Relevant bibliographies by topics / Professional development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Professional development'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 April 2025

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Journal articles on the topic "Professional development"

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Woo, Hongryun, Junfei Lu, Chaiqua Harris, and Bridget Cauley. "Professional Identity Development in Counseling Professionals." Counseling Outcome Research and Evaluation 8, no. 1 (January 2, 2017): 15–30. http://dx.doi.org/10.1080/03054985.2017.1297184.

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Grabsch, Dustin K., Lori L. Moore, Kristyn Muller, and Austin Mazzolini. "Student Affairs Professionals’ Self-Reported Professional Development Needs by Professional Level." College Student Affairs Journal 37, no. 2 (2019): 143–55. http://dx.doi.org/10.1353/csj.2019.0011.

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Saunders, Mary. "Practice Professional Development PlanningPractice Professional Development Planning." Nursing Standard 18, no. 26 (March 10, 2004): 29. http://dx.doi.org/10.7748/ns2004.03.18.26.29.b377.

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Schambach, Thomas, and J. Ellis Blanton. "The professional development challenge for IT professionals." Communications of the ACM 45, no. 4 (April 2002): 83–87. http://dx.doi.org/10.1145/505248.505250.

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Rothwell, Andrew, and John Arnold. "How HR professionals rate 'continuing professional development'." Human Resource Management Journal 15, no. 3 (July 2005): 18–32. http://dx.doi.org/10.1111/j.1748-8583.2005.tb00151.x.

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Pritchard, Michael S., and Elaine E. Englehardt. "Moral Development and Professional Integrity." International Journal of Applied Philosophy 31, no. 2 (2017): 227–40. http://dx.doi.org/10.5840/ijap201831393.

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We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their ex­pertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual emergence of their professional integrity. We will discuss both what this integrity involves and how the basic moral development of children contributes to its emergence in professional life.
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Webster-Wright, Ann. "Reframing Professional Development Through Understanding Authentic Professional Learning." Review of Educational Research 79, no. 2 (June 2009): 702–39. http://dx.doi.org/10.3102/0034654308330970.

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Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.
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Horn, Leigh Van. "Re-imagining Professional Development." Voices from the Middle 13, no. 4 (May 1, 2006): 58–63. http://dx.doi.org/10.58680/vm20065188.

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Van Horn deems three “recognitions” as essential to truly internalizing professional development: what and how we learn; the importance of individuals, contexts, and community in learning; and the ongoing nature of learning. Here, she provides an overview and examples of ideas about professional development and how we might develop ourselves as professionals. A look at professional development opportunities from NCTE is included.
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Ahmad, Hussain, Fatmawati Latada, Muhammad Nubli Wahab, Sayyed Rashid Shah, and Khushnoor Khan. "Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals." International Journal of English Linguistics 8, no. 6 (July 29, 2018): 37. http://dx.doi.org/10.5539/ijel.v8n6p37.

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In an educational milieu student learning outcomes are directly related to teacher professional identity (TPI) i.e. improvement in the TPI will bear a direct positive effect on the learners’ academic achievements. Current study focuses on the development of TPI of English as a Foreign Language Teacher at English Language Institute (ELI) of a Saudi Arabian university through an in-service Cambridge English Teachers (CET) Professional Development (PD) program (CET-PD). Five determinants of TPI - Knowledge of Teaching Context (KCT), Collegial Collaboration (CC), Teaching Practices (TPs), Teacher Self-Efficacy (TSE), and Teacher Agency (TA) were studied before and after the PD program. Retrospective pretest-posttest research design was employed for addressing the research question: whereas responses on the five determinants were elicited from 120 participants through a self-administered questionnaire before and after the CET-PD program. Due to non-normality of data, a non-parametric statistic test-Wilcoxon signed Rank test was employed to analyze the collected data using SPSS. Results of the study revealed that three determinants of TPI - KCT, TSE, and TPs exhibited larger differences; whereas, for CC the differences were moderate and for TA the differences were minimal. By and large, due to in-service CET- PD program TPI exhibited improvement. The results of the study will be beneficial for teacher trainers to focus more on the teachers’ awareness of the learners’ and institutional contextual knowledge in a culture embedded in conservative norms. This study is a part of the quantitative phase of an ongoing Ph.D. project which employs mixed method convergent design.
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Wilkinson, Fiona. "Professional development." Nursing Standard 3, no. 19 (February 4, 1989): 40. http://dx.doi.org/10.7748/ns.3.19.40.s65.

