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1
Oktradiksa, Ahwy, Norma Dewi Shalikah, Irham Nugroho, Kanthi Pamungkas Sari, Minzani Aufa, and Muis Sad Iman. "Evaluasi Ketercapaian Standar Penjaminan Mutu Kinerja Penelitian, Pengabdian Dan Hak Paten Program Studi PGMI UMmagelang." Jurnal Penjaminan Mutu 5, no. 2 (2019): 133. http://dx.doi.org/10.25078/jpm.v5i2.897.
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<p><em>Muhammadiyah University of Magelang (UMMagelang) with Study Program Madrasah Ibtidaiyah Teacher Education (PGMI) has a vision "To become a superior and nationally Islamic study program in 2024 the development of Islamic science in the field of teacher professional education (MI/SD)". In order to realize the performance and improvement of PGMI Study Program lecturers based on 17 quality objectives set out in the appendix of the study program vision, in this article only the criteria for research and service are delivered, the PGMI UMMagelang study program refers to the UMMagelang research roadmap. In the last 3 years, lecturers of PGMI were involved in 28 Research and Service Titles. LP3M UMMagelang Internal Funding: 8 Title University Vision Revitalization Program (PRVI) and 9 University Partnership Program (PKU) titles. External Funding for DRPM Kemenristekdikti: 2 titles of Higher Education Leading Basic Research (PDUPT), 1 title of Grant DIPA Kopertais Wilayah X Central Java, 1 title Grant of Magelang regency, 1 title Community Partnership Program (PKM), 1 title Village Partner Development Program (PPDM)</em></p>
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Sun, Lizhi, Danhui Chen, and Jingjing Xu. "Changes in workload of Chinese university undergraduate teaching from the perspective of education quality management: A case study of a teaching-research university." International Journal of Metrology and Quality Engineering 14 (2023): 11. http://dx.doi.org/10.1051/ijmqe/2023012.
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The teaching workload of university teachers is an objective reflection of their instructional input and directly affects the quality of education and teaching. The ultimate goal of studying university teachers' workload is to enhance the quality of higher education. Based on the analysis of data from twelve years' teaching workload of a teaching-research university in China, the results show that the changes of overall teaching workload are in stages. Classroom teaching workload is the majority of the whole teaching workload. The teaching workload is mainly undertaken by university teachers with intermediate and deputy senior professional titles, and changes in teaching workload undertaken by university teachers with junior professional title and intermediate professional title is greater than those with vice senior professional title and senior professional title. Male teachers' workload is slightly more than female teachers, but gender differences have been shrinking over the years. The proportion of classroom teaching workload in teaching-oriented colleges is high, which is about 7:3 and has decreased in the past twelve years. Developing logic, administrative logic and difference logic are generative logic of changes in undergraduate teaching workload. Due to the relevance of the ISO 9000 family of standards in the management of higher education teaching, it is recommended to follow its seven quality management principles and adopt a teaching quality management approach based on the PDCA cycle in a broader context of quality management. This approach aims to manage higher education systematically, establish an organizational environment, and promote teachers' active engagement in teaching, including teaching workload. It also facilitates to improve teacher classification management and evaluation mechanisms.
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Sheremet, Maria, Natalia Havrilova, Svitlana Fedorenko, et al. "Scientific, theoretical, and applied approaches to the formation of professional competencies in a speech therapist teacher." Actual problems of the correctional education (pedagogical sciences) 21 (July 3, 2023): 140–77. http://dx.doi.org/10.32626/2413-2578.2023-21.140-177.
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The article encompasses scientific-theoretical and applied approaches to developing professional competencies in a speech therapist teacher, considering contemporary trends in the evolution of professional standards and qualifications in Ukraine. It outlines the principal pathways in the development of the state standard for the training of specialists in the field of Special Education (according to nosologies) with specialization in 016.01 Logopedics. These pathways allow for commencing the work related to the substantiation of scientific-theoretical approaches to shaping the professional standard of a speech therapist teacher, based on a competency-based approach and the establishment of cooperation with employers. The objective of the professional activities of a speech therapist teacher is characterized. A generalized job title, "teacher-logopedist," is presented following the National Classifier of Professions, and names for typical positions are proposed, including "teacher-logopedist," "teacher-logopedist in inclusive education (under a labor contract)," and "specialist-consultant of the inclusive resource center." It is specified that the acquisition of professional qualifications takes place in higher education institutions, which are entities authorized by legislation for conferring/confirming and recognizing professional qualifications through the education and training of candidates at the first (bachelor's) and second (master's) levels of higher education in the field of Special Education, with specialization in 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy. It is noted that professional development leading to the attainment of such professional qualifications occurs in accordance with the current legislation: - The titles of "teacher-logopedist," "specialist of the 2nd category," and "teacher-logopedist," "specialist of the 1st category," are conferred by attestation commissions at educational institutions, district, and municipal education authorities. At the same time, the training is conducted at the first (bachelor's) level of higher education specializing in 016 Special Education, with a focus on 016.01 Logopedics within the field of knowledge 01 Education/Pedagogy. The preparation and training for these qualifications occur at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. - The titles of "teacher-logopedist," "specialist of the highest category," "teacher-logopedist with the title of "senior teacher," and "teacher-logopedist with the title of "teacher-methodologist" are conferred by attestation commissions at educational institutions, regional education authorities, and attestation commissions at regional institutes of postgraduate education. The training for these qualifications is conducted at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. - The title of "specialist-consultant of the inclusive resource center" is conferred by attestation commissions at regional institutes of postgraduate education. The training for this qualification is conducted at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. The article also analyzes the job functions as an integral part of the work of a teacher-logopedist. It offers a provisional description of the job functions of a teacher-logopedist.
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PASTOR SELLER, ENRIQUE. "Law and methodological innovation for the acquisition of skills and abilities in the Degree in Social Work. The case of the Faculty of Social Work of the University of Murcia." Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), no. 3 (January 1, 2011): 119–32. http://dx.doi.org/10.24310/rejie.2011.v0i3.7920.
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The article presents, first, the close relationship between law and social work and, secondly, the innovative methodology for teaching the curriculum practices of the Degree of Social Work at the University of Murcia umbrella cooperation educational, professional and institutional. The purpose of Title is to train professionals prepared to develop the professional profile as a social worker. In this sense, the title should betrained to practice as a worker (a) social and therefore empowered to know how to use and proper application of the study, the diagnostic evaluation, scheduling, treatment, prevention and resolution of problems social. A goal that requires an interdisciplinary education, among which highlights the law as well as an innovative teaching methodology in the acquisition of skills, abilities and professional skills of social work.
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Guo, Yujuan. "Research on Hospital-Based Health Technology Assessment in Clinical Application Management of Medical Technology in Public Hospitals in China: Hainan Province Sample." Advances in Economics, Management and Political Sciences 74, no. 1 (2024): 269–75. http://dx.doi.org/10.54254/2754-1169/74/20241565.
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Though investigating the knowledge of professional personnel on medical technology management, this study aimed to explore the establishment of an electronic HB-HTA approach in clinical application management of medical technology in public hospitals. The study designed a questionnaire to collect data and recruited a total of 1089 professional staff from 16 hospitals in Hainan. Medical staff had limited awareness of medical technology clinical application management and the HB-HTA approach. The working years, education level, and professional title level of medical staff were positively correlated with the awareness of medical technology management (P<0.05). In addition, the professional titles of medical staff were positively correlated with awareness(P<0.05). The higher the professional title level, the higher the awareness degree, followed by the correlation of working years. To increase the awareness and use of clinical applications of medical technology, the HB-HTA should be well organized. The electronic HB-HTA approach should be strongly formulated and undertaken by the medical staff in clinical application management of medical technology in public hospitals.
