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Journal articles on the topic 'Prerequisite for continuing professional development'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Tyagi, Chanchal, and Pradeep Kumar Misra. "Continuing Professional Development of Teacher Educators: Challenges and Initiatives." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 117–26. http://dx.doi.org/10.34293/education.v9i2.3634.

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Continuing Professional Development (CPD) is a prerequisite for teacher educators. The importance of CPD for teacher educators lies in the fact that it helps them to improve their professional and instructional practices. Teacher educators usually begin their CPD after joining the profession and continue it as a lifelong learning process. There are two popular routes of CPD for teacher educators: programs planned and mandated by external agencies and their self-initiatives. Researchers conducted in different parts of the world reveal that, like external initiatives, selfinitiative also play an important role in the professional development of teacher educators. As part of their self-initiatives for CPD, teacher educators themselves act as the developers and creators of their professional learning opportunities and activities. Researches also depict that some factors may negatively affect teacher educators’ attitude and capacity to initiate his/her CPD activities. Extending all these arguments, the present study aimed to study teacher educators’ self-initiatives of CPD and the challenges they face in this journey. Data to conduct the study was collected from a sample of 120 teacher educators’ by using ‘Teachers’ CPD Initiatives Scale’ & ‘Teachers’ CPD Challenges Scale’, and analyzed by using percentage and product-moment r.

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Chesnokova, Irina Vladimirovna. "Structure and basic principles of continuing medical education at the present stage." Development of education, no. 1 (3) (March 18, 2019): 58–60. http://dx.doi.org/10.31483/r-22224.

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Continuing medical education (NMO0 is an additional vocational education, which is carried out through the implementation of advanced training and retraining programs. The current regulatory framework and prerequisite for the development of NMO are federal laws in the health sector. The basic principles of the development of NMO in the Russian Federation: continuity in improvement qualifications; harmonization with international standards; partnership of the state and professional organizations; comprehensive training of medical workers, convenient for I them, the use of innovative technologies, quality control and independence, the motivation of employees to improve their skills.

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3

Mazilov, Vladimir A., and Yuriy N. Slepko. "Pedagogical Giftedness as a Key Prerequisite for Efficient Modern Educational System." Integration of Education, no. 1 (March 29, 2019): 37–49. http://dx.doi.org/10.15507/1991-9468.094.023.201901.037-049.

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Introduction. The paper represents the analysis of the ability to teach within the context of the study of the phenomenon of giftedness and psychological structure of a teacher’s professional activities. The objective of the paper is to analyze key areas of the development of the concept of teacher giftedness. This approach allows to describe the basic qualities of the efficient pedagogical activity at the stage of training teachers at higher school. Materials and Methods. Description of key areas of the concept of pedagogical giftedness is based on the ability theory, proposed by V. D. Shadrikov. At the same time, modeling processes of goal-oriented development of pedagogical giftedness is based on a set of modern research psychological methods of structuralfunctional analysis allowing for prediction of properties of the pedagogical system of a teacher, which has such characteristics as varying degrees of success. Organizational methods (first of all, comparative) open up possibilities for assessing the effectiveness of giftedness-in-training development at different stages of teacher training – pre-university, undergraduate and post-graduate. The choice of empirical methods is substantiated by the results of theoretically modeling the structure and ways of development of pedagogical giftedness at the stage of professional self-determination at school, under conditions of educational and independent professional activity. Out of interpretative methods, the most significant (in the context of planned results) are genetic, structural and functional methods . Results. Based on the analysis of the theory of abilities, taking into account the progress in the activitybased approach, a new understanding of the object of psychological sciences as the inner personal world, the methodological validity of the concept of goal-oriented development of pedagogical gift under conditions of teacher training is substantiated. The results obtained make it possible to get a fresh look at the problem of the teacher’s professionally valuable qualities and translate its solution from analytical to systemic research methodology. In the concept proposed by the authors first time ever, the phenomenon of giftedness is considered within the context of its formation in teacher college student, while the subject of the bulk of contemporary research is the object of pedagogical influence. Discussion and Conclusion. The practical application of the study results can significantly modernize the process of teacher training in pedagogical colleges and universities. They will be useful for the teaching staff of pedagogical universities, secondary vocational education institutions, and departments of continuing education.

