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1
Boieva, S. S. "Advancements in medical education: emerging aspects and innovations." Preventive Medicine. Theory and Practice 2, no. 6 (2024): 25–31. http://dx.doi.org/10.61948/prevmed-2024-2-25.
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T he landscape of medical education is indeed in a state of profound transformation, spurred by emerging aspects and innovative approaches that are responsive to the ever-evolving demands of the healthcare sector. This comprehensive review delves into the contemporary trends within medical education, emphasizing the integration of various elements such as technology, interprofessional education, personalized learning, telemedicine, ethics and professionalism education, global health education, and wellness and resilience initiatives. These advancements serve a multifaceted purpose, aiming to enrich both the teaching and learning experience within medical education. By leveraging technology, educators can provide immersive learning opportunities that transcend traditional boundaries. Interprofessional education stands as a cornerstone in fostering collaborative practices among healthcare professionals, instilling a comprehensive approach to patient care that is inclusive of diverse perspectives and expertise. Moreover, personalized learning methodologies cater to the unique needs of individual learners, ensuring a more tailored and effective educational experience. Telemedicine platforms further expand access to educational resources and experiences, overcoming geographical barriers and promoting inclusivity within medical education. Ethics and professionalism education emerge as vital components in shaping the moral compass of future healthcare professionals, guiding them toward ethical decision-making and upholding the highest standards of professionalism. Global health education equips students with the necessary skills and knowledge to navigate the complexities of healthcare on a global scale, preparing them to address international healthcare challenges with competence and compassion. Additionally, wellness and resilience initiatives take center stage in safeguarding the mental and physical well-being of medical students and practitioners alike. By prioritizing the holistic health of healthcare professionals, these initiatives contribute to the cultivation of resilient individuals who are better equipped to thrive in the demanding landscape of healthcare. Key words: Medical education, technology integration, interprofessional education, personalized learning, telemedicine, ethics, professionalism, global health, wellness, resilience.
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B. Esguerra, Joy Anne, and Eden C. Callo. "Emerging Educational Professionalism and Teachers’ Competence in the Times of Pandemic." International Multidisciplinary Research Journal 3, no. 3 (2021): 178–90. http://dx.doi.org/10.54476/iimrj248.
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The shift to alternative delivery modalities due to the challenging time in education is sought as the primary solution to continue learning beyond the walls of the classrooms, with the teachers not physically seeing their students. This served as the purpose of the study, which was to determine the emerging educational professionalism and teachers’ competence in times of pandemic. The respondents were 357 secondary school teachers from Tiaong Districts, Division of Quezon. Employing the descriptive correlation type of research, online and offline survey questionnaires served as the primary data sources. The results were analyzed using ANOVA, Pearson Product Moment of Correlation and Stepwise Multiple Linear Regression. The salient findings of the study revealed that when grouped according to schools, emerging educational professionalism as to teachers’ commitment to students’ learning and teachers’ competence as to interpersonal, subject matter, and didactic and reflection and development showed significant differences. Each emerging educational professionalism predicts teachers’ competence in the management of distance learning in terms of professional development and staffing and teachers’ commitment to teaching, school, community, and profession
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Lamminmäki-Vartia, Silja, Saila Poulter, and Arniika Kuusisto. "The learning trajectory of emerging professionalism: A Finnish student teacher negotiating world-view education and early childhood education and care superdiversity." Contemporary Issues in Early Childhood 21, no. 4 (2020): 297–311. http://dx.doi.org/10.1177/1463949120961598.
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This article examines the learning trajectory of the emerging professionalism of Finnish early childhood education and care student teachers, focusing in particular on their professionalism in early childhood education and care world-view education in the context of cultural and world-view superdiversity. Of specific interest here is what students postulate as meaningful in their professional learning processes and why, and what kinds of directions this value-learning process has taken. The data was generated over a year-long learning process in a group with seven early childhood education and care students and six in-service early childhood education and care teachers through survey responses, reflective learning diaries and retrospective in-depth interviews with the students. Using the Kuusisto and Gearon (2017a) value-learning-trajectory model as an analytical tool, the findings are presented through an in-depth case study depicting one student’s learning throughout the process and across the data sets. To conclude, the conceptual working model is developed further to depict the development of emergent early childhood education and care teacher professionalism with a particular focus on world-view education and early childhood education and care superdiversity.
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Stiekolshchykova, Valentyna, Anna Ziniuk, Olena Melnykova-Kurhanova, Alla Yarova, Dmytro Lobanov, and Iryna Soldatenko. "Personal Factors Shaping Journalists’ Professionalism in Today’s Military Journalism." Revista Romaneasca pentru Educatie Multidimensionala 17, no. 2 (2025): 629–51. https://doi.org/10.18662/rrem/17.2/998.
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This article introduces the concept of today’s military journalism, drawing on the experiences of journalists operating in hybrid warfare contexts. It explores character-skill challenges that were absent in earlier, pre-digital wars. The article pursues a threefold aim: to review and analyze existing practices, identify emerging key concepts and challenges, and develop a framework for optimizing and enhancing the personal factors shaping professional skills of media professionals in today’s hybrid-information military journalism. The research employs interdisciplinary methods, including theoretical approaches (systematic reviews, definitional and generalization methods) and practical techniques (content analysis, socio-communicative modelling, and educational simulations). The article’s primary contribution is a new educational model for training and retraining journalists in the context of today’s military journalism. This model addresses the complexities of distinguishing between fake and factual, objective and subjective, and ethical and unethical phenomena. Theoretical insights provide a comprehensive understanding of the evolving mass-communicative landscape, where journalists act as versatile yet dependent players alongside bloggers, military personnel, politicians, and media consumers. Finally, the article offers classifications and generalizations related to emerging principles, standards, dilemmas, and challenges in today’s military journalism.
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Husamah, H., Jazilah Azizah, Tutut Indria Permana, Yanur Setyaningrum, and Iin Hindun. "Mitigating teacher professionalism problem in Indonesia: What Scopus AI tell us?" Jurnal Pendidikan Profesi Guru 6, no. 2 (2025): 40–50. https://doi.org/10.22219/jppg.v6i2.37934.
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Teacher professionalism in Indonesia remains a central concern in educational reform, impacting the overall quality of education. Despite significant efforts through government initiatives, certification programs, and professional development schemes such as PPG and the Competence Test for Teachers, challenges persist. Limited access to training, inadequate workplace culture, and political resistance hinder effective reform. This study aims to analyze the current efforts, policy initiatives, contributing factors, and best practices addressing teacher professionalism in Indonesia. A comprehensive literature review, utilizing Scopus AI’s advanced search tools, was conducted to identify prevailing themes, challenges, and emerging trends. Key findings suggest that while initiatives like "kampus mengajar" and heutagogy-informed education models show promise, the success of these programs depends heavily on improved access to training, better school infrastructure, and overcoming bureaucratic barriers. The study concludes that a holistic approach integrating training, workplace culture reform, and technological tools is essential for enhancing teacher professionalism.
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Topornycky, Joseph, and Shaya Golparian. "Balancing Openness and Interpretation in Active Listening." Collected Essays on Learning and Teaching 9 (June 20, 2016): 175. http://dx.doi.org/10.22329/celt.v9i0.4430.
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Active listening is an important communication skill in a variety of disciplines and professions, including the profession of Educational Development. In our roles as educational developers, we engage in a variety of processes, all of which rely heavily on the practice of active listening. Emerging strategies of active listening praxis have allowed us to highlight the risks involved in applying techniques of active listening while engaging in our day to day practices as educational developers. In this paper, we share a short historical review of theories and approaches to active listening and identify its two inherent orientations: humanism and professionalism. We highlight openness and interpretation as two pillars of active listening and explore ways of maintaining a balance between those pillars as they relate to techniques of humanism and professionalism. We explain aspects of the interactive session we facilitated during STLHE 2015 where, as a group, we named and discussed ways that active listening could go wrong. We explore ways that we, as educators and educational developers, might recognize when we may be foregrounding technique over listening, and how to correct some of these issues.
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Lewitt, Moira, and Thomas McEwan. "Students stand at the door: exploring views on professionalism in midwifery spaces." British Journal of Midwifery 31, no. 2 (2023): 66–73. http://dx.doi.org/10.12968/bjom.2023.31.2.66.
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Background/Aims Midwifery students learn and adopt complex professional behaviours in a variety of academic and clinical settings throughout their educational journey. The aims of this study were to explore how midwifery students understand the concept of professionalism and how their professional identity develops during midwifery education. Methods A conversation about professionalism with a group of final year midwifery students was transcribed ‘in the moment’ and immediately performed to the group as poetry. Themes emerging from analysis of the conversation are also presented as poetry. Results Midwifery students, moving between university and practice, emphasised the importance of close connections between these spaces and the role models in them, for learning. External constraints generated a sense of fear and stress that was seen to limit midwives' ability to properly support the needs of ‘their woman’. Conclusions The notion of ‘spaces’ is important in maternity care and developing education for future midwives. Poetry is a useful multidimensional tool in research.
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Fahmi Umasangadji, Marihot Simanjuntak, April Gunawan Malau, Larsen Barasa, and Marudut Bernadtua Simanjuntak. "The Evolving Landscape Of Multimodal Transportation: Preparing Indonesian Cadets For The Future." International Journal of Educational Technology and Society 1, no. 1 (2024): 01–11. http://dx.doi.org/10.61132/ijets.v1i1.20.
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This research explores the preparedness of Indonesian cadets in multimodal transportation, focusing on 50 cadets from a transportation institution in Jakarta. Qualitative methods, including interviews and focus groups, were used to assess their knowledge, skills, and adaptability to emerging trends and technologies. The findings indicate that while cadets demonstrate a strong understanding of key concepts and principles, there are areas for improvement, particularly in problem-solving skills and adaptability to new technologies. Recommendations include enhancing problem-solving skills, incorporating training on emerging technologies, fostering collaboration and interdisciplinary learning, providing continuous professional development opportunities, strengthening industry-academia collaboration, evaluating and updating curriculum regularly, and promoting lifelong learning and professionalism. These recommendations aim to enhance the preparedness of Indonesian cadets and ensure that educational programs align with the evolving needs of the transportation industry.
