Topic
Professional development
About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.
Papers published on a yearly basis
Papers
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Harvard University1, China Medical Board2, Aga Khan University3, Washington University in St. Louis4, Cayetano Heredia University5, Peking University6, National Health Laboratory Service7, University of Pennsylvania8, University of Toronto9, Rockefeller Foundation10, Public Health Foundation of India11, The Sage Colleges12, Bill & Melinda Gates Foundation13, Makerere University14, American University of Beirut15
TL;DR: In this article, the authors present a comprehensive framework that considers the connections between education and health systems, centred on people as co-producers and as drivers of needs and demands in both systems.
4,215 citations
Book•
01 Jan 1974TL;DR: In this paper, a transition from Model I to Model II is discussed, with a focus on the transition from Theory of Action to Practice. But, the transition is not seamless: it requires Learining model-II behavior.
Abstract: Perface. One: Theory. 1. Theories of Action. 2. Evaluating Theories of Action. Two: Action. 3. Diagnosing Theories-in-Use. 4. Model I. 5. Model II. 6. Transition from Model I to Model II. 7. Learining Model-II Behavior. Three: Practice. 8. Issues in Professional Education. 9. Implications for Professional Competence and Practice. 10. Redesigning Professional Education. NotesReferencesIndex.
3,962 citations
TL;DR: Teacher professional development is essential to efforts to improve our schools and as discussed by the authors provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning and suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.
Abstract: Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.
3,861 citations
Book•
01 Jan 1994
TL;DR: The context for professional education and development is discussed in this paper, where the authors discuss the influence of context on knowledge use and its character, development and use in the context of professional education.
Abstract: The Context for Professional Education and Development. Part 1 - Professional Knowledge - Its Character, Development and Use: The Influence of Context on Knowledge Use - What is Learned from Continuing Professional Education and How Kinds of Professional Knowledge - Modes of Knowledge Use and Knowledge Creation The Acquisition and Use of Theory by Beginning Teachers Headteachers Learning about Management - Types of Management Knowledge and the Role of the Management Course Learning Professional Processes - Public Knowledge and Personal Experience Theories of Professional Expertise. Part 2 - Professional Competence and Qualifications: Concepts of Competence and their Implications Competence in the NVQ/SVQ System The Assessment of Competence in the Professions. Part 3 - Professional Accountability: Professional Accountability and Client Outcomes.
3,529 citations
TL;DR: The authors argue that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
Abstract: The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
3,464 citations