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Ratushinskaya, Anastasia. "CONTINUING SELF-EDUCATION AS A NECESSARY CONDITION FOR PERSONAL AND PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 30–37. http://dx.doi.org/10.28925/1609-8595.2018(1-2)3037.

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The problem of studying the readiness of the elementary school teacher to continuing professional self-education is one of the fundamental in pedagogy. Its significance is due to recognition of the role of pedagogical (professional) self-education in the organization of the teacher’s activities, his professional behavior, communication and raising the level of professional competence. Knowledge of the patterns and mechanisms of professional self-education of the teacher is a prerequisite for the development of both the general theoretical problems of pedagogy and the solution of its main applications. Thus, the effectiveness of self-education is associated with the definition of each teacher specific content of self-study on self-improvement of their personality on the basis of professional introspection, with the creative assimilation of new scientific information and advanced pedagogical experience and the implementation of acquired knowledge and skills in the effects of growth, development, advancement of students. The continuing self-education of the elementary school teacher is more effective if it is related not only to narrow-diademic goals, but also proceeds from the idea of a comprehensive development of a specialist as a person. The more actively the teacher uses information for the development of his own personality, the more information becomes the means of educator’s influence of the teacher. Conversely, the desire to directly transfer information into activities, passing personal rethinking of information, restricts its use in working with students. Consequently, the objective function of continuing self-education of a teacher is the comprehensive development of his personality in order to ensure the high quality of teaching and upbringing of students. The teacher of elementary school, who constantly and systematically engages in self-education, also provides the most effective influence on the formation of the need for students to independently gain knowledge, to develop their respective skills and abilities. As you know, a personal example of a teacher at all times was considered the most important means of education.

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5

Kolennikova, Ol’ga A., and Mairash S. Toksanbaeva. "Social security of medical specialists in the field of professional development." Health Care of the Russian Federation 64, no. 5 (November 6, 2020): 287–93. http://dx.doi.org/10.46563/0044-197x-2020-64-5-287-293.

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The duration of the cycle of human capital accumulation in the workplace, as well as the need to constantly master new technologies and practices of medical and preventive care for the population, require professional development of healthcare professionals. The implementation of this need requires the provision of appropriate social protection of medical personnel. The purpose of the study. Development of approaches to the analysis of social protection of medical professionals in the world of work concerning working conditions that contribute to the maintenance and development of their professional level. Material and methods. The concept of social work-related security was used as the theoretical basis of the study. The methods of qualitative and quantitative analysis of the data of sociological and economic surveys were used as a methodological basis. The data were obtained based on the materials of sample questionnaires of medical specialists conducted throughout Russia and in Moscow. Results. The ratings for assessing the characteristics of social protection of medical specialists have been determined. The highest rating was given to assessments of the stability of employment and wages, the lowest - assessments of labor safety (in terms of intensity), and wage size. Another group of reasons for the average rating was the identified advantages and disadvantages of the system of additional professional education. Discussion. The main characteristics of the work, which contribute to and complicate professional development, have been identified. They create a basis for finding and justifying ways to improve them. A complex of objective and subjective factors has been formed that affect the participation of medical specialists in additional professional education and its qualitative results. Conclusion. Many scientific prerequisites are presented for expanding the possibilities for a more successful integration of continuing education in health care into the general system of continuing professional education.

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Haxhiu, Kastriot. "Professional Education for Traditional Crafts in Kosovo." European Journal of Multidisciplinary Studies 1, no. 3 (April 30, 2016): 97. http://dx.doi.org/10.26417/ejms.v1i3.p97-104.

