The Possibilities for University-Based Public-Good Professional Education: A Case-Study from South Africa Based on the "Capability Approach"

ERIC Educational Resources Information Center

McLean, Monica; Walker, Melanie

2012-01-01

The education of professionals oriented to poverty reduction and the public good is the focus of the article. Sen's "capability approach" is used to conceptualise university-based professional education as a process of developing public-good professional capabilities. The main output of a research project on professional education in…

Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders

ERIC Educational Resources Information Center

Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

2012-01-01

This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two…

A 3D Approach to First Year English Education

ERIC Educational Resources Information Center

Zeegers, Margaret

2013-01-01

Purpose: The purpose of this paper is to explore the suggestive possibilities of an approach to undergraduate English teacher education that the author has called the 3D Approach--Develop professional knowledge, Display professional knowledge, Disseminate professional knowledge--in relation to a number of groups of first year pre-service teachers…

Professional development by scientists and teachers' understanding of the nature of science

NASA Astrophysics Data System (ADS)

Schuster, Dwight A.

The educational literature suggests that the success of professional development is contingent upon both a professional developer's presentation of the curriculum and his/her comprehension of the complex interactions that occur between instructor and the adult learner. While these suggestions appear forthright and logical, very little research has been conducted to demarcate how professional development approaches defined by these notions impact teacher knowledge. This study investigates the effects of scientist-delivered teacher professional development on teachers' understanding of the nature of science. Using a mixed-method comparative case study, my goal was to build theory focusing specifically on two dimensions of professional development: the pedagogical approaches used by the scientist-instructors and their views/treatment of teachers as professionals or as technicians. Seven credit-bearing summer courses from multiple scientific disciplines were studied, and each course shared a number of important features (duration, general format, teacher recruitment and admission, location, number of participants, etc.); consequently, they comprise a unique dataset for comparative research on science teacher professional development. A wide variety of data collection approaches were used, including interviews, questionnaires, a VNOS instrument, and systematic classroom observation by ten trained observers (each course was continuously observed by at least two observers). Analysis shows that teachers were more likely to experience change in their views about the nature of science in courses in which they were treated as professionals, compared to courses in which they were treated as technicians. It also shows that syllabi and participant reports tend to overstate the use of inquiry methods when reviewed in the light of close classroom observation. By recognizing and defining professional development contexts that build teachers' knowledge, this study suggests how university-based professional development for science educators can be improved, helping to actualize the collaborative relationships that need to exist between staff developers and discipline specialists. In conclusion, I use the findings from this study to expand the current literature and suggest how improved university-based professional development contexts can be created.

Professional Ethics of Software Engineers: An Ethical Framework.

PubMed

Lurie, Yotam; Mark, Shlomo

2016-04-01

The purpose of this article is to propose an ethical framework for software engineers that connects software developers' ethical responsibilities directly to their professional standards. The implementation of such an ethical framework can overcome the traditional dichotomy between professional skills and ethical skills, which plagues the engineering professions, by proposing an approach to the fundamental tasks of the practitioner, i.e., software development, in which the professional standards are intrinsically connected to the ethical responsibilities. In so doing, the ethical framework improves the practitioner's professionalism and ethics. We call this approach Ethical-Driven Software Development (EDSD), as an approach to software development. EDSD manifests the advantages of an ethical framework as an alternative to the all too familiar approach in professional ethics that advocates "stand-alone codes of ethics". We believe that one outcome of this synergy between professional and ethical skills is simply better engineers. Moreover, since there are often different software solutions, which the engineer can provide to an issue at stake, the ethical framework provides a guiding principle, within the process of software development, that helps the engineer evaluate the advantages and disadvantages of different software solutions. It does not and cannot affect the end-product in and of-itself. However, it can and should, make the software engineer more conscious and aware of the ethical ramifications of certain engineering decisions within the process.

The Origins of Molecular Biology: A Pedagogical Tool for the Professional Development of Pre-College Science Teachers

ERIC Educational Resources Information Center

Silverman, Philip M.

2003-01-01

We examine the science and pedagogy behind a historical approach to the professional development of pre-college science (primarily biology) teachers. Our intention is to reach professional scientists, who, as a group, are uniquely qualified to provide experience and insights essential to this approach. The underlying research for this article has…

Professional Development: Then and Now

ERIC Educational Resources Information Center

Bolt, Susan

2012-01-01

Technological developments have altered pedagogies in classroom teaching but approaches to teacher professional development have remained largely unchanged. The purpose of this paper is to describe an evolving learning process that spans the last decade and draws from three different investigations into professional development. The author…

Pacific CRYSTAL Teacher Professional Development Models: Lessons Learned

NASA Astrophysics Data System (ADS)

van der Flier-Keller, E.; Yore, L.

2010-12-01

From 2005 to 2010 Pacific CRYSTAL (Centre for Research in Youth Science Teaching and Learning) has been engaged in community-based research fostering teacher leadership in innovative science education through a variety of approaches to teacher professional development. Pacific CRYSTAL is a University of Victoria based, NSERC funded project founded on a collaborative research model involving scentists, science educators and community members including schools, teachers, community groups and government. Pacific CRYSTAL professional development approaches embrace both in-service teachers and pre-service teachers, and include Lighthouse schools, workshops (ongoing as well as one-time), community-based partnerships in Pacific CRYSTAL research projects, teachers as researchers, and university science courses and workshops for pre-education and education students. A number of common themes, identified through these approaches, should be considered in the development and implementation of future science professional development initiatives. They include; teacher turnover, expanding and adding schools and participating teachers, teacher apprehension, building leadership capacity, further engagement of 'tourist' teachers, continuing professional support for teachers, as well as on-going mentoring.

Let's Be PALS: An Evidence-Based Approach to Professional Development

ERIC Educational Resources Information Center

Dunst, Carl J.; Trivette, Carol M.

2009-01-01

An evidence-based approach to professional development is described on the basis of the findings from a series of research syntheses and meta-analyses of adult learning methods and strategies. The approach, called PALS (Participatory Adult Learning Strategy), places major emphasis on both active learner involvement in all aspects of training…

A Strength-Based Approach to Teacher Professional Development

ERIC Educational Resources Information Center

Zwart, Rosanne C.; Korthagen, Fred A. J.; Attema-Noordewier, Saskia

2015-01-01

Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and…

Modern Trends in Continuous Professional Development of Foreign Language Teachers (On the Basis of the British Council Research)

ERIC Educational Resources Information Center

Sadovets, Olesia

2017-01-01

Research conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers' professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities…

A Veteran Special Education Teacher and a General Education Social Studies Teacher Model Co-Teaching: The CoPD Model

ERIC Educational Resources Information Center

Thomas-Brown, Karen A.; Sepetys, Peggy

2011-01-01

This research explores using participant ethnography, the theoretical and practical underpinnings of the combination pedagogical approach of co-teaching and embedded professional development within the Co-teaching Professional Development Approach (CoPD). The structure of this approach is presented and the research findings examine the outcomes of…

Examining the Facilitating Role of Mindfulness on Professional Identity Development among Counselors-in-Training: A Qualitative Approach

ERIC Educational Resources Information Center

Dong, Shengli; Campbell, Amanda; Vance, Stacy

2017-01-01

Professional identity development is crucial for counselors-in-training, as it provides a frame of reference for understanding their chosen field and contributes to a sense of belonging within the professional community. This qualitative study examined the impact of mindfulness on professional identity development among counselors-in-training.…

Profiles of Selected Promising Professional Development Initiatives.

ERIC Educational Resources Information Center

Cohen, Carol; Gerber, Peter; Handley, Claire; Kronley, Robert; Parry, Megan

In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report represents efforts to identify and develop a database on promising new approaches to professional development in education, profiling 16 initiatives recommended by knowledge experts and representing a…

Teachers' Perceptions of the Effectiveness of Professional Development

ERIC Educational Resources Information Center

Sanders, Deborah

2014-01-01

Professional development is a recognized approach to improving the quality of instruction in schools. The goal of professional development is to increase teachers' knowledge and improve their practices, which lead to enhanced student learning. The problem with providing staff development is the high cost incurred by presenters' fees, and…

Impact of instructional Approaches to Teaching Elementary Science on Student Achievement

NASA Astrophysics Data System (ADS)

Kensinger, Seth H.

Strengthening our science education in the United States is essential to the future success of our country in the global marketplace. Immersing our elementary students with research-based quality science instruction is a critical component to build a strong foundation and motivate our students to become interested in science. The research for this study pertained to the type of elementary science instruction in correlation to academic achievement and gender. Through this study, the researcher answered the following questions: 1. What is the difference in achievement for elementary students who have been taught using one of the three science instructional approaches analyzed in this study: traditional science instruction, inquiry-based science instruction with little or no professional development and inquiry-based science instruction with high-quality professional development? 2. What is the difference in student achievement between inquiry-based instruction and non-inquiry based (traditional) instruction? 3. What is the difference in student achievement between inquiry with high quality professional development and inquiry with little or no professional development? 4. Do the three instructional approaches have differentiated effects across gender? The student achievement was measured using the 2010 fourth grade Pennsylvania System of School Assessment (PSSA) in Science. Data was collected from 15 elementary schools forming three main groupings of similar schools based on the results from the 2009 third grade PSSA in Mathematics and student and community demographics. In addition, five sub-group triads were formed to further analyze the data and each sub-group was composed of schools with matching demographic data. Each triad contained a school using a traditional approach to teaching science, a school utilizing an inquiry science approach with little or no professional development, and a school incorporating inquiry science instruction with high quality professional development. The five schools which provided its students with inquiry science and high quality professional development were Science Its Elementary (SIE) schools, as provided through a grant from the Pennsylvania Department of Education (PDE). The findings of the study indicated that there is evidence to suggest that elementary science achievement improves significantly when teachers have utilized inquiry instruction after receiving high-quality professional development. Specifically, the analysis of the whole group and the majority of the triad sub-groupings did result in a consistent trend to support science instruction utilizing inquiry with high-quality professional development compared to a traditional approach and an inquiry-based approach with little or no professional development. The gender analysis of this study focused on whether or not girls at the elementary school level would perform better than boys depending upon method of science instruction. The study revealed no relationship between approach to teaching science and achievement level based on gender. The whole group results and sub-group triads produced no significant findings for this part of the data analysis.

Development of High School Professional Learning Community Leaders: Effectiveness of One District's Approach

ERIC Educational Resources Information Center

Middendorf, Beth N.

2013-01-01

Research indicated leadership played a key role in successfully implementing professional learning communities (PLCs). There has been little research on pragmatic approaches to developing PLC leaders. The purpose of this study was to examine the effectiveness of the Gene School District's two-part PLC leader development: PLC Institute and ongoing…

Faculty Professional Development for Quality Online Teaching

ERIC Educational Resources Information Center

Alexiou-Ray, Jennifer; Bentley, Courtney C.

2015-01-01

Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful…

Multiple Perspective: When Child Development Professionals Raise Twins

ERIC Educational Resources Information Center

Stark, Deborah Roderick; Harden, Brenda Jones; Chazan-Cohen, Rachel; Cohen, Daniel J.; Rice, Kathleen Fitzgerald

2006-01-01

Do child development professionals have expectations about what it will be like to parent twins based on their professional experiences? Does their professional knowledge influence their approach to caregiving? And do their personal experiences as parents of twins change their research interests or how they work with children and families? To…

The Osler Student Societies of the University of Texas medical branch: a medical professionalism translational tool.

PubMed

Malloy, Michael H

2012-12-01

This essay reviews some of the issues associated with the challenge of integrating the concepts of medical professionalism into the socialization and identity formation of the undergraduate medical student. A narrative-based approach to the integration of professionalism in medical education proposed by Coulehan (Acad Med 80(10):892-898, 2005) offers an appealing method to accomplish the task in a less didactic format and in a way that promotes more personal growth. In this essay, I review how the Osler Student Societies of the University of Texas Medical Branch developed and how they offer a convenient vehicle to carry out this narrative-based approach to professionalism. Through mentor-modeled professional behavior, opportunities for student self-reflection, the development of narrative skills through reflection on great literature, and opportunities for community service, the Osler Student Societies provide a ready-made narrative-based approach to medical professionalism education.

The effects of a professional development program for physics teachers on their teaching and the learning of their students

NASA Astrophysics Data System (ADS)

Lee, Mee-Kyeong

The purposes of the study were (1) to investigate the effects of the 2000 Iowa Professional Development Program on classroom teaching and student learning and (2) to examine the effectiveness of Constructivist/STS approaches in terms of student perceptions regarding their science classrooms, student attitudes toward science, and student creativity. The 2000 Iowa Professional Development Program which focused on Constructivist/STS approaches was carried out at the University of Iowa for visiting Korean physics teachers. Several methods of data collection were used, including observations by means of classroom videotapes, teacher perception surveys, teacher interviews, and student surveys. The data collected was analyzed using both quantitative and qualitative methods. Major findings include: (1) The 2000 Iowa Professional Development Program did not significantly influence teacher perceptions concerning their teaching in terms of Constructivist/STS approaches in their classrooms. (2) The 2000 Iowa Professional Development Program significantly influenced improvement in teaching practices regarding Constructivist/STS approaches. (3) Students taught with Constructivist/STS approaches perceived their learning environments as more constructivist than did those taught with traditional methods. (4) Students taught with Constructivist/STS approaches improved significantly in the development of more positive attitudes toward science, while such positive attitudes decreased among students taught with traditional methods. (5) Students taught with Constructivist/STS approaches improved significantly in their use of creativity skills over those taught in traditional classrooms. (6) Most teachers favored the implementation of Constructivist/STS approaches. They perceived that students became more interested in lessons utilizing such approaches over time. The major difficulties which the teachers experienced with regard to the implementation of Constructivist/STS teaching include: inability to cover required curriculum content; getting away from textbooks; acceptance by parents, community, and supervisors; motivating students to be involved in classroom activities; and lack of materials for Constructivist/STS teaching. The results imply that efforts to improve educational conditions, in tandem with more consistent and ongoing professional development programs, are necessary to encourage teachers to use what they learned, to keep their initial interest and ideas alive, and to contribute specifically to the reform of science education.

Early Childhood Educators Teaching and Learning in Professional Learning Communities: A New Approach to Professional Development for Preschool Teachers in a Southern California School District

ERIC Educational Resources Information Center

Fairfield, Robin

2011-01-01

Early childhood education teachers have been challenged with the demands for accountability in literacy and English language development, as well as kindergarten readiness skills of preschool children. Researchers have studied professional learning communities (PLCs) as a framework for professional development and student achievement. However, few…

Uncovering a Hidden Professional Agenda for Teacher Educators: A Mixed Method Study on Flemish Teacher Educators and Their Professional Development

ERIC Educational Resources Information Center

Tack, Hanne; Valcke, Martin; Rots, Isabel; Struyven, Katrien; Vanderlinde, Ruben

2018-01-01

Taking into account the pressing need to understand more about what teacher educators' professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators' professional development needs and opportunities. Analysis results of a large-scale survey study with 611…

Teachers' Cognitions Regarding Continuing Professional Development

ERIC Educational Resources Information Center

Wyatt, Mark; Oncevska Ager, Elena

2017-01-01

It is increasingly recognized that opportunities for continuing professional development (CPD) are needed to support teaching as lifelong learning, and that if these incorporate a nurturing bottom-up approach, this is more likely to lead to teacher empowerment. However, top-down approaches, including formal courses and workshops on predetermined…

Professional Development of Sustainability Competences in Higher Education

ERIC Educational Resources Information Center

Lambrechts, Wim; Verhulst, Elli; Rymenams, Sara

2017-01-01

Purpose: This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach: The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and…

Science Teachers' Conceptualizations and Implications for the Development of the Professional Development Programs

ERIC Educational Resources Information Center

Kaymakamoglu, Sibel Ersel

2017-01-01

This study aimed to investigate the two primary school science teachers' conceptions of professional development, their perceptions of self-improvement and the factors influencing their professional development. In this investigation, a case study approach was adopted. The participant teachers were given a semi-structured interview and the data…

Professional Development: A Skills Approach to a Writing Workshop

ERIC Educational Resources Information Center

Levitt, Roberta; Kramer-Vida, Louisa; Palumbo, Anthony; Kelly, Susan P.

2014-01-01

In this era of globalization, students need to know how to write well. Faculty development needs to focus on assisting primary teachers as they prepare students for a twenty-first-century world. Strategic curriculum reform and professional development can be achieved by partnerships between district administrators and professional consultants. Two…

Twitter and Physics Professional Development

ERIC Educational Resources Information Center

Nadji, Taoufik

2016-01-01

The advent of Twitter® and other social media services of its type ushered in a new era of professional development in education. This article addresses how a group of users have been employing Twitter to conduct professional development sessions that would benefit their participants by advancing their pedagogical approaches to learning and…

Professional Development to Increase Teacher Behavior-Specific Praise: A Single-Case Design Replication

ERIC Educational Resources Information Center

Gage, Nicholas A.; Grasley-Boy, Nicolette M.; MacSuga-Gage, Ashley S.

2018-01-01

Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in-service professional development. In this study, we replicated a targeted professional development approach that included a brief one-on-one training session and emailed visual…

Professional Satisfaction of Teachers from Kindergarten. Preliminary Study

ERIC Educational Resources Information Center

Anghelache, Valerica

2014-01-01

Professional development is a topic of great interest for all those who are involved in educational field, makers and teachers. It's approached closely related to organizational development, both representing a result of continuous changes in education. At individual level, professional development has both an internal determination (a need to…

Professional Identity Development: A Review of the Higher Education Literature

ERIC Educational Resources Information Center

Trede, Franziska; Macklin, Rob; Bridges, Donna

2012-01-01

This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…

Job-Embedded Professional Development: Its Impact on Teacher Self-Efficacy and Student Performance

ERIC Educational Resources Information Center

Althauser, Krista

2015-01-01

A quantitative approach was used to investigate the impact of a district-wide, job-embedded mathematics professional development program on elementary teachers' general and personal efficacy. This investigation was based on the principles of mathematics professional development, efficacy theory, and student achievement. It was designed to…

Maximizing Educator Enhancement: Aligned Seminar and Online Professional Development

ERIC Educational Resources Information Center

Shaha, Steven; Glassett, Kelly; Copas, Aimee; Huddleston, T. Lisa

2016-01-01

Professional development and learning has a long history in seminar-like models, as well as in the more educator-personal delivery approaches. The question is whether an intentionally coordinated, integrated combination of the two PDL approaches will have best impacts for educators as quantified in improved student performance. Contrasts between…

The Science ELF: Assessing the Enquiry Levels Framework as a Heuristic for Professional Development

ERIC Educational Resources Information Center

Wheeler, Lindsay B.; Bell, Randy L.; Whitworth, Brooke A.; Maeng, Jennifer L.

2015-01-01

This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants' frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structured approach to inquiry instruction, while 10 control…

A Professional Development Framework for Online Teaching

ERIC Educational Resources Information Center

Baran, Evrim; Correia, Ana-Paula

2014-01-01

The quality of online programs in higher education is strongly correlated with how the professional development approaches respond to the needs of online teachers. These approaches are critical in helping online teachers adopt online pedagogical practices and reconstruct their teacher persona in an online environment. This study proposes a nested…

Applications of Vygotsky's Sociocultural Approach for Teachers' Professional Development

ERIC Educational Resources Information Center

Shabani, Karim

2016-01-01

This paper outlines an approach to teachers' professional development (PD) that originates in Vygotsky's sociocultural theory (SCT), arguing that what Vygotsky claimed about students' learning in the school setting is applicable to the teachers and that the developmental theories of Vygotsky resting on the notions of social origin of mental…

Coaching: An Apprenticeship Approach for the 21st Century

ERIC Educational Resources Information Center

Salavert, Roser

2015-01-01

Coaching, an apprentice-based approach to support professional and personal development towards achieving set goals, is a well-established practice in the fields of sports training and management and one of the fastest growing professional development methods in the education field. How the coaching partnership fosters leadership and improves…

The Impact of Professional Development: A Theoretical Model for Empirical Research, Evaluation, Planning and Conducting Training and Development Programmes

ERIC Educational Resources Information Center

Huber, Stephan Gerhard

2011-01-01

This paper considers several trends in professional development programmes found internationally. The use of multiple learning approaches and of different modes and types of learning in PD is described. Various theories and models of evaluation are discussed in the light of common professional development activities. Several recommendations are…

Integrating Professional Development across the Curriculum: An Effectiveness Study

ERIC Educational Resources Information Center

Ciarocco, Natalie J.; Dinella, Lisa M.; Hatchard, Christine J.; Valosin, Jayde

2016-01-01

The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis…

Social Learning as Approach for Teacher Professional Development; How Well Does It Suit Them?

ERIC Educational Resources Information Center

Meijs, Celeste; Prinsen, Fleur R.; de Laat, Maarten F.

2016-01-01

Learning from others has been reported as a productive approach for teacher Professional Development (PD) and is seen as a valuable addition to formal PD. Specific insights into whether social learning suits teachers is still lacking. Therefore, the aim of the current study was to develop and apply an instrument to assess social learning…

Developing a professional approach to work-based assessments in rheumatology.

PubMed

Haines, Catherine; Dennick, Reg; da Silva, José António P

2013-04-01

This chapter discusses how doctors in key European countries develop and maintain professional standards of clinical knowledge in their specialism, rheumatology, with particular reference to how they are assessed in the workplace. The authors discuss key educational theories related to learning and assessment, including experiential learning, reflective practice, how formative and summative assessments drive experiential learning and the essential principles of reliability and validity. This chapter also considers the challenge of ensuring that professional attitudes towards assessment and reflective practice are developed alongside cognitive and practical skills, with reference to current frameworks, including the UK and North America. The chapter lists, describes and explains the main summative assessments used in postgraduate medicine in the UK. We advocate the development of the professional reflective-practitioner attitude as the best way of approaching the range of work-based assessments that trainees need to engage in. Our account concludes by briefly discussing the barriers that may impede professional approaches to assessing competence in rheumatology. A summary states how individual practitioners may contribute to a more effective process in their roles as assessors and trainees. Copyright © 2013. Published by Elsevier Ltd.

Including Students' Diverse Perspectives on Classroom Interactions into Video-Based Professional Development for Teachers

ERIC Educational Resources Information Center

Vogler, Anna-Marietha; Prediger, Susanne

2017-01-01

Video is often used in professional development courses to sensitize mathematics teachers to students' thinking and issues of classroom interaction. This article presents an approach that incorporates students' perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers' reflection on…

Professional Skills Development in a Resource-Poor Setting: The Case of Pharmacy in Malawi

ERIC Educational Resources Information Center

Lim, Zoe; Anderson, C.; McGrath, S.

2012-01-01

The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills…

Developing Oral Presentation Competence in Professional Contexts: A Design-Based Collaborative Approach

ERIC Educational Resources Information Center

Pathak, Anil; Le Vasan, Mani

2015-01-01

The need to develop oral presentation skills with reference to students' specialized professional contexts has been well-recognised. Attempts have also been made to develop collaboration between engineering faculty and language teaching professionals. In this paper, we describe an experiment where students were given an opportunity to demonstrate…

Putting the PLE into PLD: Virtual Professional Learning and Development

ERIC Educational Resources Information Center

Owen, Hazel

2014-01-01

The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in…

Taking Charge of Professional Development: A Practical Model for Your School

ERIC Educational Resources Information Center

Semadeni, Joseph

2009-01-01

Overcome budget cuts, lack of leadership, top-down mandates, and other obstacles to professional development by using this book's take-charge approach. Joseph H. Semadeni guides you through a systemic method to professional development that: (1) Motivates teachers to continuously learn and apply best practices; (2) Makes adult learning activities…

Living Educational Theory Research as Transformational Continuing Professional Development

ERIC Educational Resources Information Center

Whitehead, Jack; Huxtable, Marie

2013-01-01

Continuing professional development (CPD) living educational theory offers an approach to CPD that enables educators to enhance their own professional practice and enable them to offer as gifts the knowledge, expertise and talents they develop to extend the knowledge base of the profession. In this paper we briefly introduce living theory research…

Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach

ERIC Educational Resources Information Center

Sweitzer, Vicki Baker

2009-01-01

This article proposes preliminary models for doctoral student professional identity development. It explores the question, What role do relationships play in doctoral students' professional identity development? In the first section, the author provides an overview of the prior research that informed this study with an emphasis on two previously…

Elementary Teachers' Views of Their Science Professional Development Attendance: An Expectancy-Value Approach

ERIC Educational Resources Information Center

Thomson, Margareta Maria; Kaufmann, Elisha

2013-01-01

This study explored primarily the elementary teachers' motivations and expectations for engagement in a science professional development. Participants (N=20) were elementary teachers in two public schools from the United States and were enrolled in a yearlong science professional development; however, due to various factors teachers did not…

Critical Issues in Early Childhood Professional Development

ERIC Educational Resources Information Center

Zaslow, Martha, Ed.; Martinez-Beck, Ivelisse, Ed.

2005-01-01

Effective teaching leads to positive student outcomes, and professional development for early childhood teachers is key to improving both. But what exactly is meant by "professional development"? What effect does it have on school readiness? Which models and approaches really work? This is the book the early childhood field needs to take the…

Prevalent Approaches to Professional Development in State 4-H Programs

ERIC Educational Resources Information Center

Smith, Martin H.; Worker, Steven M.; Schmitt-McQuitty, Lynn; Meehan, Cheryl L.; Lewis, Kendra M.; Schoenfelder, Emily; Brian, Kelley

2017-01-01

High-quality 4-H programming requires effective professional development of educators. Through a mixed methods study, we explored professional development offered through state 4-H programs. Survey results revealed that both in-person and online delivery modes were used commonly for 4-H staff and adult volunteers; for teen volunteers, in-person…

Supporting Professional Development in Special Education with Web-Based Professional Learning Communities: New Possibilities with Web 2.0

ERIC Educational Resources Information Center

Hardman, Elizabeth L.

2012-01-01

This article describes the challenges in organizing professional learning communities (PLCs) in special education, identifies the teacher and student benefits of using a PLC approach to professional development, and discusses the promise and pitfalls of organizing web-based PLCs to engage distributed stakeholders in the practice of special…

Professional Training of Social Workers: Development of Professionally Significant Qualities in the Future Social Workers

ERIC Educational Resources Information Center

Minzhanov, Nurlan A.; Ertysbaeva, Gaukhar N.; Abdakimova, Madina K.; Ishanov, Pirmagambet Z.

2016-01-01

Today, the traditional approach to professional training is obsolete. This problem has determined the need to create new didactic forms related to the organization of training in the modern education system. The purpose of this study was to analyze possible development of professionally important qualities and abilities in the future social care…

We Modify Each Other's Lessons: The Role of Literacy Work Circles in Developing Professional Community

ERIC Educational Resources Information Center

Wardrip, Peter Samuelson; Gomez, Louis M.; Gomez, Kimberley

2015-01-01

To address teacher isolation in schools, more reform leaders are finding hope in establishing professional communities as a way to promote continuous school improvement. This case study presents one approach for developing teacher professional community: a teacher work circle. Using the characteristics of professional community created by Kruse,…

Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience

ERIC Educational Resources Information Center

Desyatov, Tymofiy

2015-01-01

The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via…

The Digital Learning Transition MOOC for Educators: Exploring a Scalable Approach to Professional Development

ERIC Educational Resources Information Center

Kleiman, Glenn M.; Wolf, Mary Ann; Frye, David

2013-01-01

In conjunction with the relaunch of the Digital Learning Transition (DLT) Massive Open Online Course for Educatos (MOOC-Ed) in September 2013, the Alliance and the Friday Institute released "The Digital Learning Transition MOOC for Educators: Exploring a Scalable Approach to Professional Development", a new paper that describes the…

Learning from Japanese Approach to Teachers' Professional Development: Can "Jugyou Kenkyu" Work in Other Countries?

ERIC Educational Resources Information Center

Masami, Matoba; Reza, Sarkar Arani M.

2005-01-01

This paper tries to present a careful analysis of current trends and challenges to importing Japanese model of teachers' professional development. The objective is to examine what "we" can learn from Japanese approach to improving instruction, especially "Jugyou Kenkyu" (Lesson Study) as a collaborative research on the…

Toward the design and implementation of stem professional development for middle school teachers: An interdisciplinary approach

NASA Astrophysics Data System (ADS)

Neil-Burke, Merah Bell

The aim of this qualitative study was to determine how professional development might be designed to meet the needs of teachers delivering interdisciplinary STEM instruction in an urban middle school. This study was framed and guided by three bodies of literature: literature in support of the theory of change, adult learning theory, and effective STEM professional development. The study, designed to be collaborative in nature, employed an action research variation of participatory classroom action research, (CAR) to find out how STEM professional development could be designed to meet the needs of teachers delivering interdisciplinary STEM instruction. A sample of five middle school teachers from grades six through eight was interviewed using semi-structured, in-depth interview technique to identify their perceived needs. Observational techniques were utilized to determine how STEM teachers' instructional practices change as a result of exposure to STEM professional development for interdisciplinary instruction. Data from these interviews were used to design the professional development. Planning and implementation of the professional development were accomplished using the CAR model with data being collected in all phases of the CAR cycle for teaching interdisciplinary STEM. The findings suggest that interdisciplinary STEM professional development that is collaborative, along with a curriculum that supports the process of discipline integration, is an effective approach to meeting teachers' needs for the teaching of interdisciplinary STEM instruction. Lastly, the findings imply that certain barriers such as limited time to collaborate, plan, reflect, and practice could impede teachers' ability to use an interdisciplinary approach to classroom instructional practices. However, these barriers may become diminished when teachers, support each other through communication and collaboration. Thus, the essential elements included in the design and implementations of this interdisciplinary STEM professional development are the following: time to plan, to practice, to reflect, and to collaborate with other teachers. These findings reveal the need for support from school administration and curriculum writers.

Development of a Competency Mapping Tool for Undergraduate Professional Degree Programmes, Using Mechanical Engineering as a Case Study

ERIC Educational Resources Information Center

Holmes, David W.; Sheehan, Madoc; Birks, Melanie; Smithson, John

2018-01-01

Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that…

Professional Learning Communities

ERIC Educational Resources Information Center

Eley, Alison

2017-01-01

There are many professional development programmes on offer for primary science. The best of these involve teachers in developing practice over time, alongside engaging with theory. In this article, the author considers how working as part of a professional learning community can support a collaborative and evidence informed approach to improving…

The Professional Pipeline for Educational Leadership. A White Paper Developed to Inform the Work of the National Policy Board for Educational Administration

ERIC Educational Resources Information Center

Hitt, Dallas Hambrick; Tucker, Pamela D.; Young, Michelle D.

2012-01-01

The professional pipeline represents a developmental perspective for fostering leadership capacity in schools and districts, from identification of potential talent during the recruitment phase to ensuring career-long learning through professional development. An intentional and mindful approach to supporting the development of educational leaders…

Impact of the Teacher Study Group Professional Development Program on Student Vocabulary and Observed Teaching Practice: A Replication in First Grade Classrooms

ERIC Educational Resources Information Center

Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Taylor, Mary Jo

2013-01-01

The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…

Teacher-Led Professional Development: A Proposal for a Bottom-up Structure Approach

ERIC Educational Resources Information Center

Macias, Angela

2017-01-01

This article uses current research recommendations for teacher-led professional development as well as qualitative data from a set of grassroots conferences to propose a new model for bottom-up teacher-led professional development. This article argues that by providing a neutral space and recruiting expertise of local experts, a public sphere can…

A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities

ERIC Educational Resources Information Center

Nelson, Tamara Holmlund; Slavit, David; Perkins, Mart; Hathorn, Tom

2008-01-01

Background/Context: The type of professional development provided for teachers has been undergoing change from a one-time workshop approach to a more embedded, long-term, reflective, and collaborative structure. Although findings on the impact of new forms of professional development (PD) are beginning to emerge in the literature, there is little…

Participatory Media for Teacher Professional Development: Toward a Self-Sustainable and Democratic Community of Practice

ERIC Educational Resources Information Center

Liu, Katrina; Miller, Richard; Jahng, Kyung Eun

2016-01-01

Financial and political pressures on the compulsory education teacher corps in the United States, as well as US higher education, demands a new approach to teacher professional development that shifts the focus away from repeated short-term university-based teacher professional development programmes and toward the nurturing of self-organized and…

Neonatal nurses' perceptions of a work-based learning approach.

PubMed

Stanley, Helen; Simmons, Susanne

2011-09-01

To examine how senior neonatal nurses perceive their experience of a continuing professional development module on their practice. A qualitative approach was used. Focus group interviews were held with five senior neonatal nurses at band 6 and 7. Discussions were taped and transcribed verbatim and field notes captured non-verbal communication. Four themes emerged: work-based learning as a new way of learning; barriers to learning at work; professional role development; and complexities of evaluating such learning. Work-based learning emerged as an active form of learning that can develop personal and professional skills required in the neonatal workforce.

Evaluation of a Core Team Centred Professional Development Programme for Building a Whole-School Cooperative Problem Solving Approach to Conflict

ERIC Educational Resources Information Center

White, Andrew Jonathan; Wertheim, Eleanor H.; Freeman, Elizabeth; Trinder, Margot

2013-01-01

This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme ("n"?=?10) or a non-programme…

Collaborative Action Research in the Context of Developmental Work Research: A Methodological Approach for Science Teachers' Professional Development

ERIC Educational Resources Information Center

Piliouras, Panagiotis; Lathouris, Dimitris; Plakitsi, Katerina; Stylianou, Liana

2015-01-01

The paper refers to the theoretical establishment and brief presentation of collaborative action research with the characteristics of "developmental work research" as an effective methodological approach so that science teachers develop themselves professionally. A specific case study is presented, in which we aimed to transform the…

A Practice-Centered Approach to Professional Development: Teacher-Librarian Collaboration in Capstone Projects

ERIC Educational Resources Information Center

Harada, Violet H.

2016-01-01

This paper reports on a professional development initiative that targeted teams of teachers and librarians working with high school students on strengthening an inquiry approach to capstone projects. While much has been written about student-focused models for information search and use, little has been reported on how training for the…

The Impact of a Three-Year Teacher Professional Development Course on Quality of Teaching: Strengths and Limitations of the Dynamic Approach

ERIC Educational Resources Information Center

Kyriakides, L.; Christoforidou, M.; Panayiotou, A.; Creemers, B. P. M.

2017-01-01

The dynamic approach (DA) suggests that professional development should be differentiated to meet teachers' individual needs while engaging participants into systematic and guided critical reflection. Previous experimental studies demonstrated that one-year interventions based on the DA have a positive impact on teacher effectiveness. The study…

Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review

ERIC Educational Resources Information Center

Morales, Marie Paz E.

2016-01-01

This paper reviews Participatory Action Research as an approach to teacher professional development. It maps the origins of Participatory Action Research (PAR) and discusses the benefits and challenges that have been identified by other researchers in utilizing PAR approaches in conducting research. It draws ideas of combining the features of…

Reframing Professional Development for South African Schools: An Appreciative Inquiry Approach

ERIC Educational Resources Information Center

Steyn, G. M.

2012-01-01

Often research on the professional development (PD) of staff is framed within a problem-based context that focuses on the PD-related problems experienced by staff. This study pursued a different approach by using the appreciative inquiry (AI) theoretical perspective to study the positive experiences of staff in respect of PD and their desire to…

CPD: Support Strategies for Professional Learning, National Initiatives and Major Curriculum Reform

ERIC Educational Resources Information Center

Cumming, Carol

2011-01-01

This article outlines developments in continuous professional development (CPD) for teachers, within the Scottish context. It discusses some examples of both bottom-up and top-down structures, approaches to, and opportunities for CPD within Scotland, contextualizing the importance of professional learning within global issues of educational…

Professional Learning from within

ERIC Educational Resources Information Center

Korthagen, Fred A. J.

2009-01-01

In this commentary on the paper by the Bank Street Reading and Literacy Alumnae Group, Korthagen states that, while it provides an excellent example of how fruitful professional development can be when it is grounded in the needs and strengths of the people involved; regretfully, many traditional approaches to professional development are based on…

Professional Competence Enhancement via Postgraduate Post-Experience Learning and Development

ERIC Educational Resources Information Center

Chivers, Geoffrey

2007-01-01

Purpose: The purpose of this paper is to determine the ways in which postgraduate study in vocational fields supports the development of advanced competences amongst mid-career professionals. Design/methodology/approach: The extensive written communications between health and safety professionals taking a postgraduate course in health and safety…

Identity Formation: Professional Development in Practice Strengthens a Sense of Self

ERIC Educational Resources Information Center

Mackay, Margaret

2017-01-01

This paper explores how practitioners in a hostile context make sense of continuing professional development (CPD). Critics worldwide question the professional status of human resources seeing the function as an underdog to well-established professions. The study uses an interpretivist approach to examine the conceptual interweaving of learning…

Operationalization Of The Professional Risks Assessment Activity

NASA Astrophysics Data System (ADS)

Ivascu, Victoria Larisa; Cirjaliu, Bianca; Draghici, Anca

2015-07-01

Professional risks assessment approach (integration of analysis and evaluation processes) is linked with the general concerns of nowadays companies for their employees' health and safety assurances, in the context of organizations sustainable development. The paper presents an approach for the operationalization of the professional risk assessment activity in companies through the implementation and use of the OnRisk platform (this have been tested in some industrial companies). The short presentation of the relevant technical reports and statistics on OSH management at the European Union level underlines the need for the development of a professional risks assessment. Finally, there have been described the designed and developed OnRisk platform as a web platform together with some case studies that have validate the created tool.