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Barclay, Meg, and Richard Willis. "PROFESSIONAL BOOK REVIEWS." Early Years Educator 24, no. 6 (2024): 40–41. http://dx.doi.org/10.12968/eyed.2024.24.6.40.
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Richard Willis, visiting professor at the University of South Wales, reviews a book which argues for the increased incorporation of slow pedagogies and slow knowledge in early childhood education and care (ECEC). The title won the Professional Book of the Year at the Nursery World Awards 2023. Meg Barclay, educational consultant and early years reviewer for the School Library Association reviews picture books which help support young readers' understanding of different emotions, the natural world and the concept of maps.
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Alexander, Nicholas, Asja Maaz, Harm Peters, and Jan Kottner. "Entrustable professional activities in nursing education: a scoping review protocol." BMJ Open 12, no. 10 (2022): e061451. http://dx.doi.org/10.1136/bmjopen-2022-061451.
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IntroductionEntrustable professional activities were introduced in medical education more than 15 years ago. EPAs define units of professional practice that can be fully entrusted to sufficiently competent professionals. Today, EPAs have been developed and implemented in many health professions, as the concept is useful in bridging the gap between competency-based education and the daily tasks health professions have to deal with in the workplace. While some evidence exists in medical education, the role of EPAs in nursing education is not yet fully understood. Therefore, the overall aim of this scoping review is to describe the current body of evidence regarding EPA implementation in nursing education.Methods and analysisA two-stage screening process will be used during the search phase, in order to screen retrieved abstracts and titles that focus primarily on the discussion of EPA in nursing education in all languages within the last two decades. The electronic databases, OVID (Embase and PubMed combined) and EBSCOhost (CINHAL and ERIC combined), as well as grey literature will be searched. The search period ranges from 1 January 1995 to 31 December 2021. Data will be extracted according to study design, context (geographical location and type of nursing programme), details of EPAs mentioned (title, specifications, limitations and competency domains), as well as evidence of implementation, outcomes and effect sizes.Ethics and disseminationEthical approval is not required as this review will be using previously collected data. Review findings will be published in a peer-reviewed journal and presented at scientific conferences.
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Kaul, Corina R., and Brenda K. Davis. "How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans." Gifted Child Today 41, no. 3 (2018): 159–67. http://dx.doi.org/10.1177/1076217518769700.
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In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.
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Poole, Brian. "Doctorateness and the DBA: what next?" Higher Education, Skills and Work-Based Learning 8, no. 2 (2018): 211–23. http://dx.doi.org/10.1108/heswbl-08-2017-0051.
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Purpose The purpose of this paper is to examine the extent to which Doctor of Business Administration (DBA) programmes currently offered by UK universities are appropriate to the needs of all stakeholders, including those of the experienced business and management professionals who enrol on them. Design/methodology/approach The paper proceeds to its conclusions by scrutinising DBA programme descriptors on UK university websites, by critically reviewing the content of recent academic papers on doctorates in the fields of business and management, and by considering current provision in the light of ongoing debates about the nature of “doctorateness” taking place in the field of doctoral education as a whole. Findings On the basis of a detailed review of relevant scholarly literature and of UK university website material, the paper concludes by suggesting, among other things, three possible futures for the DBA: one in which essentially the status quo prevails; a second in which all doctorates carry the award title PhD (though with two variants); and a third in which, in response to views expressed elsewhere in Europe, the current “professional doctorate” in business administration is no longer referred to as a “doctorate” but takes on a new title. Originality/value This paper is an original contribution to the debate about the value and purpose of professional doctorates (and, in particular of the DBA) to the professional development of experienced managers and to their skills in research and workplace problem solving and decision making.
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Rodríguez Nozal, Raúl. "Academic Recognition of Pharmacy Assistants in Spain: from the professional diploma to the official degree (1939-2015)." Historia y Memoria de la Educación, no. 19 (January 20, 2024): 143–75. http://dx.doi.org/10.5944/hme.19.2024.37730.
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From the beginning of the 20th century, Spanish pharmacy assistants tried -unsuccessfully – to claim a title that would grant them social prestige and that would protect them as health professionals. Their claims were legitimized by the provisions of the Instrucción General de Sanidad Pública of 1904 and were inspired by the professional recognition that the auxiliary professions of Medicine had been receiving since the end of the 18th century. In this work we show the path followed by the pharmacy assistants in striving for the recognition of their title, as well as the results achieved, from the end of our Civil War until recent years. We start with the creation of the Cuerpo Auxiliar de Practicantes de Farmacia Militar and what this legislation meant for the professional recognition of the military pharmacy assistants. We continue with the claims of civilian pharmacy practitioners, once the Reglamentación Nacional de Trabajo en Farmacias (1948) was published, which recognized the legitimacy of the professional training for pharmacy workers, as well as their corresponding degree or diploma. And we end with the bulk of the work, in which we analyse the diploma promoted and managed by the Consejo General de Colegios Oficiales de Farmacéuticos during the 1960s and 1970s, and the inclusion of pharmacy assistant studies within the educational framework of the Formación Profesional.
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Gao, Jing, Haining Zheng, Tingting Wu, and Jing Zhu. "Quality assessment of paediatric education and research in southwest China: A cross-sectional study." PLOS ONE 19, no. 4 (2024): e0301708. http://dx.doi.org/10.1371/journal.pone.0301708.
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Currently, there is a limited analysis of medical education research both domestically and internationally. To enhance, improve the quality of medical education, this study conducted a quantitative analysis of teaching project data from an affiliated hospital during the period 2016–2022. The results indicated that a total of 133 teaching projects were initiated during this period, with an average age of project leaders being 42.73±6.45 years. Regarding professional ranks and titles, municipal-level project leaders had a high concentration of seniors (48.15%), while at the university-level, most project leaders held the title of deputy seniors (58.82%). At the university-level, project leaders were mainly distributed between deputy senior titles (37.08%) and intermediate titles (38.20%). In terms of research content, nearly half of the studies (46.62%) focused on teaching methods and models. Further regression analysis revealed that professional ranks and titles were an independent factor influencing the project level (P<0. 05). These findings suggest the need for improvement in medical education research, including addressing the uneven distribution of research topics, enhancing the research capacity of junior and mid-career medical education teachers, and improving the dissemination of research results.
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Zhang, Lili, and Zhong Chen. "The differences among educational background, certificationcharacteristics, and professional subgroups of cardiologistsin China: a cross-sectional survey." BOHR International Journal of Research on Cardiology and Cardiovascular Diseases 1, no. 1 (2023): 38–43. http://dx.doi.org/10.54646/bijrccd.2023.07.
