Статті в журналах: "Programs of professional development"

1

&NA;. "PHYSICIANS PROFESSIONAL DEVELOPMENT PROGRAMS." Journal of Ambulatory Care Management 10, no. 2 (May 1987): 85. http://dx.doi.org/10.1097/00004479-198705000-00013.

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Holaday, Bonnie, Kenneth A. Weaver, and Linda B. Nilson. "Revisioning Graduate Professional-Development Programs." College Teaching 55, no. 3 (July 2007): 99–103. http://dx.doi.org/10.3200/ctch.55.3.99-103.

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Baldwin, Constance D., Latha Chandran, and Maryellen E. Gusic. "Building Sustainable Professional Development Programs." Journal of Continuing Education in the Health Professions 37, no. 2 (2017): 106–15. http://dx.doi.org/10.1097/ceh.0000000000000151.

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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.

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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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Nelson, Mattye. "ACRL Professional Development Programs in Atlanta." College & Research Libraries News 52, no. 4 (April 1, 1991): 256–58. http://dx.doi.org/10.5860/crln.52.4.256.

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Wlodkowski, Raymond J. "Fostering Motivation in Professional Development Programs." New Directions for Adult and Continuing Education 2003, no. 98 (2003): 39–48. http://dx.doi.org/10.1002/ace.98.

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Koikov, Vitaliy. "The Role of Professional Standards in Regulating the Professional Activities of Healthcare Professionals." Journal of Health Development 2, no. 42 (2021): 4–19. http://dx.doi.org/10.32921/2225-9929-2021-2-42-4-19.

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This review is devoted to the analysis of the existing shortcomings in the sectoral qualifications system and the development of suggestions for improving the mechanisms for regulating the professional activities of healthcare professionals in the Republic of Kazakhstan. The main problems in the development of human resources for health care that require a systemic solution include the lack of compliance of training programs and the system of continuous professional development of workers in the industry, a system for assessing professional readiness and admission of health professionals for practical activities to the needs of practical health care, the lack of a clear delineation of the competencies of health professionals by levels qualifications. The above problems are based on the imperfection of the Sectoral Qualifications System due to the absence of the Sectoral Qualifications Framework (covering all professions and professional activities in the health sector) and professional standards (regulating in detail for each qualification level all those labor functions and professional tasks that are necessary for those working in the industry. specialists, as well as the skills, knowledge, and even personal competencies required for this). The implementation of professional standards in the development of educational programs at all levels of education, in the activities of organizations that assess the professional readinesss of healthcare professionals, in the personnel policy of the health system, regions and medical organizations, will ensure that the competencies of graduates of educational programs and specialists working in the health sector correspond to the real needs of practical healthcare. All this will make it possible to achieve greater labor productivity of healthcare professionals, improve the quality of medical and other services provided, reduce the costs of recruiting and enhance the competitiveness of both specialists working in healthcare organizations. Keywords: sectoral qualifications system, professional standards, healthcare professionals

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Guskey, Thomas R. "Enhancing the Effectiveness of Professional Development Programs." Journal of Educational and Psychological Consultation 2, no. 3 (September 1991): 239–47. http://dx.doi.org/10.1207/s1532768xjepc0203_3.

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Basista, Beth, and Susann Mathews. "Integrated Science and Mathematics Professional Development Programs." School Science and Mathematics 102, no. 7 (November 2002): 359–70. http://dx.doi.org/10.1111/j.1949-8594.2002.tb18219.x.

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Oliva, Maricela, and Kathleen Staudt. "Programs in Practice: Latino Professional Identity Development." Kappa Delta Pi Record 41, no. 1 (October 2004): 38–41. http://dx.doi.org/10.1080/00228958.2004.10518810.

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Abdullah Alzahrani, Mona, and Faizah Mohamad Nor. "EFL Teachers Attitudes towards Professional Development Programs." International Journal of Education and Practice 9, no. 4 (2021): 729–39. http://dx.doi.org/10.18488/journal.61.2021.94.729.739.

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Supraptiningsih, Nurhandayani, Silih Warni, and Zuhad Ahmad. "ENGLISH LECTURERS' PERCEPTION TOWARD PROFESSIONAL DEVELOPMENT PROGRAMS." ELLTER Journal 1, no. 2 (October 18, 2020): 30–40. http://dx.doi.org/10.22236/ellter.v1i2.5742.

