Showing papers on "Professional development published in 1969"

The professional self-concept of music students.

Abstract: As a result of their study of a medical school, Becker and his associates suggest that students in professional schools acquire only the selfconcept of "student." In contrast, Merton and his associates, in their studies of medical and law schools, propose that students gradually acquire the self-concept of "professional." The issue is important to the theory of adult socialization. Music conservatories afford an excellent test case because music students engage in professional activities while they are still in school. Multivariate analyses of the effects of professional activity and the effects of the music school suggest that both actual professional activity and the professional school itself contribute to the development of a professional selfconcept. But the variables interact. Students who do not engage in "clinical" activities (professional work) do not generally acquire a high self-concept. Much of the effect of the music conservatories is not through direct social contacts with teachers or studen...

Planning Theory in Contemporary Professional Education

Abstract: This Report, based on a survey of planning schools, presents an informal introduction to the literature used in academic courses about planning theory. There has been rapid change in the content of planning theory courses, and the diversity of experiments found in this survey indicates that there will probably be continued change in several directions.

The Education of the Physician-Investigator.

Abstract: It is probably fortunate that systems of education are constantly under the fire of general criticism, for if education were left solely in the hands of teachers the chances are good that it would soon deteriorate. Medical education, however, is less likely to suffer from such stagnation, for whenever the lay public stops criticizing the type of modern doctor, the medical profession itself may be counted on to stir up the stagnant pool and cleanse it of its sedimentary deposit.1

Professional development in psychiatric residents. Assessment and facilitation.

Abstract: FOSTERING professional development of psychiatric residents requires individualizing them in terms of their endowment, past education, professional goals, and progress and rate of achievement. In addition to the general curriculum provided, the teachers have the responsibility to know each resident's specific needs, and to provide appropriate advice and experiences in order to maximize each one's professional development. It is essential, then, to have a systematic concept of professional development, a framework for delineation of the causes of variation in the component functions, and a method for assessing the quality and degree of acquired function. We recognize that the residency is but one phase in the professional development of a psychiatrist; what occurs in the residency is in part a function of what the resident brings to it in the nature of past experience, and his professional identity may not be fully consolidated until some years after the completion of his

Developing Teachers Professionally: Reflections for Initial and In-Service Trainers

Abstract: 1. Keeping teaching professional 2. Professional development in a land of choice and diversity - the future challenge of action research 3. School-based teacher education 4. Teacher creativity and teacher education 5. The first year of teaching as a learning experience 6. Newly qualified teacher training - a model for progress in a time of change 7. Student teachers profiling - context, ownership and the beginnings of professional learning 8. Can "professional development" de-professionalize the teaching profession? 9. Supporting the professionals who support professional development in schools 10. Management development for further education staff 11. Evaluating INSET - the search for quality looking.

The mental health technician: Maryland's design for a new health career.

Abstract: Alternative pathways to traditional graduate education and the national emergence of community college curricula leading to associate of arts degrees in a variety of human service fields are discussed in relation to Maryland's mental health technician program. Emphasizing the need, initially, for "generalist" skills, the author proposes an open-ended system for the technicians' continued educational and professional growth through subspecialty in-service courses, opportunities for advanced collegiate education, and administrative channels for lateral and vertical mobility.

Some Factors in Obtaining Postgraduate Education.

Abstract: Present trends in American society indicate an increasing need for persons with graduate and professional degrees. This study examines the roles of sex, time of marriage, socioeconomic status background, and academic ability in determining who intends and who obtains postgraduate education. Data were obtained from a longitudinal study of a representative sample of undergraduates from a major university. Men were found to be more likely than women to obtain graduate or professional education. For men, high academic ability was the primary factor in determining who obtained postgraduate education; for women, a late marriage, low socioeconomic status and high ability were about equally associated with obtaining postgraduate education. Both college women and low status college men were relatively unable to anticipate their eventual educational attainments.

Evaluation of Education for the Professions.

Abstract: All who educate for the professions share certain common problems: (a) defining the professional's role in precise terms, (b) identifying the essential components to prepare him to function in that role, (c) developing these into an adequate program, (d) selecting good prospects for the profession, (e) appraising the adequacy of the program, and (f) encouraging the growth of professionals in practice. Because instruments available for screening prospective professionals are far from perfect, and using the data obtained from them tends to involve tough decisions, too many who educate for the professions tend to rely primarily on candidates' earlier academic records and measures of scholastic aptitude. Instead, they must continue to try to identify those unique factors which contribute to success in practice and develop measuring instruments, observation techniques, and/or standard interviews which can be used to predict success prior to admission to professional preparation programs. Finally, there can be no substitute for committed staff members who can teach, who care about their students as persons, who can encourage and excite learning, and who can do the necessary research to improve the quality of professional services.

