette_McDonald_Thesis-1.pdf.
Анотація:
Teachers are at the forefront of Information Communication Technology (ICT) use in schools. Teachers face many challenges and competing priorities such as literacy, numeracy and changing curriculum frameworks and are expected to adopt new ICT practices to improve students¿ outcomes. Effective professional development (PD) methods must be identified and implemented.
This research examined two core issues: (1) experienced teachers' perceptions of their ICT practices and (2) how PD courses have affected these practices.
This case study and its findings has important implications for the implementation of effective PD in schools.
Книги з теми "Groups of professional practices analysis":
1
Blommaert, Jan. Workshopping: Professional vision, practices and critique in discourse analysis. Gent: Academia Press, 2004.
2
Blommaert, Jan. Workshopping: Professional vision, practices and critique in discourse analysis. Gent: Academia Press, 2004.
3
Eccleston, Charles H. Environmental impact assessment: A guide to best professional practices. Boca Raton: CRC Press, 2011.
4
Keane, Simon M. A survey of the valuation practices of professional accounting firms. Edinburgh: Institute of Chartered Accountants of Scotland, 1992.
5
Eccleston, Charles H. Environmental impact assessment: A guide to best professional practices. Boca Raton: CRC Press, 2011.
6
Eccleston, Charles H. Preparing NEPA environmental assessments: A users guide to best professional practices. Boca Raton: CRC Press, 2012.
7
Lau, Ken. Learning to become a professional in a textually-mediated world: A text-oriented study of placement practices. Bern: Peter Lang, 2012.
8
Galvin, Aine E. Contrasting models of youth work: An empirical analysis of the work practices implemented by youth groups in theNorth Clondalkin area of West Dublin. [s.l.]: [s.n.], 1995.
9
Andreev, Aleksey, Denis Galiev, Vladimir Gonchar, Nikolay Gorach, Maksim Zhilkin, Vladislav Kachalov, Vladislav Lyuban, et al. Countering crimes committed in the sphere of cryptocurrency turnover. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1870566.
Анотація:
The textbook is devoted to a complex of theoretical and applied problems of countering crimes committed using cryptocurrencies. Along with the theoretical issues of the legal status of cryptocurrencies and the general criminological characteristics, applied problems of qualification of relevant crimes, issues of their investigation, operational investigative activities, as well as the organization of official activities are subjected to in-depth analysis. Based on the conducted research, the paper presents relevant conclusions and recommendations.
Meets the requirements of the federal state educational standards of the latest generation in the enlarged groups of specialties "Jurisprudence".
It is recommended first of all to students of master's degree programs, training programs for scientific and pedagogical personnel and additional professional education, as well as scientific and pedagogical workers. It can also be used by students of other higher education programs (bachelor's degree, specialty), practical staff and anyone interested in the relevant issues.
10
Institution of Electrical Engineers. Computing and Control Division. Colloquium on Software Engineering Practices for Intelligent Knowledge-Based Systems, organised by the Professional Groups C4 (Artificial Intelligence) and C1 (Software Engineering) and held on Friday 17 March 1989 Chairman: A. G. Wheldon. London: The Institution of Electrical Engineers, 1989.
Частини книг з теми "Groups of professional practices analysis":
1
Wiig, Astrid Camilla. "Tracing Policy in Practice. Exploring the Interactional Exercise of Oral Assessment." In Policy Implications of Research in Education, 265–85. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_14.
Анотація:
AbstractBy empirically zooming in on oracy as an area of educational reforms, this chapter illuminates how a new oral assessment phenomenon that has been observed in practice meets, overlaps, and, more recently, challenges educational policy in the Norwegian educational context. Conducted in three lower secondary schools, the study draws on audio-recorded materials capturing authentic teacher–student dialogues in group subject talk tests. By exploring authentic assessment practices, the chapter analyzes (1) which aspects of competence students are made accountable for and (2) how the introduction of learning outcomes and oracy as one of five core skills can challenge the interactional exercise of oral assessment in educational practice. The results illustrate how subject talk evaluation practices through the organization in social groups go beyond assessing students in terms of assessment criteria or scales. The oral assessment situation becomes a setting where teachers share professional judgments and approve specific oral initiatives for groups of students. In this nexus of group subject talks and recent policy on learning outcomes and oracy as a core skill, students become competent contributors through retrospective evaluations of their own performance, making themselves accountable for the group’s community, subject-specific knowledge, and the norms and rules of reasoning in the group’s subject talks. The findings raise several questions about how we understand actors as the coconstructors of educational policy when certain educational practices seem to be in front of policy uptake in the nexuses where policy and practice conflict, overlap, and meet.