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Kim, Hyun Young, and Sang Nam Kim. "Factors Influencing Nursing Intension to Care Emerging Infectious Disease(COVID 19) Patients among Nursing students." Forum of Public Safety and Culture 22 (May 31, 2023): 61–74. http://dx.doi.org/10.52902/kjsc.2023.22.61.
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The Purpose of this study was to provide basic data for nursing college students experiencing the COVID 19 pandemic to develop an educational program that can improve nursing intentions of nursing college students by recognizing nursing intnetions of patients with COVID 19. The subjects of the study were 171 third and fourth graders of nursing departments at a university located in Gumi, and the data collection period was conducted as a self-report survey from January 16 to February 1, 2021. The collected data were analyzed by the SPSS Statistics 18.0 program. The general characteristics of the subjects were analyzed by frequency and percentage, and the differences in moral identity, nursing professionalism, COVID 19 knowledge, and nursing intention according to the general characteristics were analyzed by Independent t-test and ANOVA. Pearson's correlation was performed for the correlation between variables, and multiple regression was performed for factors affecting the nursing intention of nursing patients with emerging infectious diseases of nursing college students. As a result of the study, the general characteristics of nursing students showed significant differences in nursing intentions for emerging infectious diseases were gender(t=-2.39, p=.018), education for infectious diseases(t=2.62, p=.010), education for personal protective equipment(t=-2.11, p=.037). The subjects' moral identity was 3.58±.59 points out of 5, and nursing professionalism scored 3.96±.04 points out of 5, the highest 'the roles of nursing service’ in subscale scores with 4.21±.04 points, and the lowest 'originality of nursing' with 3.31±.07 points. The average score of COVID 19 knowledge was 15.07±.19 points, and the correct answer rate was 65.5%. Nursing intention was 1.15±.05 points, which was higher than the median value in the range of -3 points to +3 points, which was positive. In the lower category, the ‘attitude’ was the highest with 1.86±.09 points, and the normative belief was the lowest with 1.04±.11 points. In addition, there was a significant positive correlation between moral identity(r=.316, p<.001), nursing professionalism(r=.312, p<.001), COVID 19 knowledge(r=.189, p=.013) and the nursing intention for patients with the emerging infectious diseases. The COVID 19 knowledge(β=-.286, p<.001), infectious disease education(β=.218, p=.003), nursing professionalism(β=.221, p=.007), and gender(β=.158, p=.021) was significant predictor of the nursing intention to care for the emersing infectious disease patients(Adj. R² =.232) In nursing patients with emerging infectious diseases based on the results of this study, the application of subjects and comparative programs that can accumulate knowledge through education on emerging infectious diseases and form a positive nursing profession to fulfill social responsibilities can help improve nursing intentions for emerging infectious patients.
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Flomin, Y., A. Tsyhanii, M. Mykhailova, N. Khanenko, and R. Sulik. "Maintaining professionalism and ethical principles in neurology: considerations for clinical practice and medical education in a rapidly changing world." INTERNATIONAL NEUROLOGICAL JOURNAL 21, no. 1 (2025): 83–89. https://doi.org/10.22141/2224-0713.21.1.2025.1155.
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This review explores the significance of maintaining professionalism and ethical principles in neurology, focusing on their role in clinical practice and medical education. In medicine, professionalism is a multifaceted concept that entails upholding clinical proficiency, putting the needs of patients first, and abiding by moral precepts, including beneficence, fairness, and respect for patient’s autonomy. The intricacy of neurological problems, the speed at which technology is developing, and the ethical conundrums surrounding informed consent, end-of-life care, and unequal access to cutting-edge treatments provide particular difficulties for the field of neurology. This review synthesizes research findings and guidance to offer practical insights for clinical practice and medical education. The literature search was performed in Scopus, Web of Science, PubMed, EBSCO, The Cochrane Library, Embase, and Global Health databases. Search terms included “professionalism”, “neurology education”, “ethics in neurology”, “interdisciplinary collaboration”, “emerging technologies”, and “patient-centered care”. Relevant studies were used to formulate key definitions, consider the importance of professionalism and ethical challenges in neurology, as well as the impact of technical innovations on clinical practice and strategies for integrating professionalism into medical education. Research shows that including ethics in neurology training strengthens decision-making, communication, and critical thinking. Practical techniques for fostering professionalism in students and residents were emphasized, including case-based discussions, reflective practices, and mentorship. Some of the significant issues identified are managing conflicts of interest, resolving gender, ethnic and cultural differences in ethical standards, and balancing technical improvements and ethical considerations like equ-ity and privacy. Strong institutional support and cooperative interdisciplinary approaches were essential for advancing moral behavior. The review highlights the necessity of a comprehensive strategy to uphold ethics and professionalism in neurology. To guarantee high-quality, patient-centered care, it is essential to prioritize interdisciplinary teamwork, incorporate ethical training into the curriculum, and address systemic issues. This educational and methodological review lays the groundwork for further discussions and research aimed at overcoming challenges in modern neurology.
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Pham, Thi-Thanh-Hai, Hung-Hiep Pham, and Dinh-Hai Luong. "State-of-the-art in teachers’ online pedagogical competencies in higher education from 2011 to 2022." International Journal of Evaluation and Research in Education (IJERE) 14, no. 1 (2025): 659. http://dx.doi.org/10.11591/ijere.v14i1.28717.
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University teachers play an important role in teaching and learning activities in the online environment. However, the emerging remote education due to the COVID-19 pandemic has revealed the shortcomings of online teaching competencies of teachers. The bibliometric study investigated the knowledge base of online teacher pedagogical competencies in higher education by analyzing 131 Web of Science-indexed documents from 2011 to 2022. The findings revealed the sudden decline of the number announced in the two years 2021 and 2022. Spain, Russia, the United States, and Canada are emerging countries in the network of international collaboration. The research community is based on small research groups and has emerged in recent years. Sources focus on subjects such as education, e-learning, computer science, developmental and educational psychology, among which education sciences is the most prominent one in the last years. With nine identified themes, these of interest are online teacher roles, remote emergency teaching, online professional development, and online teaching in COVID-19. Emerging keywords highlighted potential topics in the foreseeable future such as competency frameworks, global education, and teaching professionalism.
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Rozhnova, Tetiana, Olena Sholokh, Oleksandr Kapinus, Tetiana Makhynia, and Nataliia Prykhodkina. "Training of scientific and pedagogical staff in higher education institutions: quality and requirements." Eduweb 18, no. 1 (2024): 164–79. http://dx.doi.org/10.46502/issn.1856-7576/2024.18.01.12.
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This research addresses the crucial aspect of preparing scientific and pedagogical professionals in higher education institutions, focusing on their professional development and alignment with contemporary requirements. In the rapidly evolving landscape of education, understanding the current state and adapting to emerging needs are paramount. The primary aim of this study is to explore and analyze the current trends and modern requirements for scientific and pedagogical workers in higher education institutions. This qualitative research relies on evaluative judgments presented in contemporary scientific literature. The work uses content analysis, thematic and comparison. The results reveal the significance and diversity of approaches in preparing scientific and pedagogical professionals in higher education. The analysis emphasizes the need for adaptation to the requirements of the modern educational landscape in the context of modern Master’s training. system. In the conclusion, the research underscores the importance of ongoing professional development for scientific and pedagogical professionals to meet the challenges of the dynamic educational environment. While acknowledging the role of technology, the study challenges the notion that it is the sole driver of educational development. It also highlights the continued relevance of traditional pedagogical methods and the importance of professionalism in the evolving values of educational practitioners.
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Sopeoglou, Eva. "Tomorrow’s architects: The emerging professional and education context in the UK and new regulatory framework." E3S Web of Conferences 585 (2024): 04004. http://dx.doi.org/10.1051/e3sconf/202458504004.
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The paper analyses substantial modifications in UK architecture practice and education from 2021 onward. New professional competencies address critical areas such as Fire and Life Safety, Equality, Diversity and Inclusion, Building Technology, and Environmental Sustainability. The study examines initiatives by the Architects Registration Board (ARB) and the Royal Institute of British Architects (RIBA) in incorporating Sustainability guidelines into the architectural curriculum. The ARB’s Competency Guidelines for Sustainability include four main themes: Ethics and Professionalism, Sustainable Design Principles, Environmental and Building Physics, and Construction Technology. While these areas cover extensive ground, there are acknowledged gaps. Essential responsibilities for architects include managing whole-life carbon, incorporating circular economy principles, enhancing building envelope efficiency, and emphasising retrofitting. The paper touches on recommendations to align educational frameworks with professional guidelines, detailing the integration of climate literacy, environmental design, and interdisciplinary research into architecture curricula. Ultimately, this paper underscores the urgent need for a solid foundational understanding of these new guidelines. This is a necessity in the face of these transformative changes. These reflections are offered alongside examples from taught courses between 2021 and 2023.
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Godfrey, Lauren, and Carol Booth Olson. "Agency as the achievement of reform ownership." English Teaching: Practice & Critique 18, no. 2 (2019): 249–62. http://dx.doi.org/10.1108/etpc-12-2018-0127.
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Purpose The purpose of this study is to explore how, through the cultivation of reform ownership in the professional development (PD) program, the Pathway Project, agency was achieved for the development of teacher professionalism and teacher expertise in the cases of Mrs. Cruz and Mrs. Keyes. This, in turn, provided opportunities to advance student learning. Design/methodology/approach Multiple sources of data (focused classroom observations, semi-structured interviews and collected artifacts) were analyzed through a case study approach to understand the processes by which an agentic context materialized for these two teachers. Findings The authors identified the following three stages in the cultivation of reform ownership in the cases of Mrs. Cruz and Mrs. Keyes: emerging; developing; and deepening. Each of these stages proved critical to the achievement of agency for the development of teacher professionalism, teacher expertise and student learning. Originality/value The cases of Mrs. Cruz and Mrs. Keyes offer a renewed vision of the ways in which teachers can achieve agency in the current reform environment. Given the proliferation of reform efforts within today’s educational landscape, their cases suggest that PD developers take seriously the responsibility of cultivating reform ownership for the achievement of agency and deep and lasting change.
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Ucang, Jenyliza T., and Auxencia A. Limjap. "Understanding the emergent attributes of 21st-century mathematics teachers in Bukidnon." Technium Social Sciences Journal 22 (August 9, 2021): 269–81. http://dx.doi.org/10.47577/tssj.v22i1.4040.