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Aim: To explore the gender, educational background, and choice of subspecialty characteristics of doctors working in the department of cardiology at four tertiary hospitals (Shanghai, Nanjing, Xuzhou, and Hangzhou, named Hospital A, B, C, and D, respectively) selected from four representative cities in China. Methods: A total of 201 physicians from four tertiary hospitals in four cities in East China completed the questionnaire. Survey questions include physicians’ educational background, professional title, specialty, and post-graduate education. These hospitals were in cities with diverse sizes and affiliated with different organizations. Results: Most cardiologists working in the invasive subspecialty have a senior title (59.29%), especially in HospitalD (100%). Hospital D has the highest proportion of cardiologists with a domestic post-graduate education(56.25%); however, Hospital A has the highest proportion of cardiologists with an international post-graduate education (46.67%). Compared with male doctors, there are fewer female doctors (20.59 vs. 79.41%,p<0.001)and fewer female doctors have a senior title and post-graduate education (p<0.005). Most female doctors choose the non-invasive subspecialty (86.67 vs. 13.33%,p<0.001). Conclusion: Differences including age, sex, professional title, post-graduate education experience, and choice of subspecialty exist in the cardiologists from four representative hospitals in China. The extent to which these differences would affect the diagnosis, treatment, and prognosis of cardiovascular diseases deserves further research
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Solih, Muhammad, Alfi Hafifah Habibah, and Ayu Putri Julia. "Teacher’s Professional Role In Improving The Learning Process." Edumaspul: Jurnal Pendidikan 6, no. 2 (2022): 2115–20. http://dx.doi.org/10.33487/edumaspul.v6i2.4540.
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In this study, the author took the title The Professional Role of Teachers in Improving the Learning Process, for this we both know that the teacher is an important figure in an educational institution. His role as a teacher and educator makes him a highly respected figure for everyone. The professional role of teachers in improving the learning process is also inseparable from how much competence they have. The better the competencies he has, the better the learning process that takes place in the classroom. The position of the teacher as a professional is intended to function to increase the dignity and the role of the teacher as a learning agent to improve the quality of education and national education. The position of teachers as professionals aims to implement the national education system, namely the development of the potential of students to become human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens,answer.
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Zhang, Lili, and Zhong Chen. "The differences among educational background, certification characteristics, and professional subgroups of cardiologists in China: a cross-sectional survey." BOHR International Journal of Research on Cardiology and Cardiovascular Diseases 2, no. 1 (2022): 1–6. http://dx.doi.org/10.54646/bijrccd.2023.01.
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Aim: To explore the gender, educational background, and choice of subspecialty characteristics of doctors working in the department of cardiology at four tertiary hospitals (Shanghai, Nanjing, Xuzhou, and Hangzhou, named Hospital A, B, C, and D, respectively) selected from four representative cities in China. Methods: A total of 201 physicians from four tertiary hospitals in four cities in East China completed the questionnaire. Survey questions include physicians’ educational background, professional title, specialty, and postgraduate education. These hospitals were in cities with diverse sizes and affiliated with different organizations. Results: Most cardiologists working in the invasive subspecialty have a senior title (59.29%), especially in Hospital D (100%). Hospital D has the highest proportion of cardiologists with a domestic post-graduate education (56.25%); however, Hospital A has the highest proportion of cardiologists with an international post-graduate education (46.67%). Compared with male doctors, there are fewer female doctors (20.59 vs. 79.41%, p < 0.001) and fewer female doctors have a senior title and post-graduate education (p < 0.005). Most female doctors choose the non-invasive subspecialty (86.67 vs. 13.33%, p < 0.001). Conclusion: Differences including age, sex, professional title, post-graduate education experience, and choice of subspecialty exist in the cardiologists from four representative hospitals in China. The extent to which these differences would affect the diagnosis, treatment, and prognosis of cardiovascular diseases deserves further research.
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Daichendt, G. James. "What's in a title? The developing role of an artist-critic in the university." Visual Inquiry 8, no. 3 (2019): 179–85. http://dx.doi.org/10.1386/vi_00002_7.
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Abstract Arts professionals within higher education struggle with identity. Dual roles across departments, the changing role of the arts professor and non-traditional positions have challenged the notion of the studio arts instructor and whether institutional expectations are the best way to think about the future of the arts in higher education. As a veteran arts professor, dean, art historian, art critic and artist ‐ my role is not as straightforward as I originally thought it might be as an undergrad studio art major. Through a series of significant streams in my education and personal life, including successes and failures in the academic and professional art world ‐ a new identity emerged that is not represented in search profiles, academic departments or administrative positions.
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Luque, Antonio, and José J. Carrión. "The Teacher of Hearing and Language: an Analysis of Their Itinerant Model." European Journal of Investigation in Health, Psychology and Education 1, no. 3 (2011): 95–103. http://dx.doi.org/10.1989/ejihpe.v1i3.8.
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Spain is currently in the process of reform of university curricula to meet the demands of the European Higher Education Area. In this context, the question remains the professional profile professionals have developed as the teacher of speech and hearing itinerant schools, noting those factors could hinder the development of a role tailored to the curricular and collaborative proposals that were attempted promote the Organic Law on the Education System of the nineties (LOGSE). The new college plans do not consider this title, having disappeared from academic contexts, although their professional profile continues in schools. It is therefore the time to face the type of training (path undergraduate or graduate) to train these professionals, having the opportunity to learn from the errors found in the previous figure and enhanced quality educational work in schools that feed into inclusiveness.
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Luque, Antonio, and José J. Carrión. "The Teacher of Hearing and Language: an Analysis of Their Itinerant Model." European Journal of Investigation in Health, Psychology and Education 1, no. 3 (2011): 95–103. http://dx.doi.org/10.3390/ejihpe1030008.
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Spain is currently in the process of reform of university curricula to meet the demands of the European Higher Education Area. In this context, the question remains the professional profile professionals have developed as the teacher of speech and hearing itinerant schools, noting those factors could hinder the development of a role tailored to the curricular and collaborative proposals that were attempted promote the Organic Law on the Education System of the nineties (LOGSE). The new college plans do not consider this title, having disappeared from academic contexts, although their professional profile continues in schools. It is therefore the time to face the type of training (path undergraduate or graduate) to train these professionals, having the opportunity to learn from the errors found in the previous figure and enhanced quality educational work in schools that feed into inclusiveness.
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McCloskey, Cindy B., Ronald E. Domen, Richard M. Conran, et al. "Entrustable Professional Activities for Pathology." Academic Pathology 4 (January 1, 2017): 237428951771428. http://dx.doi.org/10.1177/2374289517714283.
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Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training.
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Wei, Yiran, and Nor Asniza Ishak. "HIGH SCHOOL TEACHERS' ATTITUDES TO INTEGRATE THE SUSTAINABLE DEVELOPMENT GOALS INTO ENGLISH EDUCATION: AN EMPIRICAL STUDY FROM CHINA." International Journal of Education, Psychology and Counseling 9, no. 53 (2024): 634–43. http://dx.doi.org/10.35631/ijepc.953049.
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This study aims to investigate Chinese high school teachers' attitudes toward integrating the SDGs into English education and examine whether there are differences in terms of gender, age, teaching experience, and professional titles. The study adopted an online purposive sampling survey method and collected 400 questionnaire data, including 381 valid questionnaires. The collected data were analysed using the descriptive and differential analysis methods of SPSS 27. The results found that teachers have lower attitudes towards integrating the SDGs into English education (mean =3.30), with the average score of cognitive attitudes being higher than behavioural attitudes. The overall attitude of female teachers is higher than that of male teachers, that of younger teachers is higher than that of older teachers, and that of teachers with 11-20 years of teaching experience and intermediate professional titles is higher than that of the other two groups. The difference analysis shows that teachers' cognition, behaviour and overall attitude are significantly affected by teaching experience and age, while gender and professional title have little impact on attitudes. Respondents generally cited a lack of understanding of the SDGs and a lack of relevant training and support. Finally, the researchers proposed four suggestions to integrate SDGs into English education effectively.
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Симакова and YElyena Simakova. "On "Life Safety" Programs Continuity for Secondary Vacational and Higher Education." Safety in Technosphere 4, no. 3 (2015): 57–62. http://dx.doi.org/10.12737/11883.