Public Health Platforms: An Emerging Informatics Approach to Health Professional Learning and Development

PubMed Central

Gray, Kathleen

2016-01-01

Health informatics has a major role to play in optimising the management and use of data, information and knowledge in health systems. As health systems undergo digital transformation, it is important to consider informatics approaches not only to curriculum content but also to the design of learning environments and learning activities for health professional learning and development. An example of such an informatics approach is the use of large-scale, integrated public health platforms on the Internet as part of health professional learning and development. This article describes selected examples of such platforms, with a focus on how they may influence the direction of health professional learning and development. Significance for public health The landscape of healthcare systems, public health systems, health research systems and professional education systems is fragmented, with many gaps and silos. More sophistication in the management of health data, information, and knowledge, based on public health informatics expertise, is needed to tackle key issues of prevention, promotion and policy-making. Platform technologies represent an emerging large-scale, highly integrated informatics approach to public health, combining the technologies of Internet, the web, the cloud, social technologies, remote sensing and/or mobile apps into an online infrastructure that can allow more synergies in work within and across these systems. Health professional curricula need updating so that the health workforce has a deep and critical understanding of the way that platform technologies are becoming the foundation of the health sector. PMID:27190977

Transformative Learning-Based Mentoring for Professional Development of Teacher Educators in Information and Communication Technologies: An Approach for an Emerging Country

ERIC Educational Resources Information Center

Kabakci, Isil; Odabasi, H. Ferhan; Kilicer, Kerem

2010-01-01

Teacher educators need professional development in effective use of information and communication technologies (ICT) in order to keep up with the changes and developments in ICT and to pose as a model for teacher candidates. For the purpose of meeting teacher educators' professional development needs in ICT, it is necessary to take…

Different Approaches to the Professional Development of Principals: A Comparative Study of New Zealand and Singapore

ERIC Educational Resources Information Center

Retna, Kala S.

2015-01-01

One of the key factors that contribute to effective management of schools is the professional development of principals. The role of the principal has become more complex with the dynamic and constant reforms in the educational environment. The present study focuses on the professional development of principals in New Zealand and Singapore. The…

Enterprise infocommunication infrastructure in training of IT-professionals

NASA Astrophysics Data System (ADS)

Eminov, F. I.; Golitsyna, I. N.; Eminov, B. F.

2018-05-01

The paper presents the enterprise infocommunication infrastructure and its management features as the influenced factors to the training of IT-professionals within the traditional educational process. The paper presents how the educational content of modern IT specialists can be developed on the basis of the infocommunication infrastructure of a modern enterprise and the interdisciplinary connections. Such approach needs to develop special forms and methods of training, adapted to the level of development of the professional environment of IT professionals.

Transforming Health Professionals into Population Health Change Agents

PubMed Central

Naccarella, Lucio; Butterworth, Iain; Moore, Timothy

2016-01-01

Background With the recognition that professional education has not kept pace with the challenges facing the health and human service system, there has been a move to transformative education and learning professional development designed to expand the number of enlightened and empowered change agents with the competence to implement changes at an individual, organisation and systems level. Design and Methods Since 2010, the Department of Health and Human Services in Victoria, Australia, in collaboration with The University of Melbourne’s School of Population and Global Health, has delivered seven population health short courses aimed to catalyse participants’ transformation into population health change agents. This paper presents key learnings from a combination of evaluation data from six population health short courses using a transformative learning framework from a 2010 independent international commission for health professionals that was designed to support the goals of transformative and interdependent health professionals. Participatory realist evaluation approaches and qualitative methods were used. Results Evaluation findings reveal that there were mixed outcomes in facilitating participants’ implementation of population health approaches, and their transformation into population health agents upon their return to their workplaces. Core enablers, barriers and requirements, at individual, organisational and system levels influence the capability of participants to implement population health approaches. The iterative and systemic evolution of the population health short courses, from a one off event to a program of inter-dependent modules, demonstrates sustained commitment by the short course developers and organisers to the promotion of transformative population health learning outcomes. Conclusions To leverage this commitment, recognising that professional development is not an event but part of an ongoing transformative process, suggestions to further align recognition of population health professional development programs are presented. Significance for public health With decreasing health and wellbeing of whole populations, increasing inequities among specific population groups, health professional educators are increasingly turning their attention to population health. This has implications for implementing evidence into practice. Professional development short courses are being conducted to equip participants (health service managers, health promotion managers and coordinators, health planners, population health planners and senior executives) with knowledge, skills and tools to implement population health approaches and transform them into population health change agents. The findings of this study indicate there were mixed outcomes in facilitating participants’ implementation of population health approaches and their transformation into population health agents upon their return to their workplaces. The study findings informed the evolution of the short courses, from a one off event to a program of interdependent modules, and further reveal that professional development is not an event but part of an on-going transformative process,suggestions to further align recognition of population health professional development programs are presented. PMID:27190973

Developing a parent-professional team leadership model in group work: work with families with children experiencing behavioral and emotional problems.

PubMed

Ruffolo, Mary C; Kuhn, Mary T; Evans, Mary E

2006-01-01

Building on the respective strengths of parent-led and professional-led groups, a parent-professional team leadership model for group interventions was developed and evaluated for families of youths with emotional and behavioral problems. The model was developed based on feedback from 26 parents in focus group sessions and recommendations from mental health professionals in staff meetings. Evaluations of an implementation of the model in a support, empowerment, and education group intervention (S.E.E. group) have demonstrated the usefulness of this approach in work with families of children with behavioral and emotional problems. This article discusses the challenges of instituting the model in an S.E.E. group. It explores how parents and professionals build the team leadership model and the strengths of this approach in working with parents of youths with serious emotional disturbances.

Applying Program Theory-Driven Approach to Design and Evaluate a Teacher Professional Development Program

ERIC Educational Resources Information Center

Lin, Su-ching; Wu, Ming-sui

2016-01-01

This study was the first year of a two-year project which applied a program theory-driven approach to evaluating the impact of teachers' professional development interventions on students' learning by using a mix of methods, qualitative inquiry, and quasi-experimental design. The current study was to show the results of using the method of…

Lilead Fellows Program: An Innovative Approach to Professional Development for School Library Leaders

ERIC Educational Resources Information Center

Kodama, Christie; DiScala, Jeffrey; Weeks, Ann Carlson; Barlow, Diane L.; Jacobs, Leah; Hall, Rosemary

2016-01-01

In this article, the authors discuss the Lilead Fellows Program, funded by a grant from the Institute of Museum and Library Services (IMLS). This innovative approach to professional development (PD) is for school district library supervisors. It is based upon widely accepted principles of quality PD, and is in its second year of operation with an…

The Impact of Changing Policies about Technology on the Professional Development Needs of Early Years Educators in England

ERIC Educational Resources Information Center

Ingleby, Ewan

2015-01-01

This paper considers the implications of UK policy approaches to ICT (Information Communication Technology) in education by exploring the views of early years (0-8 years) educators about their ICT CPD (continuing professional development) needs. UK policy approaches to ICT may be visualised as a "house that Jack built." The policies are…

A Revised Approach to the Professional Development and Licensure of Secondary T&I Teachers.

ERIC Educational Resources Information Center

O'Reilly, Patrick A.; And Others

A new approach to the initial preparation and continuing professional development of trade and industrial (T&I) teachers is appropriate because the majority of secondary T&I teachers have not completed teacher education programs. To accommodate the needs of individuals desiring to become T&I teachers and the needs of the schools, the new system…

Professional Development for Adjunct Teaching Faculty in a Research-Intensive University: Engagement in Scholarly Approaches to Teaching and Learning

ERIC Educational Resources Information Center

Webb, Andrea S.; Wong, Tracy J.; Hubball, Harry T.

2013-01-01

Research-intensive universities around the world are increasingly drawing upon leading practitioners in professional fields as adjunct faculty to deliver high quality student learning experiences in diverse undergraduate and graduate program contexts. To support effective professional development in these contexts, many universities have developed…

Supporting In-Service Teachers' Professional Teaching Knowledge with Educatively Scaffolded Digital Curriculum

ERIC Educational Resources Information Center

Callahan, Cory; Saye, John; Brush, Thomas

2015-01-01

This article advances a continuing line of inquiry into the potential of digital educative curriculum materials to support teachers' development of professional teaching knowledge. Instead of standalone levers of change, the educative curricula in this study were featured resources within a novel professional development approach. The qualitative,…

Better Futures for Young Children, Better Preparation for Their Teachers: Challenges Emerging from Recent National Reports. Professional Development.

ERIC Educational Resources Information Center

Hyson, Marilou

2001-01-01

Maintains that the United States tolerates an ineffective system of early education and professional preparation. Notes challenges to the field, including insufficient teacher preparation, outdated teacher professional development approaches, ineffective use of research findings to improve early childhood programs, and failure to understand,…

Personalized Workplace Learning: An Exploratory Study on Digital Badging within a Teacher Professional Development Program

ERIC Educational Resources Information Center

Gamrat, Christopher; Zimmerman, Heather Toomey; Dudek, Jaclyn; Peck, Kyle

2014-01-01

To provide customized workplace learning opportunities, a digital badge system was designed by a university, governmental agency and national professional association to support teachers' implementation of professional development (PD). Teacher Learning Journeys (TLJ) is an approach that allows for teachers to customize their PD experience to…

Competency-Based Approaches: Linking Theory and Practice in Professional Education with Particular Reference to Health Education

ERIC Educational Resources Information Center

Gonczi, Andrew

2013-01-01

Paul Hager and I worked on a large number of research projects and publications throughout the 1990s. The focus of this work was on developing a competency-based approach to professional education and assessment. I review this work and its impact over the years. Notwithstanding the fact that most professional associations today have a competency…

The Digital Identity of Student Affairs Professionals

ERIC Educational Resources Information Center

Ahlquist, Josie

2016-01-01

This chapter highlights opportunities in the digital space for student affairs professionals. A blended approach, grounded in the new technology competency recently added in the ACPA and NASPA student affairs professional competencies, is proposed for student affairs professionals' digital identity development. It includes the awareness of one's…

How to be a good professional: existentialist continuing professional development (CPD)

PubMed Central

Mulvey, Rachel

2013-01-01

This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing professional development. The tension between the practitioner's quest for lifelong learning is set against professional body demands, leading to the conclusion that these are not necessarily mutually exclusive. Consideration is given to propositional, practical and procedural knowledge, and to overall competence. The article explores an existentialist approach to professional learning, and concludes that, along with personal agency, this could usefully be adopted by career practitioners to weather turbulent times. PMID:24009404

A Case Study of Human Resource Development Professionals' Decision Making in Vendor Selection for Employee Development: A Degrees-of-Freedom Analysis

ERIC Educational Resources Information Center

Cathcart, Stephen Michael

2016-01-01

This mixed method study examines HRD professionals' decision-making processes when making an organizational purchase of training. The study uses a case approach with a degrees of freedom analysis. The data to analyze will examine how HRD professionals in manufacturing select outside vendors human resource development programs for training,…

Navigations: The Road to a Better Orientation.

PubMed

Rizzo, Leah Heather

2016-01-01

A team of nursing professional development specialists from a large Magnet® healthcare network transformed new employee orientation using a themed, interdisciplinary, learner-centered approach. Guided by project management principles, the nursing professional development team created an engaging program that serves as an interactive guide for new hires' orientation journey. This unique approach differs from traditional orientation programs through its incorporation of gaming, video clips, and group discussions.

Foreign Language Teachers' Professional Development in Information Age

NASA Astrophysics Data System (ADS)

Fan, Xiying; Wu, Gang

Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers.

Planning for Technology Integration in a Professional Learning Community

ERIC Educational Resources Information Center

Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth

2017-01-01

Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…

Professional Learning as a Predictor for Instructional Quality: A Secondary Analysis of TALIS

ERIC Educational Resources Information Center

Dogan, Selçuk; Yurtseven, Nihal

2018-01-01

The purpose of this study is to examine the effect of teachers' professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD…

A Collaborative Action Research Approach to Professional Learning

ERIC Educational Resources Information Center

Bleicher, Robert E.

2014-01-01

The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR)…

Overcoming institutional challenges through continuous professionalism improvement: the University of Washington experience.

PubMed

Fryer-Edwards, Kelly; Van Eaton, Erik; Goldstein, Erika A; Kimball, Harry R; Veith, Richard C; Pellegrini, Carlos A; Ramsey, Paul G

2007-11-01

The University of Washington (UW) School of Medicine is in the midst of an emerging ecology of professionalism. This initiative builds on prior work focusing on professionalism at the student level and moves toward the complete integration of a culture of professionalism within the UW medical community of including staff, faculty, residents, and students. The platform for initiating professionalism as institutional culture is the Committee on Continuous Professionalism Improvement, established in November 2006. This article reviews three approaches to organizational development used within and outside medicine and highlights features that are useful for enhancing an institutional culture of professionalism: organizational culture, safety culture, and appreciative inquiry. UW Medicine has defined professional development as a continuous process, built on concrete expectations, using mechanisms to facilitate learning from missteps and highlighting strengths. To this end, the school of medicine is working toward improvements in feedback, evaluation, and reward structures at all levels (student, resident, faculty, and staff) as well as creating opportunities for community dialogues on professionalism issues within the institution. Throughout all the Continuous Professionalism Improvement activities, a two-pronged approach to cultivating a culture of professionalism is taken: celebration of excellence and attention to accountability.

Adapting to Large-Scale Changes in Advanced Placement Biology, Chemistry, and Physics: The Impact of Online Teacher Communities

ERIC Educational Resources Information Center

Frumin, Kim; Dede, Chris; Fischer, Christian; Foster, Brandon; Lawrenz, Frances; Eisenkraft, Arthur; Fishman, Barry; Jurist Levy, Abigail; McCoy, Ayana

2018-01-01

Over the past decade, the field of teacher professional learning has coalesced around core characteristics of high quality professional development experiences (e.g. Borko, Jacobs, & Koellner, 2010. Contemporary approaches to teacher professional development. In P. L. Peterson, E. Baker, & B. McGaw (Eds.), "International encyclopedia…

Characteristics of Highly Talented International Business Professionals Defined: Qualitative Study among International Business Professionals

ERIC Educational Resources Information Center

van Heugten, Petra; Heijne-Penninga, Marjolein; Paans, Wolter; Wolfensberger, Marca

2016-01-01

Purpose: The purpose of this paper is to explore the characteristics of talent in relation to international business to facilitate selection and development of talent in human resources (HR) and human resource development (HRD). Design/methodology/approach: A mixed method design was used: focus groups with business professionals to identify the…

Using Mentoring and Professional Development Approaches to Educate Urban Mathematics Teachers

ERIC Educational Resources Information Center

Fraser-Abder, Pamela

2005-01-01

Due to the dearth of qualified professional teachers, policymakers and professional development programs need to focus on improving the quality of high school mathematics teaching in order to diffuse this crisis. In the middle of this crisis, the demand for new teachers is predicted to rise significantly in the next ten years. Based on the…

Development of Professional Confidence in Health Education: Research Evidence of the Impact of Guided Practice into the Profession

ERIC Educational Resources Information Center

Hecimovich, Mark; Volet, Simone

2011-01-01

Purpose: The purpose of this paper is to review critically the published research investigating how guided practice into the profession contributes to increased professional confidence in health care students, with a view to identifying its impact on the development of professional confidence. Design/methodology/approach: A literature search was…

In Search of the Excellent Literature Teacher: An Inductive Approach to Constructing Professional Teaching Standards

ERIC Educational Resources Information Center

Witte, T. C. H.; Jansen, E. P. W. A.

2015-01-01

This study makes a contribution to the development of empirically based, domain-specific teaching standards that are acknowledged by the professional community of teachers and which, therefore, have a good chance of being successfully implemented and used for professional development purposes. It was prompted by the resistance on the part of many…

Opportunities to Personalize Teacher Learning: Innovative Approaches to Bridge Evaluation and Professional Development for Continuous Improvement

ERIC Educational Resources Information Center

Kassner, Laura

2014-01-01

The purpose of this report was to consider ways to integrating teacher evaluation and professional development--specifically, to explore innovative ways to harness feedback from teacher evaluations for the creation of personalized professional learning for teachers. This study was commissioned by the planning council members of the Metropolitan…

One Health Core Competency Domains.

PubMed

Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

2016-01-01

The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting "One Health" approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills, and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education, as they describe the knowledge, skills, and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches.

Challenging Teachers' Pedagogic Practice and Assumptions about Social Media

ERIC Educational Resources Information Center

Cartner, Helen C.; Hallas, Julia L.

2017-01-01

This article describes an innovative approach to professional development designed to challenge teachers' pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this…

Professional Development Seen as Employment Capital

ERIC Educational Resources Information Center

Mackay, Margaret

2017-01-01

Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore…

An Ex-Post Facto Examination of Relationships among the Developmental Designs Professional Development Model/Classroom Management Approach, School Leadership, Climate, Student Achievement, Attendance, and Behavior in High Poverty, Middle Grades Schools

ERIC Educational Resources Information Center

Hough, David L.; Schmitt, Vicki L.

2011-01-01

This study reports finding from an ex post facto causal-comparison study utilizing data from a multifaceted program evaluation of a professional development approach to classroom management known as Development Designs 1 and Developmental Designs 2 (DD1 & D2). Data from this program evaluation indicate that teachers implement a number of classroom…

[The problems of professional competence in the complementary professional forensic medical expertise programs of advanced training and professional requalification].

PubMed

Shadymov, A B; Fominykh, S A; Dik, V P

This article reports the results of the analysis of the new tendencies and normatives of the working legislation in the field of additional professional education in the speciality of «forensic medical expertise» and the application of the competency-based approach to the training of specialists in the framework of professional requalification and advanced training programs. Special attention is given to the problems of organization of the educational process and the elaboration of additional training programs based on the competency approach to the training of specialists at the Department of Forensic Medicine and Law with the professor V.N. Kryukov Course of Advanced Professional Training and Professional Requalification of Specialists at the state budgetary educational Institution of higher professional education «Altai State Medical University», Russian Ministry of Health. The study revealed the problems pertaining to the development of professional competencies in the framework of educational programs for the professional requalification and advanced training in the speciality «forensic medical expertise». The authors propose the legally substantiated approaches to the solution of these problems.

Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories

NASA Astrophysics Data System (ADS)

Hutchins, Kristen L.; Friedrichsen, Patricia J.

2012-12-01

The purpose of this study was to investigate how science faculty members' belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Data sources for this qualitative study included three semi-structured interviews, observations during the program and during faculty members' implementation in their courses, and a researcher's journal. In the first phase of data analysis, we created profiles for each of the four participants. Next, we developed assertions, and tested for confirming and disconfirming evidence across the profiles. The assertions indicated that, through the professional development program, participants' knowledge and beliefs about inquiry-based teaching shifted, placing more value on student-directed learning and classroom inquiry. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students' responses played a critical role in participants' belief systems and their decision to continue using the inquiry-based format. The findings from this study have implications for professional development design.

Strategies for continuing professional development among younger, middle-aged, and older nurses: a biographical approach.

PubMed

Pool, Inge A; Poell, Rob F; Berings, Marjolein G M C; ten Cate, Olle

2015-05-01

A nursing career can last for more than 40 years, during which continuing professional development is essential. Nurses participate in a variety of learning activities that correspond with their developmental motives. Lifespan psychology shows that work-related motives change with age, leading to the expectation that motives for continuing professional development also change. Nevertheless, little is known about nurses' continuing professional development strategies in different age groups. To explore continuing professional development strategies among younger, middle-aged, and older nurses. A qualitative study using semi-structured interviews, from a biographical perspective. Data were analysed using a vertical process aimed at creating individual learning biographies, and a horizontal process directed at discovering differences and similarities between age groups. Twenty-one nurses in three age groups from general and academic hospitals in the Netherlands. In all age groups, daily work was an important trigger for professional development on the ward. Performing extra or new tasks appeared to be an additional trigger for undertaking learning activities external to the ward. Learning experiences in nurses' private lives also contributed to their continuing professional development. Besides these similarities, the data revealed differences in career stages and private lives, which appeared to be related to differences in continuing professional development strategy; 'gaining experience and building a career' held particularly true among younger nurses, 'work-life balance' and 'keeping work interesting and varied' to middle-aged nurses, and 'consistency at work' to older nurses. Professional development strategies can aim at performing daily patient care, extra tasks and other roles. Age differences in these strategies appear to relate to tenure, perspectives on the future, and situations at home. These insights could help hospitals to orientate continuing professional development approaches toward the needs of all age groups. This should be particularly relevant in the face of present demographic changes in the nursing workforce. Copyright © 2015 Elsevier Ltd. All rights reserved.

Assessing Knowledge of Professional Burnout in College Students Entering Helping Professions: A Pilot Study Addressing the Need for Inclusion of Burnout Information in Undergraduate Curricula.

ERIC Educational Resources Information Center

Ross, Lesley A.; Attaway, Tracey L.; Staik, Irene M.; Harwell, Brad D.; Burling, John W.; Gilbert, D. Kristen.

Many Web sites and professional journal articles address professional burnout in helping professions. Professional organizations in social work, psychology, and medicine have identified stressors and developed effective coping strategies, allowing helping professionals to alleviate stress and burnout via a reactive approach. This pilot study…

Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program

ERIC Educational Resources Information Center

Marquez, Brion; Vincent, Claudia; Marquez, Jessie; Pennefather, Jordan; Smolkowski, Keith; Sprague, Jeffrey

2016-01-01

Classroom management remains a challenge for many teachers. The approach and delivery of professional development (PD) in classroom management may determine how well teachers are able to apply evidence-based approaches in their classrooms. We use existing literature to identify the key features that make in-service PD effective and present them as…

Conceptualizations of Professional Competencies in School Health Promotion

ERIC Educational Resources Information Center

Carlsson, Monica

2016-01-01

Purpose: The purpose of the paper is to contribute to the conceptualization and discussion of professional competencies needed for supporting the development of the whole-school approach in school health promotion (SHP). Design/methodology/approach: The paper is based on a conceptual synthesis of literature, guided by a theoretical perspective on…

The Knowledge Work of Professional Associations: Approaches to Standardisation and Forms of Legitimisation

ERIC Educational Resources Information Center

Nerland, Monika; Karseth, Berit

2015-01-01

This paper examines how professional associations engage themselves in efforts to develop, regulate and secure knowledge in their respective domains, with special emphasis on standardisation. The general emphasis on science in society brings renewed attention to the knowledge base of professionals, and positions professional bodies as key…

Learning through Work: How Can a Narrative Approach to Evaluation Build Students' Capacity for Resilience?

ERIC Educational Resources Information Center

Mate, Susan; Ryan, Maureen

2015-01-01

Some professionals have a conscious purpose-driven "professional identity" and others forge an identity over time and through various work experiences. This research draws on the narratives professionals at different life and career stages shared about their professional development. The findings highlight the importance attributed to…

Leveraging New Technologies for Professional Learning in Education: Digital Literacies as Culture Shift in Professional Development

ERIC Educational Resources Information Center

Murphy, Janet; Lebans, Robert

2009-01-01

Providing just-in-time job-embedded professional learning using a technologically mediated model achieves professional growth goals and encourages teachers to build digital literacy competencies and incorporate new technologies in instructional approaches in the classroom. This article highlights the lessons learned from an award-winning…

Community Engagement Competencies for Graduate and Professional Students: Michigan State University's Approach to Professional Development

ERIC Educational Resources Information Center

Doberneck, Diane M.; Bargerstock, Burton A.; McNall, Miles; Van Egeren, Laurie; Zientek, Renee

2017-01-01

Increasingly, graduate and professional students arrive at institutions of higher education with personal and professional commitments to make the world a better place through community engagement; however, departments often do not incorporate outreach and engagement into graduate curricula (Austin & McDaniels, 2006; O'Meara & Jaeger,…

Assessment of professionalism: a consolidation of current thinking.

PubMed

Goldie, John

2013-01-01

Professionalism has become a hot topic in medical education. Professionalism needs to be assessed if it is to be viewed as both positive and relevant. The assessment of professionalism is an evolving field. This review aims to consolidate current thinking. Assessment of professionalism has progressed from an initial focus on the development and attainment of professional identity, through identifying areas of deficiency, to the attainment of a set of identifiable positive attributes and behaviours. It is now beginning to recognise the challenge of assessing a multi-dimensional construct, looking beyond the measurement of behaviour to embrace a diversity of approaches. Professionalism should be assessed longitudinally. It requires combinations of different approaches, assessing professionalism at individual, interpersonal and societal/institutional levels. Increasing the depth and the quality of reliability and validity of existing programmes in various contexts may be more appropriate than concentrating on developing new instruments. Increasing the number of tests and the number of relevant contexts will increase the reliability of the result. Similarly increasing the number of observers increases reliability. Feedback, encouraging reflection, can promote change in behaviour and identity formation.

Alternative Career Formation Perspectives: Lessons for Educational Leadership from Law, Medicine, and Training for the Priesthood.

ERIC Educational Resources Information Center

Daresh, John C.; Playko, Marsha A.

One of the suggestions for improving the professional development of school leaders is to adopt some of the practices used in other professional fields. This paper explores three models of professional development traditionally followed in medicine, law, and the Catholic priesthood to assess the extent to which these approaches are likely to…

Developing a bilingual "persian cued speech" website for parents and professionals of children with hearing impairment.

PubMed

Movallali, Guita; Sajedi, Firoozeh

2014-03-01

The use of the internet as a source of information gathering, self-help and support is becoming increasingly recognized. Parents and professionals of children with hearing impairment have been shown to seek information about different communication approaches online. Cued Speech is a very new approach to Persian speaking pupils. Our aim was to develop a useful website to give related information about Persian Cued Speech to parents and professionals of children with hearing impairment. All Cued Speech websites from different countries that fell within the first ten pages of Google and Yahoo search-engines were assessed. Main subjects and links were studied. All related information was gathered from the websites, textbooks, articles etc. Using a framework that combined several criteria for health-information websites, we developed the Persian Cued Speech website for three distinct audiences (parents, professionals and children). An accurate, complete, accessible and readable resource about Persian Cued Speech for parents and professionals is available now.

Development of a competency mapping tool for undergraduate professional degree programmes, using mechanical engineering as a case study

NASA Astrophysics Data System (ADS)

Holmes, David W.; Sheehan, Madoc; Birks, Melanie; Smithson, John

2018-01-01

Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement.

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

NASA Astrophysics Data System (ADS)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the perspective guiding the curriculum design, and consider multiple goals for student and teacher learning. The study has implications for professional development design, particularly in supporting inquiry-oriented science and technology-enhanced instruction. Effective professional developers formulate coherent conceptions of program goals, use evidence of teacher outcomes to refine their goals and practices, and connect student and teacher learning. This study illustrates the value of research on the individuals who design and lead professional development programs.

Becoming an Expert: Developing Expertise in an Applied Discipline

ERIC Educational Resources Information Center

Kuhlmann, Diane Orlich; Ardichvili, Alexandre

2015-01-01

Purpose: This paper aims to examine the development of expertise in an applied discipline by addressing the research question: How is professional expertise developed in an applied profession? Design/methodology/approach: Using a grounded theory methodology (GTM), nine technical-tax experts, and three experienced, non-expert tax professionals were…

Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics

ERIC Educational Resources Information Center

Palmér, Hanna; Björklund, Camilla

2017-01-01

This article focuses on professional development among teachers within a Swedish national network on toddler mathematics education. The activities within this network can be understood as participant-oriented collective professional development based on a knowledge of practice approach. An inventory of toddler mathematics was performed within this…

Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

ERIC Educational Resources Information Center

Dalal, Medha; Archambault, Leanna; Shelton, Catharyn

2017-01-01

This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge…

Twitter and Physics Professional Development

NASA Astrophysics Data System (ADS)

Nadji, Taoufik

2016-11-01

The advent of Twitter® and other social media services of its type ushered in a new era of professional development in education. This article addresses how a group of users have been employing Twitter to conduct professional development sessions that would benefit their participants by advancing their pedagogical approaches to learning and teaching physics. The diversity within this group is something to both note and celebrate because it includes minorities, women, and physics educators the world over.

The Career Advancement for Registered Nurse Excellence Program.

PubMed

Fusilero, Jane; Lini, Linda; Prohaska, Priscilla; Szweda, Christine; Carney, Katie; Mion, Lorraine C

2008-12-01

Nurse administrators focus on factors that influence nurses' levels of satisfaction to reduce turnover and improve retention. One important determinant of nurses' satisfaction is the opportunity for professional development. On the basis of feedback from the nurses, a professional development program, Career Advancement for Registered Nurse Excellence, was instituted. The authors describe one approach to create opportunities to improve professional nurse development and the necessity for ongoing assessment of its impact on nurses' job satisfaction.

Invigorate Technology Training Districtwide

ERIC Educational Resources Information Center

Steele, Gloria; Eib, B. J.

2004-01-01

South Dakota's Spearfish School District used a comprehensive approach to its educators' professional development to integrate technology into instructional practices. In 1998, the Spearfish School District's budget for professional development more than doubled for each of the next five years, funds coming from the South Dakota Learning…

Chemistry Teachers' Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice

NASA Astrophysics Data System (ADS)

Rushton, Gregory T.; Lotter, Christine; Singer, Jonathan

2011-02-01

This study investigates the beliefs and practices of seven high school chemistry teachers as a result of their participation in a year-long inquiry professional development (PD) project. An analysis of oral interviews, written reflections, and in-class observations were used to determine the extent to which the PD affected the teachers' beliefs and practice. The data indicated that the teachers developed more complete conceptions of classroom inquiry, valued a "phenomena first" approach to scientific investigations, and viewed inquiry approaches as helpful for facilitating improved student thinking. Analysis of classroom observations with the Reformed Teaching Observation Protocol indicated that features of the PD were observed in the teachers' practice during the academic year follow-up. Implications for effective science teacher professional development models are discussed.

Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development

NASA Astrophysics Data System (ADS)

Cullen, Theresa A.; Akerson, Valarie L.; Hanson, Deborah L.

2010-12-01

Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching strategies in their classrooms. The team encouraged community development and provided “just in time” supports to scaffold the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related to management and support of the professional development model. Evaluation results are shared to suggest how this approach can be improved in the future.

Holding the Reins of the Professional Learning Community: Eight Themes from Research on Principals' Perceptions of Professional Learning Communities

ERIC Educational Resources Information Center

Cranston, Jerome

2009-01-01

Using a naturalistic inquiry approach and thematic analysis, this paper outlines the findings of a research study that examined 12 Manitoba principals' conceptions of professional learning communities. The study found that these principals consider the development of professional learning communities to be a normative imperative within the…

Professional Competence Development of the Social Work Specialists in the Period of Study in the System of Additional Education

ERIC Educational Resources Information Center

Davletkaliev, Denis Kuanyshevich; Zueva, Natalia Konstantinovna; Lebedeva, Natalya Vasilevna; Mkrtumova, Irina Vladimirovna; Timofeeva, Olga

2015-01-01

The goal of this work is the study of psychological-pedagogical approaches to the understanding of the idea of professional competence of social work specialists as well as the role of study in the system of additional educations in professional-personal development of the listeners. In the process of study of this problem we define main…

Approaches to health-care provider education and professional development in perinatal depression: a systematic review.

PubMed

Legere, Laura E; Wallace, Katherine; Bowen, Angela; McQueen, Karen; Montgomery, Phyllis; Evans, Marilyn

2017-07-24

Perinatal depression is the most common mental illness experienced by pregnant and postpartum women, yet it is often under-detected and under-treated. Some researchers suggest this may be partly influenced by a lack of education and professional development on perinatal depression among health-care providers, which can negatively affect care and contribute to stigmatization of women experiencing altered mood. Therefore, the aim of this systematic review is to provide a synthesis of educational and professional development needs and strategies for health-care providers in perinatal depression. A systematic search of the literature was conducted in seven academic health databases using selected keywords. The search was limited to primary studies and reviews published in English between January 2006 and May/June 2015, with a focus on perinatal depression education and professional development for health-care providers. Studies were screened for inclusion by two reviewers and tie-broken by a third. Studies that met inclusion criteria were quality appraised and data extracted. Results from the studies are reported through narrative synthesis. Two thousand one hundred five studies were returned from the search, with 1790 remaining after duplicate removal. Ultimately, 12 studies of moderate and weak quality met inclusion criteria. The studies encompassed quantitative (n = 11) and qualitative (n = 1) designs, none of which were reviews, and addressed educational needs identified by health-care providers (n = 5) and strategies for professional development in perinatal mental health (n = 7). Consistently, providers identified a lack of formal education in perinatal mental health and the need for further professional development. Although the professional development interventions were diverse, the majority focused on promoting identification of perinatal depression and demonstrated modest effectiveness in improving various outcomes. This systematic review reveals a lack of strong research in multi-disciplinary, sector, site, and modal approaches to education and professional development for providers to identify and care for women at risk for, or experiencing, depression. To ensure optimal health outcomes, further research comparing diverse educational and professional development approaches is needed to identify the most effective strategies and consistently meet the needs of health-care providers. A protocol for this systematic review was registered on PROSPERO (Protocol number: CRD42015023701 ), June 21, 2015.

Pedagogical Synergetics as the Activity Approach Basis in Professional and Pedagogical Training at the University

ERIC Educational Resources Information Center

Serezhnikova, Raisa Kuzminichna; Fishman, Boris Entilyevich; Abramenko, Natalya Yurevna; Zhoglo, Lyubov Yakovlevna; Fishbein, Miron Honevich

2015-01-01

The article considers an idea of activity approach realization in professional training assuming not only change of the contents, forms and methods of students' educational activities, but also not less radical transformation of teacher's activities oriented at the students' development of creative self-realization experience. The authors…

Fostering Critical Teacher Agency: The Impact of a Science Capital Pedagogical Approach

ERIC Educational Resources Information Center

King, Heather; Nomikou, Effrosyni

2018-01-01

Teacher agency is considered key in shaping teachers' professional identities and decision-making capabilities. We suggest that the concept of agency also constitutes a useful tool for evaluating the successful implementation of new teaching approaches. In this paper we discuss findings from a teacher professional development programme aimed at…

Professionalizing action research--a meaningful strategy for modernizing services?

PubMed

Hall, Julie E

2006-04-01

This paper outlines how a specific action research approach can be used to secure practice development in services which have found sustained change difficult. For the purpose of this paper discussion focuses upon using professionalizing action research (a form of action research) to secure transformation in acute inpatient mental health services. This speciality has experienced long-term difficultly in meaningful practice change. Not limited to this context parallels can be made with other health and social care services requiring significant modernization. The aim is to critically discuss the use of professionalizing action research as an approach to sustainable change. clarifies whether this method is a suitable vehicle for change, which is ideally suited to services which have a poor record of practice development. A review of action research and practice development literature forms the basis of this paper. The literature is sourced through bulletin boards, electronic databases and the British Library Classification Scheme. Keywords searched are action research, team learning, managing change and practice development. Following definition; the components of professionalizing action research are analysed using the themes of educative base, problem focus, improvement and involvement. The educative base of professionalizing action research is collaborative reflective practice which is used to initiate meaningful change, rooted in everyday practice. The benefit of this is that change actions are based in real-time situations. The problem focus component of professionalizing action research is used to emphasize the views of service users and carers. This is positive in terms of the patient and public involvement agenda although this theme does emphasize limitations of the approach. The final components are involvement and improvement, these are debated as pluralistic notions and the implications of this are acknowledged. Reviewing the literature and theoretical application indicates the value of professionalizing action research as a process for modernization. The strength of the approach lies in the opportunity for team learning and change which is grounded in the context of services and pursued through collaboration.

[Nursing in the framework of long-term care insurance as a basic principle of a specific nursing approach of rehabilitation?].

PubMed

Dangel, Bärbel; Korporal, Johannes

2003-02-01

Activating nursing based on the criteria of the long-term care insurance may be understood as a second specific and nursing approach of rehabilitation beneath medical rehabilitation. Activating nursing is unspecific, characterized by the norms and guidelines of the long-term care insurance, but defined as the general norm of practical nursing. A professional nursing definition for a specific concept is lacking just as funding of nursing science. Adhering to activating nursing as a nursing complement to medical rehabilitation in the framework of long-term care insurance requires professional development and funding. Furthermore, more support of social law is necessary, which depends on professional nursing and nursing science-based indication and the intervention approach. The article develops an approach--based on a study about rehabilitation of people in need for care--and reflects on implementation and acceptance by people in the need of care.

One Health Core Competency Domains

PubMed Central

Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

2016-01-01

The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting “One Health” approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills, and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education, as they describe the knowledge, skills, and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches. PMID:27679794

Community health professionals' dementia knowledge, attitudes and care approach: a cross-sectional survey in Changsha, China.