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Numerous quantitative research studies from abroad and in the Philippines had been investigating the attributes of the mathematics teachers in the 21st - Century. A study using grounded theory was designed to find out the attributes of 21st -century mathematics teachers in Bukidnon. Thirteen participants were interviewed over a period of four months. Interviews were analyzed using Pandit’s grounded theory methodology and the constant comparison method. Three main categories and thirty-nine subcategories have been identified and explained that encompasses an emerging substantive theory of “Understanding the Emergent Attributes of 21st -Century Mathematics Teachers in Bukidnon” which are as follows: 1) Knowledge (community, curriculum, educational foundation and policies, environmental awareness, global awareness, pedagogy, students, subject content, self); 2) Skills (administrative and management skills, communication skills, facilitative skills, pedagogical skills, people management skills, reflective skills and thinking disposition, social and emotional intelligence and technological skills; and 3) Values (accurate, adaptive and resilient, aim for high standards, belief that all children can learn, collaborative learning and practice, commitment to nurturing the potential in each child, creative, empathy, enquiring nature, ethical, objective, passion, prayerful, perseverance, productive, professionalism, resourceful, social responsibility and engagement, stewardship, strive to improve, value parental involvement and valuing diversity). Further, the study revealed that the value of a person influences the teacher on what he will teach and directs the teacher on how he will teach the subject content.
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Alkhawaldeh, Ahmad. "School-based Teacher Training in Jordan: Towards On-school Sustainable Professional Development." Journal of Teacher Education for Sustainability 19, no. 2 (2017): 51–68. http://dx.doi.org/10.1515/jtes-2017-0014.
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AbstractDespite the challenges to develop school-based sustainable teacher training and development and the diverse demands to execute this type of teacher professionalism to achieve sustainable teacher development, this new trend seems indispensable both for Jordanian teacher education and many other similar world educational systems. The present qualitative study robustly relied on a set of self-reports developed by 12 doctoral students who took a teacher education course at the University of Jordan in the second semester, 2017. They self-reported on their perspectives on school-based teacher training in terms of its significance, requirements, challenges and possible solutions to develop this route to teacher training in a country which like several other educational systems worldwide was dominated by an academic theory-based route to teacher preparation and qualification. Their self-reports were analysed and their patterns concerning the reasons behind adherence to school-based teacher training and the facilities to promote it and the challenges for school based teacher training were collected and meticulously probed. The findings of the study noticeably advocate school-based teacher training as a major route to teacher training. The participants of the study obviously considered this training route a method to transfer training experience to the teachersí classroom instruction. Some recommendations were proposed calling for adopting this new training approach and conducting further research in this emerging paradigm.
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Kim, Do-Hwan, Sangmi Teresa Lee, Young-Mee Lee, and Sanghee Yeo. "Exploring 40 years of Korean medical education conference themes." Korean Journal of Medical Education 36, no. 2 (2024): 131–36. http://dx.doi.org/10.3946/kjme.2024.290.
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Purpose: The Korean Society of Medical Education (KSME) was founded in 1983 and celebrated its 40th anniversary in 2023. This study examines the evolution of topics discussed at KSME conferences from 1971 through 2023, highlighting shifts in the focus of medical education.Methods: We analyzed 90 KSME conferences over 5 decades (1970s, 1980s, 1990s, 2000s, and 2010s), categorizing the topics into three eras based on emerging themes and continuity.Results: Consequently, 37 topics covered at the conference were categorized. Ten topics continuously appeared from the 1970s to the 2010s, including future directions of medical education, teaching methods, faculty development, and curriculum. The topics from the 1970s to the 1990s included 14 areas, such as medical education evaluation, non-undergraduate curriculum, community-related, and research. Thirteen new topics emerged after the 2000s, such as social accountability, student support, professionalism, and quality improvements. The most common topics under innovations in medical education, a case of curriculum innovation at universities that began after 2000, were clinical clerkship, curriculum development, and medical humanities.Conclusion: KSME’s selection of conference topics has been strategically aligned with societal needs and the evolving landscape of medical education. Future topics should continue to address relevant societal and educational challenges.
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Ruiz Carreras, María, Jörgen Eksell, Marja Åkeström, and Howard Nothhaft. "Theory vs practice: perceptions of professionalisation in strategic communication education." Communicare: Journal for Communication Studies in Africa 44, no. 1 (2025): 56–73. https://doi.org/10.36615/t859xs40.
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This research examines the professionalisation of strategic communication as a teaching discipline by exploring perceived tensions within the subject. Higher education is a “battleground” for both professions and would-be professions, and the study offers a deeper understanding of the dynamic tensions shaping the professionalisation process of this discipline. However, there has been limited research in this area within strategic communication. This study is based on qualitative interviews with 25 programme directors of international master’s programmes and leading academics from various parts of the world. The empirical findings show that the interviewees perceive the tension between theory and practice as crucial. Some educational programmes prioritise theory to provide students with a profound understanding of fundamental principles, whereas others emphasise practice to enhance employability and practical skills. The study shows that the perceived dichotomy theory and practice in master’s programmes is oversimplified and involves several nuances and distinctions. The research provides greater insight into how tensions surrounding professionalism arise in emerging fields at the university level, particularly in disciplines that are still establishing their position and trajectory. Furthermore, it raises new questions about how university systems and traditions affect professionalisation processes.
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Bashkin, Osnat, Keren Dopelt, Zohar Mor, et al. "The Future Public Health Workforce in a Changing World: A Conceptual Framework for a European–Israeli Knowledge Transfer Project." International Journal of Environmental Research and Public Health 18, no. 17 (2021): 9265. http://dx.doi.org/10.3390/ijerph18179265.
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Health services quality and sustainability rely mainly on a qualified workforce. Adequately trained public health personnel protect and promote health, avert health disparities, and allow rapid response to health emergencies. Evaluations of the healthcare workforce typically focus on physicians and nurses in curative medical venues. Few have evaluated public health workforce capacity building or sought to identify gaps between the academic training of public health employees and the needs of the healthcare organizations in which they are employed. This project report describes the conceptual framework of “Sharing European Educational Experience in Public Health for Israel (SEEEPHI): harmonization, employability, leadership, and outreach”—a multinational Erasmus+ Capacity Building in Higher Education funded project. By sharing European educational experience and knowledge, the project aims to enhance professionalism and strengthen leadership aspects of the public health workforce in Israel to meet the needs of employers and the country. The project’s work packages, each jointly led by an Israeli and European institution, include field qualification analysis, mapping public health academic training programs, workforce adaptation, and building leadership capacity. In the era of global health changes, it is crucial to assess the capacity building of a well-qualified and competent workforce that enables providing good health services, reaching out to minorities, preventing health inequalities, and confronting emerging health challenges. We anticipate that the methods developed and the lessons learned within the Israeli context will be adaptable and adoptable by other countries through local and cultural adjustments.
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Nedzinskaitė, Rasa, and Marijona Barkauskaitė. "Abilities of Transformational Leadership Conditioning Teacher Professionalism: the Perspective of Teachers-Practitioners." Pedagogika 125, no. 1 (2017): 37–56. http://dx.doi.org/10.15823/p.2017.03.
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Rapidly changing modern world imposes new challenges on the system of education, the school, teachers and society. Researchers (Aitken, 2008; Bond, 2011; Niemi, 2012; Bond & Sterrett, 2014) emphasise that changes emerging in all spheres of life, first of all, rest on the school and the teacher and require from the latter a set of new and broader competencies. Assurance of implementation of a shifting vision, goals and objectives of education also call for new competencies of educators (Barkauskaitė, 2005). According to G. Mažeikis (2007), changes and market requirements for the structure of competencies encourage reassessment of the already possessed competencies as well. A particular focus is laid on the ability to change (Mažeikis, 2007) or to adopt new competencies. A well-marked orientation of the researchers towards emphasizing leadership, as a separate ability, in the structure of competences (Miller & Cable, 2011) is clearly diverted to the models of leader’s competency (Jokinen, 2005; Hollenbeck & McCall, Silzer, 2006; Bolden & Gosling, 2006; Sydänmaanlakka, 2013).
 Over the last few decades the idea of new leadership, which has been raised in the research area, has been associated with The Transformational Leadership Theory (Leithwood & Poplin, 1992; Avolio & Bass, 1995; Dubrin, 2004; Bass & Bass, 2008; Yukl, 2013). According to that it raises the purpose of this study – to contribute to the abilities of transformational leadership competency conditioning pedagogical professionalism from the perspective of teacherspractitioners.
 The analysis of scientific literature revealed that concepts of teacher professionalism depend on social, cultural, economic and political context and the phenomenon is determined differently in different countries connecting it with the professional standards of respective profession. In this study pedagogical professionalism is grounded on the Description of Teacher’s Professional Competences of the Republic of Lithuanian (2007) as on the standard of teacher’s profession approved at the national level.
 The analysis of scholarly literature allows to state that the transformational leadership competency consists of abilities, which may be grouped into five components:
 • Idealized Influence (attributed): to provide followers with a sense of vision and mission; to demonstrate/instil pride in followers for being members of a group; to give up own interests for the sake of the group’s benefit; to demonstrate self-confidence and a sense of power; to serve as a personal example;
 • Idealized Influence (behavioral): to clearly formulate goals; to demonstrate confidence in followers; to base activities on fundamental moral values; to possess a clear vision and to be able to convey it; to initiate changes; to constantly apply self-reflection and improve;
 • Inspirational Motivation: to inspire followers to commit to, to assume responsibility and to become a part of the shared vision; to encourage seeking of higher results; to create positive microclimate; to motivate; to inspire followers to give up own interests for the sake of the group’s benefit; to promote and create culture of collaboration; to critically think and to address problems in an innovative way;
 • Intellectual Stimulation: to act creatively and to encourage and support followers’ creativity; to develop and empower followers for learning; to encourage followers’ self-dependence; to provide feedback to followers;
 • Individualized Consideration: to help followers achieve maximum within the limits of their own abilities; to acknowledge individuality of followers; to diagnose individual progress; to consider followers’ needs and interests; to provide conditions for followers’ self-realisation; to approach followers as personalities rather than members of the group.
