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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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Journal ArticleDOI
TL;DR: The social constructivist style of instructional strategy seems promising to facilitate adult learning, which not only helps change learners' perceptions of the online learning, but also assists them to learn in a more collaborative, authentic and responsible way.
Abstract: This case study explores how a constructivist-based instructional design helped adult learners learn in an online learning environment. Two classes of adult learners pursuing professional development and registered in a web-based course were studied. The data consisted of course documents, submitted artefacts, surveys, interviews, in-class observations, and online observations. The study found that the majority of the learners were engaged in two facets of learning. On the one hand, the instructional activities requiring collaboration and interaction helped the learners support one another's learning, from which most claimed to have benefited. On the other hand, the constructivist-based course assisted many learners to develop a sense of becoming more responsible, self-directed learners. Overall, the social constructivist style of instructional strategy seems promising to facilitate adult learning, which not only helps change learners' perceptions of the online learning, but also assists them to learn in a more collaborative, authentic and responsible way. The study, however, also disclosed that in order to maintain high-quality learning, appropriate assessment plans and adequate facilitation must be particularly reinforced. A facilitation model is thus suggested.

187 citations

BookDOI
01 Jan 1997
TL;DR: Theoretical perspectives on studying teacher change are discussed in this paper, where a conceptual framework for studying the relevance of context to Mathematics teachers' change is proposed, along with a discussion of the relationship between beliefs and classroom practice.
Abstract: Contents: Preface. Part I: Introduction. B.S. Nelson, Learning About Teacher Change in the Context of Mathematics Reform: Where Have We Come From? Part II: Theoretical Perspectives on Studying Teacher Change. L. Goldsmith, D. Shifter, Understanding Teachers in Transition: Characteristics of a Model for Developing Teachers. M. Simon, Developing New Models of Mathematics Teaching: An Imperative for Research on Mathematics Teacher Development. T.J. Cooney, B. Shealy, On Understanding the Structure of Teachers' Beliefs and Their Relationship to Change. P.B. Campbell, The More Things Change...Gender, Change, and Mathematics Education. Part III: Context and Teacher Change. D. Jones, A Conceptual Framework for Studying the Relevance of Context to Mathematics Teachers' Change. M.K. Stein, C. Brown, Teacher Learning in Social Context: Integrating Collaborative and Institutional Processes With the Study of Teacher Change. W.G. Secada, L.B. Adajian, Mathematics Teachers' Change in the Context of Their Professional Communities. Part IV: Studies of Professional Development Programs in Action. C.A. Lubinski, P.A. Jaberg, Teacher Change and Mathematics K-4: Developing a Theoretical Perspective. M. Franke, E. Fennema, T.P. Carpenter, Changing Teachers: Interactions Between Beliefs and Classroom Practice. J. Stocks, J. Schofield, Educational Reform and Professional Development. P.F. Campbell, D.Y. White, Project IMPACT: Influencing and Supporting Teacher Change in Predominately Minority Schools. T.A. Romberg, Mathematics in Context: Impact on Teachers. C. Barnett, S. Friedman, Mathematics Case Discussions: Nothing Is Sacred. Part V: Summary and Synthesis. B.S. Nelson, Learning About Teacher Change in the Context of Mathematics Education Reform: Where Are We Going?

187 citations

Journal ArticleDOI
TL;DR: The QIAN curriculum could improve practice and enhance the exploration, comprehension and appreciation of the cultural orientations between healthcare professionals and patients which ultimately could improve patient satisfaction, patient-healthcare professional relationship, medical adherence and the reduction of health disparities.
Abstract: As US populations become increasing diverse, healthcare professionals are facing a heightened challenge to provide cross-cultural care. To date, medical education around the world has developed specific curricula on cultural competence training in acknowledgement of the importance of culturally sensitive and grounded services. This article proposes to move forward by integrating the concept of cultural humility into current trainings, in which we believe, is vital in complementing the current model, and better prepare future professionals to address health challenges with culturally appropriate care. Based on the works of Chinese philosophers, cultural values and the contemporary Chinese immigrants’ experience, we hereby present the QIAN 謙 (Humbleness) curriculum: the importance of self-Questioning and critique, bi-directional cultural Immersion, mutually Active-listening, and the flexibility of Negotiation. The principles of the QIAN curriculum reside not only between the patient and the healthcare professional dyad, but also elicit the necessary support of family, health care system as well as the community at large. The QIAN curriculum could improve practice and enhance the exploration, comprehension and appreciation of the cultural orientations between healthcare professionals and patients which ultimately could improve patient satisfaction, patient-healthcare professional relationship, medical adherence and the reduction of health disparities. QIAN model is highly adaptable to other cultural and ethnic groups in multicultural societies around the globe. Incorporating its framework into the current medical education may enhance cross-cultural clinical encounters.