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Youth vocational education belongs to the general sphere of an individual education, having in mind that regular education is not a conclusion but an ongoing process. Knowledge is not limited to or has any limits whatsoever, but simply are one of the conditions to materialize lifelong education. Requirements to approach the European community dictate the need for the Kosovar society in general and its youth in particular must continue their education to meet the challenges and obstacles of life are changing rapidly. The use of new technologies is one of the most dramatic changes in professional education. Along with this new reality that is before us young people must inevitably continue to track participation in vocational education as one of the alternatives for easier access to employment and development their career. Qualified professions and crafts are those jobs or activities that produce products made by individuals or providing specialized technological services. Qualifications for these specialized professions and crafts are obtained through professional education based on concrete programs. To motivate young people to attend a vocational training as a prerequisite to reach easily to the labor market, the Kosovar state needs a reforming flexibility in curriculum reorientation of vocational training. Therefore, result oriented efficient training programs must be catalyst for young Kosovar today in continuing education in professional schools.

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7

SHULGA, S. "Ways to Improve Regulation of Audit Activities in the Context of Global Change." Scientific Bulletin of the National Academy of Statistics, Accounting and Audit, no. 3 (November 1, 2019): 67–75. http://dx.doi.org/10.31767/nasoa.3.2019.06.

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Regulation of audit in Ukraine has long been a subject to debate between various stakeholder groups, which is caused by reforms of auditing procedures in Ukraine. The article’s objective is to assess the sufficiency of this regulation, to highlight the role and significance of professional organizations of Ukrainian auditors in evaluation and continuing training of auditors, in the development of their interactions and collaboration, in order to enhance their professional competencies. Problems of audit regulation in Ukraine are explored in the context of the European integration processes and global change. The authorities of professional organizations of auditors and accountants are analyzed in the context of the Law of Ukraine “On Audit of Financial Statements and Auditing”. The analysis of legally fixed authorities of these professional organizations shows their enhanced role and contribution in the professional training of auditors. Yet, large numbers of professional organizations of auditors and accountants in Ukraine, lack of well-established mechanism for the continuing professional training of auditors, a wide range of professional development programs produced by various professional organizations without proper control of their quality and relevance to the current requirements are factors that may trigger conflict situations related with various approaches to problem solutions. Therefore, government regulation and oversight of professional organizations of auditors and accountants cannot be effectively integrated without a clear algorithm of institutional interactions in the process of harmonization on the auditing market. In focus of the article is the need to develop regulatory support for their interactions aimed at the implementation of existing legislation in the field of auditing. It is proposed to create a coordination council on interactions and cooperation of professional auditor organizations of Ukraine, to avoid monopolism or unfair competition between professional organizations. In order to form the necessary prerequisites for its effective activities, it is proposed to develop the appropriate regulatory framework; an improved model for regulation of auditing in Ukraine is designed.

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8

Rezer, T. M. "Methodology for the organisation of professional training of senior citizens: general concept." Education and science journal 23, no. 4 (April 18, 2021): 11–42. http://dx.doi.org/10.17853/1994-5639-2021-4-11-42.

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Introduction. The process of population aging in modern civilisation is developing at an increasing pace. Russia has not remained aloof from this trend. Intense aging of the population will lead, in particular, to the fact that older people will become a necessary resource for the labour market as well as for the society activity at both macro- and micro-levels. Continuing active employment of senior citizens is a new challenge facing states.The aim of present conceptual article is to theoretically substantiate and to develop approaches for building a model for organisation of senior citizens' professional training (persons from 50 to 70 years old). This type of training requires to be based on andragogy and geronto-gogy principles and to be targeted at continuing of labour activity by this category of population through acquisition of new professional knowledge and competencies.Methodology and research methods. The current research is based on the methodology of system-based analysis of theoretical sources, foreign and Russian pedagogical experience. Interdisciplinary and complex approaches were used to build the concept of the model to organise professional training of senior citizens.Results and scientific novelty. The obtained results allowed the author to conclude that at present stage of the Russian state and Russian society development, there is a need for scientific interdisciplinary knowledge, which substantiates the principles and didactic support of professional training of senior citizens in order to continue their active labour activity and to propose the concept for building the model for the organisation of such training. The conceptual model for the organisation of professional training of senior citizens is developed from the point of system-based approach and includes the following elements: 1) clarification of conceptual apparatus of senior adult education; 2) determination of anatomical and physiological features of senior citizens; 3) argumentation of the need of senior citizens for professional training; 4) determination of the peculiarities of professional training for senior citizens; 5) development of prerequisites list for successful learning of senior citizens; 6) formulation of learning objectives and tasks for its organisation; 7) choice of approaches for building the model of training and its principles as well as methodology for determining the quality and results of training.Practical significance. The proposed concept of the model for the organisation of professional training of senior citizens can be used as a basic concept for further theoretical and practical developments in this field.