2
Damiani, Valeria, Susana Coimbra, and Ana Luísa Costa. "Fostering Social Inclusion of People in Situations of Vulnerability: Experiences from the Italian and Portuguese Contexts." In Learning Inclusion in a Digital Age, 67–82. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7196-1_5.
Анотація:
AbstractThis chapter builds upon the findings of two multiplier events carried out in Italy and Portugal. They involved education professionals such as teachers, educators and other experts working with adults in situations of vulnerability (migrants, refugees and people at risk of poverty or social exclusion). The goal of the chapter is to analyse challenges and obstacles for professionals in promoting social inclusion for the selected target groups and to present best practices with a focus on digital technologies. The last section explores teachers’ and professionals’ training needs and the supporting actions for their continuing professional development at a local and national level.
3
Goos, Merrilyn, and Aoife Guerin. "Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers." In Out-of-Field Teaching Across Teaching Disciplines and Contexts, 311–32. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9328-1_15.
Анотація:
AbstractThe study that we report in this chapter contributes to our broader research agenda for evaluating the impact of a national professional development programme that upskills out-of-field post-primary mathematics teachers in Ireland. The aim of the study was to compare the self-efficacy beliefs, perceived and observed classroom practices of six post-primary mathematics teachers (three groups of 2) who were either out-of-field, upskilled via the professional development programme, or in-field. The teachers completed surveys of their self-efficacy beliefs and approaches to teaching mathematics. Video recordings of three mathematics lessons taught by each teacher were analysed using the Productive Pedagogies classroom observation framework. The findings showed that there were similarities and differences between the three groups of teachers; however, the upskilled teachers were developing self-efficacy beliefs and pedagogical practices that are similar to those of in-field teachers of mathematics.
4
Åstrand, Björn. "The Education of Teachers in Sweden: An Endeavour Struggling with Academic Demands and Professional Relevance." In Evaluating Education: Normative Systems and Institutional Practices, 75–158. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26051-3_4.
Анотація:
AbstractThis chapter presents the main features of how teachers are educated in Sweden, including current reforms due to teacher shortages and criticism of teacher quality. It based on from the notion of teacher education as a societally critical activity, orienting around tensions, balances and difficulties in teacher education. It is argued that teacher education is a complex activity that policy and practice unfortunately do not pay adequate attention to. Teacher education in Sweden is profoundly varied. Recurrent top-down reforms complicate teacher education, as an understanding of the central aspects of teacher education has not been agreed upon or endorsed. The continued criticism of teacher education, despite many reforms and changing practices, might indicate that recurring political demands to reform teacher education rest on unclear or inadequate grounds or incomplete information, or they might be conditioned by overarching political motivations. As teacher education is central to education in general and to the advancement of democracy, this is particularly worrying. It is through an analysis of the full complexity of teacher education that it becomes possible to design adequate reforms that result in transformative work on how to ‘get better at getting better’, a feature that applies to both organizations and professionals.
5
Pascual, Daniel, Ramón Plo-Alastrué, and Isabel Corona. "Digital Scholarly Practices in Scientific Communication: Paths and Goals in Research Dissemination." In Digital Scientific Communication, 3–30. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38207-9_1.
