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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.


Papers
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Journal ArticleDOI
TL;DR: In this paper, the authors explore how engineering education can support acquisition of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to accomplish real world problem solving through design, troubleshooting, and analysis activities.
Abstract: Engineering as a profession faces the challenge of making the use of technology ubiquitous and transparent in society while at the same time raising young learners' interest and understanding of how technology works. Educational efforts in science, technology, engineering, and mathematics (i.e., STEM disciplines) continue to grow in pre-kindergarten through 12th grade (P-12) as part of addressing this challenge. This article explores how engineering education can support acquisition of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to accomplish real world problem solving through design, troubleshooting, and analysis activities. We present several promising instructional models for teaching engineering in P-12 classrooms as examples of how engineering can be integrated into the curriculum. While the introduction of engineering education into P-12 classrooms presents a number of opportunities for STEM learning, it also raises issues regarding teacher knowledge and professional development, and institutional challenges such as curricular standards and high-stakes assessments. These issues are considered briefly with respect to providing direction for future research and development on engineering in P-12.

745 citations

Book
13 Jul 2001
TL;DR: Weidman as mentioned in this paper provides historical background on the study of professional socialization, compares and contrasts models of professional preparation, and addresses implications for the organization and administration of graduate and professional education programs.
Abstract: Weidman addresses both curricular and dispositional aspects of the graduate and professional students' experiences in higher education as well as processes through which individual students are socialized. This report provides historical background on the study of professional socialization, compares and contrasts models of professional preparation, and addresses implications for the organization and administration of graduate and professional education programs.

742 citations

Journal ArticleDOI
TL;DR: In this article, the authors consider a wide range of international literature, together with some specific examples from the Scottish context, in proposing a framework built around key characteristics of individual models of CPD and identify nine key models, which are then classified in relation to their capacity for supporting professional autonomy and transformative practice.
Abstract: The area of teachers' continuing professional development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of international literature, together with some specific examples from the Scottish context, in proposing a framework built around key characteristics of individual models of CPD. The framework identifies nine key models, which are then classified in relation to their capacity for supporting professional autonomy and transformative practice. The article considers the circumstances in which each of the nine models of CPD might be adopted, and explores the form(s) of knowledge that can be developed through any particular model. It also examines the power relationships inherent in the individual models and explores the extent to which CPD is perceived and promoted either a...

739 citations

Book
01 Jun 2000
TL;DR: How People Learn: Bridging Research and Practice as mentioned in this paper provides a broad overview of research on learners and learning and on teachers and teaching and highlights three key findings about how students gain and retain knowledge and discusses the implications of these findings for teaching and teacher preparation.
Abstract: How People Learn: Bridging Research and Practice provides a broad overview of research on learners and learning and on teachers and teaching. It expands on the 1999 National Research Council publication How People Learn: Brain, Mind, Experience, and School, Expanded Edition that analyzed the science of learning in infants, educators, experts, and more. In How People Learn: Bridging Research and Practice, the Committee on Learning Research and Educational Practice asks how the insights from research can be incorporated into classroom practice and suggests a research and development agenda that would inform and stimulate the required change. The committee identifies teachers, or classroom practitioners, as the key to change, while acknowledging that change at the classroom level is significantly impacted by overarching public policies. How People Learn: Bridging Research and Practice highlights three key findings about how students gain and retain knowledge and discusses the implications of these findings for teaching and teacher preparation. The highlighted principles of learning are applicable to teacher education and professional development programs as well as to K-12 education. The research-based messages found in this book are clear and directly relevant to classroom practice. It is a useful guide for teachers, administrators, researchers, curriculum specialists, and educational policy makers.

736 citations

Journal ArticleDOI
TL;DR: In this paper, the authors describe two studies into teacher workplace learning, one aimed at developing a definition of teacher learning at the workplace and the other aimed at exploring factors that may affect teacher learning in the workplace.

732 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