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This study aims to explore the experiences and perceptions of lecturers on the professional development activities of lecturers in the English Language Education Study Program. This study applied a quantitative descriptive approach by using a questionnaire as an instrument to collect data. This study's subjects were the lecturers of the English Education Study Program at a private university in Jakarta. The findings indicate that the professional development activities that have been attended by the majority of English Education lecturers are research activities, both individually and in groups, conferences or seminars, and workshops or training related to courses and/or other topics related to education. The professional development activities needed by lecturers include training related to National Education Standards (60%), multicultural teaching (60%), knowledge and understanding (competence) of the subject (53%), and teaching for students with special needs ( 53%). This study also confirms that effective time management for organizing or developing professional development activities regarding teaching schedules and other administrative activities is urgently needed. That way, lecturers can still fulfill their obligations to teach, research, and do community service while still having the opportunity to develop their professionalism.

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Dedić Bukvić, Emina, and Edina Nikšić. "Stručno usavršavanje i profesionalni razvoj školskih pedagoga u Kantonu Sarajevo." Obrazovanje odraslih/Adult Education, no. 2 2015 (2016): 101–22. http://dx.doi.org/10.53617/issn2744-2047.2015.15.2.101.

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Profession of school pedagogue rarely finds a place in the scientific, professional and national debates, and that’s the reason why it hasn’t been strongly worked on the systematic acquisition and professional development of educational competencies which are necessary for quality work. Awareness about the educational needs ofschool pedagogue strongly influence on the quality of work and the intrinsic motivation on lifelong learning within the andragogical cycle. This paper presents an experience of six schools from Sarajevo Canton, about the values of training for professional development, also about educational need of enriching school practice in order to achieve desirable outcomes. The aim of the work is to determine the educational needs for professional training in the professional development of school pedagogue. This means recognizing the forms, programs and support from professional bodies in meeting the educational needs of the professional development of school pedagogue that are complement with modern training - educational requirements. In accordance with the aim of research, the empirical part of this work necessary required the assessment of educational reality in schools in Canton Sarajevo, it has been completed trough case study, using descriptive methods and interviewing school pedagogues. In the opinion of school pedagogues, the most important role in the professional development of school pedagogue is the Pedagogical Institute of Canton Sarajevo, which continuously works to strengthen the competencies of school pedagogue. Since the school pedagogue noticed (in)completeness of professional training programs, this paper will offer some recommendations for improvement of pedagogical practice and professional development of school pedagogues.

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Hill, Heather C., Kathleen Lynch, Kathryn E. Gonzalez, and Cynthia Pollard. "Professional development that improves STEM outcomes." Phi Delta Kappan 101, no. 5 (January 27, 2020): 50–56. http://dx.doi.org/10.1177/0031721720903829.

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How should teachers spend their STEM-focused professional learning time? To answer this question, Heather Hill, Kathleen Lynch, Kathryn Gonzalez, and Cynthia Pollard analyzed a recent wave of rigorous new studies of STEM instructional improvement programs. They found that programs work best when focused on building knowledge teachers can use during instruction. This includes knowledge of the curriculum materials they will use, knowledge of content, and knowledge of how students learn that content. They argue that such learning opportunities improve teachers’ professional knowledge and skill, potentially by supporting teachers in making more informed in-the-moment instructional decisions.

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15

Guo, Shu. "Developing effective professional development programs: a case study." New Library World 115, no. 11/12 (November 5, 2014): 542–57. http://dx.doi.org/10.1108/nlw-05-2014-0048.

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Purpose – This paper aims to investigate the practices of a well-established professional development committee (PDC) at an academic library to reveal the development of effective professional development programs with various themes and the diversified delivering formats and the assessment of library employees’ training needs and the effectiveness of professional development programs with Needs Assessment Surveys and Program Follow-up Employee Opinion Surveys. Professional development programs are widely adopted in academic libraries to support the professional growth of library employees and improve the quality of library services. Developing, promoting and administering professional development programs are main responsibilities of the PDC. Design/methodology/approach – The study is based upon the PDC’s recent practices since 2011. The Needs Assessment Surveys (in 2012 and 2013) are conducted electronically, so are the Opinion Surveys since 2013 which are formerly conducted in paper. Findings – The well-planned professional development program themes with special designed delivery formats have demonstrated their effectiveness through high attendance of each professional development event. The positive results and high compliments from both Need Assessment Surveys and Opinion Surveys also endorse their values to employee’s professional growth. Originality/value – This paper classifies various professional development program ideas into six program themes and three special delivery formats, and each is presented with intention, planning and organization. This paper also provides details of using different Need Assessment Surveys and Opinion Surveys for evaluation, which is also lacked in published literature.

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Lourenção, Luciano Garcia. "Work engagement among participants of residency and professional development programs in nursing." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1487–92. http://dx.doi.org/10.1590/0034-7167-2017-0278.