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The article considers issues of continuity of &#34;Life Safety&#34; disciplines through secondary vocational education and higher education. Several Federal state educational standards of secondary professional education in different fields, structure and content of the draft program of &#34;Life Safety&#34; discipline have been analyzed. Main priorities of “Life Safety” content for secondary professional education related to the issues of civil defense and basic military service have been revealed. Inconsistency between the &#34;Life Safety&#34; title and program contents in secondary professional education has been defined. Introduction of alternative disciplines into educational programs to study issues of human labour and environmental security has been examined.
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G. Evasco, Lesmer. "THE SIGNIFICANCE OF CERTIFIED SECURITY PROFESSIONAL (CSP) CERTIFICATION PROGRAM IN HARNESSING LEADERSHIP CAPABILITIES IN THE FIELD OF INDUSTRIAL SECURITY." International Journal of Advanced Research 10, no. 01 (2022): 743–51. http://dx.doi.org/10.21474/ijar01/14100.
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This study is a qualitative research using a descriptive analysis approach to analyze the importance of acquiring the Certified Security Professional (CSP) Certification Program in harnessing leadership capabilities among security professionals in the field of industrial security management. It was participated by purposively selected five (5) security professionals who are CSP holder – participants. Thematic analysis was used to interpret and analyzed the gathered data. The study revealed that CSP Certification program adds value to the leadership potentials among security professionals. It provides knowledge, guiding principles and standards in industrial security management. CSP title is advantageous and gives an edge to aspiring security professionals. It contributes credibility to former military/police and government officers as they seek opportunities in the corporate world. As educators, CSP Certification program serves as continuing professional education that shapes educational leadership.
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Ding, Zhenjia, and Pengfei Chen. "Impact of Teachers’ Willingness to Share Knowledge on Teamwork Behavior in Shandong Province, China." International Journal of Higher Education 12, no. 5 (2023): 251. http://dx.doi.org/10.5430/ijhe.v12n5p251.
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Teamwork is the key to advancing educational innovation to achieve a common goal. Adding a professional title as the background variable, We have proposed and tested the hypotheses in this study according to the fairness heuristic theory. An online survey was conducted to determine the willingness to share knowledge and teamwork behavior of teachers in Shandong universities based on convenience sampling. The collected data were analyzed using SPSS to undertake a descriptive analysis, difference analysis, correlation analysis, and hierarchical regression analysis. It was shown in the 860 completed questionnaires that different titles have a significantly different effect on teachers’ willingness to share knowledge and that their willingness to share knowledge has a significant and positive impact on their teamwork behavior.
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Hadi, Mukhtar. "The Principal’s Effective Leadership in Elementary Education." Elementary: Jurnal Ilmiah Pendidikan Dasar 5, no. 2 (2019): 127. http://dx.doi.org/10.32332/elementary.v5i2.1550.
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The importance of effective management in educational organizations is getting more and more attention from various parties. The purpose of this study was to find out whether the heads of Madrasah Ibtidai'yah in Metro City had implemented effective leadership patterns in leadership management in madrasah. The results of this study indicate that the heads of Islamic elementary schools in Metro City are actually principals who present themselves as effective leaders and understand well how to become professional leaders. The professional meaning here is that the head of the madrasah has shown itself to be an education leader and always maintains quality at all times. In certain circumstances the head of the madrasah has even included the category of master school leaders who are able to show quality where other parties can place the principal as an expert in leading the school. The principal not only looks good, but also is able to show understanding of the meaning of quality. However, there has not been seen any influence between the headmaster's leadership and the level of achievement achieved by students. This means that principals actually include educational leaders with the title of professionals or even masters, but there is no significant influence between the level of leadership and student achievement.
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Angle, Tamara, Jamie M. Arnold, and J. Benton Storey. "CERTIFIED PROFESSIONALS IN HORTICULTURE." HortScience 27, no. 6 (1992): 648c—648. http://dx.doi.org/10.21273/hortsci.27.6.648c.
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Evidence of professional competence is needed for those whose activities affect the well-being of the general public. Graduates of BS and MS programs in horticulture are not distinguishable from self styled individuals who assume the title of “Horticulturist” without earning it. Certification of horticultural graduates is the first step in gaining a recognition for the Horticultural Profession. ASHS has established a Certified Professional Horticultural Sub-Board of the American Registry of Certified Professionals in Agronomy, Crops and Soils (ARCPACS). Professional core requirements include courses horticultural crop management, pest management, soil science, plant physiology, botany, chemistry, and genetics. Supporting core courses include math, communication skills, and horticultural specialization courses. Applications from individual horticultural graduates will soon be accepted. Details of the curriculum, continuing education, ethics, and other eligibility requirements will be detailed.
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Lopoukha, T. L., and S. N. Sorokoumova. "Professional education of officers: modern trends." Vestnik of Minin University 11, no. 3 (2023): 3. http://dx.doi.org/10.26795/2307-1281-2023-11-3-3.
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Introduction. The professional education of Russian officers has always been of particular importance in ensuring its security and sovereignty. During the periods of the highest military victories and successes, it was based on national ideas and values, folk and military traditions. The beginning of their modern revival in our country provides a unique opportunity for the development of a full-fledged institute of professional education, conducting its activities on a scientific pedagogical basis.Materials and Methods. In the course of this study, the methodological foundations were system, socio-cultural and axiological approaches.The key concepts studied and used in the work are "professional education", its "ideological and value foundations", "modern trends in education", "traditions and innovations in education".Results. Professional education of officers in higher military educational institutions is understood by us as a systematic and planned activity of the state, society, military administration bodies for the training of highly professional military specialists, patriots of the Fatherland, carried out by pedagogical methods and means.Ideology plays a special role in education, which gives students an attractive image of the future, and values, the internalization of which ensures the formation of professionally necessary qualities in cadets and students.As revealed in the course of the study (5 monographs have been prepared on the problem, 4 of which are collective, and 16 articles in the journals of the RSCI and the Higher Attestation Commission of the Russian Federation), corporate (officer) traditions play a special role in professional education.The result of the effectiveness of professional education based on the ideas and values of Russian officers in the Novosibirsk VVKU is the readiness of graduates to defend the Fatherland. In the post– Soviet period, thousands of graduates were awarded state awards, 26 of them were awarded the title of "Hero of the Russian Federation", including 7 for participation in a Special military operation.Discussion and Conclusions. The professional education of cadets and students of military universities is successfully carried out on the idea of patriotism and national Russian values, approved by Decree No 809 of 9.11.2022.Its current trends are:– the formation of a nationally-oriented value-ideological basis;– return to the ideas of collective education that meet the ethnic traditions of the peoples of Russia;– balanced use of traditional and innovative forms and methods of education;– pedagogization of modern professional education, rejection of excessive use of manipulative technologies, priority use of persuasion and example methods by teachers.
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Laucella, Pamela C. "Arthur Ashe, Privacy, and the Media: An Analysis of Newspaper Journalists’ Coverage of Ashe’s AIDS Announcement." International Journal of Sport Communication 2, no. 1 (2009): 56–80. http://dx.doi.org/10.1123/ijsc.2.1.56.
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Arthur Ashe made history as the first Black man to win a Grand Slam title in professional tennis. More important than Ashe’s 33 singles titles, however, was his commitment to education and social justice. As only the second prominent professional athlete to publicly admit having HIV (after professional basketball player “Magic” Johnson), Ashe’s indefatigable strength of spirit endured despite the forced disclosure. This research investigates how newspaper journalists portrayed Ashe, USA Today, and AIDS. The sample of 76 articles came from newspapers from 6 major markets nationwide and 1 regional market. The study reveals the complexities of ethical decision making for journalists in their coverage of privacy and health issues. Although there was ambivalence in journalists’ coverage of USA Today and its pursuit of Ashe, journalists collectively praised his character and commitment to humanity. Journalists framed Ashe as a victim, pioneer, role model, and hero by stressing his altruism, activism, and spirit.
