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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 authors draw distinctions between self-assessment (an ability), self-directed assessment seeking and reflection (pedagogical strategies), and self-monitoring (immediate contextually relevant responses to environmental stimuli) in an attempt to clarify the rhetoric pertaining to each activity and provide some guidance regarding the implications that can be drawn from making these distinctions.
Abstract: It is generally well accepted in health professional education that self-assessment is a key step in the continuing professional development cycle. While there has been increasing discussion in the community pertaining to whether or not professionals can indeed self-assess accurately, much of this discussion has been clouded by the fact that the term self-assessment has been used in an unfortunate and confusing variety of ways. In this article we will draw distinctions between self-assessment (an ability), self-directed assessment seeking and reflection (pedagogical strategies), and self-monitoring (immediate contextually relevant responses to environmental stimuli) in an attempt to clarify the rhetoric pertaining to each activity and provide some guidance regarding the implications that can be drawn from making these distinctions. We will further explore a source of persistence in the community’s efforts to improve self-assessment despite clear findings from a large body of research that we as humans do not (and, in fact, perhaps cannot) self-assess well by describing what we call a “they not we” phenomenon. Finally, we will use this phenomenon and the distinctions previously described to advocate for a variety of research projects aimed at shedding further light on the complicated relationship between self-assessment and other forms of self-regulating professional development activities.

383 citations

Journal ArticleDOI
TL;DR: The stronger evidence suggests that new graduate education should focus on practical skill development, preceptors should receive a level of formal training, formal support should be available at least through the difficult six to nine month post-hire period, opportunities for connection with their peers should be provided, and organizations should strive to ensure clinical units with healthy work environments.

382 citations

Book
25 Aug 2008
TL;DR: In this article, the authors present an approach to leader development as a set of cognitive frames, based on the theory of leader development, which they call expert-learner development.
Abstract: Part 1. Overview and Purpose. 1. Introduction. Part 2. Perspectives from Adult Development Literature. 2. Accelerating Leader Development. 3. Leader Development as Adult Development. 4. Understanding Personal Trajectories of Development. Part 3. Fundamental Aspects of Adult Development. 5. Identity Development. 6. Moral Development. 7. Epistemic Cognition, Reflective Judgment, and Critical Reasoning. Part 4. Learning-based Approaches to Leadership. 8. Mental Models: Leadership as a Set of Cognitive Frames. 9. Expertise - Leadership as a Set of Skills. 10. Leader Development Through Learning from Experience. 11. Leadership Development and Teams. Part 5. Integrative Theory of Leader Development. 12. General Overview of Developing the Expert Leader. 13. Identity Processes in Leader Development. 14. Adult Development Processes in Leader Development. Part 6. Future Directions. 15. Research Needs and Practical Implications. References. Appendix A: Glossary of Terms. Appendix B: Measurement Tools.

380 citations

Journal ArticleDOI
TL;DR: The authors presented a theoretical model of lesson study, an approach to instructional improvement that originated in Japan, and examined the data from a North American lesson study case, yielding evidence that the lesson study work affected each of the three pathways through which instruction improves instruction: changes in teachers' knowledge and beliefs; changes in professional community; and changes in teaching learning resources.
Abstract: This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of data available from the “auditable trail” and (2) generalizability to other lesson study efforts.

380 citations

Journal ArticleDOI
TL;DR: The National Commission on Teaching and America's Future summarized its challenge to the American public in September 1996 and concluded that the reform of elementary and secondary education depends first and foremost on investments in teaching aimed at increasing teachers' access to knowledge to meet the demands they face and redesigning schools so they can better support serious teaching and learning as discussed by the authors.
Abstract: —What Matters Most: Teaching for America's Future W ith these words, the National Commission on Teaching and America's Future summarized its challenge to the American public in September 1996. Following two years of intense study and discussion, the commission concluded that the reform of elementary and secondary education depends first and foremost on investments in teaching aimed at (1) increasing teachers' access to knowledge to meet the demands they face and (2) redesigning schools so they can better support serious teaching and learning. Since that time, the report and the commission's subsequent work have stimulated dozens of pieces of federal and state legislation, more than 1,200 news articles and editorials nationally and abroad, and at least two major federally funded research and development initiatives—one for a National Center for the Study of Teaching and Policy and the other for a National Partnership for Excellence and Accountability in Teaching—that bring together researchers, professional associations, state and local education agencies, policymakers, and practitioners to work on deepening knowledge and practice in the fields of both teaching and policy. Twelve states are working collaboratively, with the support of their governors, state education departments, legislative leaders, and education leaders to develop strategies for implementing the commission's recommendations. They include Georgia, Illinois, Indiana, Kansas, Kentucky, Maine, Maryland, Missouri, Montana, North Carolina, Ohio, and Oklahoma. Several others will join this group of partner states in the coming year.

379 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