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Saunders, Mary. "Practice Professional Development PlanningPractice Professional Development Planning." Nursing Standard 18, no. 26 (March 10, 2004): 29. http://dx.doi.org/10.7748/ns2004.03.18.26.29.b377.
Grabsch, Dustin K., Lori L. Moore, Kristyn Muller, and Austin Mazzolini. "Student Affairs Professionals’ Self-Reported Professional Development Needs by Professional Level." College Student Affairs Journal 37, no. 2 (2019): 143–55. http://dx.doi.org/10.1353/csj.2019.0011.
Schambach, Thomas, and J. Ellis Blanton. "The professional development challenge for IT professionals." Communications of the ACM 45, no. 4 (April 2002): 83–87. http://dx.doi.org/10.1145/505248.505250.
Pritchard, Michael S., and Elaine E. Englehardt. "Moral Development and Professional Integrity." International Journal of Applied Philosophy 31, no. 2 (2017): 227–40. http://dx.doi.org/10.5840/ijap201831393.
We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their expertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual emergence of their professional integrity. We will discuss both what this integrity involves and how the basic moral development of children contributes to its emergence in professional life.
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Webster-Wright, Ann. "Reframing Professional Development Through Understanding Authentic Professional Learning." Review of Educational Research 79, no. 2 (June 2009): 702–39. http://dx.doi.org/10.3102/0034654308330970.
Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.
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Horn, Leigh Van. "Re-imagining Professional Development." Voices from the Middle 13, no. 4 (May 1, 2006): 58–63. http://dx.doi.org/10.58680/vm20065188.
Van Horn deems three “recognitions” as essential to truly internalizing professional development: what and how we learn; the importance of individuals, contexts, and community in learning; and the ongoing nature of learning. Here, she provides an overview and examples of ideas about professional development and how we might develop ourselves as professionals. A look at professional development opportunities from NCTE is included.
Immonen, K. (Kati). "Continuing professional development of medical laboratory professionals." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805221864.
The aim of the bachelor study was to find out what kind of experiences continuing professional development (CPD) has received in medical laboratories and how it has been implemented through a literature review. The purpose of the study was to find and compile the literature review as up-to-date research data on the importance of continuing education in medical laboratories.
The literature review has been carried out by adapting a systematic literature review. The literature review material was obtained utilizing nursing reference databases from CINAHL, PubMed, Ovid Medline, Scopus, Medic and a few international journals. Research material (n = 8) was selected for the material, whose main subject was continuing professional development and medical laboratory.
CPD is used to improve knowledge and skills with various categories and tools but there is similarities and differences in CPD implementation. CPD must be continuous throughout the professional career and it should be based on time- cycles of reasonable duration. Medical laboratory professionals with dozens of years of experience feels that they need less CPD activities than recently qualified laboratory professionals. The laboratory professional keeps important to increase their learning and development of their skills with continual encouragement.
Research has shown that CPD has been recognized as an important part of professional development and the use of various tools, such as internet-based, makes it effective. The use of a systematic CPD program should be constantly evaluated to identify the most effective ways of developing professional skills. CPD should be time bounded but there is variation in duration and volume. The use of time and experience years will affect the successful implementation of the CPD.
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Foley, Virginia P. "Professional Development." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5996.
Kelly, Jennifer Lynn. "Professional learning communities and professional development." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42252.
This case study examines the concept and practice of participating in a professional learning community as a form of professional development by a group of teachers in an interior British Columbia school district. The reflections and discussions of this group of teachers-as-learning community are examined in order to understand how the subjects construct their realities relative to their involvement in a professional learning community. The transcripts from semi-structured interviews of the subjects, which were reflective in nature, were analyzed to determine patterns or themes. As a result, four main themes emerged: benefits of a professional learning community, isolationism, criteria for self-sustaining professional development, and suggestions for improvement.
From the data it became evident there were many perceived benefits to participating in a professional learning community for this group of teachers, each surrounding the main aspect of collaborative learning. Interdependence among the group members was the most significant benefit of this professional development practice. Other beneficial characteristics of this form of professional development included shared leadership, a shared set of ideas and values to strive towards, perturbation-based learning, and continual motivation to develop professionally.
This study has potential educational importance because it informs teachers and administrators about the practice of a group of teachers’ professional learning communities and corroborates their value in professional development. The concept of self-sustaining professional development is also discussed in the final chapter as a query regarding professional learning communities and their implicit value in the long-term.
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Ward, Callahan K. "Professional Development Needs of Utah State University Extension Professionals." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6927.
Many Utah State University (USU) Extension personnel are nearing retirement age. The purpose of this study was to identify professional development needs of Extension professionals and assess USU Extension by evaluating competencies essential to be a successful Extension professional. USU Extension can conduct more beneficial professional development training by using identified high priority competencies and improve the on boarding process for new Extension professionals. With improvements as suggested, the effectiveness of professional development could be enhanced and produce Extension professionals who work more efficiently and are committed to the success of USU Extension.
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Porter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.
Gubler, Nicholas Burr. "Outcomes for Professionals and Companies Through Student-Professional Reverse Mentoring Sessions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7774.
This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience similar benefits through student-professional reverse mentoring as they experience through colleague reverse mentoring.
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Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.
This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development. 174 leaves ; 29 cm.
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Naturkas, Jill, A. Lynn Williams, and Nelson Nichola Wolf. "Professional Development that Makes a Difference: Lessons from Multiple Professions." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2052.
