Showing papers on "Professional development published in 1991"
01 Jan 1991
TL;DR: A rethinking of the norion of learning is treated, treating it as an c!!ii.rF!rl~ property of whole persons' legitimate peripheral participation in com! ~ ~ ~ n i ~ i c s of practice.
Abstract: What would happen if a different eye, culturally and historically sensitized by an excursion through forms of apprenticeship i n different parts of the world, e-rrc turned on specific contemporary cultural and historical features of learning pr,:, .;-<: . . L ~ : .. as these are situated i n communities of practice in tht United States? I < . l i h t ~ rh:jn turning to school-like activities for confirmation and guidance about tile llalur;. of learning, that gaze ~ ~ o u l d reverse the perspective from which ~:~:l-~r~l:rsl.~gists look outward from their culture onto another. 11 would draw c 8 r 1 {r-h::r i s known about learning i n forms of apprenticeship in other cultures 1 8 . 1 ir3l::ilj?r learning in our own sociocultural, historically grounded world. Ldn:h ;I 7 lew in\lites a rethinking of the norion of learning, treating it as an c!!ii.rF!rl~ property of whole persons' legitimate peripheral participation in com! ~ ~ ~ n i ~ i c s of practice. Such a view sees mind, culture, history, and the social r 4 , : : l d .:F interrelated processes that constitute each other, and intentionally
1,593 citations
Book•
01 Oct 1991
TL;DR: Self-Direction in Adult Learning as mentioned in this paper provides the reader, whether academic or professional, with a comprehensive synthesis of developments, issues and practices related to self-direction and learning.
Abstract: A self-directed learner is one who takes sole responsibility for his or her own learning. The idea is not a new one but has recently received renewed attention in education circles and has particular significance for the adult education sector. Self-direction represents a significant shift from traditional academic planning. It emphasizes autonomy and personal development and is now considered an important component of courses, not just in independent study or for external degrees, but in, for example, literacy training, continuing professional training, or computer and video technology. "Self-Direction in Adult Learning" provides the reader, whether academic or professional, with a comprehensive synthesis of developments, issues and practices related to self-direction and learning. Suggesting that self-direction should be considered as a way of life, it presents strategies for facilitating self-directed learning as an instructional method and for enhancing learner self-direction as an aspect of adult personality. Together with an analysis of current research trends, the book has chapters on major issues for practice, including institutional perspectives of self-direction, and policy issues.
781 citations
TL;DR: The validity of self-assessed performance was found to be low to moderate and did not improve with time in conventional health professions training programs, but effective training to improve validity and accuracy is available and feasible.
Abstract: Valid self-assessment is fundamental to continuing professional competence but is seldom explicitly taught in health professions training. This review analyzed 18 scholarly articles published between January 1970 and February 1990 (14 articles regarding health professions trainees, and four concerni
503 citations
Book•
01 Jan 1991
TL;DR: Romettli as discussed by the authors examines the following problem areas in educational change: overload; isolation; groupthink; untapped competence; narrow roles; and failed reform, and offers action guidelines for teachers, principals, and educators.
Abstract: Two challenges that face educators--developing interactive professionalism in the schools, and facilitating teacrc!rs and principals as change agents--are examined in this book. Chapter 1 examines the following problem areas in educational change: overload; isolation; "groupthink"; untapped competence; narrow roles; and failed reform. A holistic understanding of the teacher is presented in the second chapter, and the social and working conditions of "total schools" are discussed in chapter 3. The paradox of individuality and collegiality is examined, showing how they can be reconciled in order to improve schools. Chapter 4 offers action guidelines for teachers, principals, and educators. Successful reform is based on improving teachers and school working conditions, which in turn leads to student improvement. (82 references) (LMI) ** ***** ******************************************** ***** *************** Reproductions supplied by EDRS are the best that can be made from the original document. ****************************** ***** ************************************ V CNIPANTSIENT OF MUTATION Office or Clucshonw Romettli end Ifinwevealem EDUCATIONAt RESOURCES INFORMATION CENTER tERO Imo (InCument hie 1:4110 reproduced as ieroved from the PIMA or Orpenitenon originating it o MINN changes nine been made to moms* reproduction Quality Points of nee or opinions stetect n Ind documem do not necestenty represent official Rt position Or sotto, "PERMISSION TO REPRODUCE THIS MAI EMAL IN OTHER THAN PAPER COPY HAS BEEN
392 citations
Journal Article•
269 citations
TL;DR: The authors summarise some of the key features of teachers' knowledge that emerge from recent research and consider their possible implications for the training of teachers, and argue for a more prominent role for research in the evaluation and development of teachers professional education and in its defense at times of powerful external policy constraints.