Анотація:
AbstractThis chapter has been conceived as a general introduction to the volume Digital Scientific Communication: Identity and Visibility in Research Dissemination. It draws attention to the coexisting models, approaches and practices that are gaining relevance in research dissemination. Many of the key concepts that permeate the analyses presented in the volume are first introduced or revisited here. The final section adds an overview of the contributions, recapitulating the main insights offered for a better understanding of scientific communication. The plurality of approaches presented in the analysis of scientific digital discourse has been grouped into five parts which articulate the structure of the volume. Thus, after the first introductory section (Part I), Part II reflects upon the notion of stance and the processes of construction of identity and expertise through an analysis of professional practices in the digital context. Part III focuses on the dissemination of scientific knowledge and delves into some of the challenges inherent in this process, such as the existing ‘knowledge asymmetries’, or those external challenges brought about by emerging ‘predatory’ practices. Part IV includes complementary visions of the popular genre of the Three-Minute Thesis (3MT) presentations which analyse how the combination of certain multimodal resources and a restriction in the allocated time are used as key elements to engage the audience. The concluding chapter in Part V sets out to identify those positive and negative aspects of the current academic digital practices shown in previous chapters and finally puts forward desirable future directions in this varying context.
6
Douglas Ribeiro, Renato, Daniela Alves Soares, Adriana de Souza Lima, Lucicleide Bezerra, and Edyenis Frango. "17. The Impact of Income Tax on the Teaching Profession." In Landscapes of Investigation, 273–94. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.17.
Анотація:
We present in this chapter a theoretical study and an example of teacher education practices, both inspired by the landscapes of investigation and critical mathematics education of Ole Skovsmose, as well as the mathematics for social justice of Eric Gutstein. This approach to teacher education was used with a group of undergraduate students in mathematics and Master’s students from a public university in the southeast of Brazil. The chosen theme was related to the teachers’ own issues and struggles. We explored a bill by the Brazilian Senate (445/2012), which proposes that teachers of all levels of education be exempt from paying income tax. With this programme, we intended the participants to experience landscapes of investigation in an open space for learning mathematics through a theme involving social justice, and to be able to consider the importance of this kind of approach for their own professional practice in the classroom. Based on the data produced, this chapter presents two narratives as a guiding thread for the analysis of the work carried out, showing that the assumptions of the landscapes of investigation and social justice served as a background for the teacher education proposal.
7
Subrahmanian, V. S., Aaron Mannes, Amy Sliva, Jana Shakarian, and John P. Dickerson. "Attacks Against Professional Security Forces." In Computational Analysis of Terrorist Groups: Lashkar-e-Taiba, 105–15. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4769-6_6.
8
Li, Jian. "The Educational Development of Professional Groups in Vocational Colleges." In Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, 95–123. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4438-2_7.
9
Li, Jian. "The Educational Policy of Professional Groups in China’s Local Vocational Colleges." In Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, 69–94. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4438-2_6.
10
Zheng, Xue, Haixia Liu, Dongmei Lin, and Jiacheng Li. "Achieving Rural Teachers' Development Through a WeChat Professional Learning Community." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning, 382–93. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch020.
Анотація:
WeChat group is a new network communication platform, which gradually influences rural teachers' development and brings some specific issues into schooling. This chapter focuses on two rural banzhurens, Ms. Liu and Ms. Lin, from Guangdong Province, to explore WeChat groups' influences on rural teachers' development. On the basis of interviews and data analysis, the authors summarize the main activities that the two rural banzhurens have taken part in; outline the development they have obtained in three areas, including courage, benevolence, and wisdom; examine how rural teachers achieve their development based on the WeChat group; and discuss the limitations of this online tool.
Тези доповідей конференцій з теми "Groups of professional practices analysis":
1
Šutalo Šamanić, Valentina, Mladen Jardas, and Ana Peric Hadzic. "Analysis of the implementation of various forms of professional practice at the Faculty of Maritime Studies, University of Rijeka." In Maritime Transport Conference. Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/mt.11056.
Анотація:
The paper presents the results of research carried out in the framework of the project PANDORA financed by the European Social Fund. In the first phase of the research, the initial state of implementation of professional practice at the Faculty of Maritime Studies, University of Rijeka was analyzed in workshops with students, while the questionnaire filled in by employers analyzed the way professional practice is carried out in companies. Using both methods, limitations and shortcomings in the implementation of professional practice were identified and guidelines for its improvement were established. Based on the guidelines obtained, an attempt was made over a period of one year to improve various forms of professional practice in the Faculty of Maritime Studies. The performance of the various forms of professional practice was assessed through questionnaires completed by students after professional practice. The forms of professional practice assessed included simulator work, field work, practicums and navigation practice. The results showed that better assessment mechanisms for the different forms of professional practice were established during the observation period, as well as a stronger connection of the tripartite student-professor-employer relationship, resulting in a greater number of master's and bachelor's theses and research projects in collaboration with industry. It was also concluded from the positive student surveys that greater availability of professional practice in the curricula and reinforcement of a more innovative approach facilitated the acquisition of practical knowledge and skills by the target groups.