187 citations

Journal Article
TL;DR: Teachers' perceptions of tilizing of computers and other technologies for teaching and learning are investigated as part of technology integration at schools and factors affecting such integration.
Abstract: Introduction Technology integration in the classroom has become an important aspect of successful teaching. It has triggered many researchers to investigate different aspects of such integration (e.g., Kotrlik & Redmann, 2005; Bauer and Kenton, 2005; Judson, 2006; Totter et al., 2006; ChanLin et al., 2006; Zhao, 2007; Gulbahar, 2007; Anderson and Maninger, 2007; Abbit and Klett, 2007; & Wood and Ashfield, 2008). This is because it allows students to learn more in less time and allows schools to focus on global learning environments if used appropriately. In addition, it could be an effective teaching tool when used to engage all students in the learning process (Almekhlafi, 2006a, 2006b). Research shows that there are increasing number of computers being used at home and an increasing number of technological devices available to schools (Goddard, 2002). Research documented teachers' use of computers for different purposes and objectives (e.g., Guha, 2000; Yildirim, 2000; & Rowand, 2000). Some teachers use computers for instructional purposes while others use them for both personal and instructional goals. This study investigates teachers' perceptions of tilizing of computers and other technologies for teaching and learning. Literature Review Technology use in education is becoming an increasingly important part of higher and professional education (Wernet, Olliges, & Delicath, 2000; & Almekhlafi, 2006a, 2006b). Technology not only gives learners the opportunity to control their own learning process, but also provides them with ready access to a vast amount of information over which the teacher has no control (Lam & Lawrence, 2002). According to Rowand (2000), a survey based on a National Center for Education Statistics (NCES, 2000), found that 39% of teachers indicated that they used computers or the Internet to create instructional materials, 34% for administrative record keeping, less than 10% reported to access model lesson plans or to access research and best practices. Novice teachers were more likely to use computers or the Internet. Similarly and according to a report released by the U. S. Department of Education, NCES (2000), novice teachers were more likely to use computers or the Internet to accomplish various teaching objectives. Teachers with at most nine years of teaching experience were more likely compared teachers with 20 or more years of experience to report using computers or the Internet to communicate with colleagues. Because technology integration is a very broad concept and has several aspects and implications, researchers categorized the previous studies into four different categories: (1) Technology Integration and its Impact on Students and Teachers A number of researchers have explored technology integration projects worldwide and reported positive impact on teaching and learning for teachers using technology (e.g., Holinga, 1999; Guha, 2000; Sandholtz, 2001; Manzo, 2001; Sherry et al., 2001; Hong and Koh, 2002; Zorfass and Rivero, 2005, & Almekhlafi, 2006a, 2006b). For example, Guha (2000) reported significant differences and positive correlations between teachers' present computer training, level of comfort, and computer usage in the classroom as compared to their previous training, comfort level, and usage. Manzo's (2001) study found that many of the students who are drawn to Electronic Arts Class were struggling in most of their other classes. Once they saw what they could do with technology, they began to appreciate the importance of doing well in all subjects. Similarly, Sherry et al. (2001) studied the WEB Project. Their findings of a survey assessing the grant's impact on student achievement suggest that teachers should emphasize the use of meta-cognitive skills, application of skills, and inquiry of learning as they infuse technology into their academic content areas. (2) Factors Influencing Teachers' Technology Integration in the Classroom Technology integration at schools and factors affecting such integration has drawn the attention of many researchers and has been of high interest to them. …

187 citations

Journal ArticleDOI
TL;DR: In this article, the authors report on peer observation practices in one post-1992 university and identify a need for using reflection to open up wider academic debate in order to develop more meaningful learning environments for students to work in.
Abstract: Peer Observation of Teaching is one process employed within higher education establishments in Britain that can be instrumental in developing the reflective practices of professional lecturers. It is a means of making the focus and purpose of reflection more explicit and effective through allowing academics to consider their roles as professional educators, and to seek and engage in relevant developmental processes as a consequence. In so doing, peer observation becomes key in attempting to define the quality of learning and teaching within an institution. This paper reports on peer observation practices in one post‐1992 university. It utilises data from semi‐structured interviews with lecturers, and identifies the need for peers to be more aware of what reflective practices involve. In addition, it identifies a need for using reflection to open up wider academic debate in order to develop more meaningful learning environments for students to work in.

187 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20231,529
20223,496
20213,449
20204,267
20194,150
20183,947