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9

Haughton, Kenneth E., and Cary Y. Yang. "The early bird catches knowledge." Industry and Higher Education 1, no. 1 (September 1987): 56–58. http://dx.doi.org/10.1177/095042228700100113.

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The principal prerequisite for being a modern professional in any field is the acceptance and conscious execution of a life long process of continual learning. In particular, in a rapidly changing technological society, the working engineer must be abreast of current developments in his or her field. While this awareness can be achieved through occasional seminars and keeping up with trade and technical journals, it is best accomplished by attending courses and/or enrolling in a degree programme offered by a local university. Although the return from such an arrangement is largely a function of the individual's effort, on the whole every participant (engineer, employer and university) benefits from it. The curriculum offered by the university must be dynamic and flexible and must be administered by a faculty with a clear understanding of current industrial needs. The ‘Early Bird’ programme at Santa Clara University is given as an example. With the current critical need to upgrade manufacturing technologies, the role of quality continuing education for our engineers and managers becomes increasingly important.

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10

Samoilenko, O., and O. Dubasenyuk. "ENSURING QUALITY OF LIFE BY MEANS Of ADULT EDUCATION." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1 (104) (June 1, 2021): 50–58. http://dx.doi.org/10.35433/pedagogy.1(104).2021.50-58.

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The changes taking place in the modern world and in the education system in particular are characterized by continuity and abruptness, but they have a strong impact on people. Modern education is designed to help adults be resilient to change and capable of reactive adaptation based on lifelong learning. The actualization of non-formal and informal education is associated with a change in the social role of education in the information society, the transition from the implementation of the compensatory function to a comprehensive individual personal development. Active life position, participation in social projects, awareness of one's own life and educational goals are important components of ensuring the quality of life of modern man. The modern concept of quality of life emphasizes the need to implement an authentic way of life, creating opportunities for the development of interpersonal relationships, conditions for various types of leisure, providing those needs that can’t be met only by material values, including educational. An adult during life has a steady need for education, due to the need to realize professional inclinations and abilities, personal interests and aptitudes. In this context, adult education is a tool for ensuring the quality of human life. In today's world, improving the quality of life is inextricably linked with the development of education, which is a prerequisite for the country's competitiveness in the global division of labor. Successful are those countries that invest in education, its development and long-term growth. Therefore, education is a significant component of the process of ensuring the quality of life of the individual. Participation in trainings, professional communities, workshops, seminars contribute to the formation of an active life position and life trajectory, personal development of an adult and his goal-setting.

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11

Ефлова, Зинаида Борисовна. "SUMMER PEDAGOGICAL SCHOOL AS A FORMAT OF ADDITIONAL PROFESSIONAL EDUCATION FOR RURAL TEACHERS." Pedagogical Review, no. 6(34) (December 14, 2020): 115–23. http://dx.doi.org/10.23951/2307-6127-2020-6-115-123.