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Dissertations / Theses on the topic "Professional development"

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Immonen, K. (Kati). "Continuing professional development of medical laboratory professionals." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805221864.

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The aim of the bachelor study was to find out what kind of experiences continuing professional development (CPD) has received in medical laboratories and how it has been implemented through a literature review. The purpose of the study was to find and compile the literature review as up-to-date research data on the importance of continuing education in medical laboratories. The literature review has been carried out by adapting a systematic literature review. The literature review material was obtained utilizing nursing reference databases from CINAHL, PubMed, Ovid Medline, Scopus, Medic and a few international journals. Research material (n = 8) was selected for the material, whose main subject was continuing professional development and medical laboratory. CPD is used to improve knowledge and skills with various categories and tools but there is similarities and differences in CPD implementation. CPD must be continuous throughout the professional career and it should be based on time- cycles of reasonable duration. Medical laboratory professionals with dozens of years of experience feels that they need less CPD activities than recently qualified laboratory professionals. The laboratory professional keeps important to increase their learning and development of their skills with continual encouragement. Research has shown that CPD has been recognized as an important part of professional development and the use of various tools, such as internet-based, makes it effective. The use of a systematic CPD program should be constantly evaluated to identify the most effective ways of developing professional skills. CPD should be time bounded but there is variation in duration and volume. The use of time and experience years will affect the successful implementation of the CPD.
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Foley, Virginia P. "Professional Development." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5996.

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Epps, Susan Bramlett. "Professional Development." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2573.

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Kelly, Jennifer Lynn. "Professional learning communities and professional development." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42252.

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This case study examines the concept and practice of participating in a professional learning community as a form of professional development by a group of teachers in an interior British Columbia school district. The reflections and discussions of this group of teachers-as-learning community are examined in order to understand how the subjects construct their realities relative to their involvement in a professional learning community. The transcripts from semi-structured interviews of the subjects, which were reflective in nature, were analyzed to determine patterns or themes. As a result, four main themes emerged: benefits of a professional learning community, isolationism, criteria for self-sustaining professional development, and suggestions for improvement. From the data it became evident there were many perceived benefits to participating in a professional learning community for this group of teachers, each surrounding the main aspect of collaborative learning. Interdependence among the group members was the most significant benefit of this professional development practice. Other beneficial characteristics of this form of professional development included shared leadership, a shared set of ideas and values to strive towards, perturbation-based learning, and continual motivation to develop professionally. This study has potential educational importance because it informs teachers and administrators about the practice of a group of teachers’ professional learning communities and corroborates their value in professional development. The concept of self-sustaining professional development is also discussed in the final chapter as a query regarding professional learning communities and their implicit value in the long-term.
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Ward, Callahan K. "Professional Development Needs of Utah State University Extension Professionals." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6927.

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Many Utah State University (USU) Extension personnel are nearing retirement age. The purpose of this study was to identify professional development needs of Extension professionals and assess USU Extension by evaluating competencies essential to be a successful Extension professional. USU Extension can conduct more beneficial professional development training by using identified high priority competencies and improve the on boarding process for new Extension professionals. With improvements as suggested, the effectiveness of professional development could be enhanced and produce Extension professionals who work more efficiently and are committed to the success of USU Extension.
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Porter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.

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Gubler, Nicholas Burr. "Outcomes for Professionals and Companies Through Student-Professional Reverse Mentoring Sessions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7774.

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This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience similar benefits through student-professional reverse mentoring as they experience through colleague reverse mentoring.
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Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.

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This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.
174 leaves ; 29 cm.
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Naturkas, Jill, A. Lynn Williams, and Nelson Nichola Wolf. "Professional Development that Makes a Difference: Lessons from Multiple Professions." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2052.