PubMed

Wang, Yao; Xiao, Lily Dongxia; Luo, Yang; Xiao, Shui-Yuan; Whitehead, Craig; Davies, Owen

2018-05-25

Community health professionals play a significant role in dementia care. However, little is known about community health professionals' capacity in dementia care, especially in low and middle-income countries. The aim of the present study was to assess community health professionals' dementia knowledge, attitudes and care approach in China, a country with the largest population of people with dementia in the world and where community based dementia care services are much needed. A cross-sectional survey was conducted. 450 health professionals were recruited into the study using random sampling from community health service centres in Changsha, China. Their knowledge, attitudes and care approach were assessed utilising the Chinese version of the Alzheimer's Disease Knowledge Scale, Dementia Care Attitude Scale and Approach to Advanced Dementia Care Questionnaire respectively. A total of 390 participants returned the questionnaire (response rate 87%). Age, education, professional group and care experience were associated with knowledge scores, and overall dementia knowledge was poor. Attitudes were generally positive and influenced by age, professional group, gender and care experience. The experience of caring for people with dementia was positively associated with a person-centred care approach, although the participants tended not to use a person-centred care approach. A statistically significant association was found between knowledge and attitudes (r = 0.379, P < 0.001), and between attitudes and care approach (r = 0.143, P < 0.001). However, dementia knowledge has no relationship with a person-centred approach. Community health professionals showed generally positive attitudes towards people with dementia. However, they demonstrated poor dementia knowledge and tended not to use a person-centred care approach. The results suggest that a multifaceted approach consisting of educational interventions for community health professionals, and policy and resource development to meet the demand for community dementia care services, is urgently needed in China.

The EarthLabs Approach to Curriculum and Professional Development: Earth Science Education in the 21st Century

NASA Astrophysics Data System (ADS)

Mote, A. S.; Ellins, K. K.; Haddad, N.

2011-12-01

Humans are modifying planet Earth at an alarming rate without fully understanding how our actions will affect the atmosphere, hydrosphere, or biosphere. Recognizing the value of educating people to become citizens who can make informed decisions about Earth's resources and challenges, Texas currently offers Earth and Space Science as a rigorous high school capstone course. The new course has created a need for high quality instructional resources and professional development to equip teachers with the most up to date content knowledge, pedagogical approaches, and technological skills to be able to teach a rigorous Earth and Space Science course. As a participant in the NSF-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to create Earth System Science and climate change resources for the EarthLabs collection. To this end, I am involved in multiple phases of the EarthLabs project, including reviewing the lab-based units during the development phase, pilot teaching the units with my students, participating in research, and ultimately delivering professional development to other teachers to turn them on to the new modules. My partnership with the EarthLabs project has strengthened my teaching practice by increasing my involvement with curriculum development and collaboration and interaction with other Earth science educators. Critically evaluating the lab modules prior to delivering the lessons to my students has prepared me to more effectively teach the EarthLabs modules in my classroom and present the material to other teachers during professional development workshops. The workshop was also strengthened by planning meetings held with EarthLabs partner teachers in which we engaged in lively discussions regarding misconceptions in Earth science, held by both students and adults, and pedagogical approaches to uncover these misconceptions. Collaboration and discussion among members of the EarthLabs team and partner teachers was instrumental to improving the quality of the EarthLabs modules and the professional development workshop. Furthermore, leading the workshop alongside other partner teachers gave me the confidence and experience to deliver professional development to my colleagues and introduce the newly developed EarthLabs modules to other teachers. In this session I will share my experiences and report on the successes, challenges, and lessons learned from being a part of the EarthLabs curriculum and professional development process.

In search of professionalism: implications for medical education.

PubMed

Wearn, Andy; Wilson, Hamish; Hawken, Susan J; Child, Stephen; Mitchell, Clinton J

2010-05-14

This is the seventh article in an education series, discussing some of the 'hot topics' in teaching and learning in medicine. Historically, 'professionalism' was defined by the social structures of medicine, but has moved on to represent the expected behaviours and attributes of practitioners. Well publicised cases of professional misconduct, the rise of medical ethics as a discipline, and the move to a more patient-centred approach have driven the profile of professionalism into mainstream medical education. While there are many definitions of medical professionalism, there is a growing degree of consensus around what it encompasses; the way we manage tasks, our interactions with others, and looking after ourselves. The literature indicates that professionalism can be taught, learnt and applied; that attributes and behaviours can be identified; and that assessment is best approached using a range of methods over time. For learners, one of the critical factors in developing professionalism is the modelling by senior members of the profession as students move from peripheral observers to legitimate participants. Medical programmes in New Zealand are engaging with this literature in developing current curricula.

A Venezuelan Experience: Professional Development for Teachers, Meaningful Activities for Students.

ERIC Educational Resources Information Center

LeLoup, Jean W.; Schmidt-Rinehart, Barbara C.

2003-01-01

Presents a model of professional development that is suited to the inservice Spanish teacher with limited time and financial resources. Details a summer program for Spanish teachers in Venezuela that combines an immersion experience with an advanced methodology course emphasizing a standards-based approach to curriculum development. (Author/VWL)

Professional Development of HR Practitioners--A Phenomenographic Study

ERIC Educational Resources Information Center

Bailey, Moira

2015-01-01

Purpose: The purpose of this paper is an investigation into the experiences of professional development of human resource (HR) practitioners in the North of Scotland, and the use of non-formal learning in that development. Design/methodology/approach: In-depth semi-structured interviews from a purposively selected sample of HR practitioners were…

The On-Site, Programmatic Approach to Staff Development.

ERIC Educational Resources Information Center

Collins, Charles C.; Case, Chester H.

At present, community college in-service professional development programs are not top quality. Little, if any, budgetary support is allocated for them, and responsibility for planning and carrying them out is allocated to no one in particular. The few on-site in-service professional development programs now in operation exhibit common elements…

Crash Test Dummies or Knowledgeable Practitioners? Evaluating the Impact of Professional Development.

ERIC Educational Resources Information Center

Harrison, Roger; Edwards, Richard; Brown, Jonathan

2001-01-01

Draws on the authors' experience of developing and presenting an Open University Masters level course: Guidance and Counselling in Learning. Explores the diversity of contexts for guidance practices and the assumptions about the relationship between theory and practice that is embedded in various approaches to professional development. (Contains…

Developing Collaborative Approaches to Enhance the Professional Development of Primary Mathematics Teachers

ERIC Educational Resources Information Center

McNeill, Jane; Butt, Graham; Armstrong, Andy

2016-01-01

This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing…

Professional Development of University Educators in ESD: A Study from Pedagogical Styles

ERIC Educational Resources Information Center

Callejas Restrepo, Maria Mercedes; Blanco-Portela, Norka; Ladino-Ospina, Yolanda; Tuay Sigua, Rosa Nidia; Vargas, Kenneth Ochoa

2017-01-01

Purpose: The aim of this paper is to present a vision for university educator professional development, based on self-analysis of pedagogical styles and production of knowledge about the practices that promote education for sustainable development (ESD). Design/methodology/approach: The "STSE" course is part of the department's…

Intellectual Energy Flow: An Interdisciplinary Approach to Teacher Professional Development

ERIC Educational Resources Information Center

Vogel, Amber; Muth, Christine

2005-01-01

This article features the workshop titled Exploring New Environments, developed by the University of North Carolina at Chapel Hill's DESTINY Traveling Science Learning Program. Exploring New Environments is a teacher professional development model based on the idea that teachers are also learners who thrive when given the means and encouragement…

Developing interpersonal relationships with adolescents with anorexia nervosa.

PubMed

Micevski, Valentina; McCann, Terence V

2005-09-01

Anorexia nervosa is a complex eating disorder that usually develops during adolescence. This paper reports how paediatric nurses develop professional interpersonal relationships with adolescent patients with anorexia nervosa. The study used a grounded theory approach to data collection and analysis. Data were collected using in-depth interviews from ten registered nurses who worked on a paediatric ward. The findings revealed two foci of care: 'interacting with nurses', and 'interacting with patients', with interrelated categories and strategies. A core category highlighted the importance of instigating an individual focus when developing professional interpersonal relationships with patients with anorexia. Contextual factors emphasise the broader influences that modified the way nurses developed relationships with these patients. The findings have implications for clinical practice, education, unit administration, and further research, and these are examined. Nurses who use this approach are better positioned to gain understanding of individuals experiencing the disorder and to develop professional interpersonal relationships.

How to achieve a collaborative approach in health promotion: preferences and ideas of users of mental health services.

PubMed

Pals, Regitze Anne Saurbrey; Hempler, Nana Folmann

2018-02-12

Collaborative approaches to consensus building or decision-making are beneficial in health-promoting activities targeting users of mental health services (users). However, little is known about how to achieve a collaborative approach in practice. The purpose of this study was to explore: (1) users' preferences and ideas related to achieving a collaborative approach in health-related communication and (2) perspectives of healthcare and social work professionals and family members on users' ideas and preferences. Data were collected through interactive workshops with users (n = 15), professionals (n = 21) and users' family members (n = 12). Data were analysed using systematic text condensation. Users provided three recommendations for establishing a collaborative approach in communication about health: (1) involving users in deciding the agenda and setting for health-promoting activities; (2) exchanging knowledge between users and professionals about health and values; and (3) exploring users' motivation for change. Users and professionals had diverging perceptions of the value of establishing a collaborative approach. Professionals regarded relationship building and health promotion as separate phenomena, whereas users perceived relationship building as inherently health promoting. Family members of users requested specific guidance and support with regard to clarifying and fulfilling the best possible support role as a family member. The findings suggest that a collaborative approach in health promotion may be difficult to achieve without a focus on professional development for healthcare and social work professionals. © 2018 Nordic College of Caring Science.

Mentoring in Nursing: A Historical Approach.

ERIC Educational Resources Information Center

Fields, Willa L.

1991-01-01

Nursing leaders such as Florence Nightingale, Linda Richards, Mary Adelaide Nutting, and Annie Goodrich were all encouraged by mentors to develop professionally. Most successful professionals have had at least one mentor. (SK)

Learning Strategies at Work and Professional Development

ERIC Educational Resources Information Center

Haemer, Hannah Deborah; Borges-Andrade, Jairo Eduardo; Cassiano, Simone Kelli

2017-01-01

Purpose: This paper aims to investigate the prediction of current and evolutionary perceptions of professional development through five learning strategies at work and through training and how individual and job characteristics predict those strategies. Design/methodology/approach: Variables were measured in a cross-sectional survey, with 962…

Critically Reflective Work Behavior of Health Care Professionals

ERIC Educational Resources Information Center

de Groot, Esther; Jaarsma, Debbie; Endedijk, Maaike; Mainhard, Tim; Lam, Ineke; Simons, Robert-Jan; van Beukelen, Peter

2012-01-01

Introduction: Better understanding of critically reflective work behavior (CRWB), an approach for work-related informal learning, is important in order to gain more profound insight in the continuing development of health care professionals. Methods: A survey, developed to measure CRWB and its predictors, was distributed to veterinary…

Online Teaching Needs Assessment

ERIC Educational Resources Information Center

Holland, Glenda; Sivakumaran, Thillainatarajan; Dawson, Marcus Dewayne; Davis, Lucy; Choi, Yung Yu; Absher, Ashley

2010-01-01

The study utilized a descriptive research approach to analyze the professional development needs of participants. Researchers for this study wanted to know the kinds of support and incentives that are being offered for faculty members who are teaching online courses, the kinds of professional development opportunities that are being offered, the…

Investigating Faculty Perceptions of Professional Development Opportunities

ERIC Educational Resources Information Center

Brammer, Dawn

2014-01-01

The purpose of this quantitative survey research was to explore newer, tenure track faculty members' perceptions of professional development opportunities, specifically in the areas of time management, tenure and promotion, and faculty socialization. More specifically, this quantitative approach utilized new faculty, hired in the last five years,…

Problem Finding in Professional Learning Communities: A Learning Study Approach

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Caleon, Imelda Santos

2016-01-01

This study marries collaborative problem solving and learning study in understanding the onset of a cycle of teacher professional development process within school-based professional learning communities (PLCs). It aimed to explore how a PLC carried out collaborative problem finding--a key process involved in collaborative problem solving--that…

Generating a Professional Portfolio in the Writing Center: A Hypertext Tutor.

ERIC Educational Resources Information Center

Cullen, Roxanne; Balkema, Sandra

1995-01-01

Notes that Ferris State University's writing center uses HyperCard software in the Macintosh environment to assist students in technical/professional programs to develop professional portfolios. Suggests that this approach offers consistent instruction and equal access to content information as approved by faculty in specified disciplines in a…

Vertically Integrating Professional Skills throughout a Mathematics Major

ERIC Educational Resources Information Center

Dziak, Clarice; Leventhal, Brian; Luttman, Aaron; Skufca, Joseph

2014-01-01

In response to a university mandate to include "professional issues" as a component of every major, we have developed a vertically integrated approach to incorporating the study of professional skills and issues into the mathematics curriculum. Beginning in the first year of study, mathematics majors take an inquiry-based course in…

Instructional Designers as Reflective Practitioners: Developing Professional Identity through Reflection

ERIC Educational Resources Information Center

Tracey, Monica W.; Hutchinson, Alisa; Grzebyk, Tamme Quinn

2014-01-01

As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of…

Adopting a Reflective Approach to Professional Development

ERIC Educational Resources Information Center

Sarsar, Nasreddine Mohamed

2008-01-01

The bulk of literature about education places enhancing teacher professionalism at the core of any educational improvement. In fact, researchers in the field of education have premised their arguments on the assumption that raising students' levels of performance necessitates promoting the professional growth of teachers. It is no wonder, then,…

Professional Norms Guiding School Principals' Pedagogical Leadership

ERIC Educational Resources Information Center

Leo, Ulf

2015-01-01

Purpose: The purpose of this paper is to identify and analyze the professional norms surrounding school development, with a special emphasis on school principals' pedagogical leadership. Design/methodology/approach: A norm perspective is used to identify possible links between legal norms, professional norms, and actions. The findings are based on…

Rethinking Classroom Observation

ERIC Educational Resources Information Center

Grimm, Emily Dolci; Kaufman, Trent; Doty, Dave

2014-01-01

If your professional learning seems stalled, maybe you could put yourself and your colleagues in the driver's seat of professional development. The authors describe a professional learning approach that gives teachers both a say in what they focus their learning on and a chance to practice and refine teaching strategies that they hope to…

HIV/AIDS and the Holistic Personal Relevance Model: An Holistic Approach to Bridging the Development Divide

ERIC Educational Resources Information Center

Matroos, Sebastian; van Wyk, Barry

2005-01-01

This paper aims to develop a theoretical and practical framework for lifelong learning which will contribute to bridging the development divide, thus facilitating the implementation of the MDGs on both a global and personal level. We see this happening through the direct personal and professional involvement of development professionals (that is,…

Investigating the Impact of Professional Development on Teachers' Instructional Time and English Learners' Language Development: A Multilevel Cross-Classified Approach

ERIC Educational Resources Information Center

Tong, Fuhui; Luo, Wen; Irby, Beverly J.; Lara-Alecio, Rafael; Rivera, Hector

2017-01-01

We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to…

Developing an ethical code for engineers: the discursive approach.

PubMed

Lozano, J Félix

2006-04-01

From the Hippocratic Oath on, deontological codes and other professional self-regulation mechanisms have been used to legitimize and identify professional groups. New technological challenges and, above all, changes in the socioeconomic environment require adaptable codes which can respond to new demands. We assume that ethical codes for professionals should not simply focus on regulative functions, but must also consider ideological and educative functions. Any adaptations should take into account both contents (values, norms and recommendations) and the drafting process itself. In this article we propose a process for developing a professional ethical code for an official professional association (Colegio Oficial de Ingenieros Industriales de Valencia (COIIV) starting from the philosophical assumptions of discursive ethics but adapting them to critical hermeneutics. Our proposal is based on the Integrity Approach rather than the Compliance Approach. A process aiming to achieve an effective ethical document that fulfils regulative and ideological functions requires a participative, dialogical and reflexive methodology. This process must respond to moral exigencies and demands for efficiency and professional effectiveness. In addition to the methodological proposal we present our experience of producing an ethical code for the industrial engineers' association in Valencia (Spain) where this methodology was applied, and we evaluate the detected problems and future potential.

Professionalism in the digital age.

PubMed

Mostaghimi, Arash; Crotty, Bradley H

2011-04-19

The increased use of social media by physicians, combined with the ease of finding information online, can blur personal and work identities, posing new considerations for physician professionalism in the information age. A professional approach is imperative in this digital age in order to maintain confidentiality, honesty, and trust in the medical profession. Although the ability of physicians to use online social networks, blogs, and media sites for personal and professional reasons should be preserved, a proactive approach is recommended that includes actively managing one's online presence and making informed choices about disclosure. The development of a "dual-citizenship" approach to online social media that separates public and private personae would allow physicians to both leverage networks for professional connections and maintain privacy in other aspects. Although social media posts by physicians enable direct communication with readers, all posts should be considered public and special consideration for patient privacy is necessary.

Dilemmas of reform: An exploration of science teachers' collective sensemaking of formative assessment practices

NASA Astrophysics Data System (ADS)

Heredia, Sara Catherine

Current reform efforts in science education call for significant shifts in how science is taught and learned. Teachers are important gatekeepers for reform, as they must enact these changes with students in their own classrooms. As such, professional development approaches need to be developed and studied to understand how teachers interpret and make instructional plans to implement these reforms. However, traditional approaches to studying implementation of reforms often draw on metrics such as time allotted to new activities, rather than exploring the ways in which teachers make sense of these reforms. In this dissertation I draw upon a body of work called sensemaking that has focused on locating learning in teachers' conversations in departmental work groups. I developed a conceptual and analytic framework to analyze how teachers make sense of reform given their local contexts and then used this framework to perform a case study of one group of teachers that participated in larger professional development project that examined the impact of a learning progression on science teachers' formative assessment practices. I draw upon videotapes of three years of monthly professional development meetings as my primary source of data, and used an ethnographic approach to identify dilemmas surfaced by teachers, sources of ambiguity and uncertainty, and patterns of and resources for teacher sensemaking. The case study reveals relationships between the type of dilemma surfaced by the teachers and different patterns of sensemaking for modification of teaching practices. When teachers expressed concerns about district or administrative requirements, they aligned their work in the professional development to those external forces. In contrast, teachers were able to develop and try out new practices when they perceived coherence between the professional development and school or district initiatives. These results underscore the importance of coherence between various components of teachers' work environments.

Pre-service teacher professional development on climate change: Assessment of workshop success and influence of prior knowledge

NASA Astrophysics Data System (ADS)

Veron, D. E.; Ad-Marbach, G.; Fox-Lykens, R.; Ozbay, G.; Sezen-Barrie, A.; Wolfson, J.

2017-12-01

As states move to adopt the next generation science standards, in-service teachers are being provided with professional development that introduces climate change content and best practices for teaching climate change in the classroom. However, research has shown that it is challenging to bring this information into the higher education curriculum in education courses for pre-service teachers due to curricular and programming constraints. Over two years, the Maryland and Delaware Climate Change Assessment and Research (MADE-CLEAR) project explored a professional development approach for pre-service teachers which employed paired workshops that resulted in participant-developed lesson plans based on climate change content. The workshops were designed to provide pre-service teachers with climate change content related to the carbon cycle and to model a variety of techniques and activities for presenting this information in the classroom. Lesson plans were developed between the first and second workshop, presented at the second workshop and discussed with peers and in-service teachers, and then revised in response to feedback from the second workshop. Participant climate change content knowledge was assessed before the first workshop, and after the final revision of the lesson plan was submitted to the MADE-CLEAR team. Climate content knowledge was also assessed using the same survey for additional pre-service teacher groups who did not participate in the professional development. Results show that while the paired workshop approach increased climate content knowledge, the amount of improvement varied depending on the participants' prior knowledge in climate change content. In addition, some alternate conceptions of climate change were not altered by participant involvement in the professional development approach. Revised lesson plans showed understanding of underlying climate change impacts and demonstrated awareness of appropriate techniques for introducing this complex topic. These findings will be useful to those planning pre-service teacher professional development on climate change in the future.

A Research-Informed, School-Based Professional Development Workshop Programme to Promote Dialogic Teaching with Interactive Technologies

ERIC Educational Resources Information Center

Hennessy, Sara; Dragovic, Tatjana; Warwick, Paul

2018-01-01

The study reported in this article investigated the influence of a research-informed, school-based, professional development workshop programme on the quality of classroom dialogue using the interactive whiteboard (IWB). The programme aimed to develop a dialogic approach to teaching and learning mediated through more interactive uses of the IWB,…

A Peer Coaching-Based Professional Development Approach to Improving the Learning Participation and Learning Design Skills of In-Service Teachers

ERIC Educational Resources Information Center

Ma, Ning; Xin, Shuang; Du, Jia-Yuan

2018-01-01

Personalized learning based on learning analytics has become increasingly important for teachers' development via providing adaptive contents and strategies for teachers by identifying their questions and needs. Currently, most studies on teachers' professional development focus on pre-service teachers, and studies on teachers' personalized…

i-STEM Summer Institute: An Integrated Approach to Teacher Professional Development in STEM

ERIC Educational Resources Information Center

Nadelson, Louis S.; Seifert, Anne; Moll, Amy J.; Coats, Bradley

2012-01-01

The importance of STEM education to societal developments provides justification for assuring K-12 teachers are prepared to teach the related content. Inservice teacher professional development is critical to achieving the goal of enhanced student knowledge of STEM. Combining the need for increased capacity to teach STEM and the extant literature…

A Professional Development Project for Improving the Use of Information and Communication Technologies in Science Teaching

ERIC Educational Resources Information Center

Lavonen, Jari; Juuti, Kalle; Aksela, Maija; Meisalo, Veijo

2006-01-01

This article describes a professional development project aiming to develop practical approaches for the integration of information and communication technologies (ICT) into science education. Altogether, 13 two-day face-to-face seminars and numerous computer network conferences were held during a three-year period. The goals for the project were…

Professional Development and Learning by General Teachers Implementing Functional Behavioural Assessment in Thai Inclusive Classrooms

ERIC Educational Resources Information Center

Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian

2016-01-01

Functional Behavioural Assessment (FBA) is identified as a research-based approach used in many Western schools to support student behaviour. This study aimed to assist Thai classroom teachers by providing a professional development and learning programme in FBA to develop an effective and efficient process to address behaviour problems and allow…

Transforming Middle School Geometry: Designing Professional Development Materials that Support the Teaching and Learning of Similarity

ERIC Educational Resources Information Center

Seago, Nanette; Jacobs, Jennifer; Driscoll, Mark

2010-01-01

Although there are increasing numbers of professional development (PD) materials intended to foster teachers' mathematical knowledge for teaching within the topics of number and algebra, little attention has been given to geometry. In this article we describe the Learning and Teaching Geometry project's approach to the development of PD materials…

Development of a Method to Investigate Medical Students' Perceptions of Their Personal and Professional Development

ERIC Educational Resources Information Center

Lown, Nick; Davies, Ioan; Cordingley, Lis; Bundy, Chris; Braidman, Isobel

2009-01-01

Personal and Professional Development (PPD) is now key to the undergraduate medical curriculum and requires provision of appropriate learning experiences. In order to achieve this, it is essential that we ascertain students' perceptions of what is important in their PPD. We required a methodological approach suitable for a large medical school,…

Organizational impact of nurse supply and workload on nurses continuing professional development opportunities: an integrative review.

PubMed

Coventry, Tracey H; Maslin-Prothero, Sian E; Smith, Gilly

2015-12-01

To identify the best evidence on the impact of healthcare organizations' supply of nurses and nursing workload on the continuing professional development opportunities of Registered Nurses in the acute care hospital. To maintain registration and professional competence nurses are expected to participate in continuing professional development. One challenge of recruitment and retention is the Registered Nurse's ability to participate in continuing professional development opportunities. The integrative review method was used to present Registered Nurses perspectives on this area of professional concern. The review was conducted for the period of 2001-February 2015. Keywords were: nurs*, continuing professional development, continuing education, professional development, supply, shortage, staffing, workload, nurse: patient ratio, barrier and deterrent. The integrative review used a structured approach for literature search and data evaluation, analysis and presentation. Eleven international studies met the inclusion criteria. Nurses are reluctant or prevented from leaving clinical settings to attend continuing professional development due to lack of relief cover, obtaining paid or unpaid study leave, use of personal time to undertake mandatory training and organizational culture and leadership issues constraining the implementation of learning to benefit patients. Culture, leadership and workload issues impact nurses' ability to attend continuing professional development. The consequences affect competence to practice, the provision of safe, quality patient care, maintenance of professional registration, job satisfaction, recruitment and retention. Organizational leadership plays an important role in supporting attendance at continuing professional development as an investment for the future. © 2015 John Wiley & Sons Ltd.

Developing Critical Reflection in Professional Focused Doctorates: A Facilitator's Perspective

ERIC Educational Resources Information Center

Sambrook, Sally; Stewart, Jim

2008-01-01

Purpose: This paper aims to explore the challenges and opportunities for expediting critical reflection in management education and development to highlight particularly how critical reflection has been facilitated within the context of a professionally focused doctoral programme. Design/methodology/approach: The paper draws on empirical research…

The Practice of Supervision for Professional Learning: The Example of Future Forensic Specialists

ERIC Educational Resources Information Center

Köpsén, Susanne; Nyström, Sofia

2015-01-01

Supervision intended to support learning is of great interest in professional knowledge development. No single definition governs the implementation and enactment of supervision because of different conditions, intentions, and pedagogical approaches. Uncertainty exists at a time when knowledge and methods are undergoing constant development. This…

Steps to Successful Professional Development in Head Start

ERIC Educational Resources Information Center

Trivette, Carol M.; Raab, Melinda; Dunst, Carl J.

2012-01-01

This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding…

Inconvenient Truths about Teacher Learning: Towards Professional Development 3.0

ERIC Educational Resources Information Center

Korthagen, Fred

2017-01-01

Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these…

Journal Assignments for Student Reflections on Outdoor Programs

ERIC Educational Resources Information Center

Gregg, Amy

2009-01-01

Recreation professionals use outdoor programs in rustic settings to promote the intellectual, physical, emotional, and professional development of their students. One important aspect of personal growth is to develop the ability to think critically about one's own learning, and journaling is one approach for achieving this goal. Outdoor programs…

Can We Improve Training for Health Professionals to Sustain Local Health Development?

PubMed

King, Stephen

2016-11-01

Can we improve training for health professionals? We explore specific variables that need to be accounted for to achieve sustainable local health development through training. A problem-based approach with appreciation of the need for making changes is suggested as the only authentic basis for training.

The Pacific Oaks College's Prism Principles Professional Development Approach

ERIC Educational Resources Information Center

Beyer, Kalani

2012-01-01

In a struggling atmosphere for education, one college is optimistic about the future by offering school districts its PRISM Principles professional development as a means to ensure that "no child is left behind." Pacific Oaks College & Children's School is known for its premiere programs in early childhood education, human…

Factors Influencing Continuing Professional Development: A Delphi Study among Nursing Experts

ERIC Educational Resources Information Center

Brekelmans, Gerard; Poell, Rob F.; van Wijk, Kees

2013-01-01

Purpose: The aim of this paper is to present an inventory of expert opinions on the factors that influence the participation of registered nurses in continuing professional development (CPD) activities. Design/methodology/approach: A Delphi study was conducted among 38 Dutch experts (nursing employers, managers, education institutions, and…

STEM Outreach Activities: An Approach to Teachers' Professional Development

ERIC Educational Resources Information Center

Aslam, Farzana; Adefila, Arinola; Bagiya, Yamuna

2018-01-01

STEM outreach programmes in secondary schools are mediated by STEM teachers who are responsible for organising, implementing and evaluating the activities with a view to promoting STEM subjects. However, research investigating teachers' STEM roles and professional development through participation in outreach activities is limited. This paper…

Enhancing Capacity to Improve Student Learning

ERIC Educational Resources Information Center

Mayotte, Gail; Wei, Dan; Lamphier, Sarah; Doyle, Thomas

2013-01-01

Professional development provides a means to build capacity among school personnel when it is delivered as part of a systematic, long-term approach to school and teacher improvement. This research examines a sustained, diocesan-wide professional development model, called the ACE Collaborative for Academic Excellence, that aims to build capacity…

From Professional Development to System Change: Teacher Leadership and Innovation

ERIC Educational Resources Information Center

Frost, David

2012-01-01

This article argues for a particular conceptualisation of teacher leadership; one that enables us to overcome the limitations of established approaches to continuing professional development as a strategy for school improvement by mobilising the massive untapped potential of teachers as leaders of innovation. In this article, teacher leadership is…

Professional Development in Relational Learning Communities: Teachers in Connection. Practitioner Inquiry Series

ERIC Educational Resources Information Center

Raider-Roth, Miriam B.

2016-01-01

In this book, Raider-Roth offers an innovative approach to teacher professional development that builds on the intellectual strength and practical wisdom of practitioners. Focusing on nurturing relationships between and among participants, facilitators, subject matter, texts, and the school environment, this book helps educators create a…

Mastering the Blend: A Professional Development Program for K-12 Teachers

ERIC Educational Resources Information Center

Moore, Michelle; Robinson, Heather A.; Sheffield, Anneliese; Phillips, Alana S.

2017-01-01

Blended learning is an instructional approach meant to enhance students' learning experiences by merging and deliberately integrating online technology into a face-to-face learning environment. With the increase in online instruction and blended learning comes the need for quality professional development programs that foster learning and…

The Irving Harris Foundation's Investment in the Professional Development Network

ERIC Educational Resources Information Center

Glink, Phyllis

2012-01-01

Phyllis Glink, the executive director of the Irving Harris Foundation, describes the Foundation's strategic approach to grantmaking in the infant and early childhood field. The Harris Professional Development Network evolved out of Irving Harris's growing appreciation for the importance of supporting very young children's mental health and…

Developing a Postgraduate Work-Based Curriculum Using an Intervention Mapping Approach

ERIC Educational Resources Information Center

Stewart, Victoria; Campbell, Matthew; Wheeler, Amanda J.

2016-01-01

Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for…

Organisational Factors and Teachers' Professional Development in Dutch Secondary Schools

ERIC Educational Resources Information Center

Evers, Arnoud T.; van der Heijden, Beatrice I. J. M.; Kreijns, Karel; Gerrichhauzen, John T. G.

2011-01-01

Purpose: The purpose of this paper is to report on a study that investigates the relationship between organisational factors, Teachers' Professional Development (TPD) and occupational expertise. Design/methodology/approach: A survey was administered among 152 Dutch teachers in secondary education. Findings: Analysis of the data revealed that of…

Physical Activity Based Professional Development for Teachers: The Importance of Whole School Involvement

ERIC Educational Resources Information Center

Till, Jude; Ferkins, Lesley; Handcock, Phil

2011-01-01

Objective: This study sought to investigate teachers' perceptions of a physical activity-related professional development intervention. Design: Interview-based qualitative approach founded on the interpretive paradigm. Setting: Purposive selection of one high-rated independent, and one low-rated public primary school from Auckland, New Zealand.…

Analysis of the Problems in Language Teachers' Action Research

ERIC Educational Resources Information Center

Han, Ligang

2017-01-01

In-service language teachers' professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers' professional development. This article reports a case study of in-service English…

Effectiveness of Technology Professional Development in Elementary Classrooms

ERIC Educational Resources Information Center

Rives, Megan Bambalis

2012-01-01

The purpose of this mixed methods research study was to examine the effectiveness of a professional development approach in increasing the knowledge and use of instructional technology in the classrooms of elementary teachers. The participants were comprised of 14 elementary teachers in a rural public education school district in the southeastern…

Professional excellence and career advancement in nursing: a conceptual framework for clinical leadership development.

PubMed

Adeniran, Rita Kudirat; Bhattacharya, Anand; Adeniran, Anthony A

2012-01-01

Increasingly, stakeholders in the health care community are recognizing nursing as key to solving the nation's health care issues. This acknowledgment provides a unique opportunity for nursing to demonstrate leadership by developing clinical nurse leaders to collaborate with the multidisciplinary care team in driving evidence-based, safe quality, cost-effective health care services. One approach for nursing success is standardizing the entry-level education for nurses and developing a uniform professional development and career advancement trajectory with appropriate incentives to encourage participation. A framework to guide and provide scientific evidence of how frontline nurses can be engaged will be paramount. The model for professional excellence and career advancement provides a framework that offers a clear path for researchers to examine variables influencing nurses' professional development and career advancement in a systematic manner. Professional Excellence and Career Advancement in Nursing underscores professional preparedness of a registered nurse as central to leadership development. It also describes the elements that influence nurses' participation in professional development and career advancement under 4 main categories emphasizing mentorship and self-efficacy as essential variables.

Nurses and Twitter: the good, the bad, and the reluctant.

PubMed

Wilson, Rhonda; Ranse, Jamie; Cashin, Andrew; McNamara, Paul

2014-01-01

Nurses and other health professionals are adopting social media to network with health care professionals and organizations, support health education, deliver health promotion messages, enhance professional development and employment opportunities, and communicate within political forums. This paper explores the growing use of social media, and examines the current dynamics of Twitter as an example of the uptake of social media. This paper also offers practical guidance for new Twitter users who are interested in using this social media approach in clinical or educational settings, and for professional development.

Local professionals' perceptions of health assets in a low-SES Dutch neighbourhood: a qualitative study.

PubMed

Den Broeder, Lea; Uiters, Ellen; Hofland, Aafke; Wagemakers, Annemarie; Schuit, Albertine Jantine

2017-07-12

Asset-based approaches have become popular in public health. As yet it is not known to what extent health and welfare professionals are able to identify and mobilise individual and community health assets. Therefore, the aim of this study was to understand professional's perceptions of health and health assets. In a low-SES neighbourhood, 21 health and welfare professionals were interviewed about their definition of health and their perceptions of the residents' health status, assets available in the neighbourhood's environment, and the way residents use these assets. A Nominal Group Technique (NGT) session was conducted for member check. Verbatim transcripts of the semi-structured interviews were coded and analysed using Atlas.ti. The professionals used a broad health concept, emphasizing the social dimension of health as most important. They discussed the poor health of residents, mentioning multiple health problems and unmet health needs. They provided many examples of behaviour that they considered unhealthy, in particular unhealthy diet and lack of exercise. Professionals considered the green physical environment, as well as health and social services, including their own services, as important health enhancing factors, whereas social and economic factors were considered as major barriers for good health. Poor housing and litter in public space were considered as barriers as well. According to the professionals, residents underutilized neighbourhood health assets. They emphasised the impact of poverty on the residents and their health. Moreover, they felt that residents were lacking individual capabilities to lead a healthy life. Although committed to the wellbeing of the residents, some professionals seemed almost discouraged by the (perceived) situation. They looked for practical solutions by developing group-based approaches and supporting residents' self-organisation. Our study shows, firstly, that professionals in the priority district Slotermeer rated the health of the residents as poor and their health behaviour as inadequate. They considered poverty and lack of education as important causes of this situation. Secondly, the professionals tended to talk about barriers in the neighbourhood rather than about neighbourhood health assets. As such, it seems challenging to implement asset-based approaches. However, the professionals, based on their own experiences, did perceive the development of collective approaches as a promising direction for future community health development.

Using a Community-Engaged Research (CEnR) approach to develop and pilot a photo grid method to gain insights into early child health and development in a socio-economic disadvantaged community.

PubMed

Lowrie, Emma; Tyrrell-Smith, Rachel

2017-01-01

This paper reports on the use of a Community-Engaged Research (CEnR) approach to develop a new research tool to involve members of the community in thinking about priorities for early child health and development in a deprived area of the UK. The CEnR approach involves researchers, professionals and members of the public working together during all stages of research and development.Researchers used a phased approach to the development of a Photo Grid tool including reviewing tools which could be used for community engagement, and testing the new tool based on feedback from workshops with local early years professionals and parents of young children.The Photo Grid tool is a flat square grid on which photo cards can be placed. Participants were asked to pace at the top of the grid the photos they considered most important for early child health and development, working down to the less important ones at the bottom. The findings showed that the resulting Photo Grid tool was a useful and successful method of engaging with the local community. The evidence for this is the high numbers of participants who completed a pilot study and who provided feedback on the method. By involving community members throughout the research process, it was possible to develop a method that would be acceptable to the local population, thus decreasing the likelihood of a lack of engagement. The success of the tool is therefore particularly encouraging as it engages "seldom heard voices," such as those with low literacy. The aim of this research was to consult with professionals and parents to develop a new research toolkit (Photo Grid), to understand community assets and priorities in relation to early child health and development in Blackpool, a socio-economic disadvantaged community. A Community-Engaged Research (CEnR) approach was used to consult with community members. This paper describes the process of using a CEnR approach in developing a Photo Grid toolkit. A phased CEnR approach was used to design, test and pilot a Photo Grid tool. Members of the Blackpool community; parents with children aged 0-4 years, health professionals, members of the early year's workforce, and community development workers were involved in the development of the research tool at various stages. They were recruited opportunistically via a venue-based time-space sampling method. In total, 213 parents and 18 professionals engaged in the research process. Using a CEnR approach allowed effective engagement with the local community and professionals, evidence by high levels of engagement throughout the development process. This approach improved the acceptability and usability of the resulting Photo Grid toolkit. Community members found the method accessible, engaging, useful, and thought provoking. The Photo Grid toolkit was seen by community members as accessible, engaging, useful and thought provoking in an area of high social deprivation, complex problems, and low literacy. The Photo Grid is an adaptable tool which can be used in other areas of socio-economic disadvantage to engage with the community to understand a wide variety of complex topics.