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Аргументирована актуальность поиска и апробации новых форм дополнительного профессионального образования педагогов сельских малочисленных, малокомплектных образовательных организаций, в частности формата Летней педагогической школы (ЛПШ). Представлена обобщенная характеристика материалов и методов исследования. Обоснованы исторические предпосылки формата, истоки которого обнаружены в учительских съездах и курсах сельского учительства России в XIX в., а также принципиальные положения, обусловленные традициями отечественного образования. Определены теоретико-методологические и научно-практические основы содержания образовательной программы и ведущие образовательные модули. Отмечена центральная линия образовательной программы ЛПШ – непрерывное образование как путь профессионально-личностного становления и развития сельского педагога. Приведены примеры тематики и блочного структурирования образовательных программ из опыта летних школ разных лет. Представлены приоритетные образовательные технологии и особенности ЛПШ содержательно-организационного порядка. Сформулированы выводы о результативности формата ЛПШ. The urgency of the search and testing of new forms of additional professional education of teachers of small rural small-scale educational organizations, in particular, the format of the Summer Pedagogical School is proved. The generalized characteristics of materials and research methods are present. The historical prerequisites of the format, the origins of which were found in teachers’ congresses and courses for rural teachers in Russia in the 19th century, are substantiated, as well as the fundamental provisions due to the traditions of Russian education. The theoretical-methodological and scientific-practical foundations of the content of the educational program and the main educational modules have been determined. The central line of the educational program of the summer pedagogical school is noted – this is continuous education as a way of professional and personal formation and development of a rural teacher. Examples of topics and block structuring of educational programs from the experience of summer schools in different years are given. The priority educational technologies and features of the content-organizational order of the summer pedagogical school are presented. Some conclusions about the effectiveness of the format of the summer pedagogical school are formulated. The material of the research was the works of: Russian educators of the 19th – early 20th centuries; modern researchers of the socio-cultural educational situation in rural areas of Russia, a rural small-numbered small educational organization, the professional activities of a rural teacher; domestic and foreign specialists in the field of continuing teacher education; professional training, formation and development of rural school teachers. The sources are the results of the laboratory of the theory and practice of rural school development at Petrozavodsk State University, the Karelian Institute for Education Development and the Association of Rural Schools of the Republic of Karelia, on the initiative and with the support of which the LPS was tested. Accordingly, the main research methods were historical and pedagogical analysis, theoretical analysis, experimental and practical work.

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12

Hinchliff, Sue. "Continuing professional development." Nursing Standard 13, no. 36 (May 26, 1999): 60. http://dx.doi.org/10.7748/ns.13.36.60.s57.

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13

Drude, Kenneth P., Marlene Maheu, and Donald M. Hilty. "Continuing Professional Development." Psychiatric Clinics of North America 42, no. 3 (September 2019): 447–61. http://dx.doi.org/10.1016/j.psc.2019.05.002.

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14

Le Moine, F., J. M. Viton, O. Remy-Neris, P. A. Joseph, and A. Yelnik. "Continuing Professional Development." Annals of Physical and Rehabilitation Medicine 54 (October 2011): e52. http://dx.doi.org/10.1016/j.rehab.2011.07.805.

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15

Gathara, Peter Mugo. "Continuing Professional Development." Msingi Journal 1, no. 1 (February 8, 2019): 1–17. http://dx.doi.org/10.33886/mj.v1i1.91.

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The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need for secondary school teachers to be provided with information about CPD. This is significant in that CPD is hoped to provide a basis for teacher professional improvement discussion in Kirinyaga County. CPD will lead to constructive discussions by appropriate education experts in Kenya on vital professional development challenges that involve provision of information. Hopefully, CPD would stimulate educational research geared towards secondary school teacher improvement. The methodology used entailed a mixed method study design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. A vertical case study method was used in sampling of twelve secondary schools in Kirinyaga County. The sampled schools were further subjected to a survey method where questionnaires were administered to teachers while six others were subjected to an in-depth case study involving teachers and principals. In the schools where case study was used, data was collected using in-depth interviews with principals and teachers. Teachers were further subjected to Focus Group Discussions (FGDs). The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. The study found out that there is disparity on information provision from the different groups of people expected to provide critical information to teachers. Teachers need to be provided with information on CPD so that they can improve their professional status geared to classroom practices. The limitation of this study is that the findings could not be generalized to other schools and regions within the country without modification.

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Scheneman, Steve. "Continuing Professional Development." Adult Learning 4, no. 6 (July 1993): 6. http://dx.doi.org/10.1177/104515959300400603.

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Robb, William Mccall. "Continuing professional development." Industry and Higher Education 3, no. 3 (September 1989): 135–44. http://dx.doi.org/10.1177/095042228900300311.

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The exploitation of technology, whether by in-house manufacture, by joint venture or through assignment or licensing to a third party, has many common features relating to the management of intellectual property which apply equally to industry and to academic institutions. Some basic features of a typical management strategy for intellectual property are described which may lead to the optimisation of the exploitation process.

