Дисертації з теми "Professional Knowledge Bases"
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Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.
Повний текст джерелаExley, Beryl E. "Teachers' Professional Knowledge Bases for Offshore Education: Two case studies of Western teachers working in Indonesia." Thesis, QUT, 2005. https://eprints.qut.edu.au/2699/1/2699_01front.pdf.
Повний текст джерелаExley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.
Повний текст джерелаPina, Katia Oliveira. "Into the black box of Knowledge Intensive Business Services : understanding the knowledge bases, innovation and competitiveness of KIBS." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/into-the-black-box-of-knowledge-intensive-business-services-understanding-the-knowledge-bases-innovation-and-competitiveness-of-kibs(6e9139fc-5a82-4378-88bd-5712d2aeef5b).html.
Повний текст джерелаCummings, Gregory Aaron. "Defining the knowledge base of our profession: a look at agricultural and extension education in the 21st century." Texas A&M University, 2003. http://hdl.handle.net/1969.1/2279.
Повний текст джерелаTokode, Olukayode. "Collaborative knowledge construction in problem-based learning : a corpus-based study." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42602/.
Повний текст джерелаLeitera, Michael Thomas. "Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047.
Повний текст джерелаJohnstun, Kevin Landon. "Spanish for Lunch: Engaging Young Interpreters in Teacher Professional Development." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7404.
Повний текст джерелаMckee, Esther Chao. "Evidence-Based Practice Attitudes, Knowledge and Perceptions of Barriers Among Juvenile Justice Professionals." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5271.
Повний текст джерелаNesbitt, Jason L. "Journal Clubs: A Two-Site Case Study of Nurses' Continuing Professional Development." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20309.
Повний текст джерелаRichardson, Dawn. "Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/417.
Повний текст джерелаMoore, David Martin. "Knowledge as the basis of professionalism within the defence acquisition community : a nascent professional project?" Thesis, University of Bristol, 2004. http://hdl.handle.net/1983/fcc0f7d3-d36d-40ae-a348-06153827bae0.
Повний текст джерелаCunningham, Raechel N. "High School Athletic Directors Perceptions of Athletic Trainer's Professional Knowledge and Competence Based on Attire." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1067.
Повний текст джерелаNilsson, Staffan. "From Higher Education To Professional Practice : A comparative study of physicians' and engineers' learning and competence use." Doctoral thesis, Linköping : Department of Behavioural Sciences and learning, Linköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10058.
Повний текст джерелаHanson, Joe. "Application-based learning how community college business students learn to apply knowledge to their professional employment /." [Ames, Iowa : Iowa State University], 2008.
Знайти повний текст джерелаProcter, Richard. "Teaching as an evidence informed profession : knowledge mobilisation with a focus on digital technology." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/336499.
Повний текст джерелаMau, Stephen Christopher. "The professional knowledge base for teaching : a philosophical justification for a plurality of ways of knowing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0005/MQ43694.pdf.
Повний текст джерелаFrancis, Lorien Young. "A High School Biology Teacher's Development Through a New Teaching Assignment Coupled with Teacher-Led Professional Development." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6469.
Повний текст джерелаHegender, Henrik. "Mellan akademi och profession : Hur lärarkunskap formuleras och bedöms i verksamhetsförlagd lärarutbildning." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52449.