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Dierkes, Tina. "Administrative professionals : their educational preparation and need for professional development training /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342745691&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Books on the topic "Professional development"

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Warren, Little Judith, and National Education Association of the United States, eds. Professional community & professional development. Washington, D. C: National Education Association, 2006.

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Warren, Little Judith, and National Education Association of the United States., eds. Professional community & professional development. Washington, D. C: National Education Association, 2006.

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Warren, Little Judith, and National Education Association of the United States, eds. Professional community & professional development. Washington, D. C: National Education Association, 2006.

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Attwood, Margareth, Anthony Curtis, John Pitts, and Robin While, eds. Professional Development. Oxford, UK: Blackwell Publishing Ltd, 2005. http://dx.doi.org/10.1002/9780470757765.

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J, Adams, Earnshaw Lynn, Shakespeare Pamela 1948-, and Nursing Times, eds. Professional development. London: Macmillan, 1993.

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Roberta, Tovey, ed. Professional development. Cambridge, MA: Harvard College, 1998.

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Alsop, Auldeen, ed. Continuing Professional Development. Oxford, UK: Blackwell Science Ltd, 2000. http://dx.doi.org/10.1002/9780470690314.

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Lewis, Colleen, and Ken Coghill, eds. Parliamentarians’ Professional Development. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24181-4.

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Krolak-Schwerdt, Sabine, Sabine Glock, and Matthias Böhmer, eds. Teachers’ Professional Development. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6.

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Roberts, Elaine K. Professional development report. Bristol: Elaine K. Roberts, 1991.

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Book chapters on the topic "Professional development"

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Choy, William K. W., and Paul M. H. Chua. "Professional Development." In Springer Texts in Education, 69–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_5.

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Miller, Scott D., Mark A. Hubble, and Daryl Chow. "Professional Development." In The Cycle of Excellence, 23–47. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119165590.ch2.

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Peterson, J. Fiona. "Professional Development." In Creative Leadership Signposts in Higher Education, 166–90. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-425-3_8.

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Chun, Julia, Tyler Tingley, and William Lidwell. "Professional Development." In The Elements of Education for School Leaders, 78–79. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321641-39.

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Cohan, Steven. "Professional development." In Business Principles for Landscape Contracting, 223–36. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2018] | Revision of: Business principles of landscape contracting. 2013. 2nd edition.: Routledge, 2018. http://dx.doi.org/10.4324/9781315225500-12.

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DeTurk, Sabrina. "Professional Development." In Women and Contemporary Art in the Gulf, 73–89. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003197119-6.

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Yates, Julia. "Professional development." In The Career Coaching Handbook, 225–26. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003104827-23.

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Linden, Julie H., Giuseppe De Benedittis, Laurence I. Sugarman, and Katalin Varga. "Professional Development." In The Routledge International Handbook of Clinical Hypnosis, 789–866. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003449126-72.

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St. John, Edward P. "Professional Development." In Research, Actionable Knowledge, and Social Change, 102–39. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446781-5.

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Levesque-Bristol, Chantal. "Professional Development." In Student-Centered Pedagogy and Course Transformation at Scale, 87–99. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447214-6.

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Conference papers on the topic "Professional development"

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Haren, John, Margaret Leahy, and Enda Donlon. "Continuing professional development among cybersecurity professionals in Ireland: A qualitative study." In 2024 Cyber Research Conference - Ireland (Cyber-RCI), 1–8. IEEE, 2024. https://doi.org/10.1109/cyber-rci60769.2024.10939367.

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Yoon, Jin Hee, Beverly Karplus Hartline, and Marina Milner-Bolotin. "Professional development." In WOMEN IN PHYSICS: 4th IUPAP International Conference on Women in Physics. AIP, 2013. http://dx.doi.org/10.1063/1.4794213.

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Corser, George. "Professional association membership of computer and information security professionals." In the 2012 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2390317.2390319.

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Davlatov, Keldiyor, Lola Ilieva, Malohat Djumaniyazova, and Aisafar Murtazaeva. "Development of professional communicative competences of students'." In Research for Rural Development 2024 : annual 30th international scientific conference, 316–22. Latvia University of Life Sciences and Technologies, 2024. https://doi.org/10.22616/rrd.30.2024.050.