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18

Michell, B., and J. MacArthur. "Continuing professional development." Veterinary Record 125, no. 3 (July 15, 1989): 73. http://dx.doi.org/10.1136/vr.125.3.73-a.

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Young, Stephen. "Continuing professional development." Journal of Audiovisual Media in Medicine 24, no. 4 (December 1, 2001): 23–24. http://dx.doi.org/10.1080/0140110120112524.

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Gosling, Sally. "Continuing Professional Development." Physiotherapy 86, no. 9 (September 2000): 489. http://dx.doi.org/10.1016/s0031-9406(05)60814-0.

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Palmer, Stephen. "Continuing Professional Development." International Journal of Health Promotion and Education 38, no. 2 (January 2000): 71. http://dx.doi.org/10.1080/14635240.2000.10806136.

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Mlambo, Mandlenkosi, Charlotte Silén, and Cormac McGrath. "Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature." BMC Nursing 20, no. 1 (April 14, 2021). http://dx.doi.org/10.1186/s12912-021-00579-2.

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Abstract Background Continuing professional development (CPD) is central to nurses’ lifelong learning and constitutes a vital aspect for keeping nurses’ knowledge and skills up-to-date. While we know about the need for nurses’ continuing professional development, less is known about how nurses experience and perceive continuing professional development. A metasynthesis of how nurses experience and view continuing professional development may provide a basis for planning future continuing professional development interventions more effectively and take advantage of examples from different contexts. The aim of this paper is to conduct such a metasynthesis, investigating the qualitative research on nurses’ experiences of continuing professional development. Methods A metasynthesis of the qualitative literature was conducted. A total of 25 articles fulfilled the inclusion criteria and were reviewed. Results We determined five overarching themes, Organisational culture shapes the conditions, Supportive environment as a prerequisite, Attitudes and motivation reflect nurse’s professional values, Nurses’ perceptions of barriers and Perceived impact on practice as a core value. This metasynthesis highlights that nurses value continuing professional development and believe that it is fundamental to professionalism and lifelong learning. Moreover CPD is identified as important in improving patient care standards. Conclusions Based on the metasynthesis, we argue that access to continuing professional development could be made more attainable, realistic and relevant. Expediently, organizations should adequately fund and make continuing professional development accessible. In turn, nurses should continue to actively engage in continuing professional development to maintain high standards of nursing care through competent practice. This paper highlights the perceived benefits and challenges of continuing professional development that nurses face and offers advice and understanding in relation to continuing professional development. We believe that this metasynthesis contributes with insights and suggestions that would be valuable for nurses and policy makers and others who are involved in nurse education and continuing professional development.

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Lysenko, Oleksandra. "IMPROVEMENT OF TEACHERS’ PROFESSIONAL COMPETENCY AS A PREREQUISITE OF MEDICAL EDUCATION QUALITY." Pedagogical Process: Theory and Practice, no. 1-2 (2018). http://dx.doi.org/10.28925/2078-1687.2018.1-2.516.

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The proposed article defines the normative basis for the improvement of the qualifications of scientific and pedagogical workers, in particular in higher medical education institutions; outlined the experience of foreign countries in training specialists in the field of medical education, in particular regarding the availability of master's programs «Medical Education» both in classroom and in distance formats; presented practice of the Bogomolets National Medical University on the creation of a training centre for continuing vocational education at the Institute of Postgraduate Education as the focus of implementation of post-graduate training programs for teachers on the principle of «peer-to-peer», in which the specialists with higher medical (pharmaceutical) education were involved as teachers and passed the course of pedagogical training; describes the practice of introducing a distance course of long-term professional development of scientific and pedagogical workers of 108 hours, which includes six thematic sections, namely: organization of educational process; modern technologies, forms and methods of teaching; andragogical peculiarities of adult education; methodological approaches to the assessment and standardization of the educational process; organization of independent work of students and other categories of persons studying; modern requirements for teaching materials.