Experienced Teachers and School Reform: Exploring How Two Different Professional Communities Facilitated and Complicated Change

ERIC Educational Resources Information Center

Levine, Thomas H.

2011-01-01

Scholars have proposed that "the path to change in the classroom lies within and through" more collaborative professional communities among teachers (McLaughlin and Talbert, 1993: 18). How do different approaches to developing collaborative professional communities impact experienced teachers and their ability to change? This article identifies…

Whole School English Learner Reform: A Heuristic Approach to Professional Learning in Middle Schools

ERIC Educational Resources Information Center

Plough, Bobbie; Garcia, Ray

2015-01-01

This work highlights a heuristic model for professional learning while examining the implementation of a reform initiative. The researchers used longitudinal data collected from surveys to develop and fit a model of professional learning where patterns of interaction among teachers changed the discussion about English learner instruction. Data…

Shaping (Reflexive) Professional Identities across an Undergraduate Degree Programme: A Longitudinal Case Study

ERIC Educational Resources Information Center

Ryan, Mary; Carmichael, Mary-Ann

2016-01-01

In our complex and incongruous professional worlds, where there is no blueprint for dealing with unpredictable people and events, it is imperative that individuals develop reflexive approaches to professional identity building. Notwithstanding the importance of disciplinary knowledge and skills, higher education has a crucial role to play in…

Guidance for Professionals Working with Newborns and Their Families: Pathways to Positive Parenting

ERIC Educational Resources Information Center

Pearson, Jolene

2016-01-01

Parents of newborns and infants are especially open to learning, and many new parents are actively seeking information. What do professionals teach them? How do they teach them? "Pathways" is an educator's guide to educating and supporting new parents. "Pathways" guides professionals in developing an approach to parent…

Opening the Classroom Door: Professional Learning Communities in the Math and Science Partnership Program

ERIC Educational Resources Information Center

Hamos, James E.; Bergin, Kathleen B.; Maki, Daniel P.; Perez, Lance C.; Prival, Joan T.; Rainey, Daphne Y.; Rowell, Ginger H.; VanderPutten, Elizabeth

2009-01-01

This article looks at how professional learning communities (PLCs) have become an operational approach for professional development with potential to de-isolate the teaching experience in the fields of science, technology, engineering, and mathematics (STEM). The authors offer a short synopsis of the intellectual origins of PLCs, provide multiple…

Discourse Surrounding the International Education Standards for Professional Accountants (IES): A Content Analysis Approach

ERIC Educational Resources Information Center

Sugahara, Satoshi; Wilson, Rachel

2013-01-01

The development and implementation of the International Education Standards (IES) for professional accountants is currently an important issue in accounting education and for educators interested in a shift toward international education standards more broadly. The purpose of this study is to investigate professional and research discourse…

Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

ERIC Educational Resources Information Center

Pang, Ming Fai; Ling, Lo Mun

2012-01-01

The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

Building Personal Learning Environments by Using and Mixing ICT Tools in a Professional Way

ERIC Educational Resources Information Center

Castaneda, Linda; Soto, Javier

2010-01-01

This paper reports on a teaching experience of the introduction of ICT to higher education students in a complementary professional approach and a Personal Learning Environment (PLE) development approach, as well as a naturalistic study based on this experience. The central focus of this methodology was the use of hands-on sessions to introduce…

Teaching professionalism through virtual means.

PubMed

McEvoy, Michelle; Butler, Bryan; MacCarrick, Geraldine

2012-02-01

Virtual patients are used across a variety of clinical disciplines for both teaching and assessment, but are they an appropriate environment in which to develop professional skills? This study aimed to evaluate students' perceived effectiveness of an online interactive virtual patient developed to augment a personal professional development curriculum, and to identify factors that would maximise the associated educational benefits. Student focus group discussions were conducted to explore students' views on the usefulness and acceptability of the virtual patient as an educational tool to teach professionalism, and to identify factors for improvement. A thematic content analysis was used to capture content and synthesise the range of opinions expressed. Overall there was a positive response to the virtual patient. The students recognised the need to teach and assess professionalism throughout their curriculum, and viewed the virtual patient as a potentially engaging and valuable addition to their curriculum. We identified factors for improvement to guide the development of future virtual patients. It is possible to improve approaches to teaching and learning professionalism by exploring students' views on innovative teaching developments designed to augment personal professional development curricula. © Blackwell Publishing Ltd 2012.

Narrative in interprofessional education and practice: implications for professional identity, provider-patient communication and teamwork.

PubMed

Clark, Phillip G

2014-01-01

Health and social care professionals increasingly use narrative approaches to focus on the patient and to communicate with each other. Both effective interprofessional education (IPE) and practice (IPP) require recognizing the various values and voices of different professions, how they relate to the patient's life story, and how they interact with each other at the level of the healthcare team. This article analyzes and integrates the literature on narrative to explore: self-narrative as an expression of one's professional identity; the co-creation of the patient's narrative by the professional and the patient; and the interprofessional multi-vocal narrative discourse as co-constructed by members of the healthcare team. Using a narrative approach to thinking about professional identity, provider-patient communication, and interprofessional teamwork expands our thinking about both IPE and IPP by providing new insights into the nature of professional practice based on relationships to oneself, the patient, and others on the team. How professionals define themselves, gather and present information from the patient, and communicate as members of a clinical team all have important dimensions that can be revealed by a narrative approach. Implications and conclusions for the further development of the narrative approach in IPE and IPP are offered.

Report of Best Practice: Development of an Ethics Manual as an Integral Component of Undergraduate Curriculum and Application for Graduates and Practitioners

ERIC Educational Resources Information Center

Angel, Lyndall Annette; Simpson, Maree Donna

2007-01-01

An ethics manual to support undergraduate lectures or practitioners in a healthcare environment has been developed. The manual was developed from course materials designed to ensure an integrated approach throughout a four year pharmacy program as teaching professionalism, as well as professional ethics, has become increasingly important and a…

Constructivist Approach in a Paradigm of Public School Teachers' Professional Development in Great Britain, Canada, the USA

ERIC Educational Resources Information Center

Mukan, Nataliya; Fuchyla, Olena; Ihnatiuk, Halyna

2017-01-01

The article dwells on professional development of public school teachers as an inevitable constituent of education systems in the 21st century. In such economically developed countries as Great Britain, Canada and the USA, the problem of preparing teachers to a difficult and responsible task of upbringing and educating future citizens always…

Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand

ERIC Educational Resources Information Center

Pruekpramool, Chaninan; Sangpradit, Theerapong

2016-01-01

The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher's efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the…

Development of a Web-Based Health Care Intervention for Patients With Heart Disease: Lessons Learned From a Participatory Design Study

PubMed Central

2017-01-01

Background The use of telemedicine technologies in health care has increased substantially, together with a growing interest in participatory design methods when developing telemedicine approaches. Objective We present lessons learned from a case study involving patients with heart disease and health care professionals in the development of a personalized Web-based health care intervention. Methods We used a participatory design approach inspired by the method for feasibility studies in software development. We collected qualitative data using multiple methods in 3 workshops and analyzed the data using thematic analysis. Participants were 7 patients with diagnosis of heart disease, 2 nurses, 1 physician, 2 systems architects, 3 moderators, and 3 observers. Results We present findings in 2 parts. (1) Outcomes of the participatory design process: users gave valuable feedback on ease of use of the platforms’ tracking tools, platform design, terminology, and insights into patients’ monitoring needs, information and communication technologies skills, and preferences for self-management tools. (2) Experiences from the participatory design process: patients and health care professionals contributed different perspectives, with the patients using an experience-based approach and the health care professionals using a more attitude-based approach. Conclusions The essential lessons learned concern planning and organization of workshops, including the finding that patients engaged actively and willingly in a participatory design process, whereas it was more challenging to include and engage health care professionals. PMID:28526674

A transformative perspective on learning and professional development of Afghan physiotherapists.

PubMed

Wickford, Jenny; Edwards, Ian; Rosberg, Susanne

2012-05-01

The aim of this article is to explore factors that impacted learning of Afghan physiotherapists in a development project to improve the physiotherapy services in a disability programme implemented by a Swedish nongovernmental organisation in Afghanistan. Participant observation, recorded as field notes, was used to document the process, to gain a better understanding of professional development of physiotherapists in Afghanistan. Field notes were analysed and factors affecting learning were interpreted from a perspective inspired by transformative learning. Various factors were identified: a pattern approach to treatment, linear thinking, and socially oriented decision making affected how new things learned were put into practice; concrete representations and an instrumental view of knowledge characterised learning approaches; language barriers, different interpretations of meaning, and cultural codes challenged communication; and a prescriptive, encouraging approach of the expatriate physiotherapy development worker affected teaching and learning. Working with professional development across cultural borders is challenging, and the identified factors impacting learning can help expatriate physiotherapists in adapting training to the Afghan context. Exploring meaning perspectives and communicative learning could enhance understanding of these factors for both expatriate and Afghan physiotherapists and should be a focus in future development activities.

An Examination of the Relationship between Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs

NASA Astrophysics Data System (ADS)

Garcia Arriola, Alfonso

In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.

Professional development for primary science teaching in Thailand: Knowledge, orientations, and practices of professional developers and professional development participants

NASA Astrophysics Data System (ADS)

Musikul, Kusalin

The purpose of this study was to examine an entire PD project as a case to understand the dynamic nature of science PD in a holistic manner. I used a pedagogical content knowledge model by Magnusson, Krajcik, and Borko (1999) as my theoretical framework in examining the professional developers' and teacher participants' knowledge, orientation, and practice for professional development and elementary science teaching. The case study is my research tradition; I used grounded theory for data analysis. The primary data sources were interview, card sort activity, and observation field notes collected during the PD and subsequently in teacher participants' classrooms. Secondary data sources were documents and artifacts that I collected from the professional developers and teachers. An analysis of the data led me to interpret the following findings: (a) the professional developers displayed multiple orientations. These orientations included activity-driven, didactic, discovery, and pedagogy-driven orientations. The orientations that were found among the professional developers deviated from the reformed Thai Science Education Standards; (b) the professional developers had limited PCK for PD, which were knowledge of teachers' learning, knowledge of PD strategies, knowledge of PD curriculum, and knowledge of assessment.; (c) the professional developers' knowledge and orientations influenced their decisions in selecting PD activities and teaching approaches; (d) their orientations and PCK as well as the time factor influenced the design and implementation of the professional development; (e) the elementary teachers displayed didactic, activity-driven, and academic rigor orientations. The orientations that the teachers displayed deviated from the reformed Thai Science Education Standards; and (f) the elementary teachers exhibited limited PCK. It is evident that the limitation of one type of knowledge resulted in an ineffective use of other components of PCK. This study demonstrates the nature of PD in the context of Thailand in a holistic view to understand knowledge, orientation, and implementation of professional developers and professional development participants. Furthermore, the findings have implications for professional development and professional developers in Thailand and include worldwide with respect to promoting sustain and intensive professional development and developing professional developers.

The Influence of Contextual Factors on the Sustainability of Professional Development Outcomes

ERIC Educational Resources Information Center

Sandholtz, Judith Haymore; Ringstaff, Cathy

2016-01-01

This study investigated how contextual factors influenced the sustainability of outcomes from a 3-year, state-funded professional development program that provided science assistance for K-2 teachers in small, rural school districts. The research used a case-study approach with a purposive sample of five elementary schools that varied in…

Sustaining Online Teacher Professional Development through Community Design

ERIC Educational Resources Information Center

Henderson, Michael

2007-01-01

Purpose: The purpose of this paper is to explore the role of community of practice in sustaining teachers' participation in a blended (face-to-face and online) professional development course. Design/methodology/approach: A longitudinal multiple-case study methodology was used in researching groups of five teachers in Australia and four teachers…

Elementary School Teacher's Perceptions of the Math Coach Approach to Professional Development

ERIC Educational Resources Information Center

Drust, Janice H.

2013-01-01

An increasingly popular way of supporting teachers is with instructional coaching, which involves the teacher working alongside an instructional coach in the classroom and participating weekly in professional development. Due to a challenge issued to educators from government leaders, schools and districts are considering the coaching model as an…

Combining Emerging Technology and Writing across the Curriculum: Professional Development that Works!

ERIC Educational Resources Information Center

Hampson, Margaret P.; Hearron, Tom; Noggle, Mary

2009-01-01

Though Writing Across the Curriculum is not a new concept, Caldwell Community College and Technical Institute offers a two-semester professional development program that combines this instructional approach with emerging technology. Though this program focuses on the use of writing to enhance student learning, this training format can be…

Using an Empowerment Professional Development Model to Support Beginning Primary Mathematics Teachers

ERIC Educational Resources Information Center

Sparrow, Len; Frid, Sandra

2003-01-01

This is a case study report from a larger study that focused on how an empowerment professional development model influenced the mathematics pedagogical practices and beliefs of Australian primary school teachers during their first year of teaching. The research used an interpretive approach for analysis of data from interviews, observations,…

E-Mentoring for Professional Development of Pre-Service Teachers: A Case Study

ERIC Educational Resources Information Center

Kahraman, Mehmet; Kuzu, Abdullah

2016-01-01

This study focused on supporting the professional development of information technologies pre-service teachers with e-mentoring approach. The e-mentoring program was conducted in four basic phases; preparation, matching, interaction and finalizing. In the study, the data were collected via researcher journals, semi-structured interviews held with…

Professional Development: Assuring Quality in E-Learning Policy and Practice

ERIC Educational Resources Information Center

Mansvelt, Juliana; Suddaby, Gordon; O'Hara, Duncan; Gilbert, Amanda

2009-01-01

Purpose: The paper reports on findings of research into the institutional and individual influences on engaging in professional development (PD), reflecting on how PD might be made available in ways which could support quality in e-learning. Design/methodology/approach: The paper presents findings of a research project exploring factors…

Designing and Implementing an Integrated Technological Pedagogical Science Knowledge Framework for Science Teachers Professional Development

ERIC Educational Resources Information Center

Jimoyiannis, Athanassios

2010-01-01

This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum…

"There's Magic in the Web": e-Mentoring for Women's Career Development

ERIC Educational Resources Information Center

Headlam-Wells, Jenny; Gosland, Julian; Craig, Jane

2005-01-01

Purpose: This paper aims to advance the argument for the transformative potential of e-mentoring for professional women. Design/methodology/approach: Existing mentoring and e-mentoring models are evaluated as the context for the development of an innovative e-mentoring programme for professional women in the UK (Empathy-Edge). The European…

Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching

ERIC Educational Resources Information Center

Dabner, Nicki; Davis, Niki; Zaka, Pinelopi

2012-01-01

Online learning and teaching is rapidly increasing in many countries, including high schools in the USA and teacher education worldwide. Online and blended approaches to professional and organizational development are, therefore, becoming essential to enable effective and equitable education. Authentic project-based learning to support the…

Dialogic Feedback as Divergent Assessment for Learning: An Ecological Approach to Teacher Professional Development

ERIC Educational Resources Information Center

Charteris, Jennifer

2016-01-01

Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an…

Coaching and Professional Development in Early Childhood Classrooms: Current Practices and Recommendations for the Future

ERIC Educational Resources Information Center

Gupta, Sarika S.; Daniels, Janese

2012-01-01

Coaching is one of several professional development approaches being used in early childhood to facilitate improved teacher instruction to promote child outcomes. Despite its use, little is known about how coaching promotes teacher knowledge and skills (Sheridan, Edwards, Marvin, & Knoche, 2009). We reviewed the early childhood coaching literature…

Teaching Children Well: New Evidence-Based Approaches to Teacher Professional Development and Training

ERIC Educational Resources Information Center

Pianta, Robert C.

2011-01-01

There is widespread acknowledgement that the production of effective teaching and teachers is perhaps the critical component of education reform and innovation for improvement of student learning. This aim requires a serious investment of time, rigor, and evaluation to produce professional-development programs that actually work. This report…

Professional Development in an Online Context: Opportunities and Challenges from the Voices of College Faculty

ERIC Educational Resources Information Center

Wynants, Shelli; Dennis, Jessica

2018-01-01

Given the variety of learning and engagement needs of the increasingly diverse student population in higher education, flexible approaches to teaching are critical for improving student success. Professional development that provides faculty exposure to effective, evidence-based instructional strategies in an online context may enhance their…

The Role of Theory in the Professional Development of an Educational Theorist

ERIC Educational Resources Information Center

Carr, Wilfred

2005-01-01

This article deals with some long-standing philosophical issues concerning the nature of educational theory, its relevance to educational practice and its role in the professional development of teachers. Instead of treating these questions as "theoretical", however, it approaches them through a reflective autobiographical account of the role that…

Redesigning Professional Development: Reconceptualising Teaching Using Social Learning Technologies

ERIC Educational Resources Information Center

Cochrane, Thomas; Narayan, Vickel

2013-01-01

This article evaluates the use of a community of practice model for redesigning a lecturer professional development course investigating the impact of mobile web 2.0 technologies in higher education. The results show a significant change in lecturer conceptions of pedagogy were achieved by this approach. Drawing on our experience of two iterations…

Reflections on the Increasing Relevance of Large-Scale Professional Development

ERIC Educational Resources Information Center

Krainer, Konrad

2015-01-01

This paper focuses on commonalities and differences of three approaches to large-scale professional development (PD) in mathematics education, based on two studies from Germany and one from the United States of America. All three initiatives break new ground in improving PD targeted at educating "multipliers", and in all three cases…

Open Courses and MOOCs as Professional Development--Is the Openness a Hindrance?

ERIC Educational Resources Information Center

Olsson, Ulf

2016-01-01

Purpose: The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach: The…

Measuring Teachers' Learning from a Problem-Based Learning Approach to Professional Development in Science Education

ERIC Educational Resources Information Center

Weizman, Ayelet; Covitt, Beth A.; Koehler, Matthew J.; Lundeberg, Mary A.; Oslund, Joy A.; Low, Mark R.; Eberhardt, Janet; Urban-Lurain, Mark

2008-01-01

In this study we measured changes in science teachers' conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year…

Facilitating Video Analysis for Teacher Development: A Systematic Review of the Research

ERIC Educational Resources Information Center

Baecher, Laura; Kung, Shiao-Chuan; Ward, Sarah Laleman; Kern, Kimberly

2018-01-01

Video analysis of classroom practice as a tool in teacher professional learning has become ever more widely used, with hundreds of articles published on the topic over the past decade. When designing effective professional development for teachers using video, facilitators turn to the literature to identify promising approaches. This article…

Professional Development in Teaching and Learning for Early Career Academic Geographers: Contexts, Practices and Tensions

ERIC Educational Resources Information Center

Vajoczki, Susan; Biegas, Tamara C.; Crenshaw, Melody; Healey, Ruth L.; Osayomi, Tolulope; Bradford, Michael; Monk, Janice

2011-01-01

This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and…

Can We Improve Training for Health Professionals to Sustain Local Health Development?

PubMed Central

King, Stephen

2016-01-01

Can we improve training for health professionals? We explore specific variables that need to be accounted for to achieve sustainable local health development through training. A problem-based approach with appreciation of the need for making changes is suggested as the only authentic basis for training. PMID:28090174

Evaluating Faculty Pedagogic Practices to Inform Strategic Academic Professional Development: A Case of Cases

ERIC Educational Resources Information Center

Drew, Steve; Klopper, Christopher

2014-01-01

An investigation was undertaken into how a process involving peer review and observation of teaching can be used to enhance academics' teaching practices and inform professional development activities at an organization level. We describe an innovative and highly structured approach to gathering evidence of pedagogic practice from academic…

Experienced speech-language pathologists' responses to ethical dilemmas: an integrated approach to ethical reasoning.

PubMed

Kenny, Belinda; Lincoln, Michelle; Balandin, Susan

2010-05-01

To investigate the approaches of experienced speech-language pathologists (SLPs) to ethical reasoning and the processes they use to resolve ethical dilemmas. Ten experienced SLPs participated in in-depth interviews. A narrative approach was used to guide participants' descriptions of how they resolved ethical dilemmas. Individual narrative transcriptions were analyzed by using the participant's words to develop an ethical story that described and interpreted their responses to dilemmas. Key concepts from individual stories were then coded into group themes to reflect participants' reasoning processes. Five major themes reflected participants' approaches to ethical reasoning: (a) focusing on the well-being of the client, (b) fulfilling professional roles and responsibilities, (c) attending to professional relationships, (d) managing resources, and (e) integrating personal and professional values. SLPs demonstrated a range of ethical reasoning processes: applying bioethical principles, casuistry, and narrative reasoning when managing ethical dilemmas in the workplace. The results indicate that experienced SLPs adopted an integrated approach to ethical reasoning. They supported clients' rights to make health care choices. Bioethical principles, casuistry, and narrative reasoning provided useful frameworks for facilitating health professionals' application of codes of ethics to complex professional practice issues.

Approaches and Activities of Professional Development During Graduate/Postdoctoral Summer Workshops

NASA Astrophysics Data System (ADS)

Gross, N. A.; Wiltberger, M. J.; Hughes, W. J.; Bhattacharjee, A.; Schrijver, K.; Bagenal, F.; Sojka, J. J.; Munoz-Jaramillo, A.

2017-12-01

NSF and NASA each fund a space physics summer school - the Space Weather Summer School (https://www2.hao.ucar.edu/CISM-Summer-School) and the Heliophysics Summer School (https://cpaess.ucar.edu/heliophysics/summer-school) - each of which provide a comprehensive introduction to their fields at the conceptual and quantitative level for graduate and postdoctoral researchers. Along with specific content goals, each summer school also recognizes professional development goals for the students. Each school intentionally develops community among the summer school students to promote professional networking between the students and between students and instructors. Community is promoted both as part of the formal program and through informal gatherings and outings. Social media is intentionally used for this purpose as well. The summer schools also promote practice with discussing science concepts in small groups through peer instruction, practice presenting in small groups, and discussing results with minimal preparation. Short formal student presentations and poster sessions are organized as part of the formal schedule of one of the summer schools. Much of the professional development work is informed by improvisational theater approaches. Group improv training focuses on the development of the group or the community rather than the individual. Group improv activities are used to build the group and encourage full participation. This talk will outline the professional development activities in each school and how they are informed by improv.

The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development

PubMed Central

Ferrill, Mary J.

2009-01-01

Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character. PMID:19657501

Developing a problem-based learning (PBL) curriculum for professionalism and scientific integrity training for biomedical graduate students.

PubMed

Jones, Nancy L; Peiffer, Ann M; Lambros, Ann; Guthold, Martin; Johnson, A Daniel; Tytell, Michael; Ronca, April E; Eldridge, J Charles

2010-10-01

A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations.

Advancing Professional Development Through a Community of Practice: the New England Network for Faculty Affairs.

PubMed

Power, Christine M; Thorndyke, Luanne E; Milner, Robert J; Lowney, Kathleen; Irvin, Charles G; Fonseca-Kelly, Zoe; Benjamin, Emelia J; Bhasin, Robina M; Connelly, Maureen T

2018-01-01

In an era of competing priorities, funding is increasingly restricted for offices of faculty affairs and development. Opportunities for professional staff to grow and network through attendance at national meetings and to share best practices are limited. We sought to describe a community of practice established to enhance the professional development of faculty affairs professionals and to document its impact. We outlined the process of formation of the New England Network for Faculty Affairs (NENFA), reviewed the pedagogical approaches to professional development, and surveyed members to evaluate the impact of NENFA on their activities, professional network and their institutions. After a successful 2011 initial meeting, NENFA created an organizing committee and conducted a needs assessment among potential members. NENFA's charter, mission, goals, and structure were based on survey results. NENFA's regional community of practice grew to 31 institutions and held 10 meetings over 5 years. Meetings have examined a faculty development topic in depth using multiple learning formats to engage participants from academic medical centers and allied professions. Results from a 2015 member survey confirmed the value of NENFA. Multiple members documented changes in practice as a result of participating. NENFA has been sustained by volunteer leadership, collaboration, and the value that the group has brought to its members. We propose that a "community of practice" offers an effective model for collaborative learning among individuals at different institutions within a competitive health care environment. We recommend that the approach be replicated in other regions.

Nursing Faculty Professional Development: A Study Using the National League for Nursing (NLN) Core Competencies for Nurse Educators for Development of Novice to Expert Nurse Educators

ERIC Educational Resources Information Center

Luoma, Kari L.

2013-01-01

The purpose of this quantitative research study was to identify core competencies that are most significant for nursing faculty to develop as they transition from novice to expert faculty. Professional development in a systematic approach may guide faculty to learn what is significant as they progress in the nurse faculty role. A quantitative…

Developing an Instrument for Self-Evaluation of Teaching and Learning Competencies: A Review of Faculty Professional Development and the Changing Higher Education Landscape in Singapore

ERIC Educational Resources Information Center

Cheong, Grace

2017-01-01

This paper forms part of a doctoral study focused on the development and validation of an instrument for the self-evaluation of teaching and learning competencies for the purpose of faculty professional development. The rapid expansion of the higher education sector in Singapore has called for new approaches to university teaching that are…

Pedagogical Conditions of Formation of Professional Competence of Future Music Teachers on the Basis of an Interdisciplinary Approach

ERIC Educational Resources Information Center

Gromova, Chulpan R.; Saitova, Lira R.

2016-01-01

The relevance of research problem is due to the need for music teacher with a high level of formation of professional competence determination of the content and principles of an interdisciplinary approach to its formation. The aim of the article lies in development and testing of complex of the pedagogical conditions in formation of professional…

Beyond Hammers versus Hugs: Leveraging Educator Evaluation and Professional Learning Communities into Job-Embedded Professional Development

ERIC Educational Resources Information Center

Woodland, Rebecca H.; Mazur, Rebecca

2015-01-01

Educational evaluation (Ed Eval) and professional learning communities (PLCs) are two of the nation's most predominant approaches to widespread instructional improvement. Yet key attributes of these reform initiatives are too often experienced by teachers as burdensome, or even detrimental, rather than helpful. The authors of this article contend…

Excellence for All: A Nietzschean-Inspired Approach in Professional Higher Education

ERIC Educational Resources Information Center

Joosten, Henriëtta

2015-01-01

Europe's objectives of economic growth and job creation require large numbers of professionals who are willing and able to innovate and rise above themselves. In this article, a concept of excellence is developed that can be broadly applied in professional higher education. This concept of excellence derives from three concepts which the German…

Is Chinese Software Engineering Professionalizing or Not?: Specialization of Knowledge, Subjective Identification and Professionalization

ERIC Educational Resources Information Center

Yang, Yan

2012-01-01

Purpose: This paper aims to discuss the challenge for the classical idea of professionalism in understanding the Chinese software engineering industry after giving a close insight into the development of this industry as well as individual engineers with a psycho-societal perspective. Design/methodology/approach: The study starts with the general…

Mathematics Learning Difficulties in Primary Education: Teachers' Professional Knowledge and the Use of Commercially Available Learning Packages

ERIC Educational Resources Information Center

Van Steenbrugge, H.; Valcke, M.; Desoete, A.

2010-01-01

The present study builds on teachers' professional knowledge about mathematics learning difficulties. Based on the input of 918 primary school teachers, an attempt is made to develop an overview of difficult curriculum topics in primary school mathematics. The research approach builds on new conceptions about the professional identity of teachers…

Clean water, clean hands or new vaccines?

PubMed

Luby, Stephen P

2017-06-01

Throughout human history, pathogens transmitted through feces from person to person have caused substantial mortality. Over a century ago civil engineers in high income countries developed approaches to collect and remove feces from the environment that in communities with high incomes and strong governments markedly reduced the burden of enteric disease. These approaches, however, have not been successfully extended to impoverished communities in low income countries. Water/sanitation/hygiene professionals have attempted, with only limited success, to reduce fecal exposure and human disease in the absence of definitive civil engineering approaches. Medical professionals have worked to develop vaccines against some of the most important fecal oral pathogens. Each of these approaches needs further development and adaptation to optimally address the burden of fecally transmitted diseases in impoverished communities. © 2017 The British Infection Association. Published by Elsevier Ltd. All rights reserved.

The Influence of Contextual Factors on the Sustainability of Professional Development Outcomes

NASA Astrophysics Data System (ADS)

Sandholtz, Judith Haymore; Ringstaff, Cathy

2016-03-01

This study investigated how contextual factors influenced the sustainability of outcomes from a 3-year, state-funded professional development program that provided science assistance for K-2 teachers in small, rural school districts. The research used a case-study approach with a purposive sample of five elementary schools that varied in instructional time in science several years after the funding period. The primary data sources were teacher surveys and interviews conducted 2 and 3 years after the end of the professional development program. The findings highlight variations across schools and the influence of principal support, resources, collegial support, personal commitment, and external factors. The research holds practical implications for enhancing long-term sustainability of professional development outcomes in science education.

Long-Term Impacts of Professional Development on Teachers Using a Math-Enhanced Curriculum in Agricultural Power and Technology: A 10-Year Retrospect

ERIC Educational Resources Information Center

Mukembo, Stephen C.; Edwards, M. Craig

2015-01-01

Professional development (PD) on approaches to curriculum integration (CI) continues to be essential for teachers to stay abreast of developments to improve student performance in their courses while also supporting learning and achievement in core subjects. We aimed to explore and derive meaning from the shared experiences of six agriculture…

Recommendations and Improvements for the Evaluation of Integrated Community-Wide Interventions Approaches.

PubMed

van Koperen, Tessa M; Renders, Carry M; Spierings, Eline J M; Hendriks, Anna-Marie; Westerman, Marjan J; Seidell, Jacob C; Schuit, Albertine J

2016-01-01

Background . Integrated community-wide intervention approaches (ICIAs) are implemented to prevent childhood obesity. Programme evaluation improves these ICIAs, but professionals involved often struggle with performance. Evaluation tools have been developed to support Dutch professionals involved in ICIAs. It is unclear how useful these tools are to intended users. We therefore researched the facilitators of and barriers to ICIA programme evaluation as perceived by professionals and their experiences of the evaluation tools. Methods . Focus groups and interviews with 33 public health professionals. Data were analysed using a thematic content approach. Findings . Evaluation is hampered by insufficient time, budget, and experience with ICIAs, lack of leadership, and limited advocacy for evaluation. Epidemiologists are regarded as responsible for evaluation but feel incompetent to perform evaluation or advocate its need in a political environment. Managers did not prioritise process evaluations, involvement of stakeholders, and capacity building. The evaluation tools are perceived as valuable but too comprehensive considering limited resources. Conclusion . Evaluating ICIAs is important but most professionals are unfamiliar with it and management does not prioritise process evaluation nor incentivize professionals to evaluate. To optimise programme evaluation, more resources and coaching are required to improve professionals' evaluation capabilities and specifically the use of evaluation.

Recommendations and Improvements for the Evaluation of Integrated Community-Wide Interventions Approaches

PubMed Central

Spierings, Eline J. M.; Westerman, Marjan J.; Seidell, Jacob C.; Schuit, Albertine J.

2016-01-01

Background. Integrated community-wide intervention approaches (ICIAs) are implemented to prevent childhood obesity. Programme evaluation improves these ICIAs, but professionals involved often struggle with performance. Evaluation tools have been developed to support Dutch professionals involved in ICIAs. It is unclear how useful these tools are to intended users. We therefore researched the facilitators of and barriers to ICIA programme evaluation as perceived by professionals and their experiences of the evaluation tools. Methods. Focus groups and interviews with 33 public health professionals. Data were analysed using a thematic content approach. Findings. Evaluation is hampered by insufficient time, budget, and experience with ICIAs, lack of leadership, and limited advocacy for evaluation. Epidemiologists are regarded as responsible for evaluation but feel incompetent to perform evaluation or advocate its need in a political environment. Managers did not prioritise process evaluations, involvement of stakeholders, and capacity building. The evaluation tools are perceived as valuable but too comprehensive considering limited resources. Conclusion. Evaluating ICIAs is important but most professionals are unfamiliar with it and management does not prioritise process evaluation nor incentivize professionals to evaluate. To optimise programme evaluation, more resources and coaching are required to improve professionals' evaluation capabilities and specifically the use of evaluation. PMID:28116149

Are Seminar Periods Supportive of the Professional Development of Social Studies Teachers?

ERIC Educational Resources Information Center

Demir, Selçuk Besir; Dogan, Soner; Atasoy, Turgay

2016-01-01

The purpose of this study is to determine the efficiency of the seminar periods intended for contributing to the professional development of social studies teachers based on their own perspectives. This study adopts a qualitative approach and is carried out in the form of a case study. Among the purposeful sampling methods, the criteria sample…

An Evaluation of the Effectiveness of Policy Communication in the Professional Development Centre's Training Programs.

ERIC Educational Resources Information Center

Rudasill, Susann E.

In the face of rising juvenile violent crime rates and media talk of waste, abuse, fraud, and ineffectiveness within the Florida Department of Health and Rehabilitative Services (HRS), the state recommended the adoption of a family-focused approach in client intervention strategy. The Florida Atlantic University Professional Development Centre…

Using Mixed Methods to Analyze Video Data: A Mathematics Teacher Professional Development Example

ERIC Educational Resources Information Center

DeCuir-Gunby, Jessica T.; Marshall, Patricia L.; McCulloch, Allison W.

2012-01-01

This article uses data from 65 teachers participating in a K-2 mathematics professional development research project as an example of how to analyze video recordings of teachers' classroom lessons using mixed methods. Through their discussion, the authors demonstrate how using a mixed methods approach to classroom video analysis allows researchers…

Elite Professional Education and Problems of Regional Development

ERIC Educational Resources Information Center

Gavrikov, A. L.

2012-01-01

This article emphasizes the regional development in today's Russia and focuses on the current state of the system of higher education. The concept of elite professional education is used as a means of social mobility and an instrument for the formation of the social structure of a particular region. What prompted this approach was an analysis of…

Explore-Create-Share Study: An Evaluation of Teachers as Curriculum Innovators in Engineering Education

ERIC Educational Resources Information Center

Berry, Ayora

2017-01-01

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and…

Teacher Career Motivation and Professional Development in Special and Inclusive Education: Perspectives from Chinese Teachers

ERIC Educational Resources Information Center

Feng, Yan

2012-01-01

Limited evidence is available from the existing literature that relates teachers' career motivation to their attitudes towards special and inclusive education and their motivation for professional development in China. A mixed-method approach was used to investigate teachers' perspectives in this respect. A sample of teachers at seven mainstream…

Improving Teacher Practices through Professional Development in a Low-Performing City School: An Action Research Study

ERIC Educational Resources Information Center

Miles-Daniels, Angela A.

2014-01-01

Professional development training raises many concerns in today's U.S. education system. Each year, education systems change. Understanding these change efforts provides school districts the opportunity to be successful in their efforts. Today's students no longer seem to benefit from one instructional approach and need an enhancement in their…

The Use of Mathematical Investigations in a Queensland Primary School and Implications for Professional Development

ERIC Educational Resources Information Center

Marshman, Margaret; Clark, Darren; Carey, Michael

2015-01-01

With the introduction of Ways of Working in 2008, Queensland teachers received professional development on using investigations to teach mathematics. This case study explores the extent to which teachers in one Queensland Primary School use this pedagogy. To determine teachers' beliefs and teaching approaches, a five point Likert scale…

Summary of Research on the Effectiveness of Math Professional Development Approaches. REL 2014-010

ERIC Educational Resources Information Center

Gersten, Russell; Taylor, Mary Jo; Keys, Tran D.; Rolfhus, Eric; Newman-Gonchar, Rebecca

2014-01-01

This study used a systematic process modeled after the What Works Clearinghouse (WWC) study review process to answer the question: What does the causal research say are effective math professional development interventions for K-12 teachers aimed at improving student achievement? The study identified and screened 910 research studies in a…

A Simulation-Based LED Design Project in Photonics Instruction Based on Industry-University Collaboration

ERIC Educational Resources Information Center

Chang, S. -H.; Chen, M. -L.; Kuo, Y. -K.; Shen, Y. -C.

2011-01-01

In response to the growing industrial demand for light-emitting diode (LED) design professionals, based on industry-university collaboration in Taiwan, this paper develops a novel instructional approach: a simulation-based learning course with peer assessment to develop students' professional skills in LED design as required by industry as well as…

The Liberal Arts Department Chairs' Leadership Approach for Providing Faculty Professional Development

ERIC Educational Resources Information Center

White, Kevin C.

2017-01-01

Colleges and universities have a need to prepare faculty to educate students to be critical thinkers and well-rounded individuals. In accomplishing this goal, the undergraduate academic department chair takes on a critical role to assist with the process of faculty professional development. Currently, there is a call from different stakeholders…

Engaging Preservice Teachers in Professional Development about iPads

ERIC Educational Resources Information Center

Shannon, Katheryn E.; Cullen, Theresa A.

