Topic
Professional development
About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.
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TL;DR: The authors argued that the equity and advocacy expectations imbedded in the legal mandate for parent participation in the special education decision-making process directly contradict the hierarchy of professional status and knowledge on which the positivist paradigm of professionalism is based, and are also in conflict with the values held by many families from culturally diverse backgrounds, contributing to low levels of participation and advocacy.
Abstract: The authors contend that the equity and advocacy expectations imbedded in the legal mandate for parent participation in the special education decision-making process directly contradict the hierarchy of professional status and knowledge on which the positivist paradigm of professionalism is based, and are also in conflict with the values held by many families from culturally diverse backgrounds, contributing to low levels of participation and advocacy. They argue the need for professional education to incorporate opportunities for professionals to identify the cultural assumptions imbedded in the field of special education towards more balanced and effective collaboration.
230 citations
Book•
01 Jan 2004
TL;DR: This vision of professional development is grounded in faith in teachers, the institutions they work for, and the power of the broader community of educators around the country and the globe.
Abstract: ...My vision of professional development is grounded in faith in teachers, the institutions they work for, and the power of the broader community of educators around the country and the globe. Effective professional development should be understood as a jobembedded commitment that teachers make in order to further the purposes of the profession while addressing their own particular needs. It should follow the principles that guide the learning practices of experienced adults, in teaching communities that foster cooperation and shared expertise. Teacher success stories are living theories of educational quality and should be shared with the wider educational community for the benefit of all involved.
229 citations
TL;DR: It is suggested that students who enter with negative attitudes towards interprofessional learning may gain the least from IPE courses and that an unrewarding experience of such courses may further reinforce their negative attitudes.
229 citations
01 Jan 2016
TL;DR: In this article, the authors present a book about designing professional development for teachers of science and mathematics, which they call Designing Professional Development for Teachers of Science and Mathematics (DPDM).
Abstract: Thank you very much for reading designing professional development for teachers of science and mathematics. As you may know, people have look hundreds times for their favorite readings like this designing professional development for teachers of science and mathematics, but end up in harmful downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they juggled with some malicious bugs inside their desktop computer.
228 citations
01 Jan 2004
TL;DR: In this paper, the authors provide an overview on the development of expertise beginning from novice status to high levels in various domains and through various stages of learning, and the underlying idea of the contributions is that the path that leads through school and/or university to professional life comprises a process of continually transforming the repertoire of knowledge that makes up one's expertise.
Abstract: Language: English:
Provides an overview on the development of expertise beginning from novice status to high levels in various domains and through various stages of learning. The underlying idea of the contributions is that the path that leads through school and/or university to professional life comprises a process of continually transforming the repertoire of knowledge that makes up one's expertise.
Contents:
(A) Introduction. (1)H. P. A. Boshuizen, R. Bromme, and H. Gruber: Introduction: On the long way from novice to expert and how traveling changes the traveler. (B) Initial Education: Acquiring knowledge to become an expert. (2) J. Strasser and H. Gruber: The role of experience in professional training and development of psychological counselors. (3) R. Bromme et al.: The case of plant identification in biology: When is a rose a rose? (4) R. Stark et al.: Overcoming problems of knowledge application and transfer.
(C) Gaps and transitions: Accumulating experience to become a professional. (5) H. P. A. Boshuizen: Does practice make perfect? (6) J. A. R. Arts, W. H. Gijselaers, and M. S. R. Segers: Fostering managerial problem solving. (7) K. J. A. H. Prince and H. P. A. Boshuizen: From theory to practice in medical education. (8) H. H. Tillema: Embedding and Immersion as key strategies in learning to teach. (D) Workplace and organization: Enculturation to become an expert professional. (9) E. Ropo: Teaching expertise. (10) M. W. J. Van De Wiel, K. H. P. Szegedi, and M. C. D. P. Weggeman: Professional learning: Deliberate attempts at developing expertise. (11) P. R.-J. Simons and M. C. P. Ruijters: Learning professionals: Towards an integrated model. (12) A. Etelaepelto and K. Collin: From individual cognition to communities of practice. (13) C. Harteis and H. Gruber: Competence-supporting working conditions. (14) T. Palonen et al.: Network ties, cognitive centrality, and team interaction within a telecommunication company. (L.F.T. - ZPID)
228 citations