 According to the theoretical and empirical study we conclude that the abilities necessary in teacher’s practical work: communication and collaboration, cognition and understanding of learners, acknowledgement of individuality, facilitation of learners’ progress, innovativeness, creativity, a role of a teacher-leader are directly related to such components of transformational leadership competency as intellectual stimulation, individualised consideration, inspirational motivation. Teachers-practitioners place strong emphasis on abilities that include individual cognition of learners. The importance of those abilities is disclosed both through tailoring of the educational process to individual needs of learners and through diagnosing of progress. Another group of abilities, which is frequently mentioned by the informants, includes communication and collaboration skills.
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Blinov, V. I., and L. N. Kurteeva. "Professionalitet — new essence and old meanings." Transport Technician: Education and Practice 2, no. 3 (2021): 248–55. http://dx.doi.org/10.46684/2687-1033.2021.3.248-255.
Full textAbstract:
Research is devoted to a new strategic initiative for the development of secondary vocational education "Professionalitet". This initiative is declared as a new level of education in colleges and contains approaches and principles for updating the content of vocational education, intensifying the development of professional educational organizations and reducing the duration of training.A retrospective analysis of the history of secondary vocational education revealed the predisposition of this level of education to rejection and change in the semantic connotations of the levels of vocational education in different historical periods. The process of development is often presented as a struggle of emerging new entities with old meanings, which inevitably continue to function in the minds of people. Historical retrospective knowledge gives us the opportunity to optimize our views on the inevitable new and the obsolete old.Presents the characteristics of the project "Professionalitet". The analysis of the socio-economic reasons for the creation of professionalism allows us to speak about its objective necessity, and the presented structure of the new level of education gives an answer to the question-due to what the training period will be reduced. Special attention is paid to the risks and problems that will have to be faced when implementing this project.
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Li, Guangqiang, Fengqiang Zhao, and Yiran Zhou. "The Teaching Reform and Practice of Professional Courses for Engineering Students." Journal of Contemporary Educational Research 9, no. 5 (2025): 290–95. https://doi.org/10.26689/jcer.v9i5.10561.
Full textAbstract:
Higher education is at the top of the educational hierarchy. With the booming development of the economy and society in China, its scale is also expanding greatly. Professional course teaching is a key component of higher education, and it plays a vital role in cultivating professionalism and even the overall level of students. According to several problems existing in the current teaching practice of professional courses at our universities, in order to improve the teaching quality to meet the requirements in the emerging engineering era, related strategies and approaches for teaching reform are proposed as follows. Firstly, we advance the traditional classroom teaching into the modern one with equal double-subjects of teachers and students to cultivate the active and comprehensive learning ability of students. Secondly, the scientific research practice-oriented teaching method is introduced, and it contributes to connecting theory with engineering practice for students. Thirdly, the diversified course assessment system is explored, and a closed-loop quality control strategy is discussed on the basis of a questionnaire survey and face-to-face interview. By questionnaires and final assessments, it is clear that teaching qualities of related professional courses are satisfactory in recent years, and the methods and strategies can be widely applied to the teaching practice of other courses.
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Nuruliyani, Nuruliyani, and Harco Leslie Hendric Spits Warnars. "Prototype Data Mining Pola Jabatan Fungsional Dosen Menggunakan Teknik Emerging Pattern: Studi Kasus Universitas Mercu Buana." PIKSEL : Penelitian Ilmu Komputer Sistem Embedded and Logic 7, no. 2 (2019): 211–24. http://dx.doi.org/10.33558/piksel.v7i2.1842.
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Abstract
 
 Lecture Functional position is used to ensure the development of lecturer carrier, structural position, and professionalism improvement. Every lecturer has a right to propose a functional promotion as long as their education background is linear. Data mining has been widely used to analyze data into information in term of patterns that are easily understand by the users. In order to create a functional position pattern that produces beneficial and useful results, the data mining techniques are utilized for analyzing, for example the emerging pattern. The emerging pattern technique represents very strong distinguishing knowledge between datasets and shows an accurate classification ability. The results of data mining with emerging pattern techniques were used in this study to obtain patterns of functional positions and to classify lecturers' educational linearity. The learning data results obtained a confidence value for the sex dataset confidence values for male and female itemset of 50%. Dataset functional lecturers having higher confidence was Lectors of 300 points with a confidence value of 73%. Department dataset which had higher confidence value was psychology by 85%. The highest confidence value in the dataset from tertiary institutions originates from abroad by 62% and for the age dataset that most have functional lecturer positions were aged 51-70 years with a confidence value of 55%.
 
 Keywords: Data Mining, Emerging Pattern, Fungsional Position, Lecturer, Linear Education
 
 Abstrak
 
 Suatu pola untuk menjamin pembinaan karier kepangkatan, jabatan dan peningkatan profesionalisme dosen disebut Jabatan fungsional dosen. Setiap dosen berhak untuk mengajukan kenaikan jabatan fungsional dengan syarat salah satunya adalah liniear dalam bidang ilmu. Data mining mampu menganalisis data menjadi informasi berupa pola yang mempunyai arti bagi pendukung keputusan. Agar proses dalam pencarian pola jabatan fungsional ini menghasilkan nilai tambah dan berguna maka dibutuhkan teknik data mining untuk menganalisanya. Salah satu teknik dalam data mining adalah emerging pattern. Teknik emerging pattern merepresentasikan pengetahuan pembeda yang sangat kuat antara dataset dan menunjukkan kemampuan klasifikasi yang akurat. Hasil dari data mining dengan teknik emerging pattern adalah mendapatkan pola (pattern) dalam jabatan fungsional dan mengelompokkan kelinieritasan pendidikan dosen. Dari hasil learning data diperoleh nilai confidence untuk dataset jenis kelamin nilai confidence untuk itemset Laki-laki dan perempuan sebesar 50%. Dataset jabatan fungsional dosen yang nilai confidence nya lebih besar adalah Lektor 300 dengan nilai confidence sebesar 73%. Dataset jurusan yang mempunyai nilai confidence terbesar adalah psikologi sebesar 85%. Nilai confidencen yang paling besar pada dataset asal perguruan tinggi berasal dari luar negeri sebesar 62% dan pada dataset usia yang paling banyak memiliki jabatan fungisonal dosen berada pada usia 51-70 tahun dengan nilai confidence sebesar 55%.
 
 Kata Kunci: Data Mining, Emerging Pattern, Jabatan Fungsional, Dosen, Linier.
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Zhukovskaya, L. N., S. V. Kostylev, O. F. Morozova, and D. V. Rakhinsky. "Competency-based approach to professional training in the context of the expansion of digital globalization." Professional education in the modern world 12, no. 2 (2022): 221–30. http://dx.doi.org/10.20913/2618-7515-2022-2-5.
Full textAbstract:
Introduction. Based on the analysis of changes in the educational environment described in the pedagogical, sociological, and philosophical literature, the authors of the article seek to identify the determinants and possibilities of a competency-based approach to vocational training. Purpose setting. The tasks of modernizing vocational education in the context of digital globalization come into view. The breadth of the research fi in which digital globalization is determined, its tendencies, essential features have led the authors to the need for methodological research. The inconsistency, thematic scattering of studies that have the object of digitalization in all its manifestations predetermined the interest in professionalism, where the synthesizing origins of modern universalism are found. Under the influence of informatization and digitalization, a special sphere is emerging, which becomes the foundation of professional activity. Methodology of the study. The article proves that the competency-based approach, which has repeatedly demonstrated its heuristic significance, is clearly not used enough when implementing the tasks of digitalization, minimizing its negative consequences, and enhancing the potential of information culture. It is shown that basic competencies, professional competencies and basic qualifications have a complex, including hierarchical structure. The comprehension of the competency-based approach is proposed in connection with the post-non-classical model of vocational education and the paradigms of pedagogical influence and personal social activity.Results. Increasing the openness and flexibility of the educational process makes new demands on its organizers. The transition from empirical research to theoretical rethinking of specific tasks should be based on methodologically verified guidelines. Scientific research is based on philosophical, general scientific ideas and reflexive-methodological analysis. Reflexive practice at the same time affects all levels of professional training and its origins at the general educational level.Conclusion. The competency-based approach opens up new opportunities for practice-oriented education, and the open nature of the paradigms applied in this case will allow us to see the prospects for digitalization.
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Kozlenko, Volodymyr. "PHENOMENOLOGY OF THE PROJECT CULTURE OF THE TEACHER." Social work and social education, no. 2(11) (October 31, 2023): 220–26. http://dx.doi.org/10.31499/2618-0715.2(11).2023.291899.
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Consideration of the integrative-axiological approach as a methodological basis and its ascertainment in the logic of project culture formation determines the possibility and expediency of its application in the context of systemic, multi-subject, personal-activity, cultural approaches.The most important condition for the implementation of the integrative and axiological approach is the personal orientation of the pedagogical process, which allows considering the pupil and the teacher as its equal components, and the content of education as a generalized culture intended for the formation of norms, values, interests of the individual, which contribute to its formation. Following this approach, the process of project culture formation is interpreted and implemented as co-creation.Modern trends in the field of education require a rethinking of the main approaches to the organization of the educational process, provide for the transformation of processes related to personality development. This, in turn, determines the necessity active involvement of student youth in project activities. Project activities contribute to the search for optimal ways, systematic and consistent solving of problems, in particular life problems. It is the implementation of projects in both educational and future professional activities that ensures the development of critical thinking, creativity, independence and requires the proper level of project culture formation. Thus, in the context of modern approaches, the design activity of specialists in various fields, and, therefore, the formation of their project cultures.It has been established that the teacher's project culture, as the most important component of a new type of pedagogical professionalism, is the fundamental basis for theoretical modeling, conceptualization, technologization and practical-project activities in the emerging new reality of education.The formation of project culture among students is facilitated by the provision of psychological-pedagogical, organizational-pedagogical and technological conditions in the educational process. Evaluation of the effectiveness of formative work is carried out on the basis of the dynamics of the levels of formation of the studied phenomenon.
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Survutaitė, Dalia. "PROFESSIONALISM OF EVALUATORS CARRYING OUT EXTERNAL QUALITY ASSESSMENT OF GENERAL EDUCATION SCHOOL ACTIVITY: SITUATION IN LITHUANIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 3, no. 2 (2011): 21–30. http://dx.doi.org/10.48127/spvk-epmq/11.3.21a.