2016-01-01

The iEducate mini-conference was a professional development approach used in a college of education that has a one to one iPad initiative. Students were strongly encouraged to attend workshops on effective iPad integration strategies for the classroom during a one-week period. A total of 87 students, faculty, staff, alumni, and community members…

Urban Principal's Perception of Instructional Coaching as Job-Embedded Professional Development: A Case Study

ERIC Educational Resources Information Center

Marcks, Melissa A.

2017-01-01

Instructional coaching is one method of job-embedded professional development approach that provides teachers an opportunity to build teacher expertise, raise student achievement, and advance school reform. The problem that was addressed in this qualitative case study was that few principals' understand the process of instructional coaching as…

Peer Coaching as an Institutionalised Tool for Professional Development: The Perceptions of Tutors in a Nigerian College

ERIC Educational Resources Information Center

Aderibigbe, Semiyu Adejare; Ajasa, Folorunso Adekemi

2013-01-01

Purpose: The purpose of this paper is to explore the perceptions of college tutors on peer coaching as a tool for professional development to determine its formal institutionalisation. Design/methodology/approach: A survey questionnaire was used for data collection, while analysis of data was done using descriptive statistics. Findings: The…

Changes in High School Chemistry Teacher Beliefs and Practice after a Professional Development Program

ERIC Educational Resources Information Center

Spraker, Ralph Everett, Jr.

2010-01-01

This study proposed that when professional development modeled the inquiry-approach and provided time for peer-observed enactment and reflection, it would produce change in in-service chemistry teachers' beliefs and practices. Case study methodology was used to collect a variety of in-depth data on teachers' beliefs and practice including…

We Are All Talking: A Whole-School Approach to Professional Development for Teachers of English Learners

ERIC Educational Resources Information Center

Shea, Lauren M.; Sandholtz, Judith Haymore; Shanahan, Therese B.

2018-01-01

This study investigates the impact of a professional development program that included two distinct components: strategies for infusing student-talk into grade-level lessons in science and mathematics; and school-level learning communities focused on readings and discussions of student-talk research. This article reports the program's impact on…

Peer Observation: A Key Factor to Improve Iranian EFL Teachers' Professional Development

ERIC Educational Resources Information Center

Motallebzadeh, Khalil; Hosseinnia, Mansooreh; Domskey, Javad G. H.

2017-01-01

This study reports on the perspectives of a group of Iranian EFL teachers about peer observation effects. The aim was to investigate if peer observation as a reflective tool could significantly affect EFL teachers' professional development. It has been done based on a mixed method approach. The participants have stated their viewpoints on the…

A Professional Development Program Evaluation: Teacher Efficacy, Learning, and Transfer

ERIC Educational Resources Information Center

Tomonari, Dana Anne Miyuki

2012-01-01

Although professional development is an important means of improving both teachers' skills and student outcomes, there is a dearth of high quality empirical research on the efficacy of such efforts. The efficacy of the Challenging Behavior Process was assessed using a mixed method approach which included the use of pre-, post-, and follow-up…

The Effectiveness of a Guided Inquiry-Based, Teachers' Professional Development Programme on Saudi Students' Understanding of Density

ERIC Educational Resources Information Center

Almuntasheri, S.; Gillies, R. M.; Wright, T.

2016-01-01

Despite a general consensus on the educational effectiveness of inquiry-based instruction, the enacted type of inquiry in science classrooms remains debatable in many countries including Saudi Arabia. This study compared guided-inquiry based teachers' professional development to teacher-directed approach in supporting Saudi students to understand…

Developing Teachers' Professional Learning: Canadian Evidence and Experiences in a World of Educational Improvement

ERIC Educational Resources Information Center

Campbell, Carol

2017-01-01

This article discusses the current international emphasis on educational improvement and, particularly, approaches to developing teachers' professional learning. I begin by arguing for the importance of Canadian narratives and evidence within global debates. I turn then to an example of a recently conducted study of the state of educators'…

Professional Development of Continuing Higher Education Unit Leaders: A Need for a Competency-Based Approach

ERIC Educational Resources Information Center

Bacheler, Margaret

2015-01-01

The purpose of this study was to examine the effect of professional development experiences on the career competencies of continuing higher education unit leaders (CHEULs). In the American system of higher education, a CHEUL manages an administrative unit that offers educational programs to adult learners (Cranton, 1996). To face the challenges…

Creating, Constructing, and Cultivating Professional Development within a Reggio-Inspired Early Childhood Education Program

ERIC Educational Resources Information Center

Haigh, Karen M.

2009-01-01

The study examined the professional development system of an early childhood education program which was influenced by the Reggio Emilia Approach to early learning. This multi-site program thrived within low-income, inner-city communities of Chicago. Literature connected to the program's historical context of the Settlement House and the Reggio…

Professional values, self-esteem, and ethical confidence of baccalaureate nursing students.

PubMed

Iacobucci, Trisha A; Daly, Barbara J; Lindell, Debbie; Griffin, Mary Quinn

2013-06-01

Professional identity and competent ethical behaviors of nursing students are commonly developed through curricular inclusion of professional nursing values education. Despite the enactment of this approach, nursing students continue to express difficulty in managing ethical conflicts encountered in their practice. This descriptive correlational study explores the relationships between professional nursing values, self-esteem, and ethical decision making among senior baccalaureate nursing students. A convenience sample of 47 senior nursing students from the United States were surveyed for their level of internalized professional nursing values (Revised Professional Nursing Values Scale), level of self-esteem (Rosenberg's Self-Esteem Scale), and perceived level of confidence in ethical decision making. A significant positive relationship (p < 0.05) was found between nursing students' professional nursing values and levels of self-esteem. The results of this study can be useful to nursing educators whose efforts are focused on promoting professional identity development and competent ethical behaviors of future nurses.

Promoting the development of professional identity of gerontologists: an academic/experiential learning model.

PubMed

Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn

2013-01-01

Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

NASA Astrophysics Data System (ADS)

Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

2016-04-01

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

Improving health service management education: the manager speaks.

PubMed

Harris, M G; Harris, R D; Tapsell, L

1993-01-01

This paper uses health service manager judgements to discuss educational approaches and environments suitable to the development of required competencies and reports barriers to and opportunities for competency development. Practising managers were found to recognise and value the educational contributions made by academic programs, health service organisations and professional associations to the development of professional competence. Academic programs are seen as the appropriate vehicle for developing conceptual, analytical, problem solving and communication competencies that require considerable maturation time. Health service organisations are seen to have a key role in promoting professional competence through maintaining a culture conductive to encouraging managers to undertake further education, supported by appropriate system strategies. Professional associations are regarded as appropriate sponsors for promoting knowledge and skill update in relation to current issues in management through short courses, conferences and timely educational meetings. Wherever possible, collaboration between professional and educational organisations was seen to be desirable.

The Professional Identity of Early Years Educators in England: Implications for a Transformative Approach to Continuing Professional Development

ERIC Educational Resources Information Center

Lightfoot, Sarah; Frost, David

2015-01-01

This article examines the professional identity of nine early years educators currently working in the early years sector of education in England. These educators include teachers, teaching assistants, nursery practitioners and nursery nurses working with children three to five years old in the Early Years Foundation Stage in state-maintained…

On Anticipatory Development of Dual Education Based on the Systemic Approach

ERIC Educational Resources Information Center

Alshynbayeva, Zhuldyz; Sarbassova, Karlygash; Galiyeva, Temir; Kaltayeva, Gulnara; Bekmagambetov, Aidos

2016-01-01

The article addresses separate theoretical and methodical aspects of the anticipatory development of dual education in the Republic of Kazakhstan based on the systemic approach. It states the need to develop orientating basis of prospective professional activities in students. We define the concepts of anticipatory cognition and anticipatory…

Physiotherapists' stories about professional development.

PubMed

Pettersson, Anna F; Bolander Laksov, Klara; Fjellström, Mona

2015-01-01

A professional career may extend over a period of 40 years. Although learning is a feature of professional competence, little is known about learning and development after professional entry education. Narrative inquiry was used to understand how physiotherapists learned and developed over time, and stories from a purposeful sample of 12 physiotherapists were collected. Stories were thematically analyzed with regard to key elements related to learning and development, and common themes were identified across stories. Four themes emerged from the analysis where physiotherapists learned and developed in working life: (1) facing challenges; (2) contrasting perspectives; (3) drawing on hundreds of educators; and (4) building on personal experience. Non-formal ways of learning in working life may help physiotherapists learn and develop confidence, communication strategies and different approaches to treatment. Besides reflection on personal experience and patient encounters, learning and development may be promoted and supported by taking on challenges and changing settings.

How we developed a role-based portfolio for teachers' professional development.

PubMed

Pyörälä, Eeva

2014-09-01

Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.

The meaning of early intervention: A parent's experience and reflection on interactions with professionals using a phenomenological ethnographic approach.

PubMed

Lee, Yoon H

2015-01-01

The purpose of this study is to describe how a parent's partnership with professionals progresses and evolves throughout the service provisioning process. Using a phenomenological ethnographic approach, the lived reality of a family is depicted as the parent walks through different stages of the Individualized Family Service Plan process over a 6-month period. Data concerning parent-professional interactions were obtained via observation notes and document reviews whereas data regarding parent perceptions were collected through multiple individual interviews. Overall, the parent conveyed her satisfaction with actual services especially regarding the professionals' knowledge and parental advocacy. However, the parent also indicated frustration with the early intervention planning process and "obligated" partnerships with providers. In particular, the providers' lack of sensitivity was noted, and greater emotional and psychological support was suggested. The overall process of developing partnerships with professionals can be excessively intrusive to the family's lives. Future research directions are offered as a contribution for the development of improved policies for early intervention programs regarding family-centered practice, utilizing the perspectives of families.

Towards an effective co-operation between companies and occupational safety and health services.

PubMed

van der Drift, Dorine Willy

2002-01-01

In the Dutch Working Conditions Act, every employer is required to organize preventive occupational safety and health services (OSH-Services). The OSH-Services need to have a certification that can be compared with ISO-9000. This article is focused on the question: How can companies and OSH-Services co-operate more effectively to obtain a better OSH management system inside the companies? To answer this question, TNO has developed an approach to support organisations in the health care branch to obtain a better service from their OSH-Service. TNO has chosen to focus on supporting the companies, because of the recognition that the effectiveness of OSH-Services has been found in effects on their customers, the companies. As a result of the research project a stepwise approach with several tools was developed. After the development phase, parts of the approach and the tools were used in several other consultancy projects. Evaluative studies have not been performed yet. However, from the development activities and several consultancy projects some remarkable evaluative findings can be given. The approach can be useful for companies and OSH-Services to make their goals and expectations more explicit. The approach also helps to make the management of companies clear that their own behaviour is relevant to the achievement of their goals in occupational health and safety policy, in addition to the services provided by the OSH-Service and their professionals. The approach cannot fulfil the possible need for qualification of OSH professionals. However, the approach can make the OSH professionals clear in what way they have qualification needs.

Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

PubMed Central

Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J. M.

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837

Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

PubMed

Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

What motivates health professionals? Opportunities to gain greater insight from theory.

PubMed

Buetow, Stephen

2007-07-01

Health care policy-makers and researchers need to pay more attention to understanding the influence of motivation on professional behaviour. Goal setting theory, including two hypotheses - the business case and the pride case - dominates current attempts to motivate professionals. However, the predominance of goal setting theory stifles other approaches to conceptualizing professional motivation. These approaches include other cognitive theories of motivation, such as self-determination theory (concerned with how to use extrinsic rewards that enhance intrinsic motivation), as well as content, psychoanalytic and environmental theories. A valuable opportunity exists to develop and test such theories in addition to possible hybrids, for example, by elaborating goal setting theory in health care. The results can be expected to inform health policy and motivate individual professionals, groups, organizations and workforces to improve and deliver high quality care.

Use of complex adaptive systems metaphor to achieve professional and organizational change.

PubMed

Rowe, Ann; Hogarth, Annette

2005-08-01

This paper uses the experiences of a programme designed to bring about change in performance of public health nurses (health visitors and school nurses) in an inner city primary care trust, to explore the issues of professional and organizational change in health care organizations. The United Kingdom government has given increasing emphasis to programmes of modernization within the National Health Service. A central facet of this policy shift has been an expectation of behaviour and practice change by health care professionals. Change was brought about through use of a Complex Adaptive Systems approach. This enabled change to be seen as an inclusive, evolving and unpredictable process rather one which is linear and mechanistic. The paper examines in detail how the use of concepts and metaphors associated with Complex Adaptive Systems influenced the development of the programme, its implementation and outcomes. The programme resulted in extensive change in professional behaviour, service delivery and transformational change in the organizational structures and processes of the employing organization. This gave greater opportunities for experimentation and innovation, leading to new developments in service delivery, but also meant higher levels of uncertainty, responsibility, decision-making and risk management for practitioners. Using a Complex Adaptive Systems approach was helpful for developing alternative views of change and for understanding why and how some aspects of change were more successful than others. Its use encouraged the confrontation of some long-standing assumptions about change and service delivery patterns in the National Health Service, and the process exposed challenging tensions within the Service. The consequent destabilising of organizational and professional norms resulted in considerable emotional impacts for practitioners, an area which was found to be underplayed within the Complex Adaptive Systems literature. A Complex Adaptive Systems approach can support change, in particular a recognition and understanding of the emergence of unexpected structures, patterns and processes. The approach can support nurses to change their behaviour and innovate, but requires high levels of accountability, individual and professional creativity.

A Contingency Approach to Organization Development Based on Differentiated Roles.

ERIC Educational Resources Information Center

LaVan, Helen; And Others

1981-01-01

Studied differences in job satisfaction between professionals and administrators. Administrators (N=44) and health-care professionals (N=105) completed questionnaires addressing organizational climate, role conflict, role ambiguity, functional influence, and job satisfaction. Results found several differences and suggest that differential…

Underpinnings of Competency-Based Education

ERIC Educational Resources Information Center

Schilling, Jim F.; Koetting, J. Randall

2010-01-01

Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs…

The ERESE project: Bridging the gap between Digital Science Libraries and Education through Professional Development of Teachers and Database Development

NASA Astrophysics Data System (ADS)

Staudigel, H.; Helly, M.; Helly, J.; Koppers, A.; Massel-Symons, C.; Miller, S.

2004-12-01

The ERESE (Enduring Resources in Earth Science Education) project involves a close collaboration between teachers, librarians, educators, data archive managers and scientists in Earth sciences and information technology, to create a digital library environment for Earth science education. We report here on an ongoing (NSF-NSDL) project involving teachers' professional development in the pedagogy of plate tectonics in middle and high schools. This work included efforts in scientific database development in terms of contents and search tools, the development of an inquiry based learning approach, a two week professional development workshop attended by 15 teachers from across the nation, a classroom implementation of lesson plans developed by the teachers at the workshop and an evaluation/validation process for the success of their pedagogic approaches. This ERESE project offers a novel path for both science teaching and professional outreach for scientists, and includes four key components: (1) A true, long-term research partnership between educators and scientists, guiding each other with respect to the authenticity of the science taught and the educational soundness of a scientists' elaborations on science concepts. (2) Expansion of existing scientific databases through the use of metadata that tie scientific materials to a particular expert level and teaching goal. (3) The design of interfaces that make data accessible to the educational community. (4) The use of an inquiry based teaching approach that integrates the scientist-educator collaboration and the data base developments. Our pedagogic approach includes the development of a central hypotheses by the student in response to an initial general orientation and presentation of a well chosen central provocative phenomenon by the teacher. Then, the student develops a research plan that is devoted to address this hypothesis through the use of the materials provided by a scientific database allowing a students prove or disprove their hypothesis and to explore the limits of the (current) understanding of a particular science question. Our first experience with this ERESE project involved a steep learning curve, but the initial results are very promising, providing true professional development for educators as well as for the scientists, whereby the former learn about new ways of teaching science and the latter learn to communicate with teachers.

Temporary Fix or Lasting Solution? Investigating the Longitudinal Impact of Teacher Professional Development on K-2 Science Instruction

ERIC Educational Resources Information Center

Haymore Sandholtz, Judith; Ringstaff, Cathy; Matlen, Bryan

2016-01-01

This study investigated the extent to which a state-funded teacher professional development program designed to improve K-2 science education led to changes that persisted beyond the funding period. The study used a longitudinal, mixed-methods approach and examined persistence of changes in teachers' content knowledge, self-efficacy, instructional…

Understanding the Construction of Personal Learning Networks to Support Non-Formal Workplace Learning of Training Professionals

ERIC Educational Resources Information Center

Manning, Christin

2013-01-01

Workers in the 21st century workplace are faced with rapid and constant developments that place a heavy demand on them to continually learn beyond what the Human Resources and Training groups can meet. As a consequence, professionals must rely on non-formal learning approaches through the development of a personal learning network to keep…

Supporting Collaborative and Continuing Professional Development in Education for Sustainability through a Communities of Practice Approach

ERIC Educational Resources Information Center

Warr Pedersen, Kristin

2017-01-01

Purpose: The purpose of this paper is to consider an expanded vision of professional development for embedding education for sustainability (EfS) in a higher education institution. Through an exploration of a community of practice at the University of Tasmania, this paper examines how collaborative peer learning can sustain and promote continued…

A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

ERIC Educational Resources Information Center

Zinger, Doron; Naranjo, Ashley; Amador, Isabel; Gilbertson, Nicole; Warschauer, Mark

2017-01-01

Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to support student use of technology and can improve student learning, but PD has had mixed results. In this study, researchers investigated a PD program…

Live Video Classroom Observation: An Effective Approach to Reducing Reactivity in Collecting Observational Information for Teacher Professional Development

ERIC Educational Resources Information Center

Liang, Jiwen

2015-01-01

This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of…

Taking Inspiration from Reggio Emilia: An Analysis of a Professional Development Workshop on Fostering Authentic Art in the Early Childhood Classroom

ERIC Educational Resources Information Center

Mages, Wendy K.

2016-01-01

This article documents the implementation of a professional development workshop on the Reggio Emilia approach in early childhood art education. It describes how early childhood educators participated in a collaborative collage experience and how a similar art activity can be engaging for young children. It also highlights philosophies,…

Adaptive Capacity in the Pacific Region: A Study of Continuous Professional Development for In-Service Teachers in Kiribati

ERIC Educational Resources Information Center

Martin, Tess; Thomson, Ian

2018-01-01

This study of I-Kiribati secondary school teachers used a project-based approach to investigate the notions of school-based and collaborative learning as a suitable model for in-service teacher continuous professional development (CPD). The design and methodology adopted by the study framed the argument that since collaborative behavior is…

Changing Practice: An Evaluation of the Impact of a Nature of Science Inquiry-Based Professional Development Programme on Primary Teachers

ERIC Educational Resources Information Center

Murphy, Clíona; Smith, Greg; Varley, Janet; Razi, Özge

2015-01-01

This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies.…

Contribution of a Professional Development Programme to the Quality and Retention of Teachers in an Urban Environment

ERIC Educational Resources Information Center

Gaikhorst, Lisa; Beishuizen, Jos J.; Zijlstra, Bonne J. H.; Volman, Monique L. L.

2015-01-01

This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were…

Studying Teachers' Degree of Classroom Implementation, Teachers' Implementation Practices, and Students' Learning as Outcomes of K-12 STEM Professional Development

ERIC Educational Resources Information Center

Lin, Peiyi

2013-01-01

With a growing demand for an enhanced K-12 education for strengthening students' conceptual learning, interest, and career awareness in science, technology, engineering, and mathematics, teacher professional development projects have been viewed as an efficient approach. However, a variety of external and teacher factors may prevent such projects…

A Unique Marine and Environmental Science Program for High School Teachers in Hawai'i: Professional Development, Teacher Confidence, and Lessons Learned

ERIC Educational Resources Information Center

Rivera, Malia Ana J.; Manning, Mackenzie M.; Krupp, David A.

2013-01-01

Hawai'i is a unique and special place to conduct environmental science inquiry through place based learning and scientific investigation. Here, we describe and evaluate a unique professional development program for science teachers in Hawai'i that integrates the traditional approach of providing training to improve content knowledge, with the…

Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers' Professional Development

ERIC Educational Resources Information Center

Altun, Taner

2013-01-01

This study aims to examine primary student teachers' (PSTs) perceptions about the effects of pre-formed classroom culture on their professional development. In the study, a mixed method approach was used. The study group consisted of 4th year student teachers who attend a primary teacher education program leading to a B.Ed. degree at the Fatih…

Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting Using a Bayesian Approach to Mix Methods

ERIC Educational Resources Information Center

Ogletree, August E.

2009-01-01

Two needs of Georgia State University Professional Development School Partnerships are to show increases in both student academic achievement and teacher efficacy. The Teacher-Intern-Professor (TIP) Model was designed to address these needs. The TIP model focuses on using the university and school partnership to support Georgia State University…

Collaborative Learning Processes in the Context of a Public Health Professional Development Program: A Case Study

ERIC Educational Resources Information Center

Tremblay, Marie-Claude; Richard, Lucie; Brousselle, Astrid; Chiocchio, François; Beaudet, Nicole

2017-01-01

The health promotion laboratory (HPL-Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of…

Effect of Makerspace Professional Development Activities on Elementary and Middle School Educator Perceptions of Integrating Technologies with STEM (Science, Technology, Engineering, Mathematics)

ERIC Educational Resources Information Center

Miller, Jennifer Renea

2016-01-01

This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically…

Developing midwifery practice through work-based learning: an exploratory study.

PubMed

Marshall, Jayne E

2012-09-01

To explore what effect the introduction of a Work-Based Learning Module undertaken by midwives in a range of maternity settings has had on their personal professional development, as well as the impact on developing local maternity and neonatal care provision. A case study approach was used consisting of mixed methods. Quantitative data were collected through questionnaires from midwives and their Clinical Supervisors at the end of the module, with a survey questionnaire to each midwifery manager, six months following the implementation of the midwives' project in practice. Qualitative data were collected by focus groups at six different work place locations, with health professionals who had experienced the midwives' projects within the workplace. Quantitative data were manually analysed whereas content analysis was used to identify recurrent themes from the qualitative data, with the support of Computer Assisted Qualitative Data Analysis Software. The University of Nottingham granted ethical approval for the study. Twelve midwives who undertook the work-based module, their respective Clinical Supervisors (n = 12), their employers/managers (n = 12) and health professionals (n = 28) within six individual National Health Service Trusts in the East Midlands of the United Kingdom took part in the study. The work-based learning module not only led to the personal and professional development of the midwife, but also to improving multi-professional collaboration and the consequential development of maternity services within the local Trusts. The value of leading change by completing an innovative and tangible work-based project through a flexible mode of study strengthened the midwives' clinical credibility among colleagues and employers and supports the philosophy of inter-professional learning and working. This novel Work Based approach to learning has the potential to further develop the provision of post-registration education for midwives and other health professionals, as it helps to bridge the theory-practice gap. Learning in the workplace is efficient and cost effective to employee and employer and serves in increasing the link between higher education and the workplace. Furthermore, as the principles of work-based learning could be transferred to other contexts outside of the United Kingdom, such an approach has the potential to directly influence the development of global midwifery education and maternity services and ultimately benefit mothers, their babies and families throughout the world. Copyright © 2012 Elsevier Ltd. All rights reserved.

Repositioning interprofessional education from the margins to the centre of Australian health professional education ? what is required?

PubMed

Dunston, Roger; Forman, Dawn; Thistlethwaite, Jill; Steketee, Carole; Rogers, Gary D; Moran, Monica

2018-01-16

Objective This paper examines the implementation and implications of four development and research initiatives, collectively titled the Curriculum Renewal Studies program (CRS), occurring over a 6-year period ending in 2015 and focusing on interprofessional education (IPE) within Australian pre-registration health professional education. Methods The CRS was developed as an action-focused and participatory program of studies. This research and development program used a mixed-methods approach. Structured survey, interviews and extensive documentary analyses were supplemented by semi-structured interviews, focus groups, large group consultations and consensus building methods. Narrative accounts of participants' experiences and an approach to the future development of Australian IPE were developed. Results Detailed accounts of existing Australian IPE curricula and educational activity were developed. These accounts were published and used in several settings to support curriculum and national workforce development. Reflective activities engaging with the findings facilitated the development of a national approach to the future development of Australian IPE - a national approach focused on coordinated and collective governance and development. Conclusion This paper outlines the design of an innovative approach to national IPE governance and development. It explores how ideas drawn from sociocultural theories were used to guide the choice of methods and to enrich data analysis. Finally, the paper reflects on the implications of CRS findings for health professional education, workforce development and the future of Australian IPE. What is known about the topic? IPE to enable the achievement of interprofessional and collaborative practice capabilities is widely accepted and promoted. However, many problems exist in embedding and sustaining IPE as a system-wide element of health professional education. How these implementation problems can be successfully addressed is a health service and education development priority. What does this paper add? The paper presents a summary of how Australian IPE was conceptualised, developed and delivered across 26 universities during the period of the four CRS studies. It points to strengths and limitations of existing IPE. An innovative approach to the future development of Australian IPE is presented. The importance of sociocultural factors in the development of practitioner identity and practice development is identified. What are the implications for practitioners? The findings of the CRS program present a challenging view of current Australian IPE activity and what will be required to meet industry and health workforce expectations related to the development of an Australian interprofessional- and collaborative-practice-capable workforce. Although the directions identified pose considerable challenges for the higher education and health sectors, they also provide a consensus-based approach to the future development of Australian IPE. As such they can be used as a blueprint for national development.

Professional approaches in clinical judgements among senior and junior doctors: implications for medical education.

PubMed

Nilsson, Maria Skyvell; Pilhammar, Ewa

2009-05-21

Clinical experience has traditionally been highly valued in medical education and clinical healthcare. On account of its multi-faceted nature, clinical experience is mostly difficult to articulate, and is mainly expressed in clinical situations as professional approaches. Due to retirement, hospitals in Scandinavia will soon face a substantial decrease in the number of senior specialist doctors, and it has been discussed whether healthcare will suffer an immense loss of experienced-based knowledge when this senior group leaves the organization. Both senior specialists and junior colleagues are often involved in clinical education, but the way in which these two groups vary in professional approaches and contributions to clinical education has not been so well described. Cognitive psychology has contributed to the understanding of how experience may influence professional approaches, but such studies have not included the effect of differences in position and responsibilities that junior and senior doctors hold in clinical healthcare. In the light of the discussion above, it is essential to describe the professional approaches of senior doctors in relation to those of their junior colleagues. This study therefore aims to describe and compare the professional approaches of junior and senior doctors when making clinical judgements. Critical incident technique was used in interviews with nine senior doctors and nine junior doctors in internal medicine. The interviews were subjected to qualitative content analysis. Senior and junior doctors expressed a variety of professional approaches in clinical judgement as follows: use of theoretical knowledge, use of prior experience of cases and courses of events, use of ethical and moral values, meeting and communicating with the patient, focusing on available information, relying on their own ability, getting support and guidance from others and being directed by the organization. The most prominent varieties of professional approaches were seen in use of knowledge and work-related experience. Senior doctors know how the organization has worked in the past and have acquired techniques with respect to long-term decisions and their consequences. Junior doctors, on the other hand, have developed techniques and expertise for making decisions based on a restricted amount of information, in relation to patients' wellbeing as well as organizational opportunities and constraints. This study contributes to medical education by elucidating the variation in professional approaches among junior and senior doctors, which can be used as a basis for discussion about clinical judgement, in both pre-clinical and clinical education. Further research is required to explain how these professional approaches are expressed and used in clinical education.

Professional approaches in clinical judgements among senior and junior doctors: implications for medical education

PubMed Central

Nilsson, Maria Skyvell; Pilhammar, Ewa

2009-01-01

Background Clinical experience has traditionally been highly valued in medical education and clinical healthcare. On account of its multi-faceted nature, clinical experience is mostly difficult to articulate, and is mainly expressed in clinical situations as professional approaches. Due to retirement, hospitals in Scandinavia will soon face a substantial decrease in the number of senior specialist doctors, and it has been discussed whether healthcare will suffer an immense loss of experienced-based knowledge when this senior group leaves the organization. Both senior specialists and junior colleagues are often involved in clinical education, but the way in which these two groups vary in professional approaches and contributions to clinical education has not been so well described. Cognitive psychology has contributed to the understanding of how experience may influence professional approaches, but such studies have not included the effect of differences in position and responsibilities that junior and senior doctors hold in clinical healthcare. In the light of the discussion above, it is essential to describe the professional approaches of senior doctors in relation to those of their junior colleagues. This study therefore aims to describe and compare the professional approaches of junior and senior doctors when making clinical judgements. Methods Critical incident technique was used in interviews with nine senior doctors and nine junior doctors in internal medicine. The interviews were subjected to qualitative content analysis. Result Senior and junior doctors expressed a variety of professional approaches in clinical judgement as follows: use of theoretical knowledge, use of prior experience of cases and courses of events, use of ethical and moral values, meeting and communicating with the patient, focusing on available information, relying on their own ability, getting support and guidance from others and being directed by the organization. Conclusion The most prominent varieties of professional approaches were seen in use of knowledge and work-related experience. Senior doctors know how the organization has worked in the past and have acquired techniques with respect to long-term decisions and their consequences. Junior doctors, on the other hand, have developed techniques and expertise for making decisions based on a restricted amount of information, in relation to patients' wellbeing as well as organizational opportunities and constraints. This study contributes to medical education by elucidating the variation in professional approaches among junior and senior doctors, which can be used as a basis for discussion about clinical judgement, in both pre-clinical and clinical education. Further research is required to explain how these professional approaches are expressed and used in clinical education. PMID:19460139

Fostering person-centered care among nursing students: creative pedagogical approaches to developing personal knowing.

PubMed

Schwind, Jasna K; Beanlands, Heather; Lapum, Jennifer; Romaniuk, Daria; Fredericks, Suzanne; LeGrow, Karen; Edwards, Susanna; McCay, Elizabeth; Crosby, Jamie

2014-06-01

Person-centered care (PCC) is grounded in principles of respect, autonomy, and empowerment and requires the development of interpersonal relationships. For nursing students to engage in PCC, they need to intentionally develop personal knowing, which is an essential attribute of therapeutic relationships. Developing personal knowing, as well as professional knowledge, positions students to enact PCC in their practice. Faculty members play a vital role in fostering the development of personal knowing by creating opportunities for students in which genuine and respectful dialogue, reflection, self-awareness, and critical thinking can take place. This article explores several creative approaches faculty have used to actualize these qualities in their teaching-learning encounters with nursing students at various stages of their students' professional development. These approaches offer experiential teaching-learning opportunities that foster the development of personal knowing, as well as constructive and respectful relationships between faculty and students, therefore laying the groundwork for PCC in practice settings. Copyright 2014, SLACK Incorporated.

Impediments and constraints in the uptake of water sensitive urban design measures in greenfield and infill developments.

PubMed

Sharma, Ashok K; Cook, Stephen; Tjandraatmadja, Grace; Gregory, Alan

2012-01-01

Water sensitive urban developments are designed with integrated urban water management concepts and water sensitive urban design measures. The initiatives that may be included are the substitution of imported drinking water with alternative sources using a fit-for-purpose approach and structural and non-structural measures for the source control of stormwater. A water sensitive approach to urban development can help in achieving sustainability objectives by minimising disturbance to ecological and hydrological processes, and also relieve stress on conventional water systems. Water sensitive urban developments remain novel in comparison with conventional approaches, so the understanding and knowledge of the systems in regards to their planning; design; implementation; operation and maintenance; health impacts and environmental impacts is still developing and thus the mainstream uptake of these approaches faces many challenges. A study has been conducted to understand these challenges through a detailed literature review, investigating a large number of local greenfield and infill developments, and conducting extensive consultation with water professionals. This research has identified the social, economic, political, institutional and technological challenges faced in implementing water sensitive urban design in greenfield and infill developments. The research found in particular that there is the need for long-term monitoring studies of water sensitive urban developments. This monitoring is important to validate the performance of novel approaches implemented and improve associated guidelines, standards, and regulatory and governance frameworks, which can lead to mainstream acceptance of water sensitive urban development approaches. The dissemination of this research will help generate awareness among water professionals, water utilities, developers, planners and regulators of the research challenges to be addressed in order to achieve more mainstream acceptance of water sensitive approaches to urban development. This study is based on existing water sensitive urban developments in Australia, however, the methodology adopted in investigating impediments to the uptake of these developments can be applied globally. It is hoped that insights from this study will benefit water professionals in other countries where there is also a move towards water sensitive urban development.

Retaining IT Staff through Effective Institutional Planning and Management.

ERIC Educational Resources Information Center

Eleey, Michael

1999-01-01

Recommends a systems approach to ensure a positive working environment for campus information technology professionals to help reduce personnel turnover in this critical area. Guidelines include appropriate compensation, reasonable and effective matching of job scope and resources, problem prevention, and balanced professional development. (DB)

Experiences of Practice-Based Learning in Phenomenographic Perspective

ERIC Educational Resources Information Center

Rovio-Johansson, Airi

2018-01-01

Purpose: The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach: The paper introduces the cooperation project between Tibro Training…

Types of Informal Learning in Cross-Organizational Collegial Conversations

ERIC Educational Resources Information Center

Wilson, Daniel Gray; Hartung, Kyle

2015-01-01

Purpose: This paper aims to gather empirical evidence for what colleagues from different organizations reported they learned from informal professional learning conversations. Informal learning conversations with colleagues is a powerful yet understudied source of self-directed, professional development. Design/methodology/approach: This study of…

A case study: planning a statewide information resource for health professionals: an evidence-based approach.

PubMed

Aspinall, Erinn E; Chew, Katherine; Watson, Linda; Parker, Mary

2009-10-01

What is the best approach for implementing a statewide electronic health library (eHL) to serve all health professionals in Minnesota? The research took place at the University of Minnesota Health Sciences Libraries. In January 2008, the authors began planning a statewide eHL for health professionals following the five-step process for evidence-based librarianship: formulating the question, finding the best evidence, appraising the evidence, assessing costs and benefits, and evaluating the effectiveness of resulting actions. The authors identified best practices for developing a statewide eHL for health professionals relating to audience or population served, information resources, technology and access, funding model, and implementation and sustainability. They were compared to the mission of the eHL project to drive strategic directions by developing recommendations. EBL can guide the planning process for a statewide eHL, but findings must be tailored to the local environment to address information needs and ensure long-term sustainability.

A case study: planning a statewide information resource for health professionals: an evidence-based approach

PubMed Central

Chew, Katherine; Watson, Linda; Parker, Mary

2009-01-01

Question: What is the best approach for implementing a statewide electronic health library (eHL) to serve all health professionals in Minnesota? Setting: The research took place at the University of Minnesota Health Sciences Libraries. Methods: In January 2008, the authors began planning a statewide eHL for health professionals following the five-step process for evidence-based librarianship: formulating the question, finding the best evidence, appraising the evidence, assessing costs and benefits, and evaluating the effectiveness of resulting actions. Main Results: The authors identified best practices for developing a statewide eHL for health professionals relating to audience or population served, information resources, technology and access, funding model, and implementation and sustainability. They were compared to the mission of the eHL project to drive strategic directions by developing recommendations. Conclusion: EBL can guide the planning process for a statewide eHL, but findings must be tailored to the local environment to address information needs and ensure long-term sustainability. PMID:19851487

Developing professionalism: dental students' perspective.

PubMed

Ashar, Abid; Ahmad, Amina

2014-12-01

To explore the undergraduate dental students' insight of their professionalism development through Focus Group Discussions (FGD). Constructivist approach using qualitative phenomenological design. Fatima Memorial Hospital, College of Dentistry, Lahore, from April to June 2011. Four FGDs of 1st year (8 students), 2nd year (6 students), 3rd year (6 students) and 4th year (6 students) enrolled in Bachelor of Dental Surgery (BDS) program were conducted to explore how they have developed various elements of professionalism namely altruism, accountability, excellence, duty and service, honor and integrity, and respect for all; and how professionalism can be further developed in them. The FGDs were audio taped, transcribed and analyzed through thematic analysis. Triangulation of themes and trends were done through content analysis by relating to their respective frequency of quotes. Data verification was done through audit by second author. Role models and social responsibility were the main reasons in the students' professionalism development thus far with personal virtues and reasons; religion; and punishment and reward contributing to a lesser degree. Training contributed least but was deemed most in furthering professionalism. Excessive workload (quota) and uncongenial educational environment were considered detrimental to the cause. Formal planning and implementation of professionalism curriculum; selection of students with appropriate attributes; control of hidden curriculum, including effective role models, good educational and working environments will foster professionalism among dental students maximally.

The Factors that Affect Science Teachers' Participation in Professional Development

NASA Astrophysics Data System (ADS)

Roux, Judi Ann

Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities within local school districts, the use of formal and informal professional development, and the needs of rural science teachers compared to urban and suburban teachers.

Perspective: Can emotional intelligence training serve as an alternative approach to teaching professionalism to residents?