238 citations
TL;DR: Examination of the reasoning processes of beginning, intermediate, and senior students in two medical schools with different curricular formats found a predominantly “backward-directed” hypothetico-deductive mode of reasoning was found in the explanations of the PBLC students, and a “more forward- directed” pattern of Reasoning was Found in the Explanations of the CC students.
Abstract: This study examined the reasoning processes of beginning, intermediate, and senior students in two medical schools with different curricular formats. One school had a conventional curriculum (CC) where basic science was taught one and a half years before the clinical training, and the other had a pr
218 citations
Book•
01 Jan 1991
TL;DR: In this paper, the authors reflect on the foundations of action research: defining, confining or refining in action research, towards action research systems from action research to collaborative enquiry, processing of an innovation improving education through action research.
Abstract: Part 1 Reflections on the foundations of action research: defining, confining or refining in action research? towards action research systems from action research to collaborative enquiry - to processing of an innovation improving education through action research. Part 2 Methodology: do we need an alternative methodology for doing alternative research? developing constructive action - personal construct psychology, action research and professional development. Part 3 Case studies - action research in teacher education action research for aboriginal pedagogy - beyond "both ways" education? action research in medical education - improving teaching via investigating learning action research in facilitating change in institutional practice.
207 citations
TL;DR: In this article, a three-year case study was conducted to see whether collaborative reflection could enhance teaching and learning of science by generating desirable cognitive, metacognitive, and affective outcomes.
Abstract: The purpose of this three-year naturalistic case study was to see whether collaborative reflection could enhance teaching and learning of science by generating desirable cognitive, metacognitive, and affective outcomes. Reflection was both individual and in groups, and involved reflection on practice in the classroom and phenomenological reflection on the nature of science teaching and learning. The study had two components. The preservice component involved 13 student teachers and teacher educators. The in-service component involved 14 novice and experienced science teachers and 350 of their students. The authors worked with both groups to devise ways of changing classroom attitudes and behaviors of teachers and students. The voluminous data collected include records of many interviews, questionnaires, and written evaluations. Findings from the study illuminate aspects of the nature of science teaching and learning, processes by which individuals improve the quality of their practice, and methods for exploring teaching and learning mechanisms and facilitating change. Central to these findings is the importance of each of the two types of reflection for fostering personal and professional development. For both teachers and students, both types of reflection acted to improve their knowledge, awareness, and control of themselves and their classroom practice.
TL;DR: A professional education program designed to facilitate the acquisition and enhancement of the requisite skills and attitudes was designed, implemented, and evaluated.
Abstract: The patient empowerment approach to diabetes education is intended to enable patients to make informed decisions about their own diabetes care and to be fully responsible members of the health-care team. Facilitating patient empowerment requires a specific set of skills and attitudes on the part of diabetes educators. A professional education program designed to facilitate the acquisition and enhancement of the requisite skills and attitudes was designed, implemented, and evaluated. The program involved adhering to a simulated diabetes care regimen for 3 days followed by a 3-day intensive skills-based workshop. The 23 educators who participated in the first two offerings of this program made significant gains in their counseling skills and demonstrated a positive change in attitude.
01 Jan 1991
TL;DR: The teaching portfolio has become an increasingly frequent topic of discussion within the academy, nationally as well as locally as mentioned in this paper and many teachers are compelled by the logic of using teaching portfolios as a means of documenting our effectiveness as teachers.