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Blackborow, Mary, Elizabeth Clark, Laurie Combe, Judith Morgitan, and Anna Tupe. "There’s a New Alphabet in Town: ESSA and Its Implications for Students, Schools, and School Nurses." NASN School Nurse 33, no. 2 (2017): 116–22. http://dx.doi.org/10.1177/1942602x17747207.
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The 2015 passage of the Every Student Succeeds Act (ESSA) provides state education agencies with more local control over educational planning, requires development of state accountability plans, and provides opportunities for advocacy surrounding school nursing-sensitive indicators of student success. Federal Title I, II, and IV funds are available for state and local education agency utilization in meeting educational needs of impoverished students and for development of high-quality instructional and support personnel. As Specialized Instructional Support Personnel, school nurses can utilize ESSA Title funding to positively impact chronic absenteeism, school climate, and school nurse staffing. ESSA can be a resource for funding school health services and professional education. This article will assist school nurses in better understanding ESSA and how funding is allocated to states and local education agencies.
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Horton, Jennifer. "Continuing education and professional development of library staff involved with makerspaces." Library Hi Tech 37, no. 4 (2019): 866–82. http://dx.doi.org/10.1108/lht-06-2018-0081.
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Purpose This paper reports the results of a survey of library staff members working with a library makerspace or with makerspace-related technologies. The purpose of this paper is to identify who is working with library makerspaces, what methods of training they have used, what training methods they prefer, and what topics they would like to see included in professional development and continuing education. Design/methodology/approach A 17-question survey was posted to two library makerspace-related listservs for two weeks. Findings The survey results found a varied array of job title of individuals working with library makerspaces. It also identified the preferred training methods, as well as the varied topics requested for professional development, showing a large need for a makerspace training in library staff. Originality/value This is the first study conducted about the preferred methods and topics of professional development and continuing education of library staff members working with makerspaces or makerspace-related technologies.
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Rachmawati, Utami, Muhammad Jauhar, Lita Heni Kusumawardani, Rasdiyanah Rasdiyanah, and I. Gusti Ayu Putu Desy Rohana. "Preparing Nursing Students for Inter-Professional Collaborative Practice through Simulation-Based Inter-Professional Education: A Systematic Review." JENDELA NURSING JOURNAL 6, no. 1 (2022): 43–56. http://dx.doi.org/10.31983/jnj.v6i1.8452.
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Background: Interprofessional Education (IPE) is an integrated education concept to improve collaboration capabilities initiated by WHO. Interprofessional collaboration practices are expected to minimize medication errors, improve quality of care and patient safety.Purpose: to analyze integrative research on the role of simulation-based interprofessional education (IPE) in preparing nursing students to an interprofessional collaboration practices. Methods: a systematic literature review search of four databases of indexed international journals, namely Science Direct, PubMed, ProQuest, and EBSCO was conducted. Inclusion criteria used for the search include original research, publication time 2016-2020, English-written, and accessible in full text. Studies were included if they have keywords of “knowledge” OR “perception” AND “interprofessional education” AND “nursing student”. Research articles were critically appraised and analyzed through a table containing the title, author, year, methodology, results, and recommendations. Lastly, data were synthesized narratively to address the study aims.Results: there were 13 research articles that met the criteria. IPE can be implemented in the form of simulations, elective courses, and workshops integrated with the curriculum. The results showed an improvement of knowledge, attitudes, perceptions, skills, readiness, and competency of nursing students after simulation-based IPE implementation. Finally, simulation-based IPE implementation prepares nursing students to excel in interprofessional collaboration practicesConclusion: simulation-based IPE should be integrated into the higher education health curriculum especially on clinical nursing practice and professional training. Further investigation is needed to identify relationship conflict, role conflict and performance satisfaction amongst IPC health staff.
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Suwedi-Kapesa, Leticia Chimwemwe, Mai-Lei Woo Kinshella, Hana Mitchell, et al. "Methodological Insights, Advantages and Innovations Manuscript Title: Lessons Learned in Conducting Qualitative Healthcare Research Interviews in Malawi: A Qualitative Evaluation." International Journal of Qualitative Methods 22 (January 22, 2023): 160940692311536. http://dx.doi.org/10.1177/16094069231153610.
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With the growth of qualitative health research in low- and middle-income countries, local health professionals are increasingly involved in facilitating interviews with their fellow health workers. Understanding the methodological implications of such situations is required to ensure high-quality study findings and to build capacity and skills for interviewers with clinical backgrounds working with limited resources. This article reports a qualitative process evaluation of a study that assessed barriers and enablers of implementing bubble continuous positive airway pressure in Malawi. Findings were summarized through an iterative process of reflection on what worked, what did not work, areas for improvement, structural challenges, negotiating dual roles as nurses and researchers and the professional hierarchy within the health care system. Comprehensive practical training was critical to conducting qualitative research in a health setting. Interviewers were health workers themselves and required skills in reflexivity to effectively probe and navigate interviewing other health professionals, including senior staff. The main challenge in conducting interviews in a resource-limited healthcare setting was time constraints, which were compounded by staffing shortages. Lessons from this qualitative evaluation highlight the importance of training in reflexivity, engaging interviewers as collaborators and reserving adequate time to accommodate healthcare workers’ multiple roles and responsibilities.
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Dragošev, Gordana, and Zdravstvene Nege. "Nursing education in ICU, anesthesia and resuscitation in Serbia: Yesterday, today, tomorrow." Inspirium, no. 14 (2015): 24–26. http://dx.doi.org/10.5937/insp1512024d.
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Continuing education is defined as a synonym for lifelong learning and professional development. Other definitions include professional development or professional learning as 'learning activities designed to increase knowledge, skills and attitudes of Nurses and therefore enrich the Nurses' contribution to quality health care'. Continuing education activities may take the form of a return to the formal education level - study or informal forms of learning, such as attending to seminars for professional development, i.e. development outside the university. After the end of vocational and / or academic studies, it is certain that the Nurse didn't acquire the necessary skills and knowledge for work in the intensive care unit, anesthesia and resuscitation services. That is why in developed countries and regulated educational programs Nurses continue education in specialized studies for the title of Nurse critical care specialist or Nurse anesthesia and resuscitation specialist. And that's not all. After obtaining the title of Nurse critical care specialist or Nurse anesthesia and resuscitation specialist follows engaging in informal education programs and continuing education as a precondition for renewal of a Nurses license for independent work. 2007th. in Serbia formed the National Association of Nurses - Technicians of intensive care, anesthesia and resuscitation of Serbia (UINARS) with one of aim to establish in line programs of continuing education and training for intensive care, anesthesia and resuscitation Nurses in Serbia with European and international modern standards. All UINARS efforts till today in promotion of programs of education and training intensive care, anesthesia and resuscitation Nurses in Serbia are visible, measurable, recognized, known and respected in Serbia, the region and Europe. In Serbia 2013th yet not developed national standards of education for intensive care, anesthesia and resuscitation Nurses and specialized educational programs are in infancy. Professional associations of Nurses of intensive care in Serbia are at the crossroad of national regulations and European standards of continuing education that vary in their content and scope. The time upon us impose the need for development of national standards for education and training of intensive care, anesthesia and resuscitation Nurses in which drafting will definitely participate and UINARS.