Повний текст джерелаThe purpose of the dissertation is to examine how teacher knowledge is formulated and assessed in the school-based education (SBE) in Swedish teacher education. The basis is that teachers’ vocational knowledge has been divided and described as theoretical and practical, i.e., expressed as teachers’ thinking versus their actions, or what teachers know in relation to what they can do. The recent policy document for Swedish teacher education reflects this division and stresses the importance of integrating practice and theory within both university-based education as well as SBE. Thus, the intention of the policy is directed towards a more research-based SBE at the same time the university-based education is proposed to take its starting point in experience-based knowledge. An epistemological analytical tool is used where teacher knowledge is understood as being propositional or procedural, and knowledge-for-practice (research-based) or knowledge-in-practice (experience-based). In Study I the learning objectives directed to SBE in seventeen Swedish teacher education programs are analyzed. In Study II and Study III student-teaching conferences in two different school-based courses at one (1) Swedish teacher education program are studied. The results from Study I show that the learning objectives can be understood as a mishmash of propositional and procedural teacher knowledge, though procedural knowledge dominates, and the learning objectives’ basis of knowledge can hardly be traced. In Study II and Study III the teacher educators’ school visits and the studentteaching conferences are arranged in different ways, and affect what and how student teachers’ knowledge is assessed. In Study II teacher educators visit the student teachers at their school placements without having done any lesson observations prior the student-teaching conferences. In Study III observations are done. The results from these two studies show that the student-teaching conferences are explicitly characterized by formative assessments where student teachers’ procedural knowledge and knowledge-in-practice is emphasized. An assessment of propositional knowledge and knowledge-for-practice can hardly be traced. In Study III the assessment of student teachers’ procedural knowledge-in-practice is also analyzed within a framework of models for assessment of vocational knowledge. The results show that a holistic model characterizes the assessment of student teachers’ procedural knowledge where teacher educators refer to several circumstances that affect student teachers’ vocational actions, according to their experience-based and tacit teacher knowledge, rather than the course’s formal learning objectives. A discussion is held about the absence of knowledge-for-practice in SBE, in relation to theories of vocational knowledge and vocational learning. Furthermore, the clear presence of knowledge-in-practice in SBE is discussed in accordance with theories of the tacit dimensions of vocational knowledge.
MacVane, Fiona E. "Midwifery knowledge and the medical student experience. An exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4904.
Повний текст джерелаMacVane, Fiona Ellen. "Midwifery knowledge and the medical student experience : an exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4904.
Повний текст джерелаDelgado, Cesar, Gail M. Jones, Hye Sun You, Laura Robertson, and Justin Halberda. "Size and Scale Tasks and their Relation to Evolutionarily-based and Culturally-based Knowledge." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/767.
Повний текст джерелаPuck, Brenda S. "Developing and validating a knowledge-base for professional development activities in gender equity for the study of technology." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009puckb.pdf.
Повний текст джерелаHalliday, Linda. "An analysis of how knowledge is differentiated in a vocationally based curriculum for a new profession." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13697.
Повний текст джерелаMike, Alyson Mary. "Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/mike/MikeA0510.pdf.
Повний текст джерелаWong, Edward Sek. "An heuristically critical reflective practititioner researches the explication of tacit knowledge in three case studies investigating a Web-based knowledge management system and in professional academic practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1312.
Повний текст джерелаAlm, Maria. "När kunskap ska styra : Om organisatoriska och professionella villkor för kunskapsstyrning inom missbruksvården." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-41378.
Повний текст джерелаVetter, Diana Lindsey. "Recommendations for Vocal Pedagogy Curriculum Based on a Survey of Singers’ Knowledge and Research in Vocal Hygiene." UKnowledge, 2016. http://uknowledge.uky.edu/music_etds/61.
Повний текст джерелаMyrén, Christian, and George Lärkefjord. "Kunskapens källa; hur hittar man den? : En uppsats om hur fronetisk kunskap används i behandlarens profession." Thesis, Karlstads universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45562.
Повний текст джерелаSocial workers use several types of knowledge to get about in their complex work, some of which is given through education but some you have to embody on your own. The aim of this study is to use phronesis as a theory and see if this theory can explain some of the nature behind social workers experience-based knowledge. Using an approach inspired by hermeneutics this study aimed to explore how social workers translate their experience into praxis. The data consists of six interviews with practicing social workers with several years of experience in caring work with adolescents. The material was analyzed with phronesis theory which is built up by three subcategories¨: practical action, morals and personal development. Phronesis in this study is the ability to adapt to the context of the situation and the ability work towards a goal. The results show that the subcategories were identifiable in the data and had an influence on one another. Analysis shows that one’s goals could have effect on work and possibilities for further growth.