2
Wang, Ye, Daniele Grandi, Dixun Cui, Vivek Rao, and Kosa Goucher-Lambert. "Understanding Professional Designers’ Knowledge Organization Behavior: A Case Study in Product Teardowns." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-68589.
Анотація:
Abstract Knowledge organization is an essential component of engineering design, and a deeper understanding of how designers organize knowledge could enable more effective insights in support of the design process. To explore this, we examine 23 professional designers’ knowledge organization practices as they virtually engage with data collected during a teardown of a consumer product. Designers organized this data by forming groups of related data, nesting subgroups of data within groups, and creating directional links between groups of data and individual data. Our results indicate three insights about how designers organize and acquire knowledge from product teardowns. First, we observe that while designers find grouping data to be more effective for learning, linking proved more helpful for knowledge transfer. Second, we find that designers employ links between data much more frequently than they do nests, and that links primarily serve to identify trade-offs, requirements, and opportunities for team collaboration. Finally, a graph analysis indicates that design features, product housing, cost, and manufacturing coexist as separate but central groups in designers’ knowledge organization, reflecting the diversity of perspectives on knowledge organization emergent in a constrained teardown activity. These findings provide insight into professional designers’ knowledge organization practices, and represent a preliminary step toward design knowledge bases that more accurately reflect designer behavior, ultimately enabling more effective data-driven support tools for design.
3
Vukosavljevic Pavlovic, Valentina. "Relationship between Hierarchical Values of Professional Activities and Theoretical and Practical Knowledge." In 9th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2023. http://dx.doi.org/10.31410/eraz.2023.257.
Анотація:
An indispensable aspect that can greatly influence the profile of the managerial structure in enterprises is the educational system. At the end of the last century, under the pressure of the second wave of globalization caused by technological development, there was a need to reexamine and redefine the role of the university. The subject of analysis in this paper is the relationship between the hierarchical values of professional activities and theoretical and practical knowledge from the point of view of managerial structures in private and public enterprises on the example of one unit of local self-government in the Republic of Serbia. Based on the opinion of representatives from the private (1.85) and public sector (1.85) on the scale of hierarchical values of professional activities, the adopted systematic theoretical and practical knowledge were evaluated in the first place. Through the analysis of the responses received from both observed groups, it was found that modern managers are the most open social group for improvement, motivated to acquire new knowledge arising from the need for more effective adaptation to changes.
4
Sergeeva, T. B., A. A. Pecherkina, N. S. Glukhaniuk, and G. I. Borisov. "Reflection and self-assessment of the quality of life at older age (in the context of professional employment)." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.631.644.
Анотація:
The inconsistency in understanding of the ambiguous role of reflection in developing personal mobility and maintaining professional health at older age determines the objective of the study: comparing the degree of manifestation of reflection types and the nature of their correlation with the assessment of life quality indicators (satisfaction with the quality of life, psychological well-being) among working and non-working pensioners. The empirical study involved 272 residents of Yekaterinburg and the Sverdlovsk region aged 55–80, divided into two comparison groups: working and non-working pensioners. The following methods were used: the «Differential type of reflection» questionnaire by D. A. Leontiev and E. N. Osin; a methodology for assessing the level of development of biographical reflection by M. V. Klementyeva; the «Assessment of satisfaction with the quality of life» questionnaire by N. E. Vodopyanova; K. Riff’s scale of psychological well-being (adaptation by T. D. Shevelenkova and P. P. Fesenko). The following statistical methods were applied: comparative analysis using the MannWhitney U-test and correlation analysis using the Spearman’s correlation coefficient. Differences in the degree of manifestation of reflection types were identified in the groups under study. The working pensioners demonstrated lower introspection, but higher indicators of biographical reflection, in particular, on their life and the life of others. This group also showed higher satisfaction with the quality of life. However, the level of psychological well-being does not differ between the two groups. Introspection shows a negative correlation with the indicators of satisfaction with the quality of life and psychological well-being, whereas systemic reflection correlates positively with the components of biographical reflection. This trend is observed in both working and non-working pensioners, but the complexes of interacting parameters in the groups are different. The obtained results substantiate the inclusion of reflection components in the constructs of personal mobility and professional health at older age and determine encouraging life experience analysis as one of the areas of psychological support.