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Education and Culture documents (2004) point out that assessment of school activity quali-ty is a mandatory precondition striving for implementation of the Lisbon strategy. EU and national documents (Lithuanian State Long-Term Development Strategy, 2002; State Education Strategy, 2003; Programme of Government of the Republic of Lithuania, 2004; Education Monitoring Pro-cedure 2005;) are implemented in Lithuania on a par with other countries that carry out European education reform; new models for quality management of education as a service are introduced as well as emerging modern culture of self-evaluation and evaluation of activity. The main focus of the methodologies (Internal Audit Methodology for Comprehensive Schools, 2004; External Au-dit of School Management and Educational Proceeding Improvement, 2005; Description of Proce-dure for Internal Quality Audit of Comprehensive School Activity, 2007; Description of Procedure for Internal Quality Assessment of Comprehensive School Activity, 2009) under implementation is laid not on the analysis of documents regulating the activity of the organisation and on imposing punishments but on the quality assessment when the process is observed directly, when there occurs communication with teachers, school learners, school administration, other school staff members, stakeholders and when the outcome is evaluated. External assessment of school activity is carried out in Lithuania through implementation of modern organisational–structural elements. One of the most essential features constructing an ex-ternal school activity assessment system is its constant renewal, which is based on reflection and application of applied research data. External evaluator of school activity is a factor, which deter-mines not only data collection and their interpretation but also improvement of teacher’s activity and change in school culture. Therefore, preparation of external evaluators and their acquired competences call for a particular attention. This article presents the conception of external evaluators’ competences, analyses the opin-ion of Lithuanian teachers regarding competences of evaluators, who carry out activity assessment in Lithuanian general education schools. The roles of external evaluators are described and profes-sionalism of external evaluators is analysed. The article also reveals teachers’ opinions about com-petences of external quality assessment evaluators, which were surveyed applying quality research methods (focus group). Teachers perceive external activity quality assessment conducted in Lithuanian general ed-ucation schools as a very intensive process, where professional evaluators act as an organised team. The whole process is understood as prophylaxis or examination, when a reliable diagnosing of school activity spheres is carried out. The teachers’ survey regarding their opinion about the external assessment of activity quali-ty conducted in their school revealed that the respondents were satisfied with external assessment, which was based on identification of the good sides and strengthening of the good practice. Being rather critical and self–critical, teachers have formed an increased expectation to more intensively feel rhetoric of external evaluators regarding organisation of education process. The respondents long for independent and unbiased expanded comments from evaluators, which would point to the strong spheres of teacher’s educational activity, would disseminate this information in the school community and national education system. External evaluators of general education schools have to meet certain requirements that are defined through qualification requirements and competences that are necessary for an evaluator who aims to improve the school. Formal qualification requirements (higher pedagogical education, experience in pedagogical work, awareness of documents regulating education activity) are satis-fied but problems are faced when principles, values, self–perception and positive attitude to the environment of an evaluator of school activity quality are analysed. Considerate, attentive and discrete evaluators increase the degree of positive while observing, recording and analysing teach-ing/learning processes. The majority of teachers appreciate unbiased and expert evaluation, which is perceived as assessment and enhancement of own activity or that of school as well as encouragement to direct their activity towards renewal. Key words: external evaluator, professionalism, activity quality assessment.
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Rosen (Udovenko), M. V. "Psychologist of personality development in the system of developmental learning of the D.B. Elkonin and V.V. Davydov." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (2018): 176–82. http://dx.doi.org/10.33531/farplss.2018.3.20.
Full textAbstract:
This theoretical and bibliographic work aims to discuss the Psychology of personality development in the System of Developing Education of D.B. Elkonin and V.V. Davydov. This system outlines the problem of the perception of the concept of development in society, the lack of a common understanding of what a person is, its functions, essential characteristics and stages of personality development in different areas of psychology. The reasons for the emergence of a tendency aimed at the early development of a child in society are analysed. A brief description of the personality theory of A.K. Dusavitsky and G.K. Seredais also provided. A brief analysis of the history of the concept of developing learning is also given. The article describes the vision of the role and place of a developmental psychologist in education, based on the author's 20 years of experience as a practical psychologist in education. This vision is based on the ideas of L.S. Vygotsky, the provisions of the activity approach in psychology. This vision is reduced to the following points: 1. The psychology of personality development arises when social and\or educational environment demand for the child's personality development. The System of Developing Education of D.B. Elkonin and V.V. Davydovis initially aimed at forming the subject's position of the student and perceives the child as an integral personality. 2. The main task of a psychologist of personality development is psychological and pedagogical support of the educational process. The support is carried out in various forms and advice. The advice is related to participants in the educational process: teachers, children, parents and school administration. The methods are chosen depending on the tasks: reflection regarding the educational process, monitoring of the development of the personality at different age stages, examination of the educational process from the point of view of personal development, joint design of the developing environment, seminars and training aimed at solving various development problems and so on. 3. Requirements for the professionalism of the developmental psychologist in the first place is the ability to perceive the child holistically. The developmental psychologist helps all participants of the educational process to reformulate emerging problems into development tasks at each age stage. 4. Psychological and pedagogical support of the educational process is carried out according to the plan, and each form of work is tied to the stage of the educational process. 5. The psychologist concludes that the development of the child in the presence of their problems is age-appropriate. The main task of the developmental psychologist is to correctly and regularly monitor training activities and personal development according to a certain algorithm. 6. The psychologist of personality development, along with the functions described above, performs the function of organizing a dialogue or moderating a discussion between all participants in the learning process.
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Nіemtchenko, І. І., V. І. Liakhovskyi, R. B. Lisenko, O. G. Krasnov, and R. M. Ryabushko. "PROFESSIONAL COMPETENCE OF HIGHER MEDICAL EDUCATION INSTRUCTORS AS A KEY INDICATOR OF THEIR PROFESSIONAL AND PEDAGOGICAL EFFECTIVENESS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 23, no. 4 (2023): 277–80. http://dx.doi.org/10.31718/2077-1096.23.4.277.
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The contemporary advancements in medical science and practice necessitate adjustments in the training and ongoing professional development of medical practitioners, aligning their education with international standards.
 The ongoing reform in the healthcare system introduces new expectations for cultivating a new type of specialists. These professionals are required not only to master their respective specialties thoroughly but also to possess effective communication and business skills while being adaptable to emerging changes.
 Medical education should guarantee the thorough training of students and serve as a crucial component in reforming the healthcare sector, aligning with the social priorities of the state. The quality of medical care provided to the country's population hinges on the preparedness of future doctors. In contemporary circumstances, the role of instructors in higher medical education institutions is markedly escalating, playing a pivotal role in shaping future medical professionals and enhancing the overall quality of medical education.
 Changes and transformations in higher medical education have significantly heightened the demands on instructors' professionalism, necessitating continuous improvement of their professional mindset, the elevation of both general and professional culture, a more complete expression of individuality, and the cultivation of professionally significant qualities. This demands the integration of knowledge, expanding horizons, self-development, and the incorporation of cutting-edge pedagogical technologies into the educational process. In today's context, where modern higher education requirements prevail, the professional-pedagogical activity of a teacher encompasses a multifaceted and polyfunctional specificity. It entails the adept execution of numerous functions aimed at fostering the professional development of future specialists.
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Stuart, Margaret. "Being professional in New Zealand early childhood education: A genealogy." Policy Futures in Education 18, no. 5 (2019): 597–609. http://dx.doi.org/10.1177/1478210319875577.
Full textAbstract:
An academic, Peter Dinniss, discussed the then emerging issue of professionalism in the early childhood education sector in 1974. “There has been much debate over the term ['professional'] together with discussion as to whether teaching is a profession” (1974: 11). On the cusp of the 21st century, the Education Council (now renamed Teaching Council) of New Zealand consulted with teachers on their register about a professional code. This article follows the emergence of the professionalism discourse. I examine traces of the ‘strategies, tactics and procedures’ in a genealogy of the managerial technicist process of education. My interest lies in emergent ‘responsibilization’ of teachers over the period. I examine the power/knowledge of the ‘profession’ in Aotearoa, New Zealand, as teachers invent and govern themselves. I ask if the Council’s discourse of professionalism through registration of individuals can be re-envisioned through the collective and democratic practices evident in parent-led services.
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Andreev, Mikhail A. "The First Performances and Concerts of the Soviet Theatre in the Fronts of the Civil War in Late 1918." Herald of an archivist, no. 1 (2020): 156–68. http://dx.doi.org/10.28995/2073-0101-2020-1-156-168.
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The article reveals as yet little-studied problem of organizing performances and concerts in celebration of the first anniversary of the October Revolution on the fronts of the Civil War in November-December 1918. The author identifies reasons why this topic has fallen out of the sphere of scientific interest of national and foreign historians. The key reason springs from great enthusiasm for studying urban Soviet celebrations of October Revolution anniversaries, May Day demonstrations, etc., which allows to reveal the aims of Soviet leadership in using holidays to legitimize the new state and to enhance their prestige, as well as to throw light on the shaping of masses to be not an independent actor in the celebrations, but an obedient performer of the festivities scriptwriters’ and directors’ will. Meanwhile, the study of the issue allows not only to shed light on the early period of organizing cultural and educational work within the ranks of the Workers 'and Peasants' Red Army, but also to reveal some features and difficulties of early Soviet holiday culture as an element of the emerging Soviet ideology and a means of interaction between the state apparatus and the population. The source base for the article has been provided by the archival fond of the People's Commissariat for Education of the RSFSR (fond A-2306) stored in the State Archive of the Russian Federation (GARF) and by the archival fond of the All-Russian Bureau of Military Commissars (fond 8) from the Russian State Military Archive (RFVA). Particular emphasis is placed on the analysis of the scope of concerts and performances; the article reveals theater troupes’ reasons for choosing their repertoire and difficulties they faced when conducting concerts and performances. The author gives examples of organization and design of performances and concerts; these often included an opening speech followed by revolutionary songs and appeals, dramatic as well as satirical. Moreover, the author assesses the contents of concerts and performances and specifics of their execution by certain artists and troupe directors as reflected in their reports and explanatory notes and also in certificates and commendations from military and civilian institutions that hosted performers. The article ends in representation of main results of performances and concerts in Soviet military units and formations, comments of soldiers and their commanders on professionalism of the actors and importance of organizing these cultural events. It is suggested that the campaign to commemorate the October Revolution on the lines was a major factor in the formation of systematic cultural, educational, and ideological work in the Red Army.