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ABSTRACT Objective: to assess the levels of engagement at work of nurses enrolled in multi-professional residency and professional development programs in health care of a Brazilian public institution. Method: a cross-sectional study with 36 professionals. The data were collected in September 2013, with use of the Utrecht Work Engagement Scale (UWES), composed of seventeen self-evaluation items with the dimensions vigor, dedication and absorption, as well as an overall score. Results: the levels of engagement ranged from 3.8 to 4.3, and the standard deviations, between 1.1 and 1.3. Nurses showed average levels on vigor (3.8) and absorption (3.9) dimensions, and high levels on dedication (4,3) and engagement (4.0). Conclusion: the professionals presented good levels of energy, resilience, enthusiasm and involvement with the work. They are satisfied with the activity and are dedicated to it, which promotes the acquisition of skills and competences along the in-service training, ensuring a future professional practice of quality.

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Haack, Paul A. "Mentoring and Professional Development Programs: Possibilities and Pitfalls." Music Educators Journal 92, no. 4 (March 2006): 60–64. http://dx.doi.org/10.2307/3401114.

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Myers, David E. "Professional Growth, Development Programs: Essential for Music Educators." NASSP Bulletin 76, no. 544 (May 1992): 69–74. http://dx.doi.org/10.1177/019263659207654414.

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19

Baldwin, Roger G. "Professors and professional programs: Fostering mutually beneficial development." New Directions for Higher Education 1987, no. 57 (1987): 83–90. http://dx.doi.org/10.1002/he.36919875711.

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Preston, Paul, and Kevin McCrohan. "A strategy for extranet development for professional programs." International Journal of Educational Management 12, no. 4 (August 1998): 154–62. http://dx.doi.org/10.1108/09513549810220614.

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Fenton, Melissa Pearman, Leslie Hawley, Saundra Wever Frerichs, and Kathleen Lodl. "STEM Professional Development for Youth Workers: Results of a Triangulated Study." Journal of Youth Development 14, no. 4 (December 16, 2019): 178–96. http://dx.doi.org/10.5195/jyd.2019.738.

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To increase the quality of informal science, technology, engineering, and math (STEM) learning opportunities, many youth development professionals working in out-of-school time (OST) programs need professional development focused on facilitating these types of activities. Nebraska Extension developed an open-access repository of resources that support an ongoing, blended approach to STEM professional development for youth workers. The current study evaluated the impact on staff, programs, and youth achieved by implementing Click2Science resources in sites at a large youth serving organization. Data sources included site or program director/coordinator and frontline staff perceptions about their experiences during the professional development events, observations of staff facilitating STEM learning with youth, and youth interest in STEM. Findings demonstrated an increase in STEM program quality, as measured by the Dimensions of Success (DoS) Observational Tool (n.d.). Site or program director/coordinators and frontline staff found the professional development eye-opening and user friendly, and noted increased youth engagement following the intervention. Youth reported positive perceptions of STEM learning experiences. Triangulation of these three sources confirmed the promising utility and effectiveness of this professional development approach. Further research is needed to extend the preliminary findings and support the case for increased investment in STEM professional development for youth development professionals.

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Romanenko, G. H., and A. A. Stremoukhov. "Ensuring the Effectiveness and Quality of Modern Professional Development Programs for Medical Workers: the Experience of Russian Medical Academy of Continuous Professional Education." Doctor.Ru 21, no. 2 (2022): 10–14. http://dx.doi.org/10.31550/1727-2378-2022-21-2-10-14.

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Objective of the Review: to determine the criteria for the effectiveness and quality of modern educational programs, the choice of advanced training programs by medical professionals within the framework of personal and professional growth in the formation of an individual educational trajectory. Key Points. Additional professional training programs ensure the updating of professional standards in the context of changing goals, content, technologies, regulatory support of professional activity in a particular field, and also take into account the qualification requirements specified in the qualification reference books for the relevant positions and specialties. Educational programs must meet strict requirements: be relevant, modern, practice-oriented, methodically and scientifically sound. Conclusion. The formation of the educational trajectory of a medical specialist and the choice of advanced training programs should be based on the quality criteria of both individual educational programs and the educational process as a whole: compliance with the federal state educational standard in the specialty, professional standard in the specialty/position, clinical recommendations and their evidence base. The quality of training of a medical specialist increases many times when the content of the educational program is supported by a specialized interdisciplinary educational event. Training and advanced training of medical workers should be carried out in medical educational organizations with qualified teaching staff, full-fledged logistical and methodological support, as well as their own bases of practical (clinical) training. Keywords: doctor, additional professional education, continuous professional development, professional development program, educational event, Russian Medical Academy of Continuing Professional Education.

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Ramírez-Montoya, María Soledad, Lucy Andrade-Vargas, Diana Rivera-Rogel, and May Portuguez-Castro. "Trends for the Future of Education Programs for Professional Development." Sustainability 13, no. 13 (June 29, 2021): 7244. http://dx.doi.org/10.3390/su13137244.