Dierkes, Tina. "Administrative professionals : their educational preparation and need for professional development training /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342745691&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Warren, Little Judith, and National Education Association of the United States., eds. Professional community & professional development. Washington, D. C: National Education Association, 2006.
Warren, Little Judith, and National Education Association of the United States, eds. Professional community & professional development. Washington, D. C: National Education Association, 2006.
Warren, Little Judith, and National Education Association of the United States, eds. Professional community & professional development. Washington, D. C: National Education Association, 2006.
Attwood, Margareth, Anthony Curtis, John Pitts, and Robin While, eds. Professional Development. Oxford, UK: Blackwell Publishing Ltd, 2005. http://dx.doi.org/10.1002/9780470757765.
Lewis, Colleen, and Ken Coghill, eds. Parliamentarians’ Professional Development. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24181-4.
Choy, William K. W., and Paul M. H. Chua. "Professional Development." In Springer Texts in Education, 69–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_5.
Miller, Scott D., Mark A. Hubble, and Daryl Chow. "Professional Development." In The Cycle of Excellence, 23–47. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119165590.ch2.
Chun, Julia, Tyler Tingley, and William Lidwell. "Professional Development." In The Elements of Education for School Leaders, 78–79. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321641-39.
Cohan, Steven. "Professional development." In Business Principles for Landscape Contracting, 223–36. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2018] | Revision of: Business principles of landscape contracting. 2013. 2nd edition.: Routledge, 2018. http://dx.doi.org/10.4324/9781315225500-12.
DeTurk, Sabrina. "Professional Development." In Women and Contemporary Art in the Gulf, 73–89. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003197119-6.
Linden, Julie H., Giuseppe De Benedittis, Laurence I. Sugarman, and Katalin Varga. "Professional Development." In The Routledge International Handbook of Clinical Hypnosis, 789–866. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003449126-72.
Waite, Lisa. "Professional development." In The Handbook of Communication Training, 210–18. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315185859-19.
Biddulph, Mary, David Lambert, and David Balderstone. "Professional development." In Learning to Teach Geography in the Secondary School, 280–93. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Learning to teach subjects in the secondary school: Routledge, 2020. http://dx.doi.org/10.4324/9780429426780-11.
Тези доповідей конференцій з теми "Professional development":
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Yoon, Jin Hee, Beverly Karplus Hartline, and Marina Milner-Bolotin. "Professional development." In WOMEN IN PHYSICS: 4th IUPAP International Conference on Women in Physics. AIP, 2013. http://dx.doi.org/10.1063/1.4794213.
Corser, George. "Professional association membership of computer and information security professionals." In the 2012 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2390317.2390319.
Bond, R. "Coming developments in engineering professional development." In IEE Colloquium on Engineering Education in the Twenty-First Century. IEE, 1996. http://dx.doi.org/10.1049/ic:19960673.
Pharr, Walter M., Christopher W. Starr, and Caroline S. Starr. "Paired professional development." In the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562947.
Coleman, Barb. "ITS professional development." In the 29th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/500956.500964.
"Professional Development Courses." In 2021 20th IEEE Intersociety Conference on Thermal and Thermomechanical Phenomena in Electronic Systems (iTherm). IEEE, 2021. http://dx.doi.org/10.1109/itherm51669.2021.9503124.
"Professional development courses." In 2004 Proceedings. 54th Electronic Components and Technology Conference. IEEE, 2004. http://dx.doi.org/10.1109/ectc.2004.1319304.
"Professional Development Courses." In 2019 18th IEEE Intersociety Conference on Thermal and Thermomechanical Phenomena in Electronic Systems (ITherm). IEEE, 2019. http://dx.doi.org/10.1109/itherm.2019.8757293.
"Professional development program." In 2010 IEEE International Conference on Electro/Information Technology (EIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/eit.2010.5612109.
Wasem, Heidi C. "Rediscovering professional development." In the 36th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1449956.1449978.
Звіти організацій з теми "Professional development":
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Darling-Hammond, Linda, Maria Hyler, and Madelyn Gardner. Effective Teacher Professional Development. Learning Policy Institute, June 2017. http://dx.doi.org/10.54300/122.311.
Beaman, Michael W. Reserve Component Officer Professional Development. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada363357.
Taber, Kristina. Professional Development for Technical Managers. Office of Scientific and Technical Information (OSTI), April 2023. http://dx.doi.org/10.2172/1972154.
Ullman, Bruce L. Lieutenants Professional Development in an Institutional/Occupational (I/O) and Officer Professional Development (OPD) Context. Fort Belvoir, VA: Defense Technical Information Center, January 1990. http://dx.doi.org/10.21236/ada241094.
Louis, Robert G. Professional Development of Special Forces Captains. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada404519.
Bagnal, C. W. Professional Development of Officers Study. Volume 4, Development Periods. Fort Belvoir, VA: Defense Technical Information Center, February 1985. http://dx.doi.org/10.21236/ada156359.
Kramen, Alissa J., and Lynn F. Fischer. Preferences and Priorities for Professional Development in the Security Workforce: A Report of the Professional Development Survey. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada429049.
Bagnal, C. W. Professional Development of Officers Study. Volume 2. Fort Belvoir, VA: Defense Technical Information Center, February 1985. http://dx.doi.org/10.21236/ada156357.
Mabry, Sr, and Joseph M. Professional Development of Subordinates: Our Priority Task. Fort Belvoir, VA: Defense Technical Information Center, March 1986. http://dx.doi.org/10.21236/ada165876.
Fink, Jr, and O. J. Professional Faculty Development in the Military Education System. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada492641.