PubMed

Taylor, Christine; Farver, Carol; Stoller, James K

2011-12-01

Of the Accreditation Council for Graduate Medical Education's six general competencies, professionalism has posed the greatest challenges for medical educators to define and teach. Currently, professionalism is largely taught experientially through role modeling, which has many shortcomings as a sole teaching strategy. Namely, role modeling does not involve an explicit curriculum, the skill is difficult to teach or develop, and physicians may be reluctant to talk about lapses in their own behaviors regarding professionalism.In this article, the authors propose instead using the model of emotional intelligence (EI) to define key elements of professionalism and as the basis for their proposed curriculum for teaching professionalism. EI is a well-developed construct and consists of four types of abilities: emotional self-awareness, self-management, social awareness, and relationship management. EI is grounded in effective performance and leadership success rather than in moral right or wrong. The authors propose that the EI abilities suggest specific curricula which, when successfully taught by faculty and learned by physicians-in-training, would allow trainees' professionalism to be recognized and measured in ways that are not currently possible with existing hidden curricula. The authors hope that those who develop policies regarding professionalism and those who train physicians will find this construct a useful way of developing curricula for the critical professionalism competency.

Professional development strategies for teaching urban biology teachers to use concept maps effectively

NASA Astrophysics Data System (ADS)

McGregor Petgrave, Dahlia M.

Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

A qualitative evaluation of the Scottish Staff and Associate Specialist Development Programme.

PubMed

Cleland, Jennifer; Burr, Jacqueline; Johnston, Peter

2016-05-01

The continued professional development of staff and associate specialist doctors in the UK was ill served prior to the introduction of the new staff and associate specialist doctor's contract in 2008. The aim of this study was to independently evaluate NHS Education for Scotland's approach to improving professional development for staff and associate specialist doctors, the staff and associate specialist Professional Development Fund. Semi-structured telephone interviews with key stakeholders, framed by a realistic approach to evaluate what works, for whom and in how and under what circumstances. An inductive and data-driven thematic analysis was carried out and then the realist framework was applied to the data. We interviewed 22 key stakeholders: staff and associate specialist doctors, staff and associate specialist educational advisors, programme architects and clinical directors, between end February and May 2014. The resultant data indicated five broad themes: organisational barriers to continued professional development for staff and associate specialist doctors, the purpose of funding, gains from funding, the need for better communication about the staff and associate specialist Programme Development Fund, and the interplay between individual and systems factors. The staff and associate specialist Programme Development Fund has changed the opportunities available to staff and associate specialist doctors in Scotland and, in that sense, has changed the context for this group - or at least those who have realised the opportunities. © The Author(s) 2016.

An Argument Approach to Observation Protocol Validity

ERIC Educational Resources Information Center

Bell, Courtney A.; Gitomer, Drew H.; McCaffrey, Daniel F.; Hamre, Bridget K.; Pianta, Robert C.; Qi, Yi

2012-01-01

This article develops a validity argument approach for use on observation protocols currently used to assess teacher quality for high-stakes personnel and professional development decisions. After defining the teaching quality domain, we articulate an interpretive argument for observation protocols. To illustrate the types of evidence that might…

The art of professional development and caring in cancer nursing.

PubMed

Wengström, Yvonne; Ekedahl, Marieanne

2006-03-01

The impetus for this qualitative study was the premise expressed by lay people that nursing terminally ill cancer patients must be depressing and difficult to cope with. Its focus was nurses' stress and coping strategies, both secular and religious. Data was collected using a narrative life-story approach, and then Lazaruz and Folkman's coping theory and Pargament's theory on the psychology of religion were used during the analysis of the data. Several factors were identified, related to the individual and group levels, that influence a nurse's identity and professional development. A person's life orientation was suggested as a first concept for developing a professional paradigm that includes caritas as a main orienting factor. Directed by the nurse's secular and religious orientation, competence develops, making it possible to understand, analyze, manage, and appreciate the significance of the professional work of caring.

Feedback (F) Fueling Adaptation (A) Network Growth (N) and Self-Organization (S): A Complex Systems Design and Evaluation Approach to Professional Development

ERIC Educational Resources Information Center

Yoon, Susan A.; Klopfer, Eric

2006-01-01

This paper reports on the efficacy of a professional development framework premised on four complex systems design principles: Feedback, Adaptation, Network Growth and Self-organization (FANS). The framework is applied to the design and delivery of the first 2 years of a 3-year study aimed at improving teacher and student understanding of…

How Does Innovative Continuous Professional Development (CPD) Operate in the ECEC Sector? Insights from a Cross-Analysis of Cases in Denmark, Italy and Poland

ERIC Educational Resources Information Center

Bove, Chiara; Jensen, Bente; Wyslowska, Olga; Iannone, Rosa Lisa; Mantovani, Susanna; Karwowska-Struczyk, Malgorzata

2018-01-01

This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features…

Development of the PMPQ: A Structural Job Analysis Questionnaire for the Study of Professional and Managerial Positions. PMPQ Report No. 1.

ERIC Educational Resources Information Center

Mitchell, Jimmy L.; McCormick, Ernest J.

The development and analysis of the Professional and Managerial Position Questionnaire (PMPQ) is reported. PMPQ is intended to serve as a job analysis instrument for higher level occupations than those assessed by the Position Analysis Questionnaire (PAQ). Four approaches to job analysis are described with different emphases on the requirements of…

Marathon Running, Accreditation of Study Programmes and Professional Development in Consultancies: Are They All about the Same? A Cognitive Perspective on Transfer of Training

ERIC Educational Resources Information Center

Gruber, Hans

2013-01-01

Three challenges are presented which address problems of transfer of training: running marathon, accreditation of study programmes, professional development in consultancies. It is discussed in-how-far and why different approaches to transfer of training stress commonalities or differences between these challenges. The results are used to analyse…

Professional Development That Sticks: How Do I Create Meaningful Learning Experiences for Educators? (ASCD Arias)

ERIC Educational Resources Information Center

Ende, Fred

2016-01-01

How can we approach professional development in a thoughtful way, keep teachers motivated, and make the process worthwhile? It's a truth that school leaders can't deny: teachers tend to think of PD as a distraction from the "real work" of the classroom--as something to get through instead of an opportunity to engage, learn, and grow as…

Why We Belong - Exploring Membership of Healthcare Professionals in an Intensive Care Virtual Community Via Online Focus Groups: Rationale and Protocol.

PubMed

Rolls, Kaye; Hansen, Margaret; Jackson, Debra; Elliott, Doug

2016-06-13

Many current challenges of evidence-based practice are related to ineffective social networks among health care professionals. Opportunities exist for multidisciplinary virtual communities to transcend professional and organizational boundaries and facilitate important knowledge transfer. Although health care professionals have been using the Internet to form virtual communities for many years, little is known regarding "why" they join, as most research has focused on the perspective of "posters," who form a minority of members. Our aim was to develop a comprehensive understanding of why health care professionals belong to a virtual community (VC). A qualitative approach will be used to explore why health care professionals belong to an intensive care practice-based VC, established since 2003. Three asynchronous online focus groups will be convened using a closed secure discussion forum. Participants will be recruited directly by sending emails to the VC and a Google form used to collect consent and participant demographics. Participants will be stratified by their online posting behaviors between September 1, 2012, and August 31, 2014: (1) more than 5 posts, (2) 1-5 posts, or (3) no posts. A question guide will be used to guide participant discussion. A moderation approach based on the principles of focus group method and e-moderation has been developed. The main source of data will be discussion threads, supported by a research diary and field notes. Data analysis will be undertaken using a thematic approach and framed by the Diffusion of Innovation theory. NVivo software will be used to support analyses. At the time of writing, 29 participants agreed to participate (Focus Group 1: n=4; Focus Group 2: n=16; Focus Group 3: n=9) and data collection was complete. This study will contribute to a growing body of research on the use of social media in professional health care settings. Specifically, we hope results will demonstrate an enhancement of health care professionals' social networks and how VCs may improve knowledge distribution and patient care outcomes. Additionally, the study will contribute to research methods development in this area by detailing approaches to understand the effectiveness of online focus groups as a data collection method for qualitative research methods.

Mapping More than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge

ERIC Educational Resources Information Center

Norman, Heidi

2014-01-01

As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in…

ICT, Professional Learning: Towards Communities of Practice

ERIC Educational Resources Information Center

Webb, Ivan; Robertson, Margaret; Fluck, Andrew

2005-01-01

This article reports on findings from "action research" pilot projects in four Tasmanian primary schools. The projects focused on the provision of professional learning to support the use of information and communication technology (ICT) in teaching and learning. These pilot projects used an approach developed from observations of…

Professional development programs in health promotion: tools and processes to favor new practices.

PubMed

Torres, Sara; Richard, Lucie; Guichard, Anne; Chiocchio, François; Litvak, Eric; Beaudet, Nicole

2017-06-01

Developing innovative interventions that are in sync with a health promotion paradigm often represents a challenge for professionals working in local public health organizations. Thus, it is critical to have both professional development programs that favor new practices and tools to examine these practices. In this case study, we analyze the health promotion approach used in a pilot intervention addressing children's vulnerability that was developed and carried out by participants enrolled in a public health professional development program. More specifically, we use a modified version of Guichard and Ridde's (Une grille d'analyse des actions pour lutter contre les inégalités sociales de santé. In Potvin, L., Moquet, M.-J. and Jones, C. M. (eds), Réduire les Inégalités Sociales en Santé. INPES, Saint-Denis Cedex, pp. 297-312, 2010) analytical grid to assess deductively the program participants' use of health promotion practices in the analysis and planning, implementation, evaluation, sustainability and empowerment phases of the pilot intervention. We also seek evidence of practices involving (empowerment, participation, equity, holism, an ecological approach, intersectorality and sustainability) in the intervention. The results are mixed: our findings reveal evidence of the application of several dimensions of health promotion (equity, holism, an ecological approach, intersectorality and sustainability), but also a lack of integration of two key dimensions; that is, empowerment and participation, during various phases of the pilot intervention. These results show that the professional development program is associated with the adoption of a pilot intervention integrating multiple but not all dimensions of health promotion. We make recommendations to facilitate a more complete integration. This research also shows that the Guichard and Ridde grid proves to be a thorough instrument to document the practices of participants. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

A Systematic Approach to Find a Professional Audiology Clinic: Patient-Based Information

PubMed Central

Kim, Gungu; Kim, Gibbeum; Na, Wondo

2016-01-01

This brief communication introduced a systematic way to find a professional audiology clinic developed for patients and professionals by the American Academy of Audiology, American Speech-Language-Hearing Association, and Healthy Hearing. Patients can access each organization's website to find professionals and/or clinics based on criteria such as location, hours, special areas, types of service, reviews and rating by previous patients, and kinds of insurance accepted. Such a system may protect the patients from information overload, guarantee accurate information, and help them find themselves professional audiologists who can assist them. We expect professional organizations to adopt this system as soon as possible and link hearing-impaired patients with professional audiologists in Korea. PMID:27626086

A Systematic Approach to Find a Professional Audiology Clinic: Patient-Based Information.

PubMed

Kim, Gungu; Kim, Gibbeum; Na, Wondo; Han, Woojae

2016-09-01

This brief communication introduced a systematic way to find a professional audiology clinic developed for patients and professionals by the American Academy of Audiology, American Speech-Language-Hearing Association, and Healthy Hearing. Patients can access each organization's website to find professionals and/or clinics based on criteria such as location, hours, special areas, types of service, reviews and rating by previous patients, and kinds of insurance accepted. Such a system may protect the patients from information overload, guarantee accurate information, and help them find themselves professional audiologists who can assist them. We expect professional organizations to adopt this system as soon as possible and link hearing-impaired patients with professional audiologists in Korea.

Secondary science teachers' view toward and classroom translation of sustained professional development

NASA Astrophysics Data System (ADS)

Lewis, Elizabeth Blake

This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

Structured Coaching Programs to Develop Staff.

PubMed

Dyess, Susan MacLeod; Sherman, Rose; Opalinski, Andra; Eggenberger, Terry

2017-08-01

Health care environments are complex and chaotic, therein challenging patients and professionals to attain satisfaction, well-being, and exceptional outcomes. These chaotic environments increase the stress and burnout of professionals and reduce the likelihood of optimizing success in many dimensions. Coaching is evolving as a professional skill that may influence the optimization of the health care environment. This article reflects on three coaching programs: Gallup Strengths-Based Coaching, Dartmouth Microsystem Coaching, and Health and Wellness Nurse Coaching. Each approach is presented, processes and outcomes are considered, and implications for educators are offered. Continuing education departments may recognize various coaching approaches as opportunities to support staff professionals achieve not only the triple aim, but also the quadruple aim. J Contin Educ Nurs. 2017;48(8):373-378. Copyright 2017, SLACK Incorporated.

Teachers' Practice a Decade After an Extensive Professional Development Program in Science Education

NASA Astrophysics Data System (ADS)

Furman Shaharabani, Yael; Tal, Tali

2017-10-01

Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers' development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this study is to gain a long-term perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers' practice. Data sources included interviews and documents. The study presents four case studies of the practices of junior high school science teachers (grades 7-9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher's work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP's main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many strategies associated with the major foci of the PDP. The level of enactment and modifications of the strategies varied. Usability of innovations is discussed in relation to the teachers' context. We suggest that science teachers' professional development include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time.

Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals.

PubMed

Bury, Rachel; Martin, Lindsey; Roberts, Sue

2006-12-01

Major changes in health care, within an information- and technology-rich age, are impacting significantly on health professionals and upon their education and training. Health information professionals-in both the National Health Service (NHS) and higher education (HE) contexts-are consequently developing their roles, skills and partnerships to meet the needs of flexible education and training. This article explores one facet of this-supported online learning and its impact on role development. A case study approach was taken, aiming to explore how academics, health information professionals and learning technologists are developing supported online learning to explicitly address the e-literacy and information needs of health students within the context of NHS frameworks for education. This was contextualized by a literature review. The case study explores and discusses three dynamics--(i) The use of supported online learning tools by future health-care professionals throughout their professional training to ensure they have the appropriate e-literacy skills; (ii) the use of supported online learning by current health professionals to enable them to adapt to the changing environment; (iii) the development of the health information professional, and particularly their role within multi-disciplinary teams working with learning technologists and health professionals, to enable them to design and deliver supported online learning. The authors argue that, in this specific case study, health information professionals are key to the development of supported online learning. They are working successfully in collaboration and their roles are evolving to encompass learning and teaching activities in a wider context. There are consequently several lessons to be drawn in relation to professional education and role development.

Investigating the experience: A case study of a science professional development program based on Kolb's experiential learning model

NASA Astrophysics Data System (ADS)

Davis, Brian L.

Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb's experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are (1) What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? (2) How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb's (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.

Motives and activities for continuing professional development: An exploration of their relationships by integrating literature and interview data.

PubMed

Pool, Inge A; Poell, Rob F; Berings, Marjolein G M C; Ten Cate, Olle

2016-03-01

To effectively enhance professional development, it is important to understand the motivational factors behind nurses' engagement in particular types of learning activities. Nurses have various motives for professional development and utilise different learning activities. Not much is known about how these relate. The aim of this study was to explore the relationship between nurses' motives and activities for continuing professional development, by examining in which types of learning activities nurses engage, with which motives, and whether certain motives are associated with certain learning activities. A qualitative study using semi-structured interviews. Twenty-one nurses in academic and general Dutch hospitals participated. Interview data on nurses' learning biographies were analysed using a literature-based framework on motives and learning activities for continuing professional development. As recent classifications of nurses' motives for professional development were absent, the literature was reviewed for motives, using three databases. The interview transcripts were analysed for motives, learning activities and their relationships. Nine motives and four categories of learning activities for continuing professional development were delineated. Increasing competence was the primary motive that stimulated nurses to engage in self-directed learning during work, and in formal learning activities. To comply with requirements, they engaged in mandatory courses. To deepen knowledge, they registered for conferences. To develop their careers, they enrolled in postgraduate education. Five other motives were not mentioned as frequently. Specific motives were found to be related to engagement in particular learning activities. Nurses could use these findings to increase their awareness of why and how they develop professionally, and managers and human resource development professionals could develop approaches that would better suit nurses' needs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Substance-Treatment Professionals' Perceived Barriers to Incorporating Mindfulness Into Treatment.

PubMed

Edwards, Emily Rachel; Cohen, Mia Gintoft; Wupperman, Peggilee

2016-12-05

Despite scientific favor, psychological interventions supported by research are often underutilized by practitioners due to perceived obstacles in implementation. Increased transparency between researchers and practitioners throughout treatment development and dissemination is therefore necessary. The rising popularity of mindfulness-based approaches in the treatment of substance-use disorders suggests such transparency is necessary in further developing, disseminating, and implementing such approaches within the context of substance treatment. The present study aimed to increase transparency by surveying substance-treatment professionals regarding their perceptions of barriers to adopting mindfulness in the treatment of substance use. Substance-treatment professionals throughout the United States (N = 103) completed an online survey about their perceptions of potential barriers to implementing mindfulness into substance treatment. Overall, professionals were moderately familiar with mindfulness as a treatment for substance use. Approximately one-third reported providing mindfulness in substance treatment; however, only 7% reported providing mindfulness using a research-supported treatment manual. Across professionals of various backgrounds, the need for further training was rated as the greatest barrier to implementation. Results suggest that practitioners are generally familiar with and willing to implement mindfulness in the treatment of substance use. Future research and implementation efforts should focus on methods of increasing training availability, accessibility, and relevance to address the needs and expectations of substance-treatment professionals.

Supports and Concerns for Teacher Professional Growth During the Implementation of a Science Curriculum Innovation

NASA Astrophysics Data System (ADS)

Peers, Cheryl (Shelley) E.; Diezmann, Carmel M.; Watters, James J.

2003-02-01

Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher''s successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher''s practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations.

77 FR 5243 - Proposed Priority, Requirements, Definitions, and Selection Criteria-Arts in Education National...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-02

... professional development, partnerships, educational programming, and supporting systemic school reform. Child... alternative regulatory approaches, select those approaches that maximize net benefits (including potential... benefits justify their costs. In choosing among alternative regulatory approaches, we selected those...

Identifying Subject-Specific Conferences as Professional Development Opportunities for the Academic Librarian

ERIC Educational Resources Information Center

Tomaszewski, Robert; MacDonald, Karen I.

2009-01-01

A major challenge facing academic libraries is the need for reference librarians to become knowledge experts in their assigned subject areas. The subject-specialist approach increases the effectiveness of collection development, classroom instruction, and faculty liaison interactions. Simultaneously, this approach creates the need for continuous…

"Walk the Talk": Developing Personal Ethical Agency through a Business Partnership Program

ERIC Educational Resources Information Center

Matherne, Brett P.; Gove, Steve; Forlani, Victor; Janney, Jay J.

2006-01-01

This article proposes a pedagogical approach dedicated to help students develop personal ethical agency--the ability to make decisions that involve ethical dilemmas consistent with an individual's ethical standards and professional standards of practice. The approach presented involves a tripartite gathering of students, business executives, and…

Fellowship Program in Health System Improvement: A novel approach integrating leadership development and patient-centred health system transformation.

PubMed

Philippon, Donald J; Montesanti, Stephanie; Stafinski, Tania

2018-03-01

This article highlights a novel approach to professional development, integrating leadership, development and patient-centred health system transformation in the new Fellowship Program in Health System Improvement offered by the School of Public Health at the University of Alberta. Early assessment of the program is also provided.

Investigating Work and Learning through Complex Adaptive Organisations

ERIC Educational Resources Information Center

Lizier, Amanda Louise

2017-01-01

Purpose: The purpose of this paper is to outline an empirical study of how professionals experience work and learning in complex adaptive organisations. The study uses a complex adaptive systems approach, which forms the basis of a specifically developed conceptual framework for explaining professionals' experiences of work and learning.…

Flexible Programmes in Higher Professional Education: Expert Validation of a Flexible Educational Model

ERIC Educational Resources Information Center

Schellekens, Ad; Paas, Fred; Verbraeck, Alexander; van Merrienboer, Jeroen J. G.

2010-01-01

In a preceding case study, a process-focused demand-driven approach for organising flexible educational programmes in higher professional education (HPE) was developed. Operations management and instructional design contributed to designing a flexible educational model by means of discrete-event simulation. Educational experts validated the model…

Improving Numeracy Education in Rural Schools: A Professional Development Approach

ERIC Educational Resources Information Center

Goos, Merrilyn; Dole, Shelley; Geiger, Vince

2011-01-01

In Australia, concerns about the quality of mathematics education that students experience are particularly salient in rural schools. These schools typically report great difficulty in attracting and retaining qualified teachers of mathematics. Teachers in non-metropolitan locations may also experience professional isolation if they have limited…

Experiential Placements: Dissemination and Stakeholder Engagement for Curriculum Planning Action to Prepare Future Pharmacy Professionals

ERIC Educational Resources Information Center

Owen, Susanne; Stupans, Ieva

2009-01-01

Preparing graduates for the professions is increasingly recognised as involving a partnership approach to curriculum design, implementation and evaluation. Experiential placements play a critical role in developing discipline-specific knowledge and skills and also generic professional dispositions including relationships, communication, problem…

Learning Culture, Line Manager and HR Professional Practice

ERIC Educational Resources Information Center

Harrison, Patricia

2011-01-01

Purpose: This paper aims to focus on the role of line management and learning culture in the development of professional practice for the human resource (HR) practitioner. Design/methodology/approach: Three-year longitudinal, matched-pair study involving five participants and their line managers. Findings: Two of the five participants experienced…

Create Your Own "Un-Conference"

ERIC Educational Resources Information Center

Demski, Jennifer

2012-01-01

EdCamp is a grassroots movement of do-it-yourself professional development "un-conferences" that originated in Philadelphia in November 2010. In just a little over a year and a half the phenomenon has gained serious momentum across the country and now around the globe. This teacher-driven, bottom-up approach to professional development…

Professional Development of Teachers of Vocational Education. Reprint Series.

ERIC Educational Resources Information Center

Camp, William G.

A research and theory-based model proposed for the professional preparation and induction of vocational teachers suggests a collaborative problem-solving effort that would use a clinical approach to preservice preparation. Beginning teachers report problems not in subject material, but in instructional planning, delivery, and classroom management…

Professional Training of Marketing Specialists: Foreign Experience

ERIC Educational Resources Information Center

Zakharchenko, Yuliia

2017-01-01

Due to content-based analysis of marketing specialists' professional training and approaches to development of their educational trajectory, it has been revealed that curricula and their content are given much attention by employers whose demands are focused on meeting current labour market conditions. It has been justified that despite the…

Counseling Practice: In Defense of Passive Modes of Professional Engagement

ERIC Educational Resources Information Center

Hansen, James T.

2010-01-01

Historically, passive ideologies of counseling have regularly morphed into active approaches. The author contends that professional power and status are the underlying motives for this ideological transition. Based on empirical findings and recent philosophical developments, a case is made for the counseling profession to revalue passive…

Empowerment in School Nursing Practice: A Grounded Theory Approach

ERIC Educational Resources Information Center

Broussard, Lisa

2007-01-01

Professional empowerment is vital to nurses' productivity and job satisfaction. A grounded theory study was conducted to describe the basic social process experienced by school nurses in relation to professional empowerment. Interviews with 10 school nurses led to the development of a situation-specific theory of school nurse empowerment,…

Introductory Chemical Education of Health Professionals: An Integrated Clinical Approach.

ERIC Educational Resources Information Center

Farina, Joseph; Frechette, Michael

1979-01-01

Reports the development of an integrated clinical approach to introductory chemistry education at the undergraduate level for students majoring in nursing and the allied health professions at the University of Lowell. (BT)

Approaches to Research in HRD. Symposium.

ERIC Educational Resources Information Center

2002

This document contains three papers from a symposium on approaches to research in human resource development (HRD). "HRD, Feminism, and Adult Education: A Foundation for Collaborative Approaches to Research and Practice" (Yvonne M. Johnson) identifies common interests among HRD professionals, feminists, and practitioners in the field of…

Reflection: moving from a mandatory ritual to meaningful professional development.

PubMed

Murdoch-Eaton, Deborah; Sandars, John

2014-03-01

Reflection has become established as a key principle underpinning maintenance of standards within professional education and practice. A requirement to evidence reflection within performance review is intended to develop a transformative approach to practice, identify developmental goals, and ultimately, improve healthcare. However, some applications have taken an excessively instrumental approach to the evidencing of reflection, and while they have provided useful templates or framing devices for recording individualistic reflective practice, they potentially have distorted the original intentions. This article revisits the educational theory underpinning the importance of reflection for enhancing performance and considers how to enhance its value within current paediatric practice.

Innovative Approaches to Continuous Professional Development (CPD) in Early Childhood Education and Care (ECEC) in Europe: Findings from a Comparative Review

ERIC Educational Resources Information Center

Jensen, Bente; Iannone, Rosa Lisa

2018-01-01

This article explores innovation as an aspect of in-service continuous professional development (CPD) in ECEC. Based on a literature review and a cross-country analysis conducted in ten European countries, we found that innovation in CPD was understood as a way to improving quality in ECEC. CPD no longer solely deals with practitioners' knowledge…

[A conceptual approach to acquiring graduate/professional health science skills].

PubMed

Pinilla-Roa, Análida E

2012-10-01

A literature review was made to construct a proposal regarding the concept of competences-based learning in higher education. The pertinent literature published in Spanish and English in databases such as Medline, Redalyc, SciELO and Academic Google, as well as material in the Universidad Nacional de Colombia, reference centers and books was searched using keywords. The data was classified and organized according to theme, subtheme and chronology. A constructivist approach was adopted to the conceptual development of competences-based learning in higher education since the mid-twentieth century, borrowing from different disciplines. European, Latin-American and Colombian authors' concepts were compiled to form a concept of higher education competences (what they are, what they are used for, where they are developed and used and how they are expressed) and graduate/professional competences. A student develops different competences having different levels of complexity and depth when being educated. Academic competences match professional competence (generic and specific) during a student's undergraduate and graduate studies and continue to develop throughout his/her professional life. A graduate become competent when he/she can act and perform autonomously in resolving real problems of varying complexity and can interact effectively with others to improve his/her quality of life and that of others.

How do medical educators design a curriculum that facilitates student learning about professionalism?

PubMed

Langendyk, Vicki; Mason, Glenn; Wang, Shaoyu

2016-02-04

This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine.

Providing specialist clinical skills in soft tissue and intra-articular injection through a postgraduate masters module.

PubMed

Stevenson, Kay; Waterfield, Jackie

2005-01-01

Current philosophy and policy changes in the National Health Service are encouraging healthcare practitioners to extend their clinical skills to create a more patient-centred approach thus allowing patients to be seen in a timely and more appropriate manner. This often requires further development of the practitioners' skills and knowledge. One approach to achieve this is through collaboration between employers and educational providers to ensure that educational experience is not only evidence based but also responsive to the needs of the current and future workforce. A postgraduate module was developed to raise critical and evaluative skills, as well as the technical skills of practitioners using injections in the management of joint and soft tissue pathology, while developing a professional responsibility towards injection practice. The module emphasized learning though experience by contextualizing the theoretical aspects of the module and by its student centred assessments. Further strengths of this module are that it has utilized academic and clinical expertise and knowledge to enable clinicians to gain additional skills and the multidisciplinary approach engendered good working practice Overall the module was evaluated positively by both tutors and students and not only met its aims but also addressed the current professional and policy issues around continuing professional development. Copyright (c) 2005 John Wiley & Sons, Ltd.

A collaborative approach to team building between staff and students in long-term care.

PubMed

Freiburger, O A

1996-01-01

Nursing staff and student interactions were not facilitating a system of care that reflected a team effort. Nursing staff and students were involved in efforts to resolve issues that influenced their professional relationships through use of a problem-solving approach. Team-building strategies were implemented, relationships improved, and collaboration increased between nursing staff members and students. Results of this project have implications for the socialization of nursing students and the development of professional relationships in clinical settings.

Clinical program leadership: skill requirements for contemporary leaders.

PubMed

Spallina, Joseph M

2002-01-01

With knowledge of these leadership requirements and a shrinking base of experienced managers, healthcare organizations and professional societies have little choice in their approach to prepare for the leadership development challenges of the future. Organizations will focus leadership development, training, and continuing management education on integrating business tools and skills into clinical program management. The management requirements for clinical programs will continue to grow in complexity and the number of qualified managers will continue to diminish, New approaches to solving this shortage will evolve. Professional, forprofit companies, healthcare provider organizations, and academic programs will develop clinical program management training tracks. Organizations that create solutions to this management imperative will maintain their competitive edge in the challenging times that will greet the industry in the future.

Development of Research Professionalism in Advanced Undergraduate and Beginning Graduate Students. Working Papers.

ERIC Educational Resources Information Center

Mitchell, John J.

The paper describes an individualized approach to teaching social science research methodology. The approach is intended to make psychology research in college level courses an exciting and rewarding experience for advanced undergraduate and graduate students. Advantages of this approach over more traditional approaches include that it requires…

AIM - Agile Instrumented Monitoring for Improving User Experience of Participation in HealthIT Development.

PubMed

Pitkänen, Janne; Nieminen, Marko

2017-01-01

Participation of healthcare professionals in information technology development has emerged as an important challenge. As end-users, the professionals are willing to participate in the development activities, but their experiences on the current methods of participation remain mostly negative. There is lack of applicable methods for meeting the needs of agile development approach and scaling up to the largest implementation projects, while maintaining the interest of the professional users to participate in development activities and keeping up their ability to continue working in a productive manner. In this paper, we describe the Agile Instrumented Monitoring as a methodology, based on the methods of instrumented usability evaluation, for improving user experience in HealthIT development. The contribution of the proposed methodology is analyzed in relation to activities of whole iteration cycle and chosen usability evaluation methods, while the user experience of participation is addressed regarding healthcare professionals. Prospective weak and strong market tests for AIM are discussed in the conclusions for future work.

Thou shalt not tweet unprofessionally: an appreciative inquiry into the professional use of social media

PubMed Central

Pereira, Ian; Cunningham, Anne Marie; Moreau, Katherine; Sherbino, Jonathan; Jalali, Alireza

2015-01-01

Background Social media may blur the line between socialisation and professional use. Traditional views on medical professionalism focus on limiting motives and behaviours to avoid situations that may compromise care. It is not surprising that social media are perceived as a threat to professionalism. Objective To develop evidence for the professional use of social media in medicine. Methods A qualitative framework was used based on an appreciative inquiry approach to gather perceptions and experiences of 31 participants at the 2014 Social Media Summit. Results The main benefits of social media were the widening of networks, access to expertise from peers and other health professionals, the provision of emotional support and the ability to combat feelings of isolation. Conclusions Appreciative inquiry is a tool that can develop the positive practices of organisations and individuals. Our results provide evidence for the professional use of social media that may contribute to guidelines to help individuals realise benefits and avoid harms. PMID:26294333

Malaysian registered nurses' professional learning.

PubMed

Chiu, Lee H

2006-01-01

Findings of a study of the impact of professional learning on Malaysian registered nurses are reported. The offshore delivery post-registration nursing degree programme is a formal aspect of professional learning, which enables Malaysian registered nurses to upgrade their hospital-based training or diploma of nursing qualification to a degree. Using a qualitative case study approach, data were collected from twelve programme graduates, through individual and focus group interviews. The programme promoted their personal professional growth and enhanced their professional development. It increased self-confidence, knowledge, self-fulfillment, critical thinking ability, interpersonal skills, interest in research and research utilisation, and life-long learning. There was evidence of career mobility and a raised awareness of their professional role and responsibility.

An exploration of role model influence on adult nursing students' professional development: A phenomenological research study.

PubMed

Felstead, Ian S; Springett, Kate

2016-02-01

Patients' expectations of being cared for by a nurse who is caring, competent, and professional are particularly pertinent in current health and social care practice. The current drive for NHS values-based recruitment serves to strengthen this. How nursing students' development of professionalism is shaped is not fully known, though it is acknowledged that their practice experience strongly shapes behaviour. This study (in 2013-14) explored twelve adult nursing students' lived experiences of role modelling through an interpretive phenomenological analysis approach, aiming to understand the impact on their development as professional practitioners. Clinical nurses influenced student development consistently. Some students reported that their experiences allowed them to learn how not to behave in practice; a productive learning experience despite content. Students also felt senior staff influence on their development to be strong, citing 'leading by example.' The impact of patients on student professional development was also a key finding. Through analysing information gained, identifying and educating practice-based mentors who are ready, willing, and able to role model professional attributes appear crucial to developing professionalism in nursing students. Those involved in nurse education, whether service providers or universities, may wish to acknowledge the influence of clinical nurse behaviour observed by students both independent of and in direct relation to care delivery and the impact on student nurse professional development. A corollary relates to how students should be guided and briefed/debriefed to work with a staff to ensure their exposure to a variety of practice behaviours. Copyright © 2015 Elsevier Ltd. All rights reserved.

Continuing professional development and the charity paradigm: interrelated individual, collective and organisational issues about continuing professional development.

PubMed

Munro, Kathleen M

2008-11-01

This paper aims to highlight some issues and tensions that currently challenge the profession, individual nurses and their employers when considering the need for continuing professional development. The Nursing and Midwifery Council states the professional requirements for continuing professional development. However the nature and type required seems to be determined by the individual on the one hand and the organisation on the other, rather than an integral part of professional activity within the context of work. This can lead to a mismatch between personal and organisational goals. Views emerged from participants in a previous case study that focused on learning through work, about support available to nurses for professional development. The perceptions of nurses and their managers about learning through work were explored, using semi structured interviews, picture mapping and structured interviews. The 'Charity Paradigm' is presented as an outcome of major issues within an organisation. It underpins negative perceptions of individuals about employer support of continuing professional development. It is suggested that there is a need for collaborative collective approaches to structured development in order to meet both individual and organisational needs. This is also advocated in order to achieve life long learning and transformational learning within an organisation. The tension between individual personal ambitions and employer demands can adversely affect the professional development of the practitioner and the organisation that employs them. The personal perspectives of nurses and managers about learning within their organisation are therefore important to acknowledge in terms of positive and negative influences. It is also necessary to recognise the contribution of the employer as well as the identifiable charitable contribution of individual practitioners and the input from external contributors to the organisation.

Effects of Distance Coaching on Teachers' Use of Pyramid Model Practices: A Pilot Study

ERIC Educational Resources Information Center

Artman-Meeker, Kathleen; Hemmeter, Mary Louise; Snyder, Patricia

2014-01-01

The purpose of this pilot study was to compare the effects of 2 professional development approaches on teachers' implementation of the "Pyramid" model, a classroom-wide approach for fostering social-emotional development and addressing challenging behavior. The study had 2 goals: (a) to examine the differential effects of workshop…

Professional Development of Russian HEIs' Management and Faculty in CDIO Standards Application

ERIC Educational Resources Information Center

Chuchalin, Alexander; Malmqvist, Johan; Tayurskaya, Marina

2016-01-01

The paper presents the approach to complex training of managers and faculty staff for system modernisation of Russian engineering education. As a methodological basis of design and implementation of the faculty development programme, the CDIO (Conceive-Design-Implement-Operate) Approach was chosen due to compliance of its concept to the purposes…

Using Design-Based Research to Improve the Lesson Study Approach to Professional Development in Camden (London)

ERIC Educational Resources Information Center

Brown, Chris; Taylor, Carol; Ponambalum, Lorna

2016-01-01

The Haverstock Primary to Secondary Transition Project was designed to improve the experience of transition to secondary school for vulnerable pupils in Camden (London). The project used lesson study to help primary and secondary practitioners work collaboratively, to develop effective cross-phase pedagogical approaches to teaching…

Communication Interventions for Families of Pre-School Deaf Children in the UK

ERIC Educational Resources Information Center

Rees, Rachel; Mahon, Merle; Herman, Rosalind; Newton, Caroline; Craig, Gordon; Marriage, Josephine

2015-01-01

UK professionals use a range of intervention approaches to promote communication development in pre-school deaf children by influencing the familys' interaction style. This investigation surveyed the approaches used and explored how these translated into specific practices. An online questionnaire was developed and reviewed by a panel of experts.…

A Collaborative Action Research Project towards Embedding ESD within the Higher Education Curriculum

ERIC Educational Resources Information Center

Cebrián, Gisela

2017-01-01

Purpose: This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach: An action research approach guided by…

Exemplary Care and Learning Sites: A Model for Achieving Continual Improvement in Care and Learning in the Clinical Setting

PubMed Central

Ogrinc, Greg; Hoffman, Kimberly G.; Stevenson, Katherine M.; Shalaby, Marc; Beard, Albertine S.; Thörne, Karin E.; Coleman, Mary T.; Baum, Karyn D.