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Hill, Lawrence, and Georgette Eaton. "Exploring paramedic professional identity." British Paramedic Journal 8, no. 3 (2023): 42–51. http://dx.doi.org/10.29045/14784726.2023.12.8.3.42.
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The notion of a paramedic (as a title protected in law) has recently entered its third decade, but the history of the paramedic is considerably older than that. Who are we as a profession? What does it mean to be a paramedic? What makes us who we are? These intriguing and yet seldom asked philosophical questions are at the heart of this article, which is intended to provoke discussion and serve as a foundation for further inquiry into questions of identity and philosophy in paramedicine.Literature pertaining to paramedic professional identity was explored and contextualised within current paramedic practice. Although the overall picture is complex, four key areas for discussion emerged: the history of the paramedic profession; role diversity; the influence of ambulance work; and the education and training of paramedics. The influence of ambulance work permeates all areas, suggesting that it is central to the development of paramedic professional identity. This discussion article is an exploration of the unique contexts and experiences that are associated with the process of being and becoming for paramedics.
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Politzer, Robert M., Kevin S. Hardwick, James M. Cultice, and Carol Bazell. "Eliminating Primary Care Health Professional Shortage Areas: The Impact of Title VII Generalist Physician Education." Journal of Rural Health 15, no. 1 (1999): 11–20. http://dx.doi.org/10.1111/j.1748-0361.1999.tb00594.x.
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Irma, Irma, and Noorina Hartati. "The Effect of Motivation on the Interest of Accounting Students to Follow Accounting Professional Education." Fall 4, no. 3 (2019): 79–86. http://dx.doi.org/10.35609/afr.2019.4.3(3).
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Objective – This study aims to investigate the motivation and interest of Accounting Students at Economy Faculty of UT to participate in Accounting Professional Education, several motivational factors such as quality, career, economy, degree, and achievement. Accounting Professional Education has been implemented since September 2002, with the commencement of Accounting Professional Education, the title of accountant is no longer the monopoly of certain state universities are given special privileges by the Ministry of National Education. Thus, all Accounting graduates have the same opportunity to get an accountant degree. Opportunities have been widely opened but the problem now is the willingness of every accounting student himself to continue his education at Accounting Professional Education. Methodology/Technique – Using 296 accounting students from Bogor, Bandung, Purwokerto, Batam, Gorontalo UT Regional Offices, we run the form of Structural Equation Model (SEM) to test the accounting students’ motivation to follow Accounting Professional Education. Meanwhile for the measurement model in this study using a Confirmatory Factor Analysis (CFA) which shows a latent variable measured by one or more observed variables. Findings – The result shows that quality motivation has a significant effect towards the interest of accounting students at undergraduate degree of Accounting Study Program at Universitas Terbuka to follow the Accounting Professional Education. Novelty – This finding implies that the greater the motivation of the quality of students, the greater their interest in taking the Accounting Professional Education. Type of Paper: Empirical Keywords: Accounting Professional Education, Motivation, Interest Reference to this paper should be made as follows: Irma; Hartati, N; 2019. The Effect of Motivation on the Interest of Accounting Students to Follow Accounting Professional Education, Acc. Fin. Review 4 (3): 79 – 86 https://doi.org/10.35609/afr.2019.4.3(3) JEL Classification: A29, M41, M49.
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Liao, Zhu-Jun, Li-Qing Yue, Huan Peng, et al. "Nurses’ clinical alarm-related behaviors and influencing factors in China†." Frontiers of Nursing 9, no. 2 (2022): 173–86. http://dx.doi.org/10.2478/fon-2022-0023.
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Abstract Objective To explore the nurses’ behaviors regarding clinical alarms, analyze the related influencing factors, and provide rationales for alarm management. Methods A cross-sectional survey was conducted in China. The self-made questionnaire of nurses’ clinical alarm-related knowledge, attitude, and behavior (NCAKAB) was used. Results The valid response rate was 98.66% (n = 2368). The average nurses’ clinical alarm-related behaviors (NCAB) score was 65.14 ± 7.95 (out of 85). The dimension scores of NCAB from high to low were alarm learning (4.02 ± 0.85, out of 5), alarm response (27.99 ± 3.64, out of 35), alarm setting (19.24 ± 3.88, out of 25), alarm recognition (7.63 ± 1.68, out of 10) and alarm notification (6.25 ± 1.84, out of 10). There were significant differences in alarm behavior scores between nurses of different ages (F = 4.619, P = 0.000), nursing stints (F = 9.564, P = 0.000), professional titles (F = 4.425, P = 0.004), departments (F = 9.166, P = 0.000), and hospital levels (t = 2.705, P = 0.007). The study showed that nurses’ total alarm behavior scores were positively correlated with the total alarm knowledge score (r = 0.267; P < 0.001) and the total alarm attitude score (r = 438; P < 0.001). Conclusions Nurses scored highest in alarm learning, followed by alarm response, alarm setting, alarm recognition, and alarm notification behavior. The factors that influenced alarm behavior included age, title, department, nursing stint, hospital level, professional title, alarm-related training, willingness to participate in alarm-related training, whether or not departments have improved alarm management over the last 3 years, and whether or not departments have formulated norms for alarm management. Nurses with higher scores for clinical alarm knowledge had higher correlating scores for alarm behavior; similarly, nurses with higher scores for clinical alarm attitude had higher scores for alarm-related behavior.
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Pang, Xiaoqun, Meiling Zhang, and Huiyan Pang. "Analysis of the Demand for Continuing Education of Nurses in the Department of Infectious Diseases and Its Influencing Factors." Evidence-Based Complementary and Alternative Medicine 2022 (September 6, 2022): 1–5. http://dx.doi.org/10.1155/2022/3743588.
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Infection department is unique in working hours, environment, content, methods, and skills requirements, and continuing education plays an important role in stabilizing and improving the professional level of nurses in the infection department. Understanding the needs of nurses in the infection department for continuing education and the possible influencing factors of participating in continuing education and providing a management basis for managers in a targeted way can make the role of continuing education fully play. In this study, according to the characteristics of the Department of Infection, a questionnaire was designed to investigate the continuing education needs of nursing staff in the Department of Infection and analyze the influencing factors. The results show that the nursing staff in the infection department had a greater demand for continuing education. Age, professional title, working life, hospital level, and marital status were the risk factors that affected their demand for continuing education.
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Zverevich, T. O. "BiblioGorizont – the digest by the Russian National Public Library for Science and Technology: The first two years. The selected review of publications of 2021–2022." Scientific and Technical Libraries, no. 9 (September 15, 2023): 103–18. http://dx.doi.org/10.33186/1027-3689-2023-9-103-118.
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The quarterly digest BiblioGorizont has been published since 2021. It is a new periodical by the Russian National Public Library for Science and Technology on the spectrum of problems of the library information industry. The digest comprises brief analytical reviews of publications in the English-language professional journals. Both printed serial and electronic versions are registered with the Federal Service for Supervision of Communications, Information Technology and Mass Media of the Russian Federation. Each abstract comprises title translation, author(s) name(s), extended content review, keywords, UDC, GRNTI code, DOI (if any) and link to the original source. If necessary, additional information on the authors, terminology, mentioned editions, etc., is added. The access to the electronic edition is free; the search by text, title, author, keywords is available. The goals of the digest are specified: widening information base of the Russian library science, advancing professional education and international cooperation, etc. The reviewer analyzes 8 first issues of the digest from the viewpoint of professional and research subject scope of the English-language publications and the information needs of Russian librarians and researchers. She emphasizes that BiblioGorizont provides wide coverage of publications in the professional periodicals, both geographical and thematic; and highlights the problems both theoretical and applied practical. The reviewer discusses extensively the subject scope of the articles, from conceptual, philosophical and sociological problems to the technological aspects of library services; from the problems of library digital transformation, open science and open access to copyright, professional education and ethics; from bibliometrics and scientometrics to AI, sustainable development, etc.