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Danilova, L. N. "Forming of social order for teachers in the history of education in Russia." Professional education in the modern world 12, no. 2 (2022): 271–79. http://dx.doi.org/10.20913/2618-7515-2022-2-10.
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Introduction. The first state educational institution for teacher’s training was the teachers’ seminary established in 1783. However, the teaching profession appeared in Russia long before that and was supported by social request. This fact builds questions about transformations of public expectations in relation to teachers, i.e. about the history of the social order to teachers. That order had not been realized and reflected in some documents for a long time, but its influence on education in Russia can be clearly observed already in the 17th century. Purpose setting. The article attempts to determine features of its becoming. Methodology of the study. The research is based on a large layer of literature, on the principles of dialectics and historicism, and uses comparative historical analysis, deduction, culturomics, content analysis, statistics and other theoretical methods. Results. Features of forming of a social order to teachers in the 17th and 18th centuries are identified and specified. The factors and conditions of its forming in the specified historical period are characterized; its structural components were determined, also patterns of changes in the social order for teachers and its actualization time were detected. Conclusion. In the 17th century, there was an order for teachers in the Russian Tsardom, the subject of which was the church, but partly also the state and townspeople. The state imposed requirements on teacher’s work, regulating some aspects of school organizing. The emerging in those times trend of transition from religious characteristics of the teacher to professional ones finally took shape at the beginning of the 18th century, when the state order for teachers had been formed. By the middle of the century, the image of the teacher had radically changed, and there were requirements of professionalism in the being taught science and of positive personal characteristics, which found its place in organizing of the first teachers’ seminary: the order for teacher’s methodological training began thanks to it. Patterns of formation of a social order to teachers (society always has high expectations from either professional or personal characteristics of the teacher; during periods of social conflicts and changes the requirements for his personal characteristics are actualized; that transfer depends on social stability) confirm that clearly it depends on historical periods and socio-political conditions.
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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 5, no. 1 (2022): 4. http://dx.doi.org/10.14426/jovacet.v5i1.251.
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Prof. Stephanie Matseleng AllaisStephanie Matseleng Allais is Research Chair of Skills Development and Professor of Education at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand. She researches international education and development, focused on education/work relationships. Prof. Suzanne Elizabeth BesterSuzanne Bester is an Associate Professor in the Department of Educational Psychology at the University of Pretoria. Her main area of expertise is psychological assessment and intervention with a particular interest in dynamic assessment. She is also interested in well-being. Dr Tafireyi ChambokoTafireyi Chamboko is a Senior Lecturer in agricultural economics with 27 years’ experience in the field of agricultural economics, agricultural marketing and pricing analysis, farm management research, livestock economics and data analysis. He is a recipient of a PhD Fellowship from the Africa Economic Research Consortium (AERC) to pursue a DPhilAG at the University of Zimbabwe. Prof. Doria DanielsDora Daniels has a PhD in International and Intercultural Education from the University of Southern California. Her passion lies in understanding marginalised populations’ experiences with educational access and inclusion. This NRF-rated research focuses on women’s educational empowerment, gender in community history, and adult education and training for active citizenship. Ms Jennifer EsauJennifer Esau holds an MEd in Educational Support from the University of Stellenbosch and a BA (Hons) in Health Care Studies from the University of the Western Cape. She is currently studying towards a PhD in Education at the Cape Peninsula University of Technology. Her MEd research was on TVET students’ educational experiences of family and community support. Associate Prof. James GarrawayJames Garraway works in the Professional Education Research Institute (PERI) at the Cape Peninsula University of Technology. His research focus is on work-integrated learning and the development of the university of technology sector, primarily using Activity Theory and Change Laboratory approaches. He supervises PhD and Master’s students in this field. Prof. Darren LortanDarren Lortan is an Associate Professor and the head of department of Mathematics at the Durban University of Technology. His interests outside of Mathematics include Community Engagement and Articulation in and across the Post-School Education and Training Sector. He is the Project Coordinator of the Unfurling Post-School Education and Training (UPSET) Articulation Project. Dr Lucky MalulekeLucky Maluleke is an emerging researcher and academic in the field of career development and Technical and Vocational Education and Training. He is a lecturer in the Faculty of Education at Nelson Mandela University. His current research interest is in career development and career decision-making, as well as promoting post-school education and training among youth. Dr Muneta Grace Manzeke-KangaraMuneta Grace Manzeke-Kangara is a Soil Scientist in Climate- and Nutrient-Smart Agriculture at Rothamsted Research in the United Kingdom. While working at the University of Zimbabwe, Muneta promoted Integrated Soil Fertility Management and conservation agriculture for soil fertility and grain yield improvement; and agronomic biofortification with micronutrient-supplying fertilisers for improving grain quality in smallholder farming systems. Prof. Simon McGrathSimon McGrath is Professor of Education at the University of Glasgow and a Visiting Professor at Nelson Mandela University. He is co-editor of the Journal of Vocational Education and Training and of the Handbook of Vocational Education and Training. Dr Mary Mmatsatsi MadilengMary Mmatsatsi Madileng is a senior lecturer in the Department of English Studies at the University of South Africa (UNISA). Her key areas of teaching expertise and research interest include Applied Linguistics; Education, Skills Development and Pedagogy in Vocational Education and Training; Work-Integrated Learning; and Vocational Educator Development. Dr Chenjerai MuwanikiChenjerai Muwaniki is a lecturer in Adult and Continuing Education at Great Zimbabwe University. His research interests are in adult education, vocational education, especially green skills in vocational education, learning needs of smallholder farmers and curriculum responsiveness in Agriculture Education and Training in Zimbabwe. Prof. Shervani PillayShervani Pillay is an Associate Professor in the Faculty of Education at Nelson Mandela University. She is Head of the Post Graduate Studies Department. Shervani does research in Higher Education Transformation and Decolonisation in Curriculum, Educational Policy, Higher Education and Curriculum Theory. Dr Lesley PowellLesley Powell is the Chair of Youth Unemployment, Employability and Empowerment (CYUEE) at Nelson Mandela University. Her scholarship is largely focused on Vocational Education and Training (VET), with her theoretical interests being the ways in which education and training intervene in poverty and advance the conditions for sustainable livelihoods. She has published widely on VET from human development and social justice perspectives, and more recently also on skills and the informal sector. Prof. Suresh RamsuroopSuresh Ramsuroop is an Associate Professor in Chemical Engineering and the assistant dean in the Faculty of Engineering and the Built Environment at the Cape Peninsula University of Technology. He has over 33 years of industrial and academic experience. His current research interests include Computational Chemical Thermodynamics, Process Synthesis, and Design and Engineering Education. Mr Deepak SinghDeepak Singh has an MSc in Physics with research areas including Statistical Physics. He lectures in the Department of Physics at the Durban University of Technology. Dr Tanya SmitTanya Smit is a lecturer of higher education and the Acting Head of the Work Integrated Learning office of the Faculty of Education at the University of Pretoria. Her research interests include pre-service teacher self-regulated professionalism, lecturer and teacher professionalism, action research, mentorship and Technical and Vocational Education. Mr Rodney StopsRodney Stops is a lecturer in the Department of Electrical Power Engineering at the Durban University of Technology. He has over 29 years of lecturing experience and has a passion for Articulation and is using research in Education and Articulation to benefit present and future students. Prof. Volker WedekindProfessor Volker Wedekind is Professor of Education and Head of the School of Education, University of Nottingham. He is the convener of the Nottingham UNESCO-UNEVOC Centre. His research focuses on the policies and practices of vocational education in developing countries.
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D. Zharkov, A., A. V. Dolosa, N. I. Anufrieva, D. V. Tsarev, and A. P. Efremenko. "SOCIO-CULTURAL ACTIVITIES AS AN INSTRUMENT OF SOCIAL POLICY." Humanities & Social Sciences Reviews 7, no. 6 (2019): 865–69. http://dx.doi.org/10.18510/hssr.2019.76131.
Full textAbstract:
Purpose of the study: The article is devoted to the analysis of the possibilities of reconstruction of socio-cultural activities in the direction of solving social problems through the involvement of various groups of people in a variety of mass cultural services. The main focus of this analysis is a differentiated approach to working with various age groups that have their own pressing social problems. The authors consider ways to solve the most acute social problems of Russian society, which are directly related to the social well-being and physical self-preservation of the majority of Russian citizens.
 Methodology: As a first step in solving this problem, it is necessary to study the traditional spiritual values of the Russian people, which formed the basis of their mentality and cultural identity. Knowledge of the spiritual life of the inhabitants of Russia should be drawn, first of all, from historical sources, as well as modern socio-cultural practices. Spiritual values of contemporaries are explored both by traditional methods of testing, interviewing, observing and analyzing mathematical-statistical data, as well as new methods. For example, reflexive methods are used as the main tool for studying A. Heger’s relevant values. The work also utilized M. Smirnova’s methods and psychometric research results.
 Main Findings: The main results of the research are the determination of reference points for further improvement of skills and increasing the level of professionalism in the work of specialists in the social and cultural sphere in a broad social context. The main reference point is the mastery of social scientific knowledge and social technologies of working with the population as the main content of the training of personnel of modern social and cultural activities demanded by society.
 Applications of this study: The results of the study are useful in the development of educational programs for training specialists in the socio-cultural sphere, the system of advanced training and retraining. The revealed new spiritual and value orientations necessitate the search for new organizational and pedagogical technologies of social and cultural activities, the study which is an important research problem of today.
 Novelty/Originality of this study: The novelty of the research lies in identifying ways to solve social problems, in particular, further rapprochement of socio-cultural activities and social work, where the main common interests of relevant specialists are to support members of society in acquiring life meanings and cultural values in everyday life, the absence of which generates the majority emerging social problems.
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Abrorovna, Aripova Shaxlo. "TECHNOLOGY FOR DEVELOPING STRATEGIES FOR MANAGING FUTURE PROFESSIONALS." International Journal of Pedagogics 4, no. 8 (2024): 89–92. http://dx.doi.org/10.37547/ijp/volume04issue08-17.
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The rapid evolution of the global workforce necessitates innovative approaches to developing future professionals who are not only technically proficient but also capable of strategic thinking and leadership. This article explores the emerging technologies and pedagogical methodologies that are crucial for developing effective management strategies among future professionals. By integrating digital tools, artificial intelligence, and experiential learning techniques, educational institutions can enhance the strategic competencies of students, preparing them to navigate the complexities of modern professional environments.
