scispace - formally typeset
Search or ask a question
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
More filters
Journal ArticleDOI
08 Feb 2003-BMJ
TL;DR: Time to stop arguing about the process and examine the outcomes of the EU referendum.
Abstract: Problem based learning is used in many medical schools in the United Kingdom and worldwide. This article describes this method of learning and teaching in small groups and explains why it has had an important impact on medical education. ![][1] The group learning process: acquiring desirable learning skills In problem based learning (PBL) students use “triggers” from the problem case or scenario to define their own learning objectives. Subsequently they do independent, self directed study before returning to the group to discuss and refine their acquired knowledge. Thus, PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding. The process is clearly defined, and the several variations that exist all follow a similar series of steps. #### Generic skills and attitudes Group learning facilitates not only the acquisition of knowledge but also several other desirable attributes, such as communication skills, teamwork, problem solving, independent responsibility for learning, sharing information, and respect for others. PBL can therefore be thought of as a small group teaching method that combines the acquisition of knowledge with the development of generic skills and attitudes. Presentation of clinical material as the stimulus for learning enables students to understand the relevance of underlying scientific knowledge and principles in clinical practice. However, when PBL is introduced into a curriculum, several other issues for curriculum design and implementation need to be tackled. PBL is generally introduced in the context of a defined core curriculum and integration of basic and clinical sciences. It has implications for staffing and learning resources and demands a different approach to timetabling, workload, and assessment. PBL is often used to deliver core material in non-clinical parts of the … [1]: /embed/graphic-1.gif

1,860 citations

Journal ArticleDOI
TL;DR: In this paper, a model of teacher professional growth is proposed, which identifies the specific mechanisms by which change in one domain is associated with change in another, and the interconnected, non-linear structure of the model enabled the identification of particular "change sequences" and "growth networks".

1,775 citations

Journal ArticleDOI
TL;DR: In this paper, the authors identify the general barriers typically faced by K-12 schools when integrating technology into the curriculum for instructional purposes, namely: resources, institution, subject culture, attitudes and beliefs, knowledge and skills, and assessment.
Abstract: Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research

1,747 citations

Journal ArticleDOI
TL;DR: Analysis of prekindergarten programs in 11 states suggests that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness.
Abstract: This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers’ emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers’ instructional interactions predicted academic and language skills and teachers’ emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher–child interactions can facilitate children’s school readiness.

1,731 citations

Journal ArticleDOI
TL;DR: The authors posits a problem of fit among five streams of reform and prevailing configurations of teachers' professional development and argues that the dominant training-and-coaching model, focused on expanding an individual repertoire of well-defined classroom practice, is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives.
Abstract: This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.

1,626 citations


Network Information
Related Topics (5)
Curriculum
177.5K papers, 2.3M citations
94% related
Higher education
244.3K papers, 3.5M citations
89% related
Experiential learning
63.4K papers, 1.6M citations
89% related
Teaching method
108K papers, 2.2M citations
87% related
Qualitative research
39.9K papers, 2.3M citations
87% related
Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20231,529
20223,496
20213,449
20204,267
20194,150
20183,947