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KORDEL, Piotr, Krzysztof KORDEL, and Marek SAJ. "Działalność samorządu lekarskiego w zakresie doskonalenia zawodowego na przykładzie Wielkopolskiej Izby Lekarskiej." Przegląd Politologiczny, no. 4 (November 2, 2018): 109–20. http://dx.doi.org/10.14746/pp.2011.16.4.9.
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The issue of the continuous improvement of professional qualifications by medical doctors is of utmost importance both from the point of view of doctors and their patients. Acquiring new knowledge and skills is an important element of a doctor’s professional career. A doctor who raises his qualifications guarantees better medical care for a patient. The professional self-governing body of doctors constitutes a significant element in the postgraduate education of doctors. It participates in the education of interns and in the procedure of acquiring the title of specialist. It also supervises and organizes the process of doctors’ mandatory continuous education. A majority of the tasks related to doctors’ professional education is performed by regional chambers. The Wielkopolska Medical Chamber organizes training sessions and courses for its members, which are one of the forms of fulfilling the requirement of professional improvement, reimburses a portion of the costs borne by the doctors in connection with improving their professional qualifications, and it establishes cooperation with domestic and foreign academic institutions to provide doctors from Wielkopolska with an opportunity to partake in training. These activities of the medical association, combined with the organs of professional liability of doctors, allow the patients to hope that when visiting a doctor they encounter a specialist who will take the utmost care of them.
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Putra, Kadek Ayu Putri Dharma, Sagung Putri ME Purwani, Devi Fitriyastanti, and Silvia Anitasari. "Education for Medical Personnel Malpractice: A Literature Review." Jurnal Penelitian Pendidikan IPA 9, no. 9 (2023): 521–30. http://dx.doi.org/10.29303/jppipa.v9i9.4360.
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Doctors who adhere to professional standards, service standards, and standard operating procedures can generally expect legal protection in their medical practice. Following established protocols and guidelines helps ensure that doctors provide care within accepted norms, reducing the likelihood of malpractice allegations. This is a literature review study that analyzed the literature related to the malpractice law. The initial involved searching various databases, including MEDLINE via PubMed, Scopus, and Web of Science from April to May,2023. This search was performed using specific terms, namely doctor, dentist, malpractice, and Indonesian laws. The literature search yielded a total 153 citation (Fig. 1). Upon completion of title and abstract screening, 75 full-texts were deemed potentially relevant and reviewed. Subsequently, 21 documents fulfilled our eligibility criteria and were included. The Medical Council of Indonesia (MKDKI) has the authority to examine complaints related to the discipline of doctors and dentists and determine whether any mistakes were made in the application of medical and dental disciplines. The decisions made by MKDKI can have implications for the professional standing and disciplinary actions against doctors.
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Melling, Lindsay. "What’s in a name? Job title and working identity in professional services staff in higher education." Perspectives: Policy and Practice in Higher Education 23, no. 2-3 (2018): 48–53. http://dx.doi.org/10.1080/13603108.2018.1535459.
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Mita Lukiani, Eunike Rose. "Improving Pedagogic Skills and Professional Skills of Elementary School Teacher Education Study Program Students at Nusantara PGRI Kediri University through Project-Based Learning: Interactive Video." International Journal of Research and Review 10, no. 8 (2023): 215–27. http://dx.doi.org/10.52403/ijrr.20230828.
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In the midst of the growing need for and demand for Elementary school teachers, researchers see that the professional and pedagogical competence of PGSD students at Nusantara PGRI University as prospective Elementary school teachers needs to be improved. This can be seen from the lack of self-confidence of students when practicing teaching, lack of creativity of students in developing learning models and designing audio-visual based teaching materials. In line with these problems, research was carried out with the title Improving Pedagogic Skills and Professional Skills of Students of the Elementary School Teacher Education Study Program, Nusantara University PGRI Kediri through Project-Based Learning: Interactive Video. The aim of this research is that Nusantara University PGRI Kediri can produce Elementary school teacher graduates who have pedagogical and professional competence according to the demands of the times so as to advance Indonesia's human resources. Keywords: Elementary School Teacher Education Department Students, Project Based Learning, Interactive Learning Videos, Pedagogic Competence, Professional Competence
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Lowrey, Scott. "[ Sans Titre - No Title ]Bouchamma, Y., Basque, M., Giguère, M., & April, D. (2020). Professional Learning Communities: Competency Standards for School Principals." Canadian Journal of Educational Administration and Policy, no. 203 (2023): 121. http://dx.doi.org/10.7202/1108437ar.
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Rudenka, T. "Content of the Prospective Experts' Professional Competence in the Sphere of Art Based on Art Pedagogics under the Conditions of College Education." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 4(86) (December 21, 2016): 130–35. http://dx.doi.org/10.35433/pedagogy.4(86).2016.130-135.
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The article deals with the main issues of the professional competence in the field of education. As the title implies the article describes and analyzes the special characteristics of the informative and the structural filling of the prospective teachers' professional competence concerning the area of art in the light of specific features of the College of culture and arts. It is specially noted the structure of the prospective specialists professional competence. Much attention is drawn to Art Pedagogy. It gives a detailed analysis of the tasks correlations between the work of the college and the means of Art Pedagogy in their implementation. Several principle components of the specified competence such as perceptive, emotional and motivational, cognitive, organizational, reflexive-estimative are described and examined.
 It is described in short the content and peculiarities of each component of the professional competence taking into account the capacity of Art Pedagogics. Attempts are made to analyze and formulate the significance of the professional competence role in the sphere of art.
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Chunli, Yu, Nor Shahila Mansor, Lay Hoon Ang, and Sharon Sharmini. "The Pattern and Translation of Chinese Address Terms in Contemporary Film Happiness Around the Corner." World Journal of English Language 13, no. 1 (2022): 19. http://dx.doi.org/10.5430/wjel.v13n1p19.
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This paper discusses the translation and classification of Chinese address terms by selecting a representative film with a range of contexts. The data for this study were collected from a Chinese comedy film Happiness Around the Corner screened in 2018 with a length of 91.34 minutes. This film was chosen firstly because it was highly rated by the Chinese mainstream media People’s Daily Overseas Edition for its conveying of positive energy in a humorous manner. Furthermore, considering a range of contexts and interlocutors in this film, the data collected from this film would be sufficient to reach the expected goals of the study. This study employs a qualitative approach to explore a proper classification of Chinese contemporary address terms. The Chinese address terms found in the selected film were classified into seven types: namely nickname, professional title, kinship terms, fictive kinship terms, professional title with surname, offensive address terms and full name. The findings show that professional title, nickname and kinship terms appeared with higher frequency than offensive address terms and full name in this film, which could be explained from the perspective of sociolinguistics. Literal plus liberal translation strategies are recommended to translate address terms using homophonic puns, and equivalent words in target language are advised in most cases. These findings could not only throw light on the classification of address terms in Chinese, but also promote translation studies.
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Abdurahman, Tatang, Rijal Firdaus, and Agus Gunawan. "Pengembangan Sumber Daya Guru Dalam Meningkatkan Kompetensi Pedagogis Melalui MGMP (Study di MTSS Sulamul Irfan Cibaliung-Pandeglang)." Journal on Education 5, no. 4 (2023): 11174–88. http://dx.doi.org/10.31004/joe.v5i4.2047.