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Gilles, Carol. "Supporting teachers' professionalism: A legacy of Kenneth Goodman." Journal of Adolescent & Adult Literacy 67, no. 2 (2023): 122–31. http://dx.doi.org/10.1002/jaal.1307.
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AbstractWhole language (WL), emerging in the late 1970s, was a theory‐in‐practice, grass‐roots teachers' movement that dramatically changed classrooms worldwide. With an emphasis on student‐centered, meaning‐focused, experiential, and interactive engagement with the curriculum, this movement offered more choices and possibilities for classroom teachers and students. Using a systematic historical and archival inquiry of the written words of Ken Goodman, considered the founder of WL, and selected archival documents, I describe his influence on WL teachers' professionalism from mid‐1970s through mid‐1990s. Through his research, writings, and presentations, he positioned teachers as informed, empowered creators of curricular knowledge, instead of passive consumers and script‐followers. Pantić's (2017) model of teacher agency for social justice frames this inquiry and further explicates how WL teachers became agentic. The study concludes with reminders of Goodman's influence today. His respect and subsequent actions to further teachers' agency provides guidance as we address contemporary teacher challenges.
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Fontefrancesco, Michele Filippo, Amedeo Boscolo, and Dauro Mattia Zocchi. "Rural Culinary Tourism in Southern Europe: Emerging Educational Needs of a Growing Sector." Tourism and Hospitality 4, no. 2 (2023): 293–306. http://dx.doi.org/10.3390/tourhosp4020018.
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Rural culinary tourism is a growing sector in European tourism and is a key resource for rural development, in particular in Southern Europe. The boom of the sector that followed the COVID-19 pandemic, however, poses important questions concerning the actual capacity of local actors to grasp this opportunity. The paper investigates the main trends in rural tourism in Southern Europe and the specific educational needs entrepreneurs express based on extensive research conducted in seven Southern European countries (France, Italy, Greece, Cyprus, Bulgaria, Romania, and Turkey) within the Erasmus + project “The European Network for the Promotion of Culinary and Proximity Tourism in Rural Areas” in 2022. Specifically, the research was conducted through focus group discussions with professionals and stakeholders of the project carried out in the target countries involving 76 respondents. Based on the data collected, this paper indicates a way forward for the new gastronomes to understand this sector and invest their professionality in it.
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Agbo, E. I. "Future of Accounting Education Practices: Leveraging on Emerging Technologies." European Review in Accounting and Finance 7, no. 3 (2023): 15–24. https://doi.org/10.5281/zenodo.8112983.
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Improvements in information technology (IT) have transformed the whole education function in business. Also, it has altered the functions of professional accountants. Recognizing its level of usefulness, many employers and professional bodies have oftentimes demanded for adequate IT skills. No matter which domain of accountancy is involved, relevant IT tools, should be embedded in the context of accounting and communicated through the modern methods and practice of teaching. Notwithstanding how essential the springing –up telecommunication will be to accounting education practice in the future, the level at which the former is deployed in accounting units is seriously limited. In addition, hitherto, the present topic was researched upon in the extant literature more or less in fragments while many aspects of its skills which are demanded from the graduates of accounting by employers to possess are absent. Using the historical research approach, this study examined what the future of accounting education practices would be comprehensively. The outcome of the study revealed that emerging technologies play vital roles in modern accounting practices. Consequently, it is recommended that the relevant parties in the accounting profession become proactive enough to reap the emerging technology benefits.
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Esmond, Bill. "Emerging Apprenticeship Practitioner Roles in England: Conceptualising the Subaltern Educator." Vocations and Learning 13, no. 2 (2019): 179–96. http://dx.doi.org/10.1007/s12186-019-09233-0.
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Abstract TVET educator roles and identities vary internationally, and are subject to repositioning, for example as the relative significance of institutions and the workplace change within national systems. In English apprenticeships, a key position has long been occupied by competence assessors, whose non-teaching role has related uneasily to those of professional educators. Following the introduction of new apprenticeship standards, former assessors are increasingly being allocated training responsibilities, raising issues about the expertise, identities and professional formation both of these emerging practitioners and of vocational educators in general. A qualitative study of assessors who have assumed greater training responsibilities examined these issues through individual and small-group interviews. Participant accounts of diverse and contested practices and environments suggested a need to conceptualise their roles in ways that draw upon but go beyond accounts of professionalism and occupational expertise developed at earlier stages. Drawing on Gramsci, the concept of the subaltern educator is put forward to characterise the complex position of these staff in the current climate of further education, the need for enhanced, rather than diminished, professional formation and wider possibilities for professional enhancement at a time of uncertainty for all vocational educators.
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Hey *, Valerie, and Simon Bradford. "The return of the repressed?: the gender politics of emergent forms of professionalism in education." Journal of Education Policy 19, no. 6 (2004): 691–713. http://dx.doi.org/10.1080/0268093042000300463.
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Parsa, Betsabeh, Sue Murphy, Donna Drynan, and Tal Jarus. "Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections." International Journal of Practice-based Learning in Health and Social Care 9, no. 1 (2021): 1–17. http://dx.doi.org/10.18552/ijpblhsc.v9i1.669.
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Professionalism is one of the core competencies for occupational and physical therapists. However, difficulty in providing clear definitions of core professional values and behaviours makes professionalism a complex concept to teach. Most proposed frameworks for defining the concept are theoretical or have focused on the academics’ and clinicians’ perspectives; evidence from students’ experiences is lacking. The purpose of this study was to develop a framework to define the concept of professionalism from occupational therapy (OT) and physical therapy (PT) students’ perspectives through analysis of their reflections. The study was a retrospective content analysis of OT and PT students’ reflections completed during clinical placements from 2014-2015 academic years. Sixty students (30 PT and 30 OT) were randomly sampled and one anonymized reflection of each of these students was selected. The qualitative content analysis was initiated by applying a deductive approach using previously presented frameworks to define professionalism. Four themes emerged which resulted in a new framework to define professionalism from students’ perspectives. The emergent themes included the effect of context, the relational dimension, personal dimension, and societal dimension. Students considered context an overarching factor influencing all dimensions of professionalism. Although their perceptions of professionalism were comparable to other presented frameworks, they primarily focused on the relational and personal dimensions of professionalism. The results of this study indicate that OT and PT students consider professionalism as a multi-dimensional and context-specific concept. Despite understanding contextual barriers, at this stage of their professional identity development, students tried to adhere to ethics, and professional values and responsibilities.
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Frelin, Anneli. "Utbildningens mellanrum." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 29, no. 2 (2020): 63–80. http://dx.doi.org/10.48059/uod.v29i2.1143.
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The in-betweens of education highlight the relational and spatial dimensions of education, which have been the focus of most of my research. Recognizing the relational nature of both educational and research undertakings, I begin by developing a stance in the field of Didaktik, also known as curriculum studies. Having initially studied teachers’ relational professionality, my present research interest is educational environments. These have been analyzed using aspects of physical, conceived and social space, and from the perspective of schools as dynamic and open ecosystems. Here, a selection of contributions to the growing research field of learning environments is introduced, including theoretical and empirically grounded concepts. In the final section, I outline some of the emerging tendencies in the field and give examples of ongoing collaborations and research.
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Begley, A., K. Kelly, E. Paton, and R. Lowrie. "Qualitative study exploring perceptions and experiences of Pharmacy technicians’ professional identity in NHS Scotland." International Journal of Pharmacy Practice 32, Supplement_2 (2024): ii62—ii63. http://dx.doi.org/10.1093/ijpp/riae058.074.
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Abstract Introduction Pharmacy technicians worldwide share workplace challenges including: job role; scope of practice; level of pharmacist’ supervision; and education1. In the USA, Canada and many European countries, pharmacy technicians require national or state registration2. In the UK, Pharmacy technicians became registered professionals in 2011, as a means of improving patient safety through compliance with General Pharmaceutical Council (GPhC) standards. There are approximately 2,500 pharmacy technicians and 5,500 pharmacists registered with the GPhC in Scotland3. Given the importance of professional identity, and the lack of research exploring pharmacy technicians’ professional affiliation, we explored the perspectives and experiences of pharmacy technicians’ professionalism across Scotland. Aim To explore pharmacy technicians’ perceptions and experiences of their professional status and professional identity. Methods Following West of Scotland Research and Ethics Service Scientific Officer’s approval, Pharmacy technicians from all fourteen Scottish territorial health boards were invited by email using snowball sampling technique to provide a national representation. A draft semi-structured interview was piloted on four pharmacy technicians. Between May and August 2023, 36 pharmacy technicians were recruited: 23 from acute services; mental health (n=1); rehabilitation hospitals (n=1); primary care (n=8); and community pharmacy (n=3). Twenty two participants were interviewed in person and 14 on line. Interviews lasted between 17-91 minutes, were audio recorded, transcribed verbatim and accuracy checked, then analysed thematically using a framework approach and NVivo software. Three researchers analysed data including initial coding, categorisation, and theme generation. Any disagreements were discussed and addressed within the research team. Results Seven themes emerged from the data describing pharmacy technicians: feeling stuck in the shadow of pharmacists; underrepresented in policy and practice; and marginalised, undervalued and underpaid. There was frustration at the lack of awareness of pharmacy technician roles amongst the wider healthcare team. Primary care pharmacy technicians were thought to have more opportunities than secondary care colleagues. There was a pervasive feeling that pharmacy technicians were increasingly squeezed between pharmacists and support workers and a lack of confidence and feeling unsupported in the delivery of clinical roles. Pharmacy technicians acknowledged that they may not have used their initiative to take new opportunities, but did not feel they had sufficient clinical and educational opportunities. Catalysts to professional development were recognised including pharmacy technician led management and leadership, readiness to undertake traditional pharmacist roles and the potential positive impact of strengthened professional identity. Interviewees described the absence of a structured, funded career framework, and lack of post-registration higher-level professional qualification as inhibiting increased responsibility and scope of practice. Discussion/Conclusion Professional registration does not appear to have strengthened pharmacy technicians’ professional identity. There is a pervasive lack of development opportunities impacting negatively on pharmacy technicians and therefore, service delivery across Scotland. A review of defined roles is required. A lack of previous qualitative evaluation limits comparisons with the perceptions and experiences of pharmacy technicians worldwide. Findings offer a starting point to inform practice and policy. Further research could explore pharmacy technicians’ perceptions of the potential impact of the emerging career framework on developing roles and responsibilities. Keywords: Pharmacy technician, Professional identity References 1. Koehler T, Brown A. A global picture of pharmacy technician and other pharmacy support workforce cadres. Research in Social and Administrative Pharmacy 2017;13 (2):271-279. 2. Jetha M, Walji A, Gregory P, Abdulla D, Austin Z. Pharmacist—Pharmacy Technician Intraprofessional Collaboration and Workplace Integration: Implications for Educators. Pharmacy 2020;8 (2):95. 3. General Pharmaceutical Council. Registers Available online: ww.pharmacyregulation.org/registers [accessed on 07 June 2024]
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Rué, Joan. "Reflections on the craftsmanship of teaching." International Journal for Lesson and Learning Studies 5, no. 4 (2016): 348–61. http://dx.doi.org/10.1108/ijlls-07-2016-0019.