Training and Supervision of College Foreign Language Teachers

Abstract: In the past two decades modern language instruction has changed considerably in theory and practice. Unfortunately, opportunities for young college teachers to evaluate and increase their language proficiency and teaching skills or increase their knowledge of methodology and linguistics have seldom been available. Many surveys seem to indicate that only a few foreign language departments have instituted any systematic training of graduate assistants. This article describes the teaching assistants in French, their training and supervision, and the extent of the supervisor's duties at the Univ. of Michigan. The program there aims to prepare the inexperienced assistants, in the shortest time possible, to decrease direct supervision gradually, and to encourage outstanding instructors to participate in the administration and supervision of the lower-level courses. It does not demand excessive time and energy from the assistants or cause major changes in the existing requirements for degree work. A description of the system offers an insight into the complexity of the problem as well as possibilities of solution. Moreover, an analysis of the past reports concerning the practices adopted by some institutions and the articles outlining ideal training programs yields useful information for the development and evaluation of a college foreign language teacher training and supervision program.

New Designs for Adult Education Doctoral Programs

Abstract: In the first part of this position paper the author assesses 1. the purposes of a university, 2. the nature of adult education, 3. the roles and qualities of the faculty, and 4. the conditions for educa cational experiences as they apply to the learners. The writer asserts that all four components must be considered carefully be fore developing new adult education doctoral programs. From the conclusions and definitions of the first section, the author deduces the specific attributes of adult education and denotes three phases of a proposal doctoral program in adult education.

The Educational Process into a Behavioral Science

Abstract: ence. The question is based on several dubious assumptions, e.g., that only an &dquo;exact&dquo; science is Science. But &dquo;exact&dquo; is at best a relative concept. Science remains scientific even when it accepts wide variations in the precision of its search for evidence. It is the search for approximate evidence as a method for approximating closer to reality, never insisting upon absolutes, which characterizes sci-

The role of the personal tutor in a curricular approach to Personal Development Planning

Abstract: This paper describes some outcomes from the introduction of a curricular approach to Personal Development Planning (PDP) within an Interprofessional Learning Programme, in particular within the Adult Nursing pathway. This approach provided some substantial changes to the way academics had previously functioned in the role of personal tutor and sought to address concerns that had been raised about the perceived constraints in facilitating holistic student development posed by the existing curriculum. The context for change is outlined, including results of a local survey of personal tutors. The curricular changes, the new role for the personal tutor and the design of the necessary staff development programme are explained. Having begun to implement the new role, personal tutorsA¢â‚¬â„¢ views are explored through interview data. A key theme to emerge is the significance of relationship building in this new curriculum structure and, following identification of the challenges, the paper concludes with recommendations in light of this experience.

Student Personnel Work: Role Conflict and Campus Power.

Abstract: Campus events in the 1960s have revealed student personnel workers in two roles, both of which are inconsistent with the image the profession has attempted to project. Either personnel people have been notably inconspicuous in the midst of transpiring events, or they have been (with other administrators) targets of vehement attack. This observation raises critical concerns about the roles and functions of college student personnel workers as viewed by administrative superiors, by students, and by themselves.

The role of Personal Development Planning (PDP) for employer sponsored students - an exploration of how PDP learning activities can support CPD and workforce development requirements

Abstract: Over the past decade government policy has emphasised the need for effective and active partnerships between employers and higher education providers (DfES, 2003; Wedgewood, 2007; CBI, 2008; BIS, 2009) to meet the requirements of a globalised knowledge economy. This paper discusses the findings from a research project undertaken at the University of Salford which sought to explore how: Personal Development Planning (PDP) input can support the development of employability skills for part-time sponsored students. Employer engagement could be drawn upon to enhance such provision. Informed by the Appreciative Inquiry approach (Cooperrider 1986, cited Reed, 2007), the methodology included a questionnaire survey of two student cohorts and thirteen semi-structured interviews with organisational development managers from sponsoring organisations to explore perceptions of the value of PDP within day release provision and potential benefits to the organisation. A follow up focus group with employers explored further staff development needs and the potential for PDP processes within Higher Education (HE) courses to complement their existing Continuing Professional Development (CPD) and in-house staff and workforce development strategies. Savory, Conroy and Berwick The role of Personal Development Planning (PDP) for employer sponsored students The paper concludes that dialogue between academic staff, students and sponsoring employers is valuable in developing shared understandings of the role of PDP activities within HE curriculum, the potential benefits for individual professional development and the workforce development requirements of organisations. Employers participating in the research stressed the importance of ‘functioning knowledge’ (Biggs 2003, cited Walsh, 2008) and discussions highlighted the potential for PDP to provide a bridge between the discipline specific knowledge which forms the main focus of HE courses and the trans-disciplinary knowledge produced by the largely informal learning that occurs during the course of professional practice (Gibbons et al., 1964). The joint dialogue enabled exploration of perceptions of the difference between CPD and PDP and identification of how links between PDP and appraisal processes in the workplace could be strengthened, including suggestions for practical activities which could be incorporated into HE programmes and employers’ performance review processes.

The relationship of information science to librarianship—problems and scientific training

Abstract: Professional librarianship if compared to medicine would have Schools of Hospitalitarianship where eventually the administrators, the professional staff as well as the nonprofessionals would become hospitalitarians. It is suggested that rather than associating the profession with the institution of the library, that it define its function as that of knowledge transfer. The analogy is to an M.D., whose function is to prevent disease and cure people.

The Growing Split Between Management Theory and Practice.

Abstract: There exists a very important and rather unique tie between business schools and the business community. A business school is a long-run resource of this community in that its major responsibility ...