5
Kaulēns, Oskars, and Edīte Sarva. "Informal Learning for Creating Professional Support Groups for Teachers and School Leadership Teams: A Case Study." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.19.
Анотація:
From the school year 2020/2021 the implementation of a competence-based curriculum has started in Latvia which determines new learning outcomes for students and at the same time defines new professional development needs for teachers. There are changes in the content that teachers need to learn and the learning approach that teachers need to use for their professional development to ensure that they meet the new quality requirements of teaching. In order to successfully implement new teaching and learning approaches and to promote the development of a wider learning community, teachers’ formal professional development, such as attendance at lectures, seminars etc., has to be supplemented with informal professional development through sharing experiences, participation in learning groups, etc. The remote work experience of the COVID-19 pandemic has provided additional opportunities for a variety of online in-service teacher education activities based on principles of informal learning. The goal of the research conducted by the authors is to find out what is the interest of teachers to get involved in the teacher cooperation events “Emergency Methodological Assistance” organised by the Friendly Appeal Cesis State Gymnasium and what are the professional benefits of teachers’ participation in such informal learning activities. Within the framework of the research, a qualitative content analysis of the teachers’ reflection bulletins has been performed, which teachers have submitted at the end of events, evaluating their professional benefits from participation in the events. The data of the research show that teachers appreciate the opportunity to get acquainted with professionally tested and practical teaching methods and techniques for the implementation of new curriculum, to receive encouragement from other colleagues in the conditions of constant change and uncertainty, and to find professional partners among teachers for long-term planning and cooperation activities.
6
Capello, Maria Angela, and C. Susan Howes. "Evolution of Ethics Frameworks in the Oil and Gas Organizations and Professional Societies." In SPE Annual Technical Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/209950-ms.
Анотація:
Abstract The term "ethics" as a set of rules is used in the professional world as well as in professional societies to establish what is acceptable or not, in terms of ethical professional behavior. This paper explores how the practices and codification of practices related to professional practice have evolved in the Oil and Gas sector, with emphasis on professional societies. The analysis was performed summarizing the history of ethics in general, as applicable to the Oil and Gas sector. Then, research was conducted on how the several important corporations in the upstream or downstream of oil and gas initiated and evolved their own ethical codes. We also explored how the academic world has engaged in issuing Codes of Ethics that govern the behavior of both students and faculty members at the institutional and department level. A special emphasis was placed in the investigation of the evolution of the Code of Ethics of the main professional societies and organizations related to the Oil and Gas Sector, centered on SPE, and including AAPG (the American Association of Petroleum Geologists), SEG (the Societu of Exploration Geophsyicists), EAGE (the European Association of Geoscientists and Engineers) and other relevant ones. The conclusions point to a realization that the ethical codes analyzed evolved, following societal changes, in relation to under-represented groups in terms of gender, race, nationality, age, religion and ethnicity, as well as in relation to the expansion of the industry to more and new geographical areas. Currently, almost all organizations and professional societies have a Code of Ethics that profiles their main values and sets a frame for what is or not appropriate in advancing their activities. The Code of Ethics were gradually expanded, spelling out further specific rules, often called "Statements" like "Sexual Harassment," "Bribery" and "Human Rights" statements, aiming to address a variety of specific issues. The Code of Ethics, along the specific self-disclosure statements, are the ethical framework of organizations in Oil and Gas for guiding employees and stakeholders towards: –Alignment with Corporate and/or Academic Values.–Clarification of the Value Proposition for employees and/or prospective students.–Response to societal trends like "MeToo," "BlackLivesMatter," and others.–Rejection of modern issues affecting some industrial segments like Modern Work Slavery.–Enhancement of the corporate prestige and rankings in ESG (environmental, Society and Governance) grounding disclosures useful for investment decisions Our paper is a contribution to share information and raise our collective awareness in the profession about what is the current practice in Oil and Gas regarding Codes of Ethics of Corporations and Professional Societies, how they have evolved, and what are the current and future challenges and opportunities, to expand solid and useful ethics frameworks in the context of the present rapid social transformation.