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Purpose A collection of outstanding works has recently been published in Spain entitled Lesson Study: Cooperative Research to Train Teachers and Recreate the Curriculum, edited by Professors Ángel I. Pérez Gómez and Encarnación Soto Gómez (2015) in the RIFOP review 2015. To the author’s knowledge this is the first attempt to report works in the Spanish language on lesson/learning studies (LSs) by a noteworthy collection of authors. The purpose of this paper is to review the above. Design/methodology/approach This paper takes the form of a literature review and discusses key themes emerging from the reviewed work. Findings This special issue provides an excellent occasion to reflect on several aspects related to LSs from a point of view related to the Spanish context. The paper explores three sections. The first one tackles where to focus the reflection and the methodology for boosting teaching professionalism. The second section wonders how appropriate it is to allude to a new craftsmanship in teaching. This question – far from a deterministic position – is developed considering both, the current constraints for enhancing professionalism in many national contexts and how empowering being engaged in processes of cooperative reflection is. Along these sections some inputs coming from the Spanish contributions are compared with similar conceptual positions in the LS literature. Originality/value As well as summarizing reflections on the work in some final conclusions, this paper includes a brief piece analyzing the contributions of the Spanish LS network.
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Nixon, Jon, and Stewart Ranson. "Theorising ‘Agreement’: the moral bases of the emergent professionalism within the ‘new’ management of education." Discourse: Studies in the Cultural Politics of Education 18, no. 2 (1997): 197–214. http://dx.doi.org/10.1080/0159630970180203.
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Espino, Michelle M. "University Leadership as a Racialized Space: Building Constructs for an Emergent Theory." Journal of College Student Development 65, no. 2 (2024): 201–16. http://dx.doi.org/10.1353/csd.2024.a923529.
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Abstract: The organizational settings and subcultures in which Latine mid-level student affairs administrators are employed obscure the covert nature and permeation of racialized processes throughout the academic organization. Such processes determine who is promoted and who can lead. I used a constructivist grounded theory approach to challenge current leadership discourses and to propose an initial set of theorizing constructs for an emergent theory of university leadership as a racialized space. The emergent theory delves into how opportunity structures, organizational environments, and individual agency affect the career aspirations and professional pathways to senior leadership roles for 93 Latine mid-level student affairs administrators across the US. Four intersecting structural practices are proposed to illustrate how leadership is a racialized space: (a) leadership is not neutral—it is raced, gendered, and classed; (b) pathways for Latine leaders are constrained through structural exclusion; (c) formal credentialing and notions of professionalism cloak whiteness as leadership legitimacy; and (d) social and material resources are inequitably distributed to Latine student affairs administrators, whose heavy workloads and emotional labor leave them trapped in entry-level and mid-level positions without opportunities for advancement. Implications for theory and practice are offered.
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Diamantopoulos, Mitch. "A legacy of ‘propagandist action’: Robert Owen, the paradox of working-class pedagogy, and the making of Britain’s co-operative movement." Journal of Co-operative Studies 56, no. 3 (2023): 13–24. http://dx.doi.org/10.61869/mpmi5581.
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What’s the secret of British co-operation’s success? This essay argues that one answer to that question is: adult education. Drawing from cultural hegemony theory and historical literature, it shows that Robert Owen’s revolutionary philosophy of education fired many campaigns and institutional innovations: to dispel “false beliefs”; propagate a “rational social system”; and advance collective aspirations for “self-improvement”. Both an educational visionary and social reformer, Owen’s passion for “propagandist action” thus laid unique discursive foundations for Owenist-socialism’s enduring legacy of popular education. It also drove British co-operation’s emergent counter-hegemony to the investor-owned firm through three overlapping waves: early Owenism’s founding-prophetic tradition, which subordinated co-operative shops to “villages of co-operation”; the local-democratic pedagogy that subsequently emerged around those shops; and the movement-spanning professionalism that defines Britain’s contemporary educational institutions. Accounting for this sustained tradition of educational activism thus helps explain British co-operation’s durability. For example, its robust and wide-ranging present-day educational innovations such as the Co-operative College, Co-operative News, or the Co-operative Party are artefacts of this distinctive legacy. Lessons from the British experience thus illustrate the potential to build on adult education’s evolving promise, with significant conceptual and strategic implications beyond British shores.
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Urbani, Chiara, and Andrea Guaran. "Rethink education and skills in outdoor education: “on the door” approach emerging from Dolomiti-Unesco project." Form@re - Open Journal per la formazione in rete 24, no. 1 (2024): 154–67. http://dx.doi.org/10.36253/form-15635.
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The achievement of socio-political goals of ecological transition goes through the qualification of education and training systems and teacher expertise. The Dolomiti-Unesco project describes a school training experience that involved both teachers and students in outdoor education activities and explorative experiences in natural environment of Dolomite territories. The reflection on the course undertaken has fostered the emerging of an “on the door” approach which rejoin indoor and outdoor in methodology and educational training, supporting their qualification and improvement. This allows us to rethink the capability to affect bottom-up on change system and influence educational and training policies. Furthermore, it outlines new workable directions to actualize the sustainability of social and civil communities that are truly involved, responsible and capable to build a personal and social agency able to create future changes. Ripensare formazione e competenze nell’outdoor education: l’approccio “on the door” emergente dal progetto Dolomiti-Unesco. L’attuabilità di obiettivi politico-sociali di transizione ecologica passa per la qualificazione dei sistemi d’istruzione e formazione e della professionalità docente. Il progetto Dolomiti-Unesco illustra un’esperienza di formazione nelle scuole che ha coinvolto docenti e studenti in attività di outdoor education ed esperienze esplorative nell’ambiente naturale entro il territorio dolomitico. La riflessione sul percorso intrapreso ha contribuito a far emergere un approccio “on the door” che coniuga indoor e outdoor nella metodologia e nella formazione contribuendo al loro miglioramento e qualificazione. Questo consente di ripensare la capacità di incidere bottom-up sul cambiamento di sistema e influenzare le politiche formative. Inoltre, tratteggia nuove direzioni da intraprendere per rendere attuabile la sostenibilità di comunità sociali e civili realmente coinvolte, responsabili e capaci di costruire un’agency individuale e collettiva in grado di generare cambiamenti futuri.
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Pedró García, Francesc. "¿Quién le pone el cascabel al gato? Un análisis comparativo de las agencias de garantía de la calidad de la educación superior." Revista Española de Educación Comparada, no. 37 (December 27, 2020): 129. http://dx.doi.org/10.5944/reec.37.2021.27880.
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Higher education quality assurance agencies have expanded around the world in a very short time as an attempt to professionalize the public regulation of processes of enormous complexity in a sector characterized by a proverbial autonomy of institutions. This contribution presents a comparative analysis of the reasons that have led to such an expansion, as well as the convergences and divergences that are emerging worldwide. Despite the contextual differences, in which the various configurations of agencies operate, the truth is that there are common problems that are practically universal, including the question of their independence and their relative inability to externally be accountable. Finally, the contribution sheds light on the main criticisms they receive, which relate primarily to the risk of regulatory capture by the higher education institutions themselves, which they are supposed to regulate.
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Clancy, Sharon, and Iain Jones. "The private, the public and the common good: loss and learning in a contemporary research circle." FORUM 66, no. 3 (2024): 126–38. https://doi.org/10.3898/forum.2024.66.3.14.
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In this article we explore our collaborative practices, since 2020, in the design and facilitation of a distinctive form of research circle aimed at ‘fostering community, democracy and dialogue’, which has been informed by, but distinct from, those first developed by Swedish adult educators. We ask how our work and its particular form of collaborative engagement has been shaped by resistance to ‘hollowed out’ forms of lifelong learning that have marginalised, or forgotten, those radical forms of adult education that have shaped our own work practices and thinking. Finally, we ask how our emerging friendship has provided us with increasingly contested but vital space for reflection and critical examination of the development of our own practices and personal stories within the context of the ‘hyper-professionalised’ world of higher education.1 Threaded through the article is a collective hope that we are contributing to the democratic educational space for learning that FORUM holds together.
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Bashir, Ishraga. "Professionalize Sudanese Teachers’ Conception of Work through Action Research." English Language Teaching 4, no. 2 (2011): 121. http://dx.doi.org/10.5539/elt.v4n2p121.
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Teacher action research is in the emergent stages in Sudanese schools and needs to be well disseminated and actively supported from the Ministry of education. Although the teacher-as-researcher movement has been in existence for some twenty years, there is a reason to think that the majority if not all, of Sudanese class teachers remain uninvolved. What lies behind their reluctance? This paper looks at the complexities in the role of a teacher engaging in action research. This includes the need to explore further the principles and practice of action research. This study puts forward explanations in four main areas: teachers’ perception of action research; teachers' professional status, teachers' confidence, and teachers' difficulty engaging in action research. For this purpose a workshop was held and representatives from seven Universities and 25 school teachers participated in a thorough discussion and further investigation was carried out based on the workshop discussion. The data was analyzed statistically and the results showed that the Sudanese teachers have no idea about action research it is not part of their culture as well as the institutions culture. Teachers are reluctant to do an action research and that due to the lack of knowledge which was an important factor. Teachers are not certain about the adequacy of doing an action research. There are other factors such as time and the over load. Based on these findings recommendations are drawn, it is suggested that classroom teaching is an all-demanding and all-involving task which is excluding of an activity as exacting as research. However, it is argued that with appropriate support more teachers may become involved in an action research.