Perriam, Christine. "Social work is what social workers do: A study of hospital social workers’ understanding of their work and their professional identity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1674.
Повний текст джерелаGerhard, Gary Wayne. "Factors associated with mastery of the 4-H professional research and knowledge base by extension agents, 4-H in Ohio /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050227845.
Повний текст джерелаMorrissey, Chris, and n/a. "Changes in teachers' classroom practice and teaching knowledge and beliefs, resulting from participation in a workplace based learning professional development activity." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.094627.
Повний текст джерелаEshelman, Darla A. "The instructional knowledge of exemplary elementary general music teachers : commonalities based on David J. Elliott's model of the professional music educator /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.
Знайти повний текст джерелаNgwaru, Cathrine. "Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe." University of the Western Cape, 2017. http://hdl.handle.net/11394/6373.
Повний текст джерелаOrdinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years - the theoretical and the practical based phases. The theoretical phase comes in the form of courses based on pedagogical content and professional knowledge in the initial years at the university while the practical based phase comes in the form of school-based Teaching Practice (TP) for real and direct teaching experiences. The initial theoretical phase is often based on the liberal arts-like education to develop the whole teacher for adaptable life-long service. This is translated by a number of subject that can vary according the dictates of the focus of a particular national curriculum. TP on the other hand, provides student-teachers the opportunity to apply not only the knowledge acquired in the initial phase but also the schoolbased curriculum they are immersed in plus other contextual experiences they might have. If well-structured and blended, the two phases may ensure a smooth transition from a novice student teacher to an expert professional teacher for long-life practice.
Chynoweth, Paul. "Neighbourly matters surveying practice : a critical examination of a specialist legal aspect of the professional knowledge base of chartered building surveyors." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26617/.
Повний текст джерелаNyberg, Britt. "Förskollärarkårens professionaliseringssträvanden 1960 – 2005 ur ett fackligt perspektiv." Licentiate thesis, Umeå University, Department of Child and Youth education, Special Education and Counselling, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-26930.
Повний текст джерелаThe overall point of the study is to describe and understand the endeavours of the pre-school teachers’ trade union to establish professionalism within this field of work, from the end of the 1960s to 2005. In order to shed light on the subject the main questions asked and answered in this study were: How does the pre-school teachers’ trade union act on issues regarding the autonomy of the pre-school teaching profession? To what extent, and in what way, does the pre-school teachers’ trade union strengthen the pre-school teaching profession’s position by differentiating itself from, and/or allying itself with other professional groups? Which knowledge base is the pre-school teachers’ trade union trying to establish and how does the union act on issues concerning the pre-school teaching profession’s knowledge base? How can these endeavours be understood from a gender perspective? The study presents profession and gender theoretical perspectives. It is based on an analysis of trade-union and official documents concerning pre-school, such as government enquiries, general guidelines and formal instructions.
The analysis shows that state regulation of pre-school and its teachers has increased over the 45-year period in question. The result of this has been clearer directives but, at the same time, a loss of professional autonomy. The pre-school teachers’ trade unions’ endeavours to establish a professional monopoly through attempting to differentiate the profession by excluding people without a university degree, has been unsuccessful despite exclusion strategies aimed at nursery nurses. A clear effort can be seen to build an alliance with the teachers in compulsory schools. Aside from extending the pre-school teachers’ university training to 3.5 years, it is also evident that the move from care and developmental psychology to pedagogy and learning has been effected through the alliance with the compulsory school teachers. From a gender perspective, the context of pre-school teaching can be seen to have changed symbolically from one primarily intended to provide care and monitor children to a more pedagogical institution. Pre-school teachers have become teachers and children’s learning is emphasised more than their development. Overall this means that the pre-school teachers have a new identity and that pre-school teaching is no longer so clearly a woman’s job.