2016-01-01

Problem Current models of health care quality improvement do not explicitly describe the role of health professions education. The authors propose the Exemplary Care and Learning Site (ECLS) model as an approach to achieving continual improvement in care and learning in the clinical setting. Approach From 2008–2012, an iterative, interactive process was used to develop the ECLS model and its core elements—patients and families informing process changes; trainees engaging both in care and the improvement of care; leaders knowing, valuing, and practicing improvement; data transforming into useful information; and health professionals competently engaging both in care improvement and teaching about care improvement. In 2012–2013, a three-part feasibility test of the model, including a site self-assessment, an independent review of each site’s ratings, and implementation case stories, was conducted at six clinical teaching sites (in the United States and Sweden). Outcomes Site leaders reported the ECLS model provided a systematic approach toward improving patient (and population) outcomes, system performance, and professional development. Most sites found it challenging to incorporate the patients and families element. The trainee element was strong at four sites. The leadership and data elements were self-assessed as the most fully developed. The health professionals element exhibited the greatest variability across sites. Next Steps The next test of the model should be prospective, linked to clinical and educa tional outcomes, to evaluate whether it helps care delivery teams, educators, and patients and families take action to achieve better patient (and population) outcomes, system performance, and professional development. PMID:26760058

Nurse as a Facilitator to Professional Communication: A Qualitative Study

PubMed Central

Ghiyasvandian, Shahrzad; Zakerimoghadam, Masoumeh; Peyravi, Hamid

2015-01-01

Nurses need to establish communication with other healthcare professionals to facilitate the process of care. Healthcare professionals have complementary roles in providing care to patients. As the key members of the healthcare team, nurses also have an important role in establishing communication among other healthcare professionals. The final outcome of professional communication is effective care and improved patient outcomes. The aim of this study was to explore nurses’ role in establishing professional communications with other healthcare professionals. This was a descriptive qualitative study. The study was conducted by using the content analysis approach. A purposive sample of sixteen healthcare professionals was recruited from six teaching hospitals affiliated to Tehran University of Medical Sciences, Tehran, Iran. Study data were gathered by conducting personal face-to-face semi-structured interviews and were analyzed by using the qualitative content analysis approach. The three main themes of the study were ‘Nurse as the mediator of communication’, ‘Nurse as the executor of others’ duties, and ‘Nurse as a scapegoat’. Study findings can be used by nurses, managers, and health policy-makers to develop effective strategies for exactly determining and clarifying nurses and other healthcare professionals’ roles as well as for informing the public and other healthcare professionals about nurses’ roles and importance. PMID:25716406

A Comparison of Low and High Structure Practice for Learning Interactional Analysis Skills

ERIC Educational Resources Information Center

Davis, Matthew James

2011-01-01

Innovative training approaches in work domains such as professional athletics, aviation, and the military have shown that specific types of practice can reliably lead to higher levels of performance for the average professional. This study describes the development of an initial effort toward creating a similar practice method for psychotherapy…

Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework

ERIC Educational Resources Information Center

Klibthong, Sunanta; Agbenyega, Joseph S.

2018-01-01

Despite extensive changes in early childhood inclusive education policy and practice, various barriers continue to inhibit access and participation of children with special needs in inclusive schools. Often mentioned barriers include negative beliefs, lack of understanding of inclusive pedagogy and the effectiveness of professional development to…

Introducing Case-Based Peer-Assisted Learning in a Professional Course

ERIC Educational Resources Information Center

Hodgson, Yvonne; Brack, Charlotte; Benson, Robyn

2014-01-01

This paper describes students' experience of participating in a case-based peer-assisted learning (PAL) program in order to examine whether the approach is pedagogically effective and likely to contribute to students' professional development. It presents the findings of a study which examined the integration of PAL and case-based learning (CBL)…

Conceptualising Teachers' Professional Learning with Web 2.0

ERIC Educational Resources Information Center

Burden, Kevin John

2010-01-01

Purpose: This paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own professional learning. Design/methodology/approach: The paper draws on a large corpus of literature and recent research evidence to identify the principal elements and…

Using Dentistry as a Case Study to Examine Continuing Education and Its Impact on Practice

ERIC Educational Resources Information Center

Bullock, Alison; Firmstone, Vickie; Frame, John; Thomas, Hywel

2010-01-01

Continuing education is a defining characteristic of work in the professions. Yet the approach various professional groups take to continuing professional development (CPD) differs widely in terms of regulatory frameworks and requirements, modes of delivery and funding. Importantly, little is understood about how CPD impacts on practice. This…

Changing Lives and Standardising Teachers: The Possibilities and Limits of Professional Standards

ERIC Educational Resources Information Center

Gannon, Susanne

2012-01-01

Along with a range of other neoliberal managerial incursions into education, the bureaucratisation of teachers' work has included the development of Professional Standards that regulate the profession and purport to improve teacher quality. This paper begins by contrasting two alternative approaches to standards in Australia, the new, centrally…

The Professional Learning of Teachers in Higher Education

ERIC Educational Resources Information Center

Knight, Peter; Tait, Jo; Yorke, Mantz

2006-01-01

Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher…

Maternal versus Professional Estimates of Developmental Status for Young Children with Handicaps: An Ecological Approach.

ERIC Educational Resources Information Center

Sexton, David; And Others

1990-01-01

The study compared maternal judgments about the development of their young disabled children with independently obtained developmental testing data for 53 children. Results indicated (1) maternal and professional estimates were highly correlated; (2) mothers systematically provided higher estimates across developmental domains; and (3) child IQ…

Intersecting Sexual, Gender, and Professional Identities among Social Work Students: The Importance of Identity Integration

ERIC Educational Resources Information Center

Craig, Shelley L.; Iacono, Gio; Paceley, Megan S.; Dentato, Michael P.; Boyle, Kerrie E. H.

2017-01-01

Discrimination toward lesbian, gay, bisexual, transgender, and queer (LGBTQ) social work students can negatively affect academic performance and personal and professional identity development. Intersectionality is a conceptual approach that states that social identities interact to form different meanings and experiences from those that could be…

People and Process: Managing the Human Side of Information Technology Application. Professional Paper Series, #7.

ERIC Educational Resources Information Center

Baltzer, Jan A.

Recognizing that the hard part of making the application of technology successful is the development of appropriate management structures and approaches, this paper reviews the research and writings of several top management and communications professionals and correlates these theories to the information technology environment on campus. Six…

Law, Professional Practice, and Professional Organizations: Where Do We Go From Here?

ERIC Educational Resources Information Center

Bennett, Virginia C.; Bardon, Jack I.

1975-01-01

The ethical dilemmas presented to the practicing school psychologist by the plethora of laws that dictate procedures, policies, and instrumentation are discussed. Coordination of efforts among various groups and development of political expertise is urged as a way to approach issues of concern to both psychologists and their clients. (Author)

Health Care Professionals' Views about Supporting Patients' Self-Management

ERIC Educational Resources Information Center

Mikkonen, Irma; Hynynen, Marja-Anneli

2012-01-01

Purpose: The aim of this study was to describe nurses' and other health care professionals' views about their patient education skills and how to develop them. Design/methodology/approach: The data for the study were collected from the participants of the online education course on patient education. The data were analyzed using qualitative…

Work-Integrated Learning and Professional Accreditation Policies: An Environmental Health Higher Education Perspective

ERIC Educational Resources Information Center

Dunn, Louise; Nicholson, Rosemary; Ross, Kirstin; Bricknell, Lisa; Davies, Belinda; Hannelly, Toni; Lampard, Jane-Louise; Murray, Zoe; Oosthuizen, Jacques; Roiko, Anne; Wood, James

2018-01-01

The introduction of a new work-integrated learning (WIL) policy for university environmental health education programs seeking professional accreditation identified a number of problems. This included how to evaluate the acceptability of differing approaches to WIL for course accreditation purposes and a need to develop an agreed understanding of…

Understanding Young Children's Behavior: A Guide for Early Childhood Professionals.

ERIC Educational Resources Information Center

Rodd, Jillian

This book seeks to enable professionals who work in group settings with children ages birth to 5 years to develop a flexible and individualized approach to behavior management that is grounded in a full appreciation of a child's developmental stages and limited moral understanding. Young children's behavior is frequently a source of frustration…

SWEEP: Sciencing with Watersheds, Environmental Education and Partnerships. Instructor's Guide to Implementation and Summer Institute Participant Notebook.

ERIC Educational Resources Information Center

Bainer, Deb; Barron, Pat; Cantrell, Diane

Sciencing with Watersheds, Environmental Education, and Partnerships (SWEEP) is a professional development program designed to help elementary teachers improve the way they teach science using partnerships among teachers and resource professionals. SWEEP follows a thematic approach using watersheds as the core concept of an integrated elementary…

Two Related Approaches to Teacher Professional Learning in the Asia Pacific Region

ERIC Educational Resources Information Center

White, Allan

2007-01-01

This paper examines the similarities and differences between two successful programmes of teacher professional learning. Firstly, Lesson Study developed in Japan over 40 years ago. It examines practice either through direct observation or through classroom artefacts and case studies. It assumes that teacher learning will be more meaningful and…

Analysis of Video-Based Training Approaches and Professional Development

ERIC Educational Resources Information Center

Leblanc, Serge

2018-01-01

The use of videos to analyze teaching practices or initial teacher training is aimed at helping build professional skills by establishing more explicit links between university education and internships and practical work in the schools. The purpose of this article is to familiarize the English-speaking community with French research via a study…

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice.

PubMed

Gupta, Vivek K; Gupta, Veer B

2016-11-15

Rapid advances in ocular diagnostic approaches and emerging links of pathological changes in the eye with systemic disorders have widened the scope of optometry as the front line of eye health care. Expanding professional requirements stipulate that optometry students get a meticulous training in relevant information and communication technologies (ICT) and various bioinformatics and health informatics software to meet current and future challenges. Greater incorporation of ICT approaches in optometry education can facilitate increased student engagement in shared learning experiences and improve collaborative learning. This, in turn, will enable students to participate in and prepare for the complex real-world situations. A judicious use of ICTs by teachers in learning endeavors can help students develop innovative patterns of thinking to be a successful optometry professional. ICT-facilitated learning enables students and professionals to carry out their own research and take initiatives and thus shifts the equilibrium towards self-education. It is important that optometry and allied vision science schools adapt to the changing professional requirements with pedagogical evolution and react appropriately to provide the best educational experience for the students and teachers. This review aims to highlight the scope of ICT applications in optometry education and professional development drawing from similar experiences in other disciplines. Further, while enhanced use of ICT in optometry has the potential to create opportunities for transformative learning experiences, many schools use it merely to reinforce conventional teaching practices. Tremendous developments in ICT should allow educators to consider using ICT tools to enhance communication as well as providing a novel, richer, and more meaningful medium for the comprehensive knowledge construction in optometry and allied health disciplines.

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice

PubMed Central

Gupta, Vivek K.; Gupta, Veer B.

2016-01-01

Rapid advances in ocular diagnostic approaches and emerging links of pathological changes in the eye with systemic disorders have widened the scope of optometry as the front line of eye health care. Expanding professional requirements stipulate that optometry students get a meticulous training in relevant information and communication technologies (ICT) and various bioinformatics and health informatics software to meet current and future challenges. Greater incorporation of ICT approaches in optometry education can facilitate increased student engagement in shared learning experiences and improve collaborative learning. This, in turn, will enable students to participate in and prepare for the complex real-world situations. A judicious use of ICTs by teachers in learning endeavors can help students develop innovative patterns of thinking to be a successful optometry professional. ICT-facilitated learning enables students and professionals to carry out their own research and take initiatives and thus shifts the equilibrium towards self-education. It is important that optometry and allied vision science schools adapt to the changing professional requirements with pedagogical evolution and react appropriately to provide the best educational experience for the students and teachers. This review aims to highlight the scope of ICT applications in optometry education and professional development drawing from similar experiences in other disciplines. Further, while enhanced use of ICT in optometry has the potential to create opportunities for transformative learning experiences, many schools use it merely to reinforce conventional teaching practices. Tremendous developments in ICT should allow educators to consider using ICT tools to enhance communication as well as providing a novel, richer, and more meaningful medium for the comprehensive knowledge construction in optometry and allied health disciplines. PMID:27854266

Impaired Black Health Professionals: Vulnerabilities and Treatment Approaches

PubMed Central

Bell, Carl C.

1986-01-01

The impaired black health professional is in a unique position in American society. Factors that contribute to this uniqueness include: the small number of black health professionals, which limits resources for program development and referrals; overt and covert racism in society and in medical school curriculums; differences in black and white drug and alcohol abuse and suicide patterns; and upward mobility, which tends to isolate the black professional from black support systems. These factors need to be recognized by the health care profession. Bias-free investigations are needed to provide more information on ethnic differences so that impaired health professional programs and services may give more appropriate treatment. PMID:3783748

Impaired black health professionals: vulnerabilities and treatment approaches.

PubMed

Bell, C C

1986-10-01

The impaired black health professional is in a unique position in American society. Factors that contribute to this uniqueness include: the small number of black health professionals, which limits resources for program development and referrals; overt and covert racism in society and in medical school curriculums; differences in black and white drug and alcohol abuse and suicide patterns; and upward mobility, which tends to isolate the black professional from black support systems. These factors need to be recognized by the health care profession. Bias-free investigations are needed to provide more information on ethnic differences so that impaired health professional programs and services may give more appropriate treatment.

Professional identity in medical students: pedagogical challenges to medical education.

PubMed

Wilson, Ian; Cowin, Leanne S; Johnson, Maree; Young, Helen

2013-01-01

Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

Stimulating collaboration between human and veterinary health care professionals.

PubMed

Eussen, Björn G M; Schaveling, Jaap; Dragt, Maria J; Blomme, Robert Jan

2017-06-13

Despite the need to control outbreaks of (emerging) zoonotic diseases and the need for added value in comparative/translational medicine, jointly addressed in the One Health approach [One health Initiative (n.d.a). About the One Health Initiative. http://www.onehealthinitiative.com/about.php . Accessed 13 September 2016], collaboration between human and veterinary health care professionals is limited. This study focuses on the social dilemma experienced by health care professionals and ways in which an interdisciplinary approach could be developed. Based on Gaertner and Dovidio's Common Ingroup Identity Model, a number of questionnaires were designed and tested; with PROGRESS, the relation between collaboration and common goal was assessed, mediated by decategorization, recategorization, mutual differentiation and knowledge sharing. This study confirms the Common Ingroup Identity Model stating that common goals stimulate collaboration. Decategorization and mutual differentiation proved to be significant in this relationship; recategorization and knowledge sharing mediate this relation. It can be concluded that the Common Ingroup Identity Model theory helps us to understand how health care professionals perceive the One Health initiative and how they can intervene in this process. In the One Health approach, professional associations could adopt a facilitating role.

Why We Belong - Exploring Membership of Healthcare Professionals in an Intensive Care Virtual Community Via Online Focus Groups: Rationale and Protocol

PubMed Central

Hansen, Margaret; Jackson, Debra; Elliott, Doug

2016-01-01

Background Many current challenges of evidence-based practice are related to ineffective social networks among health care professionals. Opportunities exist for multidisciplinary virtual communities to transcend professional and organizational boundaries and facilitate important knowledge transfer. Although health care professionals have been using the Internet to form virtual communities for many years, little is known regarding “why” they join, as most research has focused on the perspective of “posters,” who form a minority of members. Objective Our aim was to develop a comprehensive understanding of why health care professionals belong to a virtual community (VC). Methods A qualitative approach will be used to explore why health care professionals belong to an intensive care practice-based VC, established since 2003. Three asynchronous online focus groups will be convened using a closed secure discussion forum. Participants will be recruited directly by sending emails to the VC and a Google form used to collect consent and participant demographics. Participants will be stratified by their online posting behaviors between September 1, 2012, and August 31, 2014: (1) more than 5 posts, (2) 1-5 posts, or (3) no posts. A question guide will be used to guide participant discussion. A moderation approach based on the principles of focus group method and e-moderation has been developed. The main source of data will be discussion threads, supported by a research diary and field notes. Data analysis will be undertaken using a thematic approach and framed by the Diffusion of Innovation theory. NVivo software will be used to support analyses. Results At the time of writing, 29 participants agreed to participate (Focus Group 1: n=4; Focus Group 2: n=16; Focus Group 3: n=9) and data collection was complete. Conclusions This study will contribute to a growing body of research on the use of social media in professional health care settings. Specifically, we hope results will demonstrate an enhancement of health care professionals’ social networks and how VCs may improve knowledge distribution and patient care outcomes. Additionally, the study will contribute to research methods development in this area by detailing approaches to understand the effectiveness of online focus groups as a data collection method for qualitative research methods. PMID:27296929

Narrative reflective practice in medical education for residents: composing shifting identities

PubMed Central

Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students’ professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called “parallel charts”. They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making. PMID:23745070

Narrative reflective practice in medical education for residents: composing shifting identities.

PubMed

Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students' professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called "parallel charts". They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making.

75 FR 39042 - Solicitation for a Cooperative Agreement: The Norval Morris Project Implementation Phase

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-07

... model designed to provide correctional agencies with a step-by-step approach to promote systemic change..., evidence-based approaches, evaluate their potential to inform correctional policy and practice, create... outside the corrections field to develop interdisciplinary approaches and draw on professional networks...

Grassroots inter-professional networks: the case of organizing care for older cancer patients.

PubMed

Bagayogo, Fatou Farima; Lepage, Annick; Denis, Jean-Louis; Lamothe, Lise; Lapointe, Liette; Vedel, Isabelle

2016-09-19

Purpose The purpose of this paper of inter-professional networks is to analyze the evolution of relationships between professional groups enacting new forms of collaboration to address clinical imperatives. Design/methodology/approach This paper uses a case study based on semi-structured interviews with physicians and nurses, document analysis and informal discussions. Findings This study documents how two inter-professional networks were developed through professional agency. The findings show that the means by which networks are developed influence the form of collaboration therein. One of the networks developed from day-to-day, immediately relevant, exchange, for patient care. The other one developed from more formal and infrequent research and training exchanges that were seen as less decisive in facilitating patient care. The latter resulted in a loosely knit network based on a small number of ad hoc referrals while the other resulted in a tightly knit network based on frequent referrals and advice seeking. Practical implications Developing inter-professional networks likely require a sustained phase of interpersonal contacts characterized by persuasion, knowledge sharing, skill demonstration and trust building from less powerful professional groups to obtain buy-in from more powerful professional groups. The nature of the collaboration in any resulting network depends largely on the nature of these initial contacts. Originality/value The literature on inter-professional healthcare networks focusses on mandated networks such as NHS managed care networks. There is a lack of research on inter-professional networks that emerged from the bottom up at the initiative of healthcare professionals in response to clinical imperatives. This study looks at some forms of collaboration that these "grass-root" initiatives engender and how they are consolidated.

Perceptions of a continuing professional development portfolio model to enhance the scholarship of teaching and learning.

PubMed

Tofade, Toyin; Abate, Marie; Fu, Yunting

2014-04-01

To obtain feedback about the potential usefulness of a continuing professional development (CPD) portfolio for enhancing a faculty or practitioner's scholarship of teaching and learning (SoTL). A CPD portfolio approach to the SoTL was distributed in advance to registrants of the 2011 Annual AACP Teacher's Seminar. In an interactive workshop, faculty facilitators described a model for a CPD process applied to the development of an individual's SoTL. During the workshop, participants were asked to complete the initial sections of the portfolio to develop a personal plan for success in the SoTL. Post workshop, an evaluation form was distributed to the participants to obtain feedback about the CPD approach. Completed evaluation forms were collected, collated, and summarized. A total of 53 (14.1%) workshop participants completed the evaluation form of the 375 attendees. In all, 25 assistant professors, 14 associate professors, 4 full professors, 10 residents/students, 22 clinical, and 2 research faculty submitted evaluations. The proposed uses for the portfolio model selected most often by the responders were for personal development, faculty evaluation, increasing the SoTL, new faculty development, preceptor development, and residency training. A structured CPD portfolio model might be useful for the professional development of the SoTL.

Learning, assessment and professional identity development in public health training.

PubMed

Wood, Annette

2016-06-01

Professional identity formation is important for new recruits to training programmes. The integration of the accumulation of knowledge and assessment is a key aspect in its acquisition. This study assessed this interaction in Public Health Training in one English region. Semi-structured interviews were held with 15 registrars from the West Midlands Public Health Training Programme. Pre-interview questionnaires gathered background information. A thematic content analysis approach was taken. There was a lack of integration between academic and workplace learning, the professional examination process and professional identity development. Registrars considered sitting the examination and their workplace learning as two parallel processes. Passing the examination was considered a key part in the early development of a professional identity but this was replaced by the opinions of others by the third year of training. Having a Masters' in Public Health was less important but played a different role in their perceived acceptance by the wider Public Health workforce. The lack of integration between assessment and learning seemed to have a detrimental effect on professional identity development. A review of how these two aspects might combine in a more positive manner is needed.

Communities of practice as a professional and organizational development strategy in local public health organizations in Quebec, Canada: an evaluation model.

PubMed

Richard, Lucie; Chiocchio, François; Essiembre, Hélène; Tremblay, Marie-Claude; Lamy, Geneviève; Champagne, François; Beaudet, Nicole

2014-02-01

Communities of practice (CoPs) are among the professional development strategies most widely used in such fields as management and education. Though the approach has elicited keen interest, knowledge pertaining to its conceptual underpinnings is still limited, thus hindering proper assessment of CoPs' effects and the processes generating the latter. To address this shortcoming, this paper presents a conceptual model that was developed to evaluate an initiative based on a CoP strategy: Health Promotion Laboratories are a professional development intervention that was implemented in local public health organizations in Montreal (Quebec, Canada). The model is based on latest theories on work-group effectiveness and organizational learning and can be usefully adopted by evaluators who are increasingly called upon to illuminate decision-making about CoPs. Ultimately, validation of this conceptual model will help advance knowledge and practice pertaining to CoPs as well as professional and organizational development strategies in public health. Copyright © 2014 Longwoods Publishing.

Leadership, clinician managers and a thing called "hybridity".

PubMed

Fulop, Liz

2012-01-01

In many countries leadership theories and leadership development programs in healthcare have been dominated by individualistic and heroic approaches that focus on developing the skills and competencies of health professionals. Alternative approaches have been proffered but mainly in the form of post-heroic and distributed forms of leadership. The notion of "hybridity" has emerged to challenge the assumptions of distributed leadership. The paper seeks to explore how the concept of hybridity can be used to re-theorize leadership in healthcare as it relates to clinician managers (or hybrid-professional managers). The theoretical developments are explored and empirical material is presented from research in Australian public hospitals to support the case for the existence of hybridized forms of leadership in healthcare. The paper discusses whether hybridity needs re-theorizing to adequately account for clinician leadership. It contributes to debates surrounding the role of clinician leadership in healthcare reform particularly in relation to those doctors who occupy management positions at the division or unit levels as distinct to CEOs. The study uses qualitative research, i.e. interactive interviews to present accounts of how healthcare professionals describe leadership. It undertakes both deductive and inductive theme analysis of the interview material. There is support for hybridized configurations of leadership in interview materials of healthcare professionals but other aspects were also noted that cannot be explained by this approach alone. The paper is the first to examine the concept of hybridity in the context of clinician leadership. Many approaches to leadership in healthcare fail to address the complexity of leadership within the ranks of clinician managers and thus are unable to deal adequately with the role of leadership in healthcare reform and change.

Exploring Climate Science with WV Educators: A Regional Model for Teacher Professional Development

NASA Astrophysics Data System (ADS)

Ruberg, L. F.; Calinger, M.

2014-12-01

The National Research Council Framework for K-12 Science Literacy reports that children reared in rural agricultural communities, who experience regular interactions with plants and animals, develop more sophisticated understanding of ecology and biological systems than do urban and suburban children of the same age. West Virginia (WV) is a rural state. The majority of its residents live in communities of fewer than 2,500 people. Based on the features of the population being served and their unique strengths, this presentation focuses on a regional model for teacher professional development that addresses agricultural and energy vulnerabilities and adaptations to climate change in WV. The professional development model outlined shows how to guide teachers to use a problem-based learning approach to introduce climate data and analysis techniques within a scenario context that is locally meaningful. This strategy engages student interest by focusing on regional and community concerns. Climate science standards are emphasized in the Next Generation Science Standards, but WV has not provided its teachers with appropriate instructional resources to meet those standards. The authors addressed this need by offering a series of climate science education workshops followed by online webinars offered to WV science educators free of charge with funding by the West Virginia Space Grant Consortium. The authors report on findings from this series of professional development workshops conducted in partnership with the West Virginia Science Teachers Association. The goal was to enhance grades 5-12 teaching and learning about climate change through problem-based learning. Prior to offering the climate workshops, all WV science educators were asked to complete a short questionnaire. As Figure 1 shows, over 40% of the teacher respondents reported being confident in teaching climate science content. For comparison post workshops surveys measure teacher confidence in climate science instruction after the professional development sessions. In summary, this report describes how this professional approach can serve as a regional model to address the need for climate science literacy throughout Appalachia.

Building Campus Communities Inclusive of International Students: A Framework for Program Development

ERIC Educational Resources Information Center

Jameson, Helen Park; Goshit, Sunday

2017-01-01

This chapter provides readers with a practical, how-to approach and framework for developing inclusive, intercultural training programs for student affairs professionals on college campuses in the United States.

An in-depth study of a teacher engaged in an innovative primary science trial professional development project

NASA Astrophysics Data System (ADS)

Watters, James J.; Ginns, Ian S.

1997-03-01

The implementation of effective science programmes in primary schools is of continuing interest and concern for professional developers. As part of the Australian Academy of science's approach to creating an awareness of Primary Investigations, a project team trialed a series of satellite television broadcasts of lessons related to two units of the curriculum for Year 3 and 4 children in 48 participating schools. The professional development project entitled Simply Science, included a focused component for the respective classroom teachers, which was also conducted by satellite. This paper reports the involvement of a Year 4 teacher in the project and describes her professional growth. Already an experienced and confident teacher, no quantitative changes in science teaching self efficacy were detected. However, her pedagogical content knowledge and confidence to teach science in the concept areas of matter and energy were enhanced. Changes in the teacher's views about the co-operative learning strategies espoused by Primary Investigations were also evident. Implications for the design of professional development programmes for primary science teachers are discussed.

New strategies for higher professional education.

PubMed Central

Pietroni, R

1992-01-01

Since the original recommendation in 1968 for a period of higher professional education, the development of this form of education has been slow. However, in 1990 a working party was established by the education division of the Royal College of General Practitioners to report on higher professional education. This paper describes some of the early work of the working party and its recommendations with particular emphasis on educational strategies, assessment and accreditation. A flexible, learner centred approach needs to be developed to encourage autonomy. Educational strategies are described which value previous experience and allow for a shift of responsibility for learning from the teacher to the learner. PMID:1419264

Chapter 2: Navigating the Mentoring Process in a Research-Based Teacher Development Project: A Situated Learning Perspective

ERIC Educational Resources Information Center

Patton, Kevin; Griffin, Linda L.; Sheehy, Deborah; Henninger, Mary L.; Arnold, Ruth; Pagnano, Karen; Gallo, Anne Marie; Dodds, Patt; James, Alisa

2005-01-01

The authors examine the various communities of practice that were formed throughout a teacher development project that included a formal mentoring component. The authors describe a theoretical approach to understanding learning in communities of practice and present an approach for analyzing professional learning resulting from social interactions…

Development of the Tongan American Health Professionals Association: Sharing, Mentoring and Networking for Community Health.

PubMed

Tui'one, Vanessa; Tulua-Tata, Alisi; Hui, Brian; Tisnado, Diana M

Tongan-Americans face severe disparities in health including diabetes, cardiovascular disease, and cancer. Educational disparities also affect health opportunities and well-being, influencing health status and community capacity to address disparities. Few resources have been identified within the Tongan-American community to address these concerns. The Tongan American Health Professionals Association (TAHPA) was conceived to identify and develop health and health career resources for the Tongan community. Through TAHPA, the Tongan-American community is utilizing a community-empowerment approach to address disparities and well-being. TAHPA was formed in 2008 through the leadership of individuals with a vision of a healthier Tongan-American community. TAHPA's purpose was to inspire and empower the Tongan-American community by developing an organization of Tongan-American health care professionals and pre-professionals, celebrating their accomplishments, and providing resources and support for educational and career development. Founders gathered in small work groups in community settings to discuss health concerns, well-being and solutions. Key community members facilitated the process to establish goals and objectives. To date, 40 Tongan health professionals and pre-professionals have become members. TAHPA's vision and outreach processes have been developed. TAHPA's uniqueness and strength is that it is rooted in the community, created by the community to serve the community.

It takes a village: supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community

NASA Astrophysics Data System (ADS)

Ryoo, Jean; Goode, Joanna; Margolis, Jane

2015-10-01

This article describes the importance that high school computer science teachers place on a teachers' professional learning community designed around an inquiry- and equity-oriented approach for broadening participation in computing. Using grounded theory to analyze four years of teacher surveys and interviews from the Exploring Computer Science (ECS) program in the Los Angeles Unified School District, this article describes how participating in professional development activities purposefully aimed at fostering a teachers' professional learning community helps ECS teachers make the transition to an inquiry-based classroom culture and break professional isolation. This professional learning community also provides experiences that challenge prevalent deficit notions and stereotypes about which students can or cannot excel in computer science.

Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

NASA Astrophysics Data System (ADS)

Berry, Ayora

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study included twenty-six teachers and data was collected pre-, mid-, and post-program using teacher surveys and a curriculum analysis instrument. The second study evaluated teachers' perceptions of the ECS model as a curriculum authoring tool and the quality of the curriculum units they developed. The study included sixty-two participants and data was collected post-program using teacher surveys and a curriculum analysis instrument. The third study evaluated teachers' experiences implementing ECS units in the classroom with a focus on identifying the benefits, challenges and solutions associated with project-based engineering in the classroom. The study included thirty-one participants and data was collected using an open-ended survey instrument after teachers completed implementation of the ECS curriculum unit. Results of these three studies indicate that teachers can be prepared to integrate engineering in the classroom using a CDB professional development model. Teachers reported an increase in engineering content knowledge, improved their self-efficacy in curriculum planning, and developed high quality instructional units that were aligned to engineering design practices and STEM educational standards. The ECS instructional model was acknowledged as a valuable tool for developing and implementing engineering education in the classroom. Teachers reported that ECS curriculum design aligned with their teaching goals, provided a framework to integrate engineering with other subject-area concepts, and incorporated innovative teaching strategies. After implementing ECS units in the classroom, teachers reported that the ECS model engaged students in engineering design challenges that were situated in a real world context and required the application of interdisciplinary content knowledge and skills. Teachers also reported a number of challenges related to scheduling, content alignment, and access to resources. In the face of these obstacles, teachers presented a number of solutions that included optimization of one's teaching practice, being resource savvy, and adopting a growth mindset.

In the Driver's Seat: Teacher-Led Model Moves Learning in the Right Direction

ERIC Educational Resources Information Center

Sullivan, Lisa; Westover, Theresa

2015-01-01

What happens when teachers are given funding and time to identify and develop targeted and innovative professional learning? This article focuses on lessons learned from grants funded through the California Department of Education that were designed to do just this. As the state and the nation consider the best approaches to professional learning…

Poverty PhDs: Funds of Knowledge, Poverty, and Professional Identity in Academia

ERIC Educational Resources Information Center

Cutri, Ramona Maile; Manning, Jill Michelle; Chun, Marc

2011-01-01

In contrast to the common deficit approach, this self-study explores the relationship between the funds of knowledge possessed by people of poverty and their development of professional identity in academia. All three authors have moved beyond conditions of financial poverty, but all find that the mental conditions of poverty persist. We conclude…

The Development of Professional Competences Using the Interdisciplinary Project Approach with University Students

ERIC Educational Resources Information Center

González-Carrasco, Mònica; Francés Ortega, Jesús; de Castro Vila, Rodolfo; Castañer Vivas, Margarida; San Molina, Joan; Marti Bonmati, Joan

2016-01-01

This work describes an experience conducted by a group of professors from different departments at the University of Girona (Catalonia, Spain) which arose from the need for interdisciplinary work in university classrooms in order to promote competences relevant to the professional sector. As part of this experience, students from different degree…

Changing Paradigm for Supporting Aging Individuals' Health and Well-Being: A Framework for Professional Development

ERIC Educational Resources Information Center

Kemeny, Elizabeth; Mabry, J. Beth

2015-01-01

This study addresses the transfer of training to quality care practices among leisure services professionals who serve older adults by applying the Social Structure and Personality approach, a social psychology framework that accounts for layers of influence in that process. Multiple demographic and policy changes contribute to a need for a…

Different Strokes for Different Folks: Scaling a Blended Model of Teacher Professional Learning

ERIC Educational Resources Information Center

Butler, Deirdre; Leahy, Margaret; Hallissy, Michael; Brown, Mark

2017-01-01

Purpose: The purpose of this paper is to describe an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016). Design/methodology/approach: Working in a range of different school contexts, in conjunction with an ongoing engagement with the research literature, has enabled the development over three phases of…

Stories Return Personal Narrative Ways of Knowing to the Professional Development of Doctoral Supervisors

ERIC Educational Resources Information Center

McCormack, Coralie

2009-01-01

Storytellers have always known that there is more to a story than "just a good yarn". It is through stories that individuals construct and reconstruct their sense of self as they learn "to be" in the world. Learning through stories is common across a number of professional contexts. However, storied approaches are…

Supporting Public High School Teachers in a Context of Multiple Mandates: A Social Justice Approach to Professional Learning Communities

ERIC Educational Resources Information Center

Harak, Philip J.

2012-01-01

Although public school teaching by its inherent nature presents numerous classroom challenges, the public high school teacher today is faced in addition with multiple external mandates from several outside stakeholders. Given the established track record of professional learning communities (PLCs) to provide teacher support and development, I…

Systemic Approach in Latino Families Surviving Domestic Violence in the United States of America

ERIC Educational Resources Information Center

García-Leeds, Claudia B.; Schneider, Liora

2017-01-01

This study is aimed at creating a treatment model grounded by professionals' knowledge and that allows the development of skills to work with families in crisis. The participants, health professionals of the Latina Domestic Violence Program (LDVP) in Philadelphia, were interviewed individually, and the answers were analyzed in accordance with…

Professional Learning Communities by Design: Putting the Learning Back into PLCs

ERIC Educational Resources Information Center

Easton, Lois Brown

2011-01-01

If you are looking for an organic approach to purpose-driven professional learning, this is the book for you. Award-winning educator Lois Brown Easton's latest work provides a compelling case study in narrative form, a chronological PLC planning outline, and first-hand "lessons learned" about how PLCs develop, mature, and sustain themselves. You…

The Development of Digital Resources by Library and Information Professionals and Historians: Two Case Studies from Northern Ireland

ERIC Educational Resources Information Center

White, Andy

2005-01-01

Purpose: This paper aims to use two case studies of digital archives designed by library and information professionals and historians to highlight the twin issues of academic authenticity and accuracy of digital representations. Design/methodology/approach: Using secondary literature, the author established a hypothesis about the way in which…

Implementing the WHO/UNICEF Baby Friendly Initiative in the community: a 'hearts and minds' approach.

PubMed

Thomson, Gill; Bilson, Andy; Dykes, Fiona

2012-04-01

to describe a 'hearts and minds' approach to community Baby Friendly Initiative implementation developed from the views of multidisciplinary professionals. a qualitative descriptive study utilising focus groups and interviews, with thematic networks analysis conducted. forty-seven professionals were consulted from two primary health-care facilities located in the North-West of England. thematic networks analysis generated a global theme of a 'hearts and minds approach' to BFI implementation, which embodies emotional and rational engagement. The three underpinning organising themes (and their associated basic themes): 'credible leadership', 'engagement of key partners' and 'changing attitudes and practice' reflect the context, processes and outcomes of a 'hearts and minds' approach. a 'hearts and minds' approach transcends the prescriptive aspects of a macro-level intervention with its emphasis upon audits, training, statistics and 'hard' evidence through valuing other professionals and engaging staff at all levels. It offers insights into how organisational change may move beyond traditional top-down mechanisms for driving change to incorporate ways that value others and promote cooperation and reflection. Copyright © 2011 Elsevier Ltd. All rights reserved.

Professional development for science teachers.

PubMed

Wilson, Suzanne M

2013-04-19

The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

How do medical educators design a curriculum that facilitates student learning about professionalism?

PubMed Central

Mason, Glenn; Wang, Shaoyu

2016-01-01

Objectives This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger’s and Mezirow’s learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results Students’ and tutors’ reflections on learning in PPD converged on two principle themes - ‘Developing a philosophy of medicine’ and ‘Becoming an ethical doctor’- which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. Conclusions A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine. PMID:26845777

The potential of open learning in animal breeding.

PubMed

Lohuis, M M; Lohuis, C T; Petrongolo, R A

1999-07-01

Animal breeding education is presently facing many challenges. These include rapid changes in breeding knowledge and technology, resource and funding restrictions, and altering demographics of the learner and the animal breeding industry. These challenges can be met via an open learning educational format. This nontraditional approach is based on the needs of individual learners, not the interests of the teacher or the institution. An important feature of open learning is its appropriateness for the professional development audience. Delivery methods include interactive distance courses on the Web, computer-assisted learning, and team-based study. The Canadian dairy breeding industry has expressed the need for ongoing professional development to understand and adopt new animal breeding technologies. The University of Guelph responded by delivering a series of animal breeding short courses (Executive Certificate Program in Animal Breeding) to industry decision makers in 1997. A version modified specifically for farmers and breeding industry personnel was offered in 1998. Through the collaboration of experts from various agricultural institutions and the use of a learner-centered format, this professional development initiative was a pedagogical and financial success. This paper describes how the open learning approach differs from traditional university teaching. Using the University of Guelph example in animal breeding professional development, the framework for a successful open learning program will be examined. The best practices for effective adult education will also be identified and discussed within this case study.

Responding to the professionalism of learners and faculty in orthopaedic surgery.