7
Winnips, Koos, Jan Riezebos, and Miriam Ossevoort. "A platform for the influencers: spreading educational innovations via a professional learning network." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9222.
Анотація:
To further the spread of educational innovation and the sharing of good teaching practices our faculty decided to set up a professional learning network (PLN). With the PLN the aim is to reach an early majority of lecturers by asking influential lecturers to share their practical experiences.Via the PLN meetings for lecturers are organized, web-based resources are made available and educational support is provided. In meetings lecturers present good practices for their colleagues. The topics of the meetings connect to faculty policy (such as: technology enhanced learning, inclusion of international students).Analysis of visitors to the meetings shows the target audience has been reached. Visitors are mainly lecturers, associate professors and professors, spread evenly across all departments of the faculty. On the topic of Technology Enhanced Learning, 71% of the visitors to the PLN are outside a group of early adopters. Overall, meeting visitors are found to be innovators, early adoptors and early majority.In conclusion we found that a PLN can be used as a platform for influencers to reach an early majority of lecturers
8
Bertol-Gros, Ana, Fco Javier Álvarez Atarés, and Belén Gómez Navarro. "Adecuación de un A(t)BP al ejercicio profesional de la arquitectura." In Jornadas sobre Innovación Docente en Arquitectura. Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA), 2023. http://dx.doi.org/10.5821/jida.2023.12144.
Анотація:
This paper presents the results of a qualitative study developed through two focus groups with two architectural firms. After having developed the second edition of the teaching innovation project following the A(t)BP methodology, the need arose to propose an analysis and reflection on the suitability of these to the professional practice of architecture. The teaching proposal was developed in capsule format at the end of the first semester of the 2022-23 academic year from six technical courses. This edition focused on group work, roles, and project development. After analyzing the results, which were positive, two focus groups with professional architects were proposed. The complete analysis of the results has enabled the preparation of a guide for developing architectural project statements focused on the actual practice of the architectural profession. Esta comunicación presenta los resultados de una investigación cualitativa desarrollada a través de dos grupos focales con dos estudios de arquitectura. Después de haber desarrollado la segunda edición del proyecto de innovación docente siguiendo la metodología A(t)BP, surgió la necesidad de plantear un análisis y reflexión acerca de la adecuación de estos proyectos al ejercicio profesional de la arquitectura. La propuesta docente se desarrolló en formato cápsula al final del primer cuatrimestre del curso 2022-23 desde seis asignaturas técnicas. En esta edición se incidió en el trabajo en grupo, los roles y el desarrollo del proyecto. Tras analizar los resultados, que resultaron positivos, se propusieron dos grupos focales con arquitectos de oficio. El análisis de todos los resultados ha permitido elaborar una guía para desarrollar enunciados de proyectos arquitectónicos enfocados al ejercicio real de la profesión de la arquitectura.
9
Balina, T. N. "Directions of adaptation of military personnel to military service." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.368.379.
Анотація:
The paper considers psychological adaptation in the conditions of military service. The author argues that adaptation to a new social role, a new professional environment, and military relations requires a person to mobilize all his adaptive resources and developed self-regulation skills. As the main indicators of readiness for psychological adaptation, the adaptation experience of a serviceman in the pre-conscription period and psychological resistance to adaptation processes are considered. An indicator of psychological adaptation in the narrow sense of the word is the quality of the military personnel’s development of a military accounting specialty. As a result of psychological diagnostics and analysis of adaptive indicators of the subjects, all participants of the study were divided into three groups. The first group of military personnel needs additional time to fully master the military accounting specialty, because they have problems with psychological readiness to learn new types of activities, and they perceive the service situation as stressful and impossible for them. The second group includes military personnel who have shown a high level of development of military accounting specialty, but have insufficient psychological ability to adapt and have not had extensive experience of social adaptation in civilian life. The third group includes military personnel who demonstrate a high level of development of military accounting specialty in the initial period of military service. Recommendations on adaptation have been developed for each group, which are presented as a threelevel model of psychological adaptation of military personnel to the conditions of military service. The model is a complex of organizational, psychological, educational and professional activities aimed at the development of personal qualities of military personnel that contribute to improving the level of adaptive development. The implementation of the proposed model allows you to build working relationships in the military team; to form a belief in the need to improve the quality of knowledge for successful military professional activities; to successfully perform their professional military duties; to implement personal adaptation resources.