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Scientific and technological developments bring new requirements for university education and, particularly, the training of education professionals. There is a regular need to update curricula to integrate market trends and educational approaches. It is necessary to know future trends in education and teaching programs. Our research in a higher education institution in Ecuador focused on providing perspectives on the future of educational programs by analyzing trends in educational programs’ designs, students and professors’ needs for innovative education. We used the descriptive/exploratory case study method, employing quantitative surveys and qualitative interviews, focus groups and benchmarking as instruments. The surveys were applied to 337 current students, 384 potential students and 313 graduates of Educational Sciences. We conducted interviews with 20 experts from Mexico, Spain, Colombia and Ecuador. We held focus groups with 32 education professionals, including rectors, principals, educational specialists and primary, secondary and university teachers. Benchmarking was used in our analysis of ten universities. The results focused on five elements that were units of analysis (1) characteristics of education programs, (2) student requirements, (3) required educational modalities, (4) trends in education and (5) future of education programs. The data and results may be of interest to decision-makers, academicians, researchers, students and citizens interested in professional education and other disciplinary areas.

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Samal, Elena. "«Acme» as a Peak of Personal and Professional Development of a self-Actualizing Personality." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 2 (2013): 129–34. http://dx.doi.org/10.18500/2304-9790-2013-2-2-129-134.

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The article discusses the problem of self-actualization of a personality in its professional activity and achieving the peak of its personal development. Based on the analysis of various psychological theories and concepts it is shown that achieving of “acme” by a personality is based on the desire to grow and develop professionally or on its desire for self-actualization. Self-actualization can be better seen during the periods of professional crisis, which activate the processes of professional self-determination of a personality. One of the types of crisis is the transition from the level of normative requirements to the level of professional competence. Judging by the example of results of some investigations it is proved that there are differences in attitude to profession and desire to grow and develop professionally in people with working experience under and over 5 years, which can be conditioned by the crisis mentioned above. The applied aspect of the problem under study can be realized in counseling practices of psychological services connected with professional growth, by HR professionals, with the aim of promotion and professional growth of employees, and in development of programs for development and harmonization of internal and external conditions for self-actualization of a person. Key words: self-actualization, potential, professional self-actualization, acme, professional development, professional crisis, achievement motivation, career orientations.

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Rosli, Roslinda, and Mohd Fareed Aliwee. "Professional Development of Mathematics Teacher: A Systematic Literature Review." Contemporary Educational Researches Journal 11, no. 2 (May 1, 2021): 43–54. http://dx.doi.org/10.18844/cerj.v11i2.5415.

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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

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Kreitzer, Mary Jo, Lixin Zhang, and Michelle J. Trotter. "Transformative Professional Development: Outcomes of the Inner Life Renewal Program." Complementary health practice review 11, no. 1 (January 2006): 57–62. http://dx.doi.org/10.1177/1533210106289097.

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Health professionals have jobs that are inherently stressful and most have had little opportunity or encouragement to focus on self-care. Over the past 10 years, professional development programs such as the “Courage to Teach” have been developed for teachers in primary and secondary schools. Reported outcomes include personal and professional growth, increased satisfaction and well-being, and renewed passion and commitment for teaching. Based on this model of transformational professional development, a program was developed for health professionals, the Inner Life Renewal Program. Four cohorts of health professionals have completed the program. This brief report provides descriptive information regarding the structure, format, and process of the program and evaluative data based on program evaluations and participant interviews. Outcomes reported by participants include an increase in self-awareness, improved listening skills and relationships with colleagues, and an increased ability to manage or cope with stress.

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Sharma, Payal, and Jagwinder Singh Pandher. "Teachers’ professional development through teachers’ professional activities." Journal of Workplace Learning 30, no. 8 (October 15, 2018): 613–25. http://dx.doi.org/10.1108/jwl-02-2018-0029.

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Purpose This study aims to identify various teachers’ professional activities (TPAs) and classify these TPAs according to their relative importance for the professional development of teachers. Design/methodology/approach The systematic review of the literature had been conducted to identify various TPAs in the institutions. Later, an empirical research had been conducted through confirmatory factor analysis using AMOS 20.0 to classify these TPAs according to their relative importance using the natural gap in standardized beta (β) values. In total, 96 administrators of 35 technical institutions of Punjab (India) offering engineering and management programs and 93 veteran educational experts had responded in a field survey. Findings The results of the study identified eight TPAs and further revealed that “regular self-assessment,” “adopting a creative problem-solving approach” and “developing deep commitment to make the difference” qualify among the “most important” activities for the professional enhancement of the faculty. Originality/value The study highlights different TPAs that they must establish, raise, promote, encourage and organize for their development. The study further classifies different activities according to their relative importance. The institute can evaluate their resources, budgets and efforts according to the relative importance of such activities. The classification of TPAs would help faculty to increase their efficacy.