Abstract: In recent years, the teaching portfolio has become an increasingly frequent topic of discussion within the academy, nationally as well as locally. Many are compelled by the logic of using teaching portfolios as a means of documenting our effectiveness as teachers. Teaching is a complex process (and skill) that requires a complex approach to accurately measuring its effectiveness; the teaching portfolio allows for that kind of complexity. Seeing the logic of a teaching portfolio, however, is often easier than setting about the task of preparing one. Accordingly, this packet has been designed to provide an annotated list of some useful readings on the topic as well as some general guidelines for getting started. Originally designed to complement an Institute seminar, these guidelines can also be used individually and in groups as the basis for discussion and self-reflection. Additional consultation on designing a portfolio is also available from the Institute (call for an appointment). Finally, as you work through these materials and the portfolio development process, remember that the teaching portfolio is just that-an ongoing process.Answers to Common Questions about the Teaching Portfolio," chapter 5 of Peter Seldin's The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 2nd ed. Together, these two readings provide an overview of the teaching portfolio, its uses and benefits. In these readings you will find discussion of the format and content of portfolios, and straightforward responses to several common questions, providing guidance for individuals and departments who are beginning to use portfolios. (For several other suggested readings on teaching portfolios, see the bibliography.) Getting Started Planning Before assembling your portfolio, begin planning by thinking about purpose and audience. Teachers develop portfolios for a range of purposes-job searches, departmental reviews, award nominations, and other situations-and each brings an audience with a unique set of expectations and needs. Reflecting on purpose and audience can help give shape to your portfolio. • What is your main purpose in creating this portfolio? What basic argument about your teaching will you make, and why? • Who are the primary readers? What do you know about their beliefs about good teaching? Are their beliefs consistent with your own? • What types of evidence of teaching effectiveness will be most convincing to these readers? What evidence will they expect to find?
Book•
01 Oct 1991
Journal Article•
TL;DR: The authors suggests that the ''new kinds of teaching required to implement the reforms are described in terms too general for teachers to use, and even if these new kinds of teach ment practices were clearly defined, current staff develop ment practices are inadequate to effect meaningful changes.
Abstract: The school reform movement is in trouble. In more than a century, no fundamental changes have been made in the way American teachers teach (Cuban 1990; Sarason 1971, 1983; Warren 1985). Further, student achievement is unchanged from 20 years ago, the Educational Testing Service recently concluded (Mullis et al. 1990). Perhaps most damning, ETS asserted that the rhetoric of instructional innovation far surpasses the reality of classroom change. Once again, it seems, reformers have underestimated the difficulty of achieving genuine changes in the ways teachers teach (Sarason 1971, 1990). This underestimation has occurred even in some otherwise commendable efforts, such as the new California curriculum frameworks (e.g., California State Department of Education 1987). These visionary frameworks are part of a more general movement toward active, constructive, goal-oriented learning by students (Shuell 1986, Putnam et al. 1990, Resnick and Klopfer 1989). If we are to achieve the goals of this new framework and similar efforts, important changes in teaching practices will be required. Unfortunately, however, if past experiences are any guide, these changes will elude the reformers. Everyone seems to want change, but with a few exceptions, the reform movement is not achieving its aims. What's the problem? Our research suggests that (1) the \"new kinds of teaching\" required to implement the reforms are described in terms too general for teachers to use, and (2) even if these new kinds of teaching were clearly defined, current staff develop ment practices are inadequate to effect meaningful changes. One solution, we suggest, is to say goodbye to quick-fix workshops. We must, instead, create contexts in teachers' work lives that assist and sustain meaningful changes. These contexts should consist, preeminently, of engaging teachers in rigorous exami nations of teaching: the concrete chal lenges and problems they face, the range of possible solutions, and, most important, close examination of whether, over time, there is progress in addressing these challenges. Staff development, in other words, must be grounded in the mundane but very real details of teachers' daily work lives and in a form that provides the
TL;DR: In this article, the authors identify the areas of mismatch between the assessment problems teachers face and the type of assessment training they receive, and how the gaps can be addressed in testing courses.