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Mulyadi, Yadi, Sumarto Sumarto, and Johar Maknun. "Continuing Professional Development a Vocational Education Teacher in West Java." Innovation of Vocational Technology Education 13, no. 1 (April 11, 2017). http://dx.doi.org/10.17509/invotec.v13i1.6261.

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Continuous professional development of vocational teachers is a strategic effort to increase the competence of professional vocational teachers in a planned and structured. Professional vocational teachers have mastery of competencies demands a comprehensive multi-dimensional. Competency professional standards based on juridical regulation, which includes professional competence, personal competence, social competence and ped-agogical competence. Multi-professional competence of vocational teachers increasingly complex, because the substance of technological and vocational extremely varied and has very wide dimensions. The dynamics of technological and vocational education has a high acceleration, in line with the development of business and industry. The substance of the subject matter and learning model developed adaptive and portable, so as to synchronize the changes that occur. This paper will identify a comprehensive identity-based teacher professional culture-based model 'Raymond Gagnon'. Teacher professional identity associated with the technical efforts undertaken vocational teachers in West Java in an effort to improve the mastery of basic prerequisite's professional teacher competency standards. Descriptive analysis was conducted to describe the specific technical efforts in improving professional skills had been done, either individually, or in groups of formal institutions. The final result can be seen mapping profile in a structured continuous professional development and conceptual provide strategic impact to the renewal of knowledge and the improvement of teaching practices in the classroom teacher. Implications of the study of the issue of continuing professional development provide a conceptual input to various relevant parties on the professional development of vocational teachers in a more comprehensive, systemic and structured

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"MUSICAL EDUCATION SKILLS: PROBLEMS AND SOLUTIONS." Philology matters, March 20, 2019, 115–22. http://dx.doi.org/10.36078/987654334.

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The article discusses the professional skills of a teacher in the field of music education, its formation and improvement, his/her spiritual outlook, processes directly related to the level of culture, problems and solutions in these processes. Continuing music education, namely children's music and art schools, music and art lyceums and colleges, and then continuing education at higher educational institutions, are an important factor for obtaining excellent musicians and singers. Music is an important part of the spiritual culture of mankind. The process of music education contributes to creativity, creating opportunities for young talents to show their work. The participation of students faresees the work with other in the process of creativity. Students' activity is an important prerequisite for the development of creativity, and a creative approach to each of them is an important issue for the further development of musical abilities and students' performance. At all stages of the educational system, specific goals and objectives are manifested in the performance of young singers and musicians. Universal classifications of music pedagogy are studied.

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Petrović, Teodor M., and Radojko Lukić. "THE APPLICATION OF INTERNATIONAL EDUCATION STANDARDS IN THE ACCOUNTING EDUCATION SYSTEM IN BOSNIA AND HERZEGOVINA." ZBORNIK RADOVA EKONOMSKOG FAKULTETA BRČKO, no. 14 (September 14, 2020). http://dx.doi.org/10.7251/zrefb2014023p.

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The accounting profession is facing high standards in the context of complex business transactions, internationalization of business, application of new information technologies and frequent changes in accounting regulations. In order to respond to many challenges, the accountants must go through quality education, a sound foundation of accounting knowledge, skills and continuous training. International Accounting Standards, International Financial Reporting Standards, and International Education Standards set the benchmarks for designing an initial accountant education program and a continuing learning and professional development program for the accounting profession. The aim of this paper is to investigate and analyze the necessary conditions for obtaining a certificate and license to perform accounting operations in Bosnia and Herzegovina. The analysis of the regulatory framework, the study programs of higher education institutions and the characteristics of the education process, which are related to the acquisition of knowledge and skills for future professional accountants, shows that there are differences in formal education, continuing professional education and training for accountants. The adopted education rules in Bosnia and Herzegovina have created the preconditions for the quality development of future accountants. A high level of expertise and competence is one of the basic conditions and prerequisites for quality accounting performance. The method of analysis and comparison of study programs discovered significant differences in the process of reducing the examinations for acquiring accounting professional titles at higher education institutions in Bosnia and Herzegovina. It was concluded that it is necessary to standardize the system of formal education for professional accountants by developing, adopting and implementing international standards of education by prescribing requirements for entry into professional accounting education programs, initial professional development and continuing professional development of future accountants.