Mort, Sophia C. "Utilizing Health Professional Students’ Knowledge, Attitudes, and Beliefs to Inform the Development of a Contact-Based Educational Approach to Address the Opioid Epidemic." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1597412295795281.
Повний текст джерелаMoja, Lorenzo P. "A continuing medical education program based in high quality evidence to transfer knowledge and to improve practice for health care professionals." Thesis, Open University, 2014. http://oro.open.ac.uk/54933/.
Повний текст джерелаHardman, Alison. "Caught between theory and practice? : expert and practitioner views of the contributions made by universities and schools to initial teacher preparation in England." Thesis, University of Derby, 2016. http://hdl.handle.net/10545/618614.
Повний текст джерелаSandlund, Jenna Marie. "School-Based Training and Consultation to Improve Concussion Awareness." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1370612746.
Повний текст джерелаJerndahl, Fineide Mona. "Controlled by Knowledge : A Study of two Clinical pathways in Mental Healthcare." Doctoral thesis, Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12937.
Повний текст джерелаMead, Nicholas Charles. "Values in teacher education : developing professional knowledge through engaging with trainee teachers' personal moral and political values in the context of standards-based teacher education." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/21332/.
Повний текст джерелаJohansson, Camilla, and Ida Svedjenäs. "Nyutexaminerade socionomers uppfattningar om relevansen av sina professionella kunskaper som de fått under utbildningen efter inträdet i arbetslivet : En kvalitativ studie." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44981.
Повний текст джерелаAlsaleh, Sultan Abdullah. "Investigating Riyadh's public health inspectors' ability to conduct risk-based food inspection, and their professional needs: A mixed-methods research study." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/208321/1/Sultan%20Abdullah%20R_Alsaleh_Thesis.pdf.
Повний текст джерелаMohammad, Hasibah. "Understanding the impact of a reflective practice-based continuing professional development programme on Kuwaiti primary teachers' integration of ICT." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15932.
Повний текст джерелаToure, Abdel Rahman. "Diffusion of Social Network Technology and Overuse among Health Industry Knowledge Workers." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/76.
Повний текст джерелаCarvalho, Taynara Franco de. "Constituição e caracterização dos saberes da base profissional de professores de Educação Física em início de carreira /." Rio Claro, 2018. http://hdl.handle.net/11449/183133.
Повний текст джерелаResumo: Na perspectiva da profissionalização, o trabalho docente, exige, entre outras coisas, o reconhecimento dos saberes da base profissional dos professores, indicando assim a necessidade de se analisar a prática pedagógica e seus processos de construção de saberes. Nesse cenário, temos também a compreensão de que o campo profissional possibilita uma apropriação de saberes exclusivos do contexto de trabalho, por exemplo, o contexto da Educação Física. Deste modo, faz-se necessário estabelecer relações entre a entrada na carreira e os saberes da base profissional dos professores, uma vez que os professores iniciantes estão adentrando no campo profissional e passando de forma intensa pelos processos de construção e apropriação de saberes. Nesse sentido, objetivamos investigar os saberes da base profissional dos professores de Educação Física em início de carreira. Para isso, optou-se pela pesquisa qualitativa, descritiva, tendo como técnica de coleta de dados a entrevista semiestruturada com cinco professores iniciantes de Educação Física e, posteriormente, à análise de conteúdo. Verificamos que os professores da pesquisa nesse ciclo inicial da carreira enfrentaram diferentes dilemas (burocratização da escola; conflitos com os alunos; falta de local adequado para as aulas; falta de reconhecimento da área pelos alunos e pares), passando pelo denominado ―choque com a realidade‖. Dessa forma, embora ainda sejam muitos os desafios, consideramos que é preciso que as Instituições formador... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: In the perspective of professionalization, teaching work requires the recognition of the knowledges of the teachers' professional base, among other things, thus indicating the need to analyze the pedagogical practice and its processes of construction of the knowledge. In this scenario, we also understand that the professional field allows an appropriation of exclusive knowledges of the work context, for example, the context of Physical Education. In this way, it is necessary to establish relationships between entering the career and the knowledge of the teachers' professional base, since the teachers that are beginning their careers are entering the professional field and going intensely through the processes of construction and appropriation of knowledges. Therefore, we aim to investigate the knowledges of the professional base of Physical Education teachers at the beginning of their careers. For this, we chose the qualitative and descriptive research, having as data collection technique the semi-structured interview with five PE teachers in the beginning of their careers and then content analysis. We verified that the teachers of the research in this initial cycle of their careers faced different dilemmas (school bureaucratization, conflicts with the students, lack of a proper place for the classes, students‘ and peers‘ poor recognition of the area), facing the so-called "shock with the reality". Thus, although there are still many challenges, we believe that it is necessar... (Complete abstract click electronic access below)
Mestre
Achieng-Evensen, Charlotte. "Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/9.