10
Grudzinsky, Aleksandr, Irina Guskova, and Natalia Serebrovskaya. "Evaluation of creative personnel management practices in Russian and foreign companies." In Human resource management within the framework of realisation of national development goals and strategic objectives. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.sbck2565.
Анотація:
The article is devoted to the analysis of foreign and domestic practices of creative personnel management based on the materials of an expert interview with representatives of the management and personnel services of Russian organizations and senior employees of one of the leading startups in Silicon Valley (USA). The authors of the article assert and substantiate the opinion that the main driving force behind the growth of the knowledge economy of developed and developing countries is a social group of people characterized by a high level of education, creative abilities and entrepreneurial behavior. This social group is “creative class”. During the interviewing process, practical ways of working with creative staff in such areas were discussed. How to attract, develop and retain creative employees. Based on the expert opinion studied, the authors identified the main directions in the management of creative personnel in modern organizations, revealed the difference in the methods of working with creative employees in Russian and foreign HR practice. The authors of the article attempt to substantiate the need to change the requirements and develop new approaches in identifying talents in the labor market, new formats for assessing their competencies, new ways of personal and professional development of creative personnel.
Звіти організацій з теми "Groups of professional practices analysis":
1
Maubert, Camille, Jeremy Allouche, Irene Hamuli, Eustache Kuliumbwa Lulego, Gauthier Marchais, Ferdinand Mushi Mugumo, and Sohela Nazneen. Women’s Agency and Humanitarian Protection in North and South Kivu, DRC. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ids.2022.076.
Анотація:
This Working Paper analyses the role and practices of women’s groups in relation to women’s protection in the provinces of North and South Kivu in the Democratic Republic of the Congo (DRC). Contrasting qualitative materials from communities in Congo with the literature on women’s agency, we explore the spaces, strategies, and repertoires used by women to increase their participation in community protection structures. Using case studies from North and South Kivu, including protection projects supported by ActionAid and Oxfam, we show how women’s leadership groups can constitute an empowering space and vehicle for women’s collective negotiation for protection which spans across several interrelated spheres: domestic, community, and professional, as well as legal, religious, and customary. Through our analysis of how women’s groups shape protection discourses and progressively change practices, we aim to contribute to a more nuanced understanding of what a women-led approach to protection means in practice as well as the challenges and opportunities that women face in order to expand their agency in a conflict-affected and patriarchal context.
2
Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.
Анотація:
Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
3
Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.
Анотація:
The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
4
Studsrød, Ingunn, Ragnhild Gjerstad Sørensen, Brita Gjerstad, Patrycja Sosnowska-Buxton, and Kathrine Skoland. “It’s very complex”: Professionals’ work with domestic violence (DV): Report – FGI and interviews 2022. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.249.
Анотація:
This study explores Norwegian professionals' experiences of working within partner violence (PV) prevention area, including, cross-sectoral and interdisciplinary cooperation as well as possible successful strategies and measures in this area. This report is one of the deliverables of the “Integrated System of Domestic Violence Prevention” (ISDVP) project and of the agreement with The State Treasury, the Institute of Justice in Warsaw, Poland. This study contributes to research on professionals’ experiences of interprofessional collaboration in the domestic violence prevention area – a similar study was conducted in Poland. To facilitate an interdisciplinary and interagency group discussion, five focus groups (with 19 participants) were conducted. The analysis reveals that there is inter- and intra-sectoral collaboration in the domestic violence prevention area. There are marked challenges but also notable success stories. The participants talked about several barriers to cross-sectoral collaborations, such as i) professional requirements of confidentiality, mandate, and/or duty to report, especially in the domestic violence prevention stages; ii) the complexity and plethora of practical and organizational measures and initiatives as well as who does what and when, particularly when helping a client navigate through the system; and iii) the difficulty in defining as well as uncovering domestic violence because it can be understood differently by various parties, especially from a cross-cultural perspective and gender stereotypes. In terms of effective management of multisectoral collaboration, the participants mentioned i) several tools and models, e.g., SARA and Flexid, and ii) organization of emergency shelters; and iii) networking. Besides, the participants reported a need for a nuanced and multifocal approach to domestic violence prevention, including addressing the specificities of different vulnerable groups such as the elderly and the LGBQT+ community. They also talked about the importance of initiatives aimed at removing the stigma and taboo around domestic violence, also through targeting higher education establishments.