PubMed

Arnold, Louise

2006-08-01

Recent developments in assessing professionalism and remediating unprofessional behavior can curtail the inaction that often follows observations of negative as well as positive professionalism of learners and faculty. Developments include: longitudinal assessment models promoting professional behavior, not just penalizing lapses; clarity about the assessment's purpose; methods separating formative from summative assessment; conceptual and behavioral definitions of professionalism; techniques increasing the reliability and validity of quantitative and qualitative approaches to assessment such as 360-degree assessments, performance-based assessments, portfolios, and humanism connoisseurs; and systems-design providing infrastructure support for assessment. Models for remediation have been crafted, including: due process, a warning period and, if necessary, confrontation to initiate remediation of the physician who has acted unprofessionally. Principles for appropriate remediation stress matching the intervention to the cause of the professional lapse. Cognitive behavioral therapy, motivational interviewing, and continuous monitoring linked to behavioral contracts are effective remediation techniques. Mounting and maintaining robust systems for professionalism and remediating professional lapses are not easy tasks. They require a sea change in the fundamental goal of academic health care institutions: medical education must not only be a technical undertaking but also a moral process designed to build and sustain character in all its professional citizens.

Engaging Ocean Grads As Interdisciplinary Professional Problem Solvers: Why Preparing Our Future Ocean Leaders Means Inspiring Them to Look Beyond Their Academic Learning.

NASA Astrophysics Data System (ADS)

Good, L. H.; Erickson, A.

2016-02-01

Academic learning and research experiences alone cannot prepare our emerging ocean leaders to take on the challenges facing our oceans. Developing solutions that incorporate environmental and ocean sciences necessitates an interdisciplinary approach, requiring emerging leaders to be able to work in collaborative knowledge to action systems, rather than on micro-discipline islands. Professional and informal learning experiences can enhance graduate marine education by helping learners gain the communication, collaboration, and innovative problem-solving skills necessary for them to interact with peers at the interface of science and policy. These rich experiences can also provide case-based and hands-on opportunities for graduate learners to explore real-world examples of ocean science, policy, and management in action. However, academic programs are often limited in their capacity to offer such experiences as a part of a traditional curriculum. Rather than expecting learners to rely on their academic training, one approach is to encourage and support graduates to seek professional development beyond their university's walls, and think more holistically about their learning as it relates to their career interests. During this session we discuss current thinking around the professional learning needs of emerging ocean leaders, what this means for academic epistemologies, and examine initial evaluation outcomes from activities in our cross-campus consortium model in Monterey Bay, California. This innovative model includes seven regional academic institutions working together to develop an interdisciplinary ocean community and increase access to professional development opportunities to better prepare regional ocean-interested graduate students and early career researchers as future leaders.

Modular Approach for Ethics

ERIC Educational Resources Information Center

Wyne, Mudasser F.

2010-01-01

It is hard to define a single set of ethics that will cover an entire computer users community. In this paper, the issue is addressed in reference to code of ethics implemented by various professionals, institutes and organizations. The paper presents a higher level model using hierarchical approach. The code developed using this approach could be…

Team-based Learning Strategy in Biochemistry: Perceptions and Attitudes of Faculty and 1st-Year Medical Students.

PubMed

Chhabra, Namrata; Kukreja, Sahiba; Chhabra, Sarah; Chhabra, Sahil; Khodabux, Sameenah; Sabane, Harshal

2017-12-01

Team-based learning (TBL) strategy has been widely adapted by medical schools all over the world, but the reports regarding the perceptions and the attitudes of faculty and undergraduate medical students towards TBL approach have been conflicting. The study aimed to introduce TBL strategy in curriculum of Biochemistry after evaluating its effectiveness through perceptions and attitudes of faculty and 1 st -year medical students. One hundred and fifty students of first professional M.B.B.S and five faculty members participated in the study. Their responses regarding perceptions and attitudes towards TBL strategy were collected using structured questionnaires, focus group discussions, and in-depth interviews. Data were analyzed using Wilcoxon signed-rank test, paired sample t -test, and Mann-Whitney U-test. Majority of the students expressed satisfaction with team approach and reported improvement in the academic scores, learning styles, and development of problem-solving, interpersonal, and professional skills. The faculty, however, recommended a modified TBL approach to benefit all sections of the students for the overall success of this intervention. TBL is an effective technique to enable the students to master the core concepts and develop professional and critical thinking skills; however, for the 1 st -year medical students, a modified TBL approach might be more appropriate for the effective outcomes.

Translating person-centered care into practice: A comparative analysis of motivational interviewing, illness-integration support, and guided self-determination.

PubMed

Zoffmann, Vibeke; Hörnsten, Åsa; Storbækken, Solveig; Graue, Marit; Rasmussen, Bodil; Wahl, Astrid; Kirkevold, Marit

2016-03-01

Person-centred care [PCC] can engage people in living well with a chronic condition. However, translating PCC into practice is challenging. We aimed to compare the translational potentials of three approaches: motivational interviewing [MI], illness integration support [IIS] and guided self-determination [GSD]. Comparative analysis included eight components: (1) philosophical origin; (2) development in original clinical setting; (3) theoretical underpinnings; (4) overarching goal and supportive processes; (5) general principles, strategies or tools for engaging peoples; (6) health care professionals' background and training; (7) fidelity assessment; (8) reported effects. Although all approaches promoted autonomous motivation, they differed in other ways. Their original settings explain why IIS and GSD strive for life-illness integration, whereas MI focuses on managing ambivalence. IIS and GSD were based on grounded theories, and MI was intuitively developed. All apply processes and strategies to advance professionals' communication skills and engagement; GSD includes context-specific reflection sheets. All offer training programs; MI and GSD include fidelity tools. Each approach has a primary application: MI, when ambivalence threatens positive change; IIS, when integrating newly diagnosed chronic conditions; and GSD, when problem solving is difficult, or deadlocked. Professionals must critically consider the context in their choice of approach. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Application of a contextual instructional framework in a continuing professional development training program for physiotherapists in Rwanda.

PubMed

Dunleavy, Kim; Chevan, Julia; Sander, Antoinette P; Gasherebuka, Jean Damascene; Mann, Monika

2018-06-01

Continuing professional development is an important component of capacity building in low resource countries. The purpose of this case study is to describe the use of a contextual instructional framework to guide the processes and instructional design choices for a series of continuing professional development courses for physiotherapists in Rwanda. Four phases of the project are described: (1) program proposal, needs assessment and planning, (2) organization of the program and instructional design, (3) instructional delivery and (4) evaluation. Contextual facilitating factors and needs informed choices in each phase. The model resulted in delivery of continuing professional development to the majority of physiotherapists in Rwanda (n = 168, 0.48 rural/0.52 urban) with participants reporting improvement in skills and perceived benefit for their patients. Environmental and healthcare system factors resulted in offering the courses in rural and urban areas. Content was developed and delivered in partnership with Rwandan coinstructors. Based on the domestic needs identified in early courses, the program included advocacy and leadership activities, in addition to practical and clinical instruction. The contextual factors (environment, healthcare service organization, need for rehabilitation and status and history of the physiotherapy profession) were essential for project and instructional choices. Facilitating factors included the established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects. The processes and contextual considerations may be useful in countries with established professional-level education but without established postentry-level training. Implications for Rehabilitation Organizations planning continuing professional development programs may benefit from considering the context surrounding training when planning, designing and developing instruction. The surrounding context including the environment, the organization of healthcare services, the population defined need for rehabilitation, and the domestic status and history of the physiotherapy profession, is important for physiotherapy projects in countries with lower resources. Facilitating factors in low resource countries such as an established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects impact the success of projects. Methods that may be useful for relevance, dissemination and consistency include involvement of in-country leaders and instructors and attendance in multiple courses with consistent themes. Rehabilitation professionals in low resource countries may benefit from continuing professional development courses that emphasize practical skills, and clinical reasoning, accompanied by clinical mentoring and directed coaching that encourages knowledge transfer to the clinical setting. Active learning approaches and multiple progressive courses provide opportunities to develop peer support through professional communities of practice.

Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals.

PubMed

Scott, Karen M; Baur, Louise; Barrett, Jenny

2017-01-01

Increasingly, health professional training involves the use of educational technologies through what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication. It offers many benefits for learning and teaching, whether used on its own or in conjunction with face-to-face teaching through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and place that is convenient to them, so learners living in geographically dispersed locations can access standardized courses. To realize these potential benefits, we recommend that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation. To that end, we propose 10 principles: clarify purpose and conduct a needs assessment; allocate adequate time and technology; incorporate proven approaches to improve learning; consider the need for a skills component; enable interaction between learners and with others; create different resources for different groups; pilot before implementing; incorporate measures to retain learners; provide opportunities for revision to aid retention; and evaluate learning outcomes, not just satisfaction.

The value of art-oriented pedagogical approaches to the teaching of optics and photonics

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Regens, Nancy L.

2017-08-01

Art-oriented pedagogical approaches have been successfully applied to optics and photonics education. We will describe how art-based programs that incorporate a Visual Thinking Strategies (VTS) approach can be used by optics and photonics educators. VTS encourages both a deep appreciation of the content of optics images and phenomena and a highly participatory approach to understanding them. This type of approach has been used by the authors in a variety of educational settings including teacher professional development workshops, museum and science center-based programs, after school programs and in two-week intensive summer academies for students. These approaches work well with multiple age groups including primary and secondary grade students, university students, and adults who may have little apparent connection to optics and photonics. This art-science hybrid approach can be used by university professors, optics/photonics professionals who do public programs, museum educators, and classroom science teachers.

'Learn the signs. Act early': a campaign to help every child reach his or her full potential.

PubMed

Daniel, K L; Prue, C; Taylor, M K; Thomas, J; Scales, M

2009-09-01

To examine the application of a social marketing approach to increase the early identification and treatment of autism and other developmental disorders. The intervention used formative research, behaviour change theory and traditional social marketing techniques to develop a campaign targeting parents, healthcare professionals and early educators to increase awareness of autism and other developmental delays, and to prompt action if a developmental delay was suspected. Using social marketing principles, the Centers for Disease Control and Prevention applied baseline research with the target audiences to understand the barriers and motivators to behaviour change, which included a lack of knowledge and resources (barriers), along with a willingness to learn and do more (motivators). Focus group testing of potential campaign concepts led to one particular approach and accompanying images, which together increased perceived severity of the problem and encouraged taking action. The audience research also helped to shape the marketing mix (product, price, place and promotion). Three-year follow-up research in this case study indicates a significant change in parent target behaviours, particularly among parents aware of the campaign, and substantially more healthcare professionals believe that they have the resources to educate parents about monitoring their child's cognitive, social and physical development. Qualitative results from early educators and childcare professional associations have been positive about products developed for daycare settings. The application of social marketing principles, behavior change theory and audience research was an effective approach to changing behaviours in this case. Understanding what the target audiences want and need, looking beyond parents to engage healthcare professionals and early educators, and engaging many strategic partners to extend the reach of the message helped campaign planners to develop a campaign that resonated with the target audiences and, importantly, moved them towards action.

Health professionals' decision-making in wound management: a grounded theory.

PubMed

Gillespie, Brigid M; Chaboyer, Wendy; St John, Winsome; Morley, Nicola; Nieuwenhoven, Paul

2015-06-01

To develop a conceptual understanding of the decision-making processes used by healthcare professionals in wound care practice. With the global move towards using an evidence-base in standardizing wound care practices and the need to reduce hospital wound care costs, it is important to understand health professionals' decision-making in this important yet under-researched area. A grounded theory approach was used to explore clinical decision-making of healthcare professionals in wound care practice. Interviews were conducted with 20 multi-disciplinary participants from nursing, surgery, infection control and wound care who worked at a metropolitan hospital in Australia. Data were collected during 2012-2013. Constant comparative analysis underpinned by Strauss and Corbin's framework was used to identify clinical decision-making processes. The core category was 'balancing practice-based knowledge with evidence-based knowledge'. Participants' clinical practice and actions embedded the following processes: 'utilizing the best available information', 'using a consistent approach in wound assessment' and 'using a multidisciplinary approach'. The substantive theory explains how practice and evidence knowledge was balanced and the variation in use of intuitive practice-based knowledge versus evidence-based knowledge. Participants considered patients' needs and preferences, costs, outcomes, technologies, others' expertise and established practices. Participants' decision-making tended to be more heavily weighted towards intuitive practice-based processes. These findings offer a better understanding of the processes used by health professionals' in their decision-making in wound care. Such an understanding may inform the development of evidence-based interventions that lead to better patient outcomes. © 2014 John Wiley & Sons Ltd.

Professional practice models for nurses in low-income countries: an integrative review.

PubMed

Ng'ang'a, Njoki; Byrne, Mary Woods

2015-01-01

Attention is turning to nurses, who form the greatest proportion of health personnel worldwide, to play a greater role in delivering health services amidst a severe human resources for health crisis and overwhelming disease burden in low-income countries. Nurse leaders in low-income countries must consider essential context for nurses to fulfill their professional obligation to deliver safe and reliable health services. Professional practice models (PPMs) have been proposed as a framework for strategically positioning nurses to impact health outcomes. PPMs comprise 5 elements: professional values, patient care delivery systems, professional relationships, management approach and remuneration. In this paper, we synthesize the existing literature on PPMs for nurses in low-income countries. An integrative review of CINAHL-EBSCO, PubMed and Scopus databases for English language journal articles published after 1990. Search terms included nurses, professionalism, professional practice models, low-income countries, developing countries and relevant Medical Subject Heading Terms (MeSH). Sixty nine articles published between 1993 and 2014 were included in the review. Twenty seven articles examined patient care delivery models, 17 professional relationships, 12 professional values, 11 remuneration and 1 management approach. One article looked at comprehensive PPMs. Adopting comprehensive PPMs or their components can be a strategy to exploit the capacity of nurses and provide a framework for determining the full expression of the nursing role.

Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

PubMed Central

McKeown, Tammy R.; Abrams, Lisa M.; Slattum, Patricia W.; Kirk, Suzanne V.

2017-01-01

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers’ efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants’ fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction. PMID:29732236

Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program.

PubMed

McKeown, Tammy R; Abrams, Lisa M; Slattum, Patricia W; Kirk, Suzanne V

2016-01-01

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.

Facilitating the openEHR approach - organizational structures for defining high-quality archetypes.

PubMed

Kohl, Christian Dominik; Garde, Sebastian; Knaup, Petra

2008-01-01

Using openEHR archetypes to establish an electronic patient record promises rapid development and system interoperability by using or adopting existing archetypes. However, internationally accepted, high quality archetypes which enable a comprehensive semantic interoperability require adequate development and maintenance processes. Therefore, structures have to be created involving different health professions. In the following we present a model which facilitates and governs distributed but cooperative development and adoption of archetypes by different professionals including peer reviews. Our model consists of a hierarchical structure of professional committees and descriptions of the archetype development process considering these different committees.

Thou shalt not tweet unprofessionally: an appreciative inquiry into the professional use of social media.

PubMed

Pereira, Ian; Cunningham, Anne Marie; Moreau, Katherine; Sherbino, Jonathan; Jalali, Alireza

2015-10-01

Social media may blur the line between socialisation and professional use. Traditional views on medical professionalism focus on limiting motives and behaviours to avoid situations that may compromise care. It is not surprising that social media are perceived as a threat to professionalism. To develop evidence for the professional use of social media in medicine. A qualitative framework was used based on an appreciative inquiry approach to gather perceptions and experiences of 31 participants at the 2014 Social Media Summit. The main benefits of social media were the widening of networks, access to expertise from peers and other health professionals, the provision of emotional support and the ability to combat feelings of isolation. Appreciative inquiry is a tool that can develop the positive practices of organisations and individuals. Our results provide evidence for the professional use of social media that may contribute to guidelines to help individuals realise benefits and avoid harms. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Combining self-help and professional help to minimize barriers to physical activity in persons with multiple sclerosis: a trial of the "Blue Prescription" approach in New Zealand.

PubMed

Mulligan, Hilda; Treharne, Gareth J; Hale, Leigh A; Smith, Cath

2013-06-01

Increasing participation in physical activity is a goal for many health care providers working with persons with disability. In order to reduce the physical and social barriers to participation, there is a need to develop approaches that integrate self-help with professional help for autonomous yet supported health promotion. This study reports on an innovative program, entitled the "Blue Prescription approach", in which physical therapists work collaboratively with persons with a disability to promote community-based physical activity participation. We trialed this collaborative approach with two physical therapists and 27 participants with multiple sclerosis (MS) over a three month period. We gathered qualitative data from four sources: (i) individual interviews with our participants, (ii) individual interviews with the physical therapists, (iii) clinical notes, and (iv) Advisory Group meeting notes. We then analyzed these data for categories to inform the content and resources required for delivery of the approach. For most participants, the Blue Prescription approach facilitated regular engagement in the physical activity of their choice. The Advisory Group provided advice to help solve individual contexts that presented as challenges to participants. Based on review of interview transcripts, we identified four strategies or issues to inform the further development of Blue Prescription. Evidence indicated that the Blue Prescription approach can provide a collaborative and flexible way for physical therapists to work with individuals with MS, to increase participation in community-based physical activity. To further develop the approach, there is a need to address issues related to the use of standardized measures and develop strategies to train physical therapists in collaborative approaches for promotion of physical activity.The integration of self-help and professional help provided by the Blue Prescription approach appeared to result in successful promotion of physical activity in persons with MS. Additional testing is required to examine its efficacy in other health care systems, in conditions beyond MS, and in terms of its economic impact.Video Abstract available (see Video, Supplemental Digital Content 1, http://links.lww.com/JNPT/A46) for more insights from the authors.

Online virtual patients - A driver for change in medical and healthcare professional education in developing countries?

PubMed

Dewhurst, David; Borgstein, Eric; Grant, Mary E; Begg, Michael

2009-08-01

The development of online virtual patients has proved to be an effective vehicle for pedagogical and technological skills transfer and capacity building for medical and healthcare educators in Malawi. A project between the University of Edinburgh and the University of Malawi has delivered more than 20 collaboratively developed, virtual patients, contextualised for in-country medical and healthcare education and, more significantly, a cadre of healthcare professionals skilled in developing digital resources and integrating these into their emerging curricula. The process of engaging with new approaches to teaching and delivering personalised, context sensitive content via a game-informed, technology-supported process has contributed to the ability of healthcare educators in Malawi to drive pedagogical change, meet the substantial challenges of delivering new curricula, cope with increasing student numbers and promote teacher professional development. This initial phase of the project has laid the foundation for a broader second phase that focuses on promoting curriculum change, developing educational infrastructure and in-country capacity to create, and integrate digital resources into education and training across multi-professional groups and across educational levels.

Development of a Total Energy, Environment and Asset Management (TE2AM tm) Curriculum

DOE Office of Scientific and Technical Information (OSTI.GOV)

O'Leary, Phillip R.

2012-12-31

The University of Wisconsin Department of Engineering Professional Development (EPD) has completed the sponsored project entitled, Development of a Total Energy, Environment and Asset Management (TE2AM) Curriculum. The project involved the development of a structured professional development program to improve the knowledge, skills, capabilities, and competencies of engineers and operators of commercial buildings. TE2AM advances a radically different approach to commercial building design, operation, maintenance, and end of life disposition. By employing asset management principles to the lifecycle of a commercial building, owners and occupants will realize improved building performance, reduced energy consumption and positive environmental impacts. Through our commercializationmore » plan, we intend to offer TE2AM courses and certificates to the professional community and continuously improve TE2AM course materials. The TE2AM project supports the DOE Strategic Theme 1 Energy Security; and will further advance the DOE Strategic Goal 1.4 Energy Productivity. Through participation in the TE2AM curriculum, engineers and operators of commercial buildings will be eligible for a professional certificate; denoting the completion of a prescribed series of learning activities. The project involved a comprehensive, rigorous approach to curriculum development, and accomplished the following goals: 1. Identify, analyze and prioritize key learning needs of engineers, architects and technical professionals as operators of commercial buildings. 2. Design and develop TE2AM curricula and instructional strategies to meet learning needs of the target learning community. 3. Establish partnerships with the sponsor and key stakeholders to enhance the development and delivery of learning programs. 4. Successfully commercialize and sustain the training and certificate programs for a substantial time following the term of the award. The project team was successful in achieving the goals and deliverables set forth in the original proposal. Though attempts were made to adhere to the original project timeline, the team requested, and was granted a 6 month project extension, during which time the project was completed.« less

Evaluating quality of patient care communication in integrated care settings: a mixed method approach.

PubMed

Gulmans, J; Vollenbroek-Hutten, M M R; Van Gemert-Pijnen, J E W C; Van Harten, W H

2007-10-01

Owing to the involvement of multiple professionals from various institutions, integrated care settings are prone to suboptimal patient care communication. To assure continuity, communication gaps should be identified for targeted improvement initiatives. However, available assessment methods are often one-sided evaluations not appropriate for integrated care settings. We developed an evaluation approach that takes into account the multiple communication links and evaluation perspectives inherent to these settings. In this study, we describe this approach, using the integrated care setting of Cerebral Palsy as illustration. The approach follows a three-step mixed design in which the results of each step are used to mark out the subsequent step's focus. The first step patient questionnaire aims to identify quality gaps experienced by patients, comparing their expectancies and experiences with respect to patient-professional and inter-professional communication. Resulting gaps form the input of in-depth interviews with a subset of patients to evaluate underlying factors of ineffective communication. Resulting factors form the input of the final step's focus group meetings with professionals to corroborate and complete the findings. By combining methods, the presented approach aims to minimize limitations inherent to the application of single methods. The comprehensiveness of the approach enables its applicability in various integrated care settings. Its sequential design allows for in-depth evaluation of relevant quality gaps. Further research is needed to evaluate the approach's feasibility in practice. In our subsequent study, we present the results of the approach in the integrated care setting of children with Cerebral Palsy in three Dutch care regions.

"In our own words": Defining medical professionalism from a Latin American perspective.

PubMed

Puschel, Klaus; Repetto, Paula; Bernales, Margarita; Barros, Jorge; Perez, Ivan; Snell, Linda

2017-01-01

Latin America has experienced a tremendous growth in a number of medical schools, and there are concerns about their quality of training in critical areas such as professionalism. Medical professionalism is a cultural construct. The aim of the study was to compare published definitions of medical professionalism from Latin American and non-Latin American regions and to design an original and culturally sound definition. A mixed methods approach was used with three phases. First, a systematic search and thematic analysis of the literature were conducted. Second, a Delphi methodology was used to design a local definition of medical professionalism. Third, we used a qualitative approach that combined focus groups and personal interviews with students and deans from four medical schools in Chile to understand various aspects of professionalism education. The data were analyzed using NVivo software. A total of 115 nonrepeated articles were identified in the three databases searched. No original definitions of medical professionalism from Latin America were found. Twenty-six articles met at least one of the three decisional criteria defined and were fully reviewed. Three theoretical perspectives were identified: contractualism, personalism, and deontology. Attributes of medical professionalism were classified in five dimensions: personal, interpersonal, societal, formative, and practical. Participants of the Delphi panel, focus groups, and personal interviews included 36 medical students, 12 faculties, and four deans. They took a personalistic approach to design an original definition of medical professionalism and highlighted the relevance of respecting life, human dignity, and the virtue of prudence in medical practice. Students and scholars differed on the value given to empathy and compassion. This study provides an original and culturally sound definition of medical professionalism that could be useful in Latin American medical schools. The methodology used in the study could be applied in other regions as a basis to develop culturally appropriate definitions of medical professionalism.

Exploring extended scope of practice in dietetics: A systems approach.

PubMed

Ryan, Dominique; Pelly, Fiona; Purcell, Elizabeth

2017-09-01

The aim of this study was to explore health professionals' perceptions of an extended scope of a practice clinic, and develop a framework using a systems approach to facilitate extended scope models across various health settings. A qualitative investigation using semi-structured interviews with four health professionals involved in an extended scope dietitian-led gastroenterology clinic in a hospital in regional Queensland was conducted. A case study design was utilised to investigate interviewees' perceptions of the clinic. Participants were conveniently, purposively sampled. Transcript analysis involved a descriptive analytical approach. Interviewee responses were coded and categorised into themes, and investigator triangulation was used to ensure consistency between individual analyses. A secondary interpretative analysis was conducted where relationships between key themes were mapped to the Systems Engineering Initiative for Patient Safety work system model. Interviewees identified various factors as vital inputs to the work system. These were categorised into the four key elements: stakeholder support, resources, planning and the dietitian. Clinic outcomes were categorised into the impact on four key groups: patients, the dietitian, the multidisciplinary team and the health system. Mapping of the relationships between inputs and outcomes resulted in an implementation framework for extended scope of practice. Extended scope of practice in dietetics may provide positive outcomes for various stakeholders. However, further development of extended scope roles for dietitians requires increased advocacy and support from governments, professional bodies, training institutions and dietitians. We have developed an implementation framework which can be utilised by health professionals interested in embracing an extended scope model of care. © 2016 Dietitians Association of Australia.

Developing nursing practice through work-based learning.

PubMed

Clarke, David J; Copeland, Lisa

2003-12-01

Developing nursing practice in any area demands skills, knowledge, support and a long term commitment to the achievement of best practice. It is easy to become overwhelmed by the competing demands for client care and service delivery. It is not always easy to see how good ideas, clinical concerns and professionally led objectives, can be realised in practice. Ongoing professional development activities, including formal educational programmes can contribute to individual staff members' ability to take on practice development projects. Too often however, educational programmes are seen as making little real difference to clinical practice. Work-based learning, a relatively new approach in higher education in the United Kingdom, presents opportunities for Universities and healthcare providers to work in partnership to realise the shared aims of developing nursing practice. Specific examples, drawn from the personal experiences of one of the authors, will examine the contribution of a work-based learning approach to integrating learning and developing practice in the field of cancer care. The work-based learning approach can bring about tangible benefits for patients, practitioners and organisations, but only if the organisational and contextual factors which impact on practice and its development are properly considered and managed through effective partnerships.

A Conceptual Discussion of Lesson Study from a Micro-Political Perspective: Implications for Teacher Development and Pupil Learning

ERIC Educational Resources Information Center

Saito, Eisuke; Atencio, Matthew

2013-01-01

Lesson study has been implemented as a viable approach to support teachers' professional development. Yet, this approach has not been thoroughly examined in relation to key micro-political power relations that are arguably endemic to the use of this collaborative learning model. Accordingly, this paper discusses post-structural concepts that might…

Different approaches to the tasks of educating and training information systems professionals, within the National Health Service (UK).

PubMed

Grant, R M; Horkin, E J; Melhuish, P J; Norris, A C

1998-06-01

In 1994, La Sainte Union College of Higher Education (LSU) developed an MSc in Health Informatics course, in conjunction with Southampton University NHS Trust (SUHT). The original part-time, 1 day per week mode of delivery has since been broadened to include a distance leaning route and recently a block release mode, by which students combine usage of the distance learning materials with attendance in College for an intensive 2-day taught element. Because the course was designed in close co-operation with a major teaching hospital, it has always been 'market led' to meet the needs both of the individual students and of the organisations that they work for. At the same time, students acquire a quality-assured qualification from a premier UK university, a qualification that holds credence outside the National Health Service (NHS). At the same time as LSU and SUHT were developing the MSc in Health Informatics, the UK NHS Training Division (NHSTD) started to promote a professional qualification for health service professionals. the so-called 'Statement of Recognition' (SoR). In contrast to the academic format of an MSc, the SoR was not a formal course, but a combination of modules designed to help candidates demonstrate their competence and achievement at work by portfolio evidence. This approach has national standing throughout the UK in a set of qualifications known as NVQs (National Vocational Qualifications). The NHSTD, through its successor, the Institute of Health Care Development (IHCD), has further refined this competency based model, culminating in the launch in 1996 of the Diploma and Advanced Diploma in Information and Technology (Health). Professionals within the area of Information Management and Technology (IM&T) in the NHS now have the alternatives of an academic or a competency route to achieve their goals. This paper traces the development of and the relationship between, these two approaches to the educational and training of healthcare professionals. It will illustrate the shift from Information Technology (IT) to Information Management skills, which is a pre-requisite to satisfy the changing needs of information users. It will also consider how a single Master's course can lead to a range of courses which meet the needs of professionals at various levels. Finally, it makes some recommendations for future developments of the programmes, suggestions which may have some relevance outside of the UK.

Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan

NASA Astrophysics Data System (ADS)

Huang, Ying-Syuan; Asghar, Anila

2018-03-01

This empirical study investigates secondary science teachers' perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students' learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers' reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers' epistemological beliefs and their actual classroom practice. Indeed, science teachers' perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers' professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers' struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher's professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers' professional development programs in East Asian cultures.

Staff Development: Cafe Style

ERIC Educational Resources Information Center

Arns, Jennifer

2008-01-01

In most cases, memorable learning opportunities are fun, collaborative, and influential. Jennifer Arns, instructional programs director for the Organization for Education Technology and Curriculum, outlines the EdTech Professional Development Cadre, a refreshing and engaging PD approach. (Contains 3 resources.)

Enabling international communication among Brazilian occupational therapists: seeking consensus on occupational terminology.

PubMed

Magalhaes, Lilian; Galheigo, Sandra Maria

2010-09-01

The purpose of this study was to examine how key occupational therapy terminologies are used by Brazilian occupational therapists. A nominal group approach combined with a Delphi technique involving 31 Brazilian occupational therapists was applied. A sociolinguistic approach was adopted since it broadens our understanding of the social and cultural determinants of terminology consolidation. Brazilian occupational therapists were found to adopt the term activity more often than human action or doing. Even less often were praxis and occupation applied. No consensus was reached regarding which of the terms is most preferred. While Brazilian occupational therapists have been developing their profession from international standards, it is still embedded in local demands and policies. Additionally, the political context must be considered when building an international dialogue between members of a professional body. Such a dialogue could engage professionals from different countries in meaningful exchanges about their practices. These exchanges may lead to the development of solid professional communities that can contribute meaningfully to social change. Copyright 2010 John Wiley & Sons, Ltd.

The Role of Simulation in Pedagogies of Higher Education for the Health Professions: Through a Practice-Based Lens

ERIC Educational Resources Information Center

Rooney, Donna; Hopwood, Nick; Boud, David; Kelly, Michelle

2015-01-01

The preparation of future professionals for practice is a key focus of higher education institutions. Among a range of approaches is the use of simulation pedagogies. While simulation is often justified as a direct bridge between higher education and professional practice, this paper questions this easy assumption. It develops a conceptually…

Preparing Special Educators in Eastern North Carolina To Use Assistive Technology: A Multimedia Approach to Addressing Training Needs Unique to Rural Areas.

ERIC Educational Resources Information Center

Darrow, Melissa; And Others

This paper describes a project addressing the assistive technology training needs of teachers of children with disabilities in rural eastern North Carolina, through development of a multimedia software tutorial service. The project utilized both a special education/assistive technology professional and an instructional technology professional to…

In-Class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals

ERIC Educational Resources Information Center

Tsang, Annetta Kit Lam

2011-01-01

The primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n = 65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the University of Queensland Bachelor of Oral…

Identifying Needs and Enhancing Learning about Climate Change Adaptation for Water Professionals at the Post-Graduate Level

ERIC Educational Resources Information Center

George, David Alan; Tan, Poh-Ling; Clewett, Jeffrey Frank

2016-01-01

Using a participatory learning approach, we report on the delivery and evaluation of a climate change and risk assessment tool to help manage water risks within the agricultural sector. Post-graduate water-professional students from a range of countries, from both developed and emerging economies were involved in using this tool. Our approach…

Demystifying the Process? A Multi Disciplinary Approach to Assessing Capacity for Adults with a Learning Disability

ERIC Educational Resources Information Center

Skinner, Rachael; Joiner, Chris; Chesters, Liz; Bates, Louise; Scrivener, Louise

2011-01-01

There appears to be some degree of hesitation and lack of confidence among professionals in conducting capacity assessments. This document explains a two-phase process developed and implemented by a multi-disciplinary group of professionals during a pilot project. The first phase in the decision making process is to determine to what extent the…

Adult Education in the Federal Republic of Germany: Scholarly Approaches and Professional Practice. Monographs on Comparative and Area Studies in Adult Education.

ERIC Educational Resources Information Center

Mader, Wilhelm, Ed.

This monograph offers insight into the development of the conceptual basis, scholarly inquiry, and professional practice of adult education in West Germany from the end of World War II to the German reunification. Introductory materials are an "Introduction" (Wilhelm Mader) and "Translator's Note and Acknowledgements" (Martin…

Coaching: The Key to Translating Research into Practice Lies in Continuous, Job-Embedded Learning with Ongoing Support

ERIC Educational Resources Information Center

Knight, Jim

2009-01-01

In the past decade, interest in the form of professional learning loosely described as coaching has exploded. This growing interest in coaching is likely fueled by educators' recognition that traditional one-shot approaches to professional development--where teachers hear about practices but do not receive follow-up support--are ineffective at…

Growing into the Role: Empowerment of a Music Educator through Application of a Symbolic Interaction Theory

ERIC Educational Resources Information Center

Cox, Patricia J.

2004-01-01

This article presents aspects of professional development, using a narrative case-history approach. It represents the author's own case as an illustration of the kind of integrative experience that may occur as women assume professional careers. In this article, the author weaves the scholarly and theoretical components into the reality of a lived…

Use of 'chronic disease self-management strategies' in mental healthcare.

PubMed

Kemp, Vivien

2011-03-01

Medical care for chronic conditions imposes a substantial burden on healthcare systems designed originally for acute illness or injury. The notion of chronic disease self-management (CDSM) has been developed as a means of encouraging individuals with chronic conditions to self-manage their own health. It is known that successful chronic disease management reduces hospital admission rates and improves patients' quality of life. Although recognized widely by other medical disciplines, it is beginning to have an impact on psychiatric practice; therefore, a review of how the CDSM approach is implemented in psychiatry is timely. The move toward self-management in general medicine can be seen by and large as a holistic approach that encourages the person to work in partnership with health professionals to improve outcomes and assist patients to better manage their healthcare needs. One of the defining features of CDSM approaches is the active collaboration between the patient and the healthcare professional. Five mechanisms that demonstrate such active collaboration are self-directed care, illness management and recovery, shared decision-making, joint crisis planning and wellness planning. Their use in psychiatry is discussed. The key feature of CDSM approaches is an active collaboration between healthcare professionals and healthcare consumers. It is a fundamental shift away from traditional active expert/passive patient treatment modes. Each of the five approaches discussed exemplifies the active participation in treatment planning by both consumers and mental health professionals.

The Professional Socialization of Certified Athletic Trainers in the National Collegiate Athletic Association Division I Context

PubMed Central

Pitney, William A.; Ilsley, Paul; Rintala, Jan

2002-01-01

Objective: To describe the professional socialization process of certified athletic trainers (ATCs) in National Collegiate Athletic Association (NCAA) Division I to guide athletic training education and professional development. Design and Setting: We conducted a qualitative study to explore the experiences related to how participants were socialized into their professional roles in Division I. Subjects: A total of 16 interviews were conducted with 11 male (68.75%) and 5 female (31.25%) participants who were either currently or formerly affiliated with an NCAA Division I athletic program. Data Analysis: The interviews were transcribed, coded, and analyzed inductively using a modified grounded theory approach. Trustworthiness was obtained by peer review, data source triangulation, and member checks. Results: We identified a discernible pattern of socialization experiences and perceptions among the participants. The professional socialization processes of Division I collegiate ATCs is explained as a 5-phase developmental sequence: (1) envisioning the role, (2) formal preparation, (3) organizational entry, (4) role evolution, and (5) gaining stability. Conclusions: Examining the professional socialization process provides insights into the experiences of Division I collegiate ATCs as they prepare for their job responsibilities and develop professionally. Appropriate socialization tactics, such as the use of a structured mentoring experience, formal orientation, and staff development programming, can be implemented to promote effective professional development. Additionally, undergraduate students may be well served if they are educated to better use informal learning situations during their initial socializing events. PMID:12937446

Innovative Approaches to Health Occupations Education.

ERIC Educational Resources Information Center

Gurney, Elizabeth, Comp.; Kintgen, Jean, Comp.

To improve communications between health occupations educators and health professionals about developments in health occupations education, a compilation of 21 approaches used in health occupations education is presented. Outlines of the 21 different courses are presented, grouped in eight areas: (1) career mobility--modified LPN program for…

Towards equity and sustainability of rural and remote health services access: supporting social capital and integrated organisational and professional development.

PubMed

Schoo, Adrian; Lawn, Sharon; Carson, Dean

2016-04-02

Access to rural health services is compromised in many countries including Australia due to workforce shortages. The issues that consequently impact on equity of access and sustainability of rural and remote health services are complex. The purpose of this paper is to describe a number of approaches from the literature that could form the basis of a more integrated approach to health workforce and rural health service enhancement that can be supported by policy. A case study is used to demonstrate how such an approach could work. Disjointed health services are common in rural areas due to the 'tyranny of distance.' Recruitment and retention of health professionals in rural areas and access to and sustainability of rural health services is therefore compromised. Strategies to address these issues tend to have a narrow focus. An integrated approach is needed to enhance rural workforce and health services; one that develops, acknowledges and accounts for social capital and social relations within the rural community.