Повний текст джерелаHobart, 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.
Повний текст джерелаLopes, Wiama de Jesus Freitas. "Profissionalidade docente na educação do campo." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2295.
Повний текст джерелаUniversidade Federal de Sao Carlos
This thesis entitled "Professionalism in Teacher Rural Education analyzes the process of formation of the teaching profession of educators in the field of Breves riversidemultigrade classes on the island of Marajó, state of Pará, through the subject matter of teaching based on its implications professional educators in in rural areas in multigrade classesriverside. This involved the following research question: For what reasons and educational practices that constitute the teaching profession of educators from the field in multigrade classes riverside? This, from the perspective of the discussion of knowledge base, while professional competence of professionalism that transcends the domain of skills and techniques and emerges from the interaction between moral obligation and commitment to the community where the school is; professional development of teaching from the standpoint of studies of Rural Education. This study was conducted under the framework of investigative historical and dialectical materialism and the contour ethnographic research in order to characterize the work in the multigrade teaching riparian profiles and attitudes of educators teaching intervention in the schooling process, institutional contribution to the teachers in the field and some aspects of community organization with respect to the structuring of schooling processes and dynamics of human development in rural areas.
Esta tese intitulada Profissionalidade docente na Educação do Campo objetiva analisar o processo de constituição da profissionalidade docente de educadores do campo em turmas multisseriadas ribeirinhas de Breves, na ilha de Marajó, estado do Pará. Tem seu objeto de estudo na ação educativa em escolas multisseriadas e suas implicações no desenvolvimento profissional da docência de educadores do campo. Para tanto, contou com a seguinte questão de pesquisa: Por quais fundamentos e práticas educativas se constitui a profissionalidade docente de educadores do campo em turmas multisseriadas ribeirinhas? Isto, tendo em vista que a profissionalidade enquanto competência profissional no campo, transcende o domínio de habilidades e técnicas e emerge a partir da interação entre o compromisso político, para com a competência técnica e o domínio científico, junto às comunidades em que estão sediadas as escolas em que trabalham os docentes da Educação do Campo. Este estudo se desenvolveu sob a perspectiva de análise do materialismo histórico-dialético e da pesquisa de contorno etnográfico em função da necessária análise e da caracterização dos trabalhos docentes na multissérie ribeirinha. Além de se investigar acerca dos perfis e posturas das intervenções didáticas deflagradas pelos educadores do campo em meio ao processo de escolarização no campo. O aporte institucional usufruído pelos docentes da Educação do Campo e as limitações e possibilidades de seus engajamentos na organização comunitária também foram observados e analisados neste trabalho. O que se deu em função da importância que possuem tais elementos na estruturação das práticas de escolarização e nas dinâmicas de formação humana que atravessam de modo central a constituição da profissionalidade docente na Educação do Campo.