5
McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, May 2024. http://dx.doi.org/10.51388/20.500.12265/215.
Анотація:
OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysis indicated three broad challenge areas related to district adoption and implementation, classroom enactment and engagement, and obtaining evidence of NGSS-based student outcomes. We also identified seven themes related to supporting OpenSciEd practitioners through research, development, and innovation: (1) access to and benefits of professional learning, (2) supporting teacher agency, collaboration, and management, (3) improving teacher capacity to enact OpenSciEd, (4) meeting students’ needs, (5) shifting classroom culture, (6) enabling formative assessment practices, and (7) access to assessment resources. Notably, professional learning and other supports for teachers appear to address root causes of many challenges experienced by practitioners. More generally, we see a need for research that would elaborate how adoption and implementation of OpenSciEd could drive system-level change in science education.
6
Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.
Анотація:
An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
7
Sarofim, Samer, and Aly Tawfik. Creating Safer Communities for the Use of Active Transportation Modes in California: The Development of Effective Communication Message Strategy for Vulnerable Road Users. Mineta Transportation Institute, July 2022. http://dx.doi.org/10.31979/mti.2021.2030.
Анотація:
Despite increased efforts to improve safety in recent years (e.g., the Focus Cities Program in California), California continues to have a high rate of pedestrian and bicyclist fatalities. Currently, the state currently lacks a cohesive messaging strategy to improve behaviors related to pedestrian and cyclist traffic safety practices. To fulfill this need, this research showcases the differential effect of message framing on attitudes and intended behaviors related to pedestrian and cyclists traffic safety practices. This project investigated factors & risky behaviors contributing to accidents involving vulnerable road users, preventive measures to decrease accidents involving vulnerable road users, and more. The qualitative analysis presented a significant lack of coherent, long-term, evidence-based communication strategies that aimed at enhancing the safety of vulnerable road users in California. Quantitatively, this research also experimentally investigated various messages, employing different time horizons and regulatory focus message framings. Findings indicate that the messages with a limited time horizon tend to be associated with better safety perceptions and attitudes than messages with an expansive time horizon. California transportation authorities, professionals, and advocacy groups will be able to use this information to effectively allocate the communication effort and spending to induce attitudinal and behavioral change that can impact the safety of active transportation modes.
8
Sarofim, Samer, and Aly Tawfik. Creating Safer Communities for the Use of Active Transportation Modes in California: The Development of Effective Communication Message Strategy for Vulnerable Road Users. Mineta Transportation Institute, July 2022. http://dx.doi.org/10.31979/mti.2022.2030.
Анотація:
Despite increased efforts to improve safety in recent years (e.g., the Focus Cities Program in California), California continues to have a high rate of pedestrian and bicyclist fatalities. Currently, the state currently lacks a cohesive messaging strategy to improve behaviors related to pedestrian and cyclist traffic safety practices. To fulfill this need, this research showcases the differential effect of message framing on attitudes and intended behaviors related to pedestrian and cyclists traffic safety practices. This project investigated factors & risky behaviors contributing to accidents involving vulnerable road users, preventive measures to decrease accidents involving vulnerable road users, and more. The qualitative analysis presented a significant lack of coherent, long-term, evidence-based communication strategies that aimed at enhancing the safety of vulnerable road users in California. Quantitatively, this research also experimentally investigated various messages, employing different time horizons and regulatory focus message framings. Findings indicate that the messages with a limited time horizon tend to be associated with better safety perceptions and attitudes than messages with an expansive time horizon. California transportation authorities, professionals, and advocacy groups will be able to use this information to effectively allocate the communication effort and spending to induce attitudinal and behavioral change that can impact the safety of active transportation modes.
9
Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.
Анотація:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.
10
Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
Анотація:
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.