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Richardson, Gemma Louise. "M Level primary mathematics CPD: an identity crisis?" Compass: Journal of Learning and Teaching 4, no. 8 (December 18, 2013). http://dx.doi.org/10.21100/compass.v4i8.61.

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One key outcome of a recent seminal review of primary mathematics was a renewed emphasis on the Continuing Professional Development (CPD) for teachers of primary mathematics (Williams, 2008). The National Centre for Excellence in the Teaching of Mathematics (NCETM) endorses its importance (Hoyles, 2012) and the current Government emphasises the importance of teacher quality (DfE, 2010). However, a prerequisite for the success of the drive to broaden participation in primary mathematics CPD is the willingness and commitment of individual teachers to enrol on relevant programmes.This study explores barriers and incentives early career primary teachers experience regarding Masters-level primary mathematics CPD relating to their personal and professional identity. Its focus is the teachers’ analyses of their experiences and data was collected through questionnaires and follow-up, in-depth individual interviews. Findings indicate that teachers’ academic identities impact on the uptake of Masters-level primary mathematics CPD and that their personal identities as working family members can be influential. Implications for practice in both primary schools and Higher Education Institutions providing initial teacher education are discussed.

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"Continuing Professional Development." Clinical & Experimental Ophthalmology 36, no. 8 (November 2008): 804–5. http://dx.doi.org/10.1111/j.1442-9071.2008.01899.x.

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"Continuing Professional Development." Clinical & Experimental Ophthalmology 38, no. 1 (January 2010): 87–88. http://dx.doi.org/10.1111/j.1442-9071.2009.02215.x.

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"Continuing professional development." British Journal of Chiropractic 1, no. 1 (September 1997): 4–5. http://dx.doi.org/10.1016/s1466-2108(97)80003-4.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 56, no. 6 (December 2012): 712–13. http://dx.doi.org/10.1111/1754-9485.12004.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 57, no. 1 (February 2013): 121–23. http://dx.doi.org/10.1111/1754-9485.12029.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 57, no. 4 (July 22, 2013): 524–25. http://dx.doi.org/10.1111/1754-9485.12094.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 57, no. 5 (October 2013): 629–31. http://dx.doi.org/10.1111/1754-9485.12108.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 57, no. 6 (November 27, 2013): 739–40. http://dx.doi.org/10.1111/1754-9485.12131.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 58, no. 1 (February 2014): 135–36. http://dx.doi.org/10.1111/1754-9485.12164.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 58, no. 2 (April 2014): 266. http://dx.doi.org/10.1111/1754-9485.12174.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 58, no. 3 (June 2014): 401. http://dx.doi.org/10.1111/1754-9485.12183.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 58, no. 4 (August 2014): 528. http://dx.doi.org/10.1111/1754-9485.12206.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 58, no. 5 (October 2014): 648. http://dx.doi.org/10.1111/1754-9485.12233.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 59, no. 1 (January 28, 2015): 137–39. http://dx.doi.org/10.1111/1754-9485.12243.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 59, no. 2 (April 2015): 265–66. http://dx.doi.org/10.1111/1754-9485.12244.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 59, no. 3 (June 2015): 394. http://dx.doi.org/10.1111/1754-9485.12245.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 59, no. 4 (July 28, 2015): 542–44. http://dx.doi.org/10.1111/1754-9485.12246.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 59, no. 5 (October 2015): 657–58. http://dx.doi.org/10.1111/1754-9485.12247.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 59, no. 6 (December 2015): 751. http://dx.doi.org/10.1111/1754-9485.12248.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 58, no. 6 (December 2014): 740. http://dx.doi.org/10.1111/1754-9485.12259.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 60, no. 1 (January 26, 2016): 154–56. http://dx.doi.org/10.1111/1754-9485.12358.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 60, no. 2 (April 2016): 288–89. http://dx.doi.org/10.1111/1754-9485.12363.

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"Continuing Professional Development." Journal of Medical Imaging and Radiation Oncology 60, no. 3 (June 2016): 446–48. http://dx.doi.org/10.1111/1754-9485.12368.

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