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Kasar, Jack. "Stability of the Professional Development Assessment." Perceptual and Motor Skills 84, no. 3_suppl (June 1997): 1373–74. http://dx.doi.org/10.2466/pms.1997.84.3c.1373.

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The Professional Development Assessment was constructed and pilot-tested with 76 students in three occupational therapy programs. A comparison of pretest and posttest scores yielded a significant correlation of .48, supporting the stability of responding over 1 to 2 years and suggesting usefulness of further development for evaluation of professional behaviors in students.

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Theobald, Neil D. "Staffing, Financing, and Governing Professional Development Schools." Educational Evaluation and Policy Analysis 13, no. 1 (March 1991): 87–101. http://dx.doi.org/10.3102/01623737013001087.

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The professional development school concept represents an attempt to reshape the relationship between public schools and colleges of education to provide for more effective preservice and inservice education, improved educational programs for K-12 students, and an expanded knowledge base for dealing with the instructional, curricular, and organizational reform agenda facing schools. The purpose of this paper is to (a) confront the financial and organizational problems that school and university personnel are likely to face in developing professional development schools and (b) identify structures and processes that will allow these schools to contribute to the simultaneous reconstruction of the public schools in which teachers work and the university programs in which they prepare.

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Rosmaladewi, Rosmaladewi, Amirullah Abduh, and Muhammad Basri. "English Lecturers’ Experiences on Professional Development in Indonesian Polytechnics." International Journal of Language Education 4, no. 2 (October 13, 2020): 314. http://dx.doi.org/10.26858/ijole.v4i2.15264.

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The paper aims to depict lecturers’ experiences on the professional development programs in three polytechnics. The study used a qualitative descriptive study employing nine lecturers of English teaching in three different polytechnics. The study finds that lecturers believe that professional development programs as a means for them to improve their knowledge, skills, and expertise. Also, lecturers encounter that professional development programs are not offered equally for lecturers rather than depends on the policy of the top managerial levels. Professional development programs are mostly offered inside the campus for a shorter period rather than offered by external agents that take a longer time. The study recommends that professional development in polytechnics should be done systematically, periodically, and intensively so that lecturers of English in polytechnics can enhance their skills, improve their knowledge, and share their expertise. Further, professional development programs should involve different relevant stakeholders so that they can bring in different expertise and a variety of skills and knowledge so that lecturers of English can fully update with the modern trend of technology. Consequently, they can apply the updated skills and knowledge in their teaching to improve the quality of polytechnic output.

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Nasciutti, Fabiana Marques Barbosa, Nikolai Veresov, and Ana Maria Falcão De Aragão. "The Group as a Source of Development: Rethinking Professional Development in a Collaborative Perspective." Outlines. Critical Practice Studies 17, no. 1 (August 29, 2016): 86–108. http://dx.doi.org/10.7146/ocps.v17i1.24207.

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Since the later decades of the 20th century, Brazilian psychologists have been questioning a theoretical and interventional model in educational contexts, which consider psychological phenomena apart from their cultural contexts, in order to develop an approach based on a contextualized viewpoint. Despite progress having been made in educational psychology, as a result of this critical paradigm, this area still has problems to overcome: Psychologists are becoming increasingly separate from schools, and it is now common to find psychologists who are professionally unprepared to perform in this context and furthermore, school principals do not always understand the role of psychologists in educational settings. However, educational demands exist in psychologists’ daily work in a range of contexts, indicating the relevance of this field and the urgency to improve psychologists' qualifications. Considering that Brazilian professional development programs for educators and psychologists are usually restricted to technical learning, often ignoring professionals’ real needs and claims, this research aimed to develop a special type of professional development program looking at the group as a source of development, in order to rethink professional development process from within a collaborative perspective. Research data was generated from a professional development program offered for psychologists and professionals who work within educational settings. This programme involved collaborative group work and was organized and conducted in such a way as to create conditions for change. Concepts of cultural-historical theory – social situation of development, crisis and perezhivanie – were used as analytic tools for data analysis. Analysis indicated the importance of the group as a source of development through dialogue and the co-construction of new ideas and possibilities.

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Chapin, Suzanne H. "Professional Development in Mathematics—Not Just for Teachers." Journal of Education 178, no. 1 (January 1996): 85–91. http://dx.doi.org/10.1177/002205749617800107.

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Professional development activities have historically targeted teachers as the recipients of reform efforts. In order to affect lasting change in terms of what mathematics is taught and how it is taught, however, programs must recognize the different intersecting needs and perspectives of a school's education constituencies—administrators, teacher-leaders, teachers, students, and parents. Professional development programs that include components for each group have the potential to dramatically extend the impact of the resources dedicated to the reform.