Abstract: What are the areas of mismatch between the assessment problems teachers face and the type of assessment training they receive? How can the gaps be addressed in testing courses?
Journal Article•
TL;DR: The structured peer group format encourages skill development, conceptual growth, participation, instructive feedback, and self-monitoring as discussed by the authors, as well as self-awareness and selfconfidence.
Abstract: The structured peer group format encourages skill development, conceptual growth, participation, instructive feedback, and self-monitoring. The procedure is described and illustrated.
Book•
01 Jan 1991
TL;DR: In this article, the authors propose a method to solve the problem of gender discrimination in the workplace, and propose an approach based on self-defense and self-representation, respectively.
Abstract: DOCUMENT RESUME
TL;DR: In this paper, the authors examine the key factors that bear on professional growth, including the role of professional schools in the preparation of prospective faculty, career consulting, wellness programs, employee assistance programs to help deal with substance abuse, and strategies for instituting early retirement programs.
Abstract: "Enhancing Faculty Careers" examines the key factors that bear on professional growth, including the role of professional schools in the preparation of prospective faculty, career consulting, wellness programs, employee assistance programs to help deal with substance abuse, and strategies for instituting early retirement programs.
Book•
01 Aug 1991
TL;DR: The second edition as discussed by the authors presents a sharpened, contemporary focus on the growth and development of teachers, documenting the contributors' concerns over professionalizing teaching, restructuring schools and rethinking teacher education.
Abstract: This second edition presents a sharpened, contemporary focus on the growth and development of teachers, documenting the contributors' concerns over professionalizing teaching, restructuring schools and rethinking teacher education.
TL;DR: In this article, a large sample of students in graduate colleges and departments of education was surveyed to study mentoring relationships from the mentees' point of view, and they identified four components: Psychological and Professional Mutual Support, Comprehensiveness, Mentee Professional Development, and Research Together.
Abstract: A national sample of students in graduate colleges and departments of education was surveyed to study mentoring relationships from the mentees’ point of view. The sample was selected randomly from students identified as mentees by their professors. Results from 177 students who returned completed information indicated that the mentees agreed with the designation of their relationship with the professor as “mentoring.” Analysis of a Likert-scale instrument based on psychological and career models of mentoring identified four components: Psychological and Professional Mutual Support, Comprehensiveness, Mentee Professional Development, and Research Together. With increasing age, mentees reported a decrease in Professional Development activities. Neither sex of mentee nor sex of mentor differences were found.
01 Jan 1991
TL;DR: A new MAA report offers a set of recommendations that come from a vision of ideal mathematics teachers in classrooms of the 1990s and beyond, and describes the collegiate mathematical experiences that a teacher needs in order to meet this vision.
Book•
01 Mar 1991
TL;DR: What is professional development? teachers learning the school and professional development the individual teacher and individual development the professional development programme professional development activities the role of management in professional development teacher appraisal appraisal - observing teachers at work appraisal - the appraisal interview teachers' records in-service providers evaluation as mentioned in this paper
Abstract: What is professional development? teachers learning the school and professional development the individual teacher and professional development the professional development programme professional development activities the role of management in professional development teacher appraisal appraisal - observing teachers at work appraisal - the appraisal interview teachers' records in-service providers evaluation.
01 Oct 1991
TL;DR: For example, this article found that age, attitude toward life, and job satisfaction were positively correlated with career commitment, and career changers were less committed to their present careers than were those who had not changed careers.
Abstract: Twenty-five human service professionals were studied at two points in time: during the first year of their careers and 12 years later. Questionnaires and in-depth biographical interviews were used to gather data aobut the Ss' careers and personal lives. Quantitative analyses indicated that age, attitude toward life, and job satisfaction were positively correlated with career commitment. Marrieds were significantly more committed than singles, and career changers were less committed to their present careers than were those who had not changed careers. Qualitative analysis identified several other factors that might enhance career commitment, including a challenging work experience before entering the present career, positive professional development experiences, supportive organizational climates, and interesting work. The results were used to develop a theoretical model of career commitment in which professional self-efficacy plays a central role.