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In our republic in the process of preparing students for professional activity one of the urgent tasks is considered to be the development of their professional speech. It is very important for todayʼs specialist to be competent, competitive and able to communicate effectively in his future activity. However, the main problem is the teaching of professional culture and the holistic development of professional communicative competences. The aim of the article is to develop recommendations and methodological guidelines to ensure the cultural communication of future professionals. In particular, the experiment proves that the student should feel the benefit of learning a foreign language in the future and get used to independent work on the subject, and gradually the motivation to learn the language will appear. The study highlights the role of foreign language teaching in the interdependence of ‘language - communication - profession - cultureʼ, the interdependence of language and culture in the development of language skills, the systematic approach to the study of professional terms. It is a well-known fact that students, in addition to acquiring lexical and grammatical knowledge of a foreign language, should also have a perfect command of the culture and values of their country and of the country where the language is learnt. In order to effectively implement the business communication situation in the classroom, it is desirable for the student to ‘understand the foreignerʼ, to study and master the culture of the foreign country, the accepted rules and values. While doing research, the methodological recommendations and instructions for the systematic organization of foreign language teaching are given.
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Bond, R. "Coming developments in engineering professional development." In IEE Colloquium on Engineering Education in the Twenty-First Century. IEE, 1996. http://dx.doi.org/10.1049/ic:19960673.

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Pharr, Walter M., Christopher W. Starr, and Caroline S. Starr. "Paired professional development." In the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562947.

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Coleman, Barb. "ITS professional development." In the 29th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/500956.500964.

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"Professional Development Courses." In 2021 20th IEEE Intersociety Conference on Thermal and Thermomechanical Phenomena in Electronic Systems (iTherm). IEEE, 2021. http://dx.doi.org/10.1109/itherm51669.2021.9503124.

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"Professional development courses." In 2004 Proceedings. 54th Electronic Components and Technology Conference. IEEE, 2004. http://dx.doi.org/10.1109/ectc.2004.1319304.

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"Professional Development Courses." In 2019 18th IEEE Intersociety Conference on Thermal and Thermomechanical Phenomena in Electronic Systems (ITherm). IEEE, 2019. http://dx.doi.org/10.1109/itherm.2019.8757293.

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Reports on the topic "Professional development"

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Darling-Hammond, Linda, Maria Hyler, and Madelyn Gardner. Effective Teacher Professional Development. Learning Policy Institute, June 2017. http://dx.doi.org/10.54300/122.311.

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Beaman, Michael W. Reserve Component Officer Professional Development. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada363357.

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Taber, Kristina. Professional Development for Technical Managers. Office of Scientific and Technical Information (OSTI), April 2023. http://dx.doi.org/10.2172/1972154.

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Ullman, Bruce L. Lieutenants Professional Development in an Institutional/Occupational (I/O) and Officer Professional Development (OPD) Context. Fort Belvoir, VA: Defense Technical Information Center, January 1990. http://dx.doi.org/10.21236/ada241094.

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Louis, Robert G. Professional Development of Special Forces Captains. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada404519.

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Bagnal, C. W. Professional Development of Officers Study. Volume 4, Development Periods. Fort Belvoir, VA: Defense Technical Information Center, February 1985. http://dx.doi.org/10.21236/ada156359.

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Kramen, Alissa J., and Lynn F. Fischer. Preferences and Priorities for Professional Development in the Security Workforce: A Report of the Professional Development Survey. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada429049.

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Bagnal, C. W. Professional Development of Officers Study. Volume 2. Fort Belvoir, VA: Defense Technical Information Center, February 1985. http://dx.doi.org/10.21236/ada156357.

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Mabry, Sr, and Joseph M. Professional Development of Subordinates: Our Priority Task. Fort Belvoir, VA: Defense Technical Information Center, March 1986. http://dx.doi.org/10.21236/ada165876.

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Fink, Jr, and O. J. Professional Faculty Development in the Military Education System. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada492641.

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