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Dzandza, Patience Emefa, and Harry Akussah. "Professional development in private university libraries in Ghana." Library Management 39, no. 6-7 (August 13, 2018): 488–502. http://dx.doi.org/10.1108/lm-06-2017-0055.

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Purpose There has been a significant change in the provision of library services due to the application of technology to every aspect of library services. This has posed a major challenge to library staff as they need to be abreast with current technologies and their application to library services. One means by which a librarian can overcome this challenge is through professional development (PD) programs. The purpose of this paper is to determine PD opportunities in private university libraries in Ghana. Design/methodology/approach A cross-sectional survey of 61 staff and interviews with 20 heads of libraries was conducted to collect data from 25 private universities in Ghana. Findings The study revealed that not all library staff in the private universities were allowed to attend PD programs. None of the private universities studied had a policy on PD and only three institutions made budgetary allocation to PD programs. Majority of the private universities did not have in-house PD programs and there were no means of knowledge sharing in most of the libraries studied. Originality/value In this paper, the researchers identified the major challenges encountered by library staff in private universities in Ghana and propose that librarians should see PD as a part of their own responsibility while, libraries should have a PD policy and make budgetary allocation toward PD.

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Frich, Jan C., and Ivan Spehar. "Physician leadership development: towards multidisciplinary programs?" BMJ Leader 2, no. 3 (August 7, 2018): 91–94. http://dx.doi.org/10.1136/leader-2018-000070.

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BackgroundThe format and content of leadership development programmes for physicians is a theme for discussion in the literature.ObjectivesThe aim of this study is to explore healthcare executives’ perspectives on physician leadership development, focusing on perceived benefits and negative effects associated with multidisciplinary programmes.MethodsWe did a qualitative study based on data from semistructured interviews with 16 healthcare executives in US healthcare systems.ResultsWe found that one group perceived programmes targeting one profession as advantageous, promoting openness and professional relationships among peers. Other executives argued that multidisciplinary programmes could add value because they could bridge professional boundaries, strengthen networks and build leadership capacity throughout an organisation. Costs, timing, organisational culture and a lack of knowledge about how to run multidisciplinary programmes were challenges our informants associated with multidisciplinary leadership development programmes.ConclusionThis study identifies topics and challenges that can inform organisational policies and decisions about leadership development activities.

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Felder, Pamela, Kimberly A Kline, Debra Harmening, Tami Moore, and Edward P. St. John. "Professional Development and Moral Reasoning in Higher Education Graduate Programs." International Journal of Doctoral Studies 14 (2019): 383–401. http://dx.doi.org/10.28945/4274.

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Aim/Purpose: This work examines the role of professional development in higher education graduate programs through the use of reflective teaching approaches. We discuss the relevance of a professional development framework in supporting the exploration of moral reasoning in addressing challenges in the higher education profession. Background: Shifts in demographics within college university environments has resulted in increased diversity among students facilitating the need for professional development experiences that involve moral reasoning and self-reflection as resources to increase cultural awareness. Methodology: Case study overviews of higher education courses focused on supporting the development of graduate students’ professional interest illustrate ways moral reasoning can be examined to facilitate self-awareness as a professional skill and competency. Four teaching strategies reflect how professional learning can be used to shape students’ experiences, knowledge of critical issues, and understanding of organizational development in higher education. Contribution: This paper contributes to the knowledge of professional development in higher education graduate programs and the experiences faculty and graduate students. Findings: Strategies discussed provide a basis for further research to examine the role of professional learning framework in developing effective pedagogical strategies that facilitate moral reasoning, social justice, democratic values, and diversity. Previous research on the experiences of graduate students has not explicitly discussed the proposed professional learning framework across graduate student experiences. Recommendations for Practitioners: Administrators responsible for managing higher education graduate programs may find this work useful for understanding how moral reasoning can be used as tool for teaching professional development in graduate programs. Recommendation for Researchers: Researchers of professional development within graduate programs may find the use of moral reasoning helpful in understanding strategies that support facilitating discussions of critical issues related to cultural awareness. Impact on Society: Moral reasoning is an effective resource for building the professional insight and awareness needed for understanding multiple experiences in the workplace. Future Research: Additional research is needed to understand how moral reasoning could be used to support the professional development of higher education graduate students.

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Notova, S. V., and I. A. Podosenova. "System of Additional Professional Education as a Basis of Lifelong Professional Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 8-9 (September 8, 2021): 134–43. http://dx.doi.org/10.31992/0869-3617-2021-30-8-9-134-143.

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The article considers the implementation of the principle of continuing education through the system of additional professional education at Orenburg State University. Additional professional education is the main element of the system of lifelong education. The authors analyze the current trends in the development of additional professional education in the Russian Federation and the role of higher education in it, as well as the opportunities and problems of implementing additional professional programs at the University. The analysis of the dynamics and structure of additional professional programs of the Orenburg State University is carried out. The mechanisms of implementing additional professional programs based on a practice-oriented integrated approach aimed at strengthening the practical orientation of programs based on the integration of University’s educational activities and strategic partnership with enterprises and organizations of the region are proposed. The authors analyze the possibilities and prospects of using e-learning and technologies of distance education in the implementation of additional professional programs. The article highlights the mandatory conditions for building an effective system of additional professional education at the University, based on close interaction with the program’s customers, the development of professional competencies of teaching staff engaged in the implementation of additional programs, and the active use of modern educational technologies.

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Галямина and Irina Galyamina. "Development of Professional Competences Based on Analysis of Professional Standards in Environmental Engineering." Safety in Technosphere 6, no. 1 (May 15, 2017): 80–85. http://dx.doi.org/10.12737/article_59019fb4ac3e53.05304078.

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The experience of professional competences designing based on analysis for professional standards in the area of environmental engineering and water use is presented in this paper. It has been shown how the high school graduate’s activity tasks are defined based on analysis for labor functions and actions, selected from the professional standards in the area of environmental engineering, how to generalize these tasks when considering different professional standards related to the same direction (profile). The generalized activity tasks are the basis for selected profile’s professional competences formation, resulting in creation of approximate basic educational programs by developers of modernized Federal state standards for higher education (third generation) and basic professional educational programs in higher education institutions, in which graduates on the direction «Environmental Engineering and Water Use» are trained.

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Zhivaeva, V. V., V. A. Nikolaev, S. N. Parfyonova, and E. P. Tuponosova. "Monitoring the implementation of professional development programs for personnel." Quality. Innovation. Education, no. 5 (2020): 8–16. http://dx.doi.org/10.31145/1999-513x-2020-5-08-16.

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The features and requirements for monitoring the implementation of professional development of personnel are considered. Based on the analysis of special and common causes of variability in the educational process, leading to inconsistencies in the development of educational programs, recommendations are given for the use of the test sample control and control maps of average values and scales to identify the action of special causes and bring the process to statistically controlled state. The proposed monitoring procedure can be used in the system additional education to ensure the quality of the implementation of training programs.

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Melnikova, Olga V., Marina V. Bogomolova, and Elena V. Starodubtseva. "Designing Programs of Professional Development of Pre-School Teachers." Ser. Educational Acmeology. Developmental Psychology 5, no. 3 (September 24, 2016): 204–10. http://dx.doi.org/10.18500/2304-9790-2016-5-3-204-210.

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Halpin, Regina, Patricia Curtis, and Mark Halpin. "Assessing Participant Performance in Online Professional Development Training Programs." Procedia - Social and Behavioral Sciences 174 (February 2015): 186–93. http://dx.doi.org/10.1016/j.sbspro.2015.01.645.

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Sarquis, A. M. "Recommendations for Offering Successful Professional Development Programs for Teachers." Journal of Chemical Education 78, no. 6 (June 2001): 820. http://dx.doi.org/10.1021/ed078p820.

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Nir, Adam E., and Ronit Bogler. "The antecedents of teacher satisfaction with professional development programs." Teaching and Teacher Education 24, no. 2 (February 2008): 377–86. http://dx.doi.org/10.1016/j.tate.2007.03.002.

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Luquis, Raffy, Miguel A. Pèrez, and Kathleen Young. "Cultural Competence Development in Health Education Professional Preparation Programs." American Journal of Health Education 37, no. 4 (July 2006): 233–41. http://dx.doi.org/10.1080/19325037.2006.10598908.

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Young, Dallin George, Laura A. Dean, Douglas Franklin, and William Kyle Tschepikow. "Effects of Assessment on Collegiate Recreation Programs." Recreational Sports Journal 38, no. 1 (April 2014): 82–95. http://dx.doi.org/10.1123/rsj.2013-0023.

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Collegiate recreation professionals were surveyed to determine whether, how regularly, and by what means they were conducting assessment. This descriptive study explored current assessment practices; surveyed resources used in assessment, including specific attention to CAS materials; and reported outcomes of assessment activities. Results indicated that more than 90% of respondents were engaged in assessment, regardless of institution type. Professional literature, professional development activities, and assessment teams were the most frequently used resources; approximately 40% reported using CAS materials. Most frequently reported outcomes of assessment were generally related to student staffing. Respondents also indicated that mission statements and professional staffing changed less frequently as a result of assessment efforts. Implications for the practice of assessment in collegiate recreation programs are discussed.

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Viljoen, Myra, Isabel Coetzee, and Tanya Heyns. "Critical Care Nurses’ Reasons for Poor Attendance at a Continuous Professional Development Program." American Journal of Critical Care 26, no. 1 (January 1, 2017): 70–76. http://dx.doi.org/10.4037/ajcc2017412.

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Background Society demands competent and safe health care, which obligates professionals to deliver quality patient care using current knowledge and skills. Participation in continuous professional development programs is a way to ensure quality nursing care. Despite the importance of continuous professional development, however, critical care nurse practitioners’ attendance rates at these programs is low. Objective To explore critical care nurses’ reasons for their unsatisfactory attendance at a continuous professional development program. Methods A nominal group technique was used as a consensus method to involve the critical care nurses and provide them the opportunity to reflect on their experiences and challenges related to the current continuous professional development program for the critical care units. Participants were 14 critical care nurses from 3 critical care units in 1 private hospital. Results The consensus was that the central theme relating to the unsatisfactory attendance at the continuous professional development program was attitude. In order of importance, the 4 contributing priorities influencing attitude were communication, continuous professional development, time constraints, and financial implications. Conclusion Attitude relating to attending a continuous professional development program can be changed if critical care nurses are aware of the program’s importance and are involved in the planning and implementation of a program that focuses on the nurses’ individual learning needs.

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Arif, Muhammad Irfan, Syeda Samina Tahira, and Maria Sohaib Qureshi. "Transforming Distance Education for Teachers’ Continuous Professional Development." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (February 13, 2022): 102–9. http://dx.doi.org/10.52131/pjhss.2022.1001.0178.

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This study proposes a framework for transforming online education for professional development based on prospective teachers' opinions of distance education. One hundred fifty students from Allama Iqbal Open University (Distance Education), from rural and urban areas, were randomly chosen to collect data on several aspects of teachers' professional development, including workshop efficacy, curriculum, evaluation methods, and information and communication technology (ICTs). The data were acquired using a self-developed instrument that was pilot tested. After collection, data were analyzed using means and t-tests. The study found that while AIOU's teacher education programs fulfill the demands of distant students, they do not support prospective teachers' ongoing professional growth. The curriculum of teacher education courses does not completely develop students' creative and professional qualities. There is a lack of balance between theory and practice. The use of ICT in teacher education is not up to standard. The AIOU's teacher education programs also require additional attention to prepare future teachers in remote areas. Distance Education Programs for teachers' CPD requires a lot of focus and excellent tactics. The researchers presented a mechanism to alter distance education for instructors' CPD.

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Drefs, Shawn. "Poster 123 University Development of Interdisciplinary Online Continuing Professional Education Programs for Health Professionals." Archives of Physical Medicine and Rehabilitation 94, no. 10 (October 2013): e54-e55. http://dx.doi.org/10.1016/j.apmr.2013.08.168.

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Parkhouse, Hillary, Chu Yi Lu, and Virginia R. Massaro. "Multicultural Education Professional Development: A Review of the Literature." Review of Educational Research 89, no. 3 (April 4, 2019): 416–58. http://dx.doi.org/10.3102/0034654319840359.

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When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development (PD) in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural education–focused PD programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types of programs studied and outcomes analyzed to draw conclusions about the factors that contribute to effectiveness. However, the extant literature does point to important questions and considerations for both providers and researchers of multicultural education PD. One area for future research is how PD providers navigate tensions or challenges arising from resistance to discussions of diversity and equity. Another is locating the balance between providing specific knowledge about students’ cultures and guarding against promoting stereotypes or broad generalizations. Researchers and PD developers should also pay close attention to their underlying theories related to both teacher learning and multicultural education.

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Supiyeva, Bukholida Abduvaliyevna. "Mechanisms Of Creating An Electronic Methodological Set In The Professional Development Programs For The State Language." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 344–54. http://dx.doi.org/10.37547/tajssei/volume03issue03-52.

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The educational and methodological complex is a complete, self-sufficient set of educational and methodological materials that provide high-quality mastering by students of the content of the discipline, which is part of the main educational program and program of additional professional education in the specialties implemented in the college.The teaching materials are developed by the teaching staff based on the requirements from State educational standards, a curriculum of the academic discipline. The following article looks into the mechanisms of creating n electronic methodological set for professional training programs.

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SCHUMM, JEANNE SHAY, and SHARON VAUGHN. "Meaningful Professional Development in Accommodating Students with Disabilities Lessons Learned." Remedial and Special Education 16, no. 6 (November 1995): 344–53. http://dx.doi.org/10.1177/074193259501600604.

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The purpose of this article is to describe lessons learned from a series of professional development programs with inservice teachers (elementary through high school) designed to promote improvement of practices for instructing students with high-incidence disabilities in general education settings. initial professional development programs (n = 4) focused on exploring possibilities for effective formats and content. subsequent programs (n = 3) built on lessons learned and developed an intensive collaboration between university and school-based researchers in elementary classroom settings. pros and cons of each program are discussed as well as future directions for research.

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