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Educators are one of the most supportive factors in student learning activities. The existence of professional educators can ensure that the quality of learning in schools increases, with the professional title of the educator will always be able to improve teaching and learning activities will also add to the learning that has good quality. Human resources (HR) training can solve the problems of various students, teachers, lecturers, education staff and other employees in the field of education. Teacher quality development is an effort by educational institutions to improve teacher professionalism, through the development of various teacher skills and qualifications and one direction between policymakers to educators and education staff to increase the resource capacity of educators. Efforts to optimize teacher performance are currently an important factor in improving the quality of education relative to other factors. This is implemented by the government by teacher.
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Basin, E. V. "SPATIAL DEVELOPMENT: CONSTRUCTION FACTOR (REFLECTIONS ON THE BOOK BY V.O. BETIN «CONSTRUCTION AND ECONOMIC COMPLEX — THE LOCOMOTIVE OF DEVELOPMENT OF TERRITORIAL SYSTEMS»)." Russian Economic Journal, no. 6 (January 2021): 103–11. http://dx.doi.org/10.33983/0130-9757-2020-6-103-111.
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The article is a review of the book indicated in the title. The reviewer believes that, being a high-class educational and professional publication made in the format of an innovative educational module, it can also claim the status of a scientific and monographic publication. According to the final forecast conclusion of the reviewer, the book will be interesting and useful for a wide range of readers: specialists in the field of theory of state (Federal and sub-Federal) management, and the corresponding categories of managers-practitioners who train and are trained in specialized and other institutions of General and higher professional education.
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Cohen, Michael. "INVITED ARTICLE: The Search for Regulatory Recognition of Yoga Therapy: Legal and Policy Issues." International Journal of Yoga Therapy 17, no. 1 (2007): 43–50. http://dx.doi.org/10.17761/ijyt.17.1.g8l701524hh86807.
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As Yoga therapy emerges as a specialized area within the Yoga teaching community, it is important to define Yoga therapy in ways that make regulatory as well as professional sense. This article provides a preliminary roadmap, suggesting title licensure as one way to differentiate Yoga therapy. The article also suggests the importance of crafting a definition of professional practice that carves out a legally defined scope of practice. This scope of practice should be both consistent with Yoga therapists' education, training,and skills, and not intrude on legal definitions of the practice of medicine or other health professions.
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Hensvold, Inger Eline. "En förändrad yrkesidentitet: Förskollärares berättelser fyra och tolv år efter examen." Tidsskrift for Nordisk barnehageforskning 4, no. 1 (2011): 1–16. http://dx.doi.org/10.7577/nbf.294.
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Title: A changed professional identity: Preschools teachers’ narratives twelve years after examination.Abstract: How do preschool-teachers describe their professional work with children four and twelve years after their graduation? The purpose was also to identify important factors concerning their professional development and identity. The empirical data are the narratives of three Swedish preschool-teachers, four and twelve years after their teacher graduation. The narrative is considered, according to Giddens (2008) as an expression of the professional identity, which is regarded as a relational concept and deals with the ability to be occupied with a specific narrative. Three recurrent themes were identified in the narratives, which show a changed professional identity. The first is a changed professional identity concerning a process from adaption to challenge in relation to the preschools self-narratives. The second is about a changed professional identity in relation to care and education. The third theme describes a change from focusing the teacher’s listening to the child into supporting and challenging the child’s learning process.
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TARARAK, N. "MORAL METHODS OF ENCOURAGEMENT OF PROFESSIONAL ACTIVITY OF PRESCHOOL STAFF (RETROSPECTIVE ANALYSIS)." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 28 (December 31, 2021): 183–87. http://dx.doi.org/10.33989/2075-146x.2021.28.250395.
Full textAbstract:
Modern humanistic tendencies of development of higher pedagogical education put forward high requirements to pedagogical staff in general and preschool teachers in particular, their independence, creativity, responsibility for own professional growth. These provisions are regulated by the State National Program "Education" ("Ukraine of the XXI Century") (1993), the Laws of Ukraine "On Education" (2017), "On Preschool Education" (2001), the National Doctrine for the Development of Education in Ukraine (2002), the Basic component of preschool education in Ukraine (2012). Both methods of material and moral encouragement of preschool workers have a great influence on their professional growth.
 The article identifies the following main methods of encouragement of preschool staff: moral – an honorary certificate, a badge of honour, announcement of gratitude, receiving an honorary title, awarding the employee at meetings and others. Among the main methods of material encouragement there is the method of awarding preschool specialists, providing preschool workers with extra days off, rewarding them with valuable gifts and others. The leading methods of professional encouragement included sending preschool staff to problem conferences, methodological seminars, exhibitions which were illustrated with materials on the most topical issues of preschool education; providing assistance to preschool workers in printing manuals, permission to develop and implement author's programs, demonstration lessons, etc.
 It has been established that the further development of the issue of encouragement of preschool staff to professional activities was facilitated by the adoption of a special resolution of the Central Committee of the Communist Party and the Council of Ministers of Ukraine "On measures for further development of children's institutions to improve education and health care" which became a kind of impetus for the spread of forms and methods of motivating preschool workers to professional development.
 The analysis of scientific and pedagogical sources suggests that the success in addressing the issues of the encouragement of preschool staff to professional development through education contributed to the creation of an extensive network of preschool institutions in different regions of Ukraine (Cherkasy, Kherson, Khmelnytsky, Mykolaiv, Kirovohrad, Volyn, Kyiv, Ternopil, Zaporizhia, Poltava regions) where the total number of preschool teachers increased 2.5 times.
 Thus, the conducted historical and pedagogical analysis of the works of scholars shows that the main methods of moral stimulation to the professional activity of preschool staff in the 50-60s of the XXth century included inviting teachers to participate in courses, seminars and meetings, the organization of self-education of these employees by studying the best pedagogical experience and scientific and pedagogical literature; rewarding them with vouchers to the sanatorium, free issuance of manuals; announcement of gratitude; studying and spreading advanced pedagogical experience; awarding preschool workers with badges, medals and awarding them honorary titles; patronage of kindergartens of the city, rural institutions of preschool education; expressing gratitude to the employee at meetings of different levels, etc.
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Zhylenko, Mykola. "FORMATION OF HICHER EDUCATION INSTITUTION STUDENTS' MOTIVATION FOR STUDYING COMPULSORY COMPONENTS OF THE EDUCATIONAL PROGRAMS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (15) (2022): 14–17. http://dx.doi.org/10.17721/2415-369.2022.15.03.
Full textAbstract:
Analysis of psychological and pedagogical research shows a growing interest in the problem of motivating higher education students to study, which is now considered in a broader sense not as mastering a certain content of education and training, but as the formation of competencies for future activities. Under the current system, programs for higher education students meet the requirements of educational and professional standards. Curricula, accordingly, should contain a certain part of the compulsory components, which are often perceived by applicants as set from the outside. The given structure of the educational process (number, name and title of subjects) has significant differences in its subjective projection (dynamic model that has developed in the minds of students). In the system of attitudes of higher education students to the content of education and training, some subjects may not be perceived by them as necessary for the formation of personal characteristics and professional competencies. Many of them understand the professional necessity of only those subjects that are directly related to the specialty or professional qualification. Subjects that make an indirect contribution to training (form a worldview, give the methodology of knowledge, etc.) are not significant in students' opinion. Students also reject subjects in the section of compulsory disciplines, the meaning of which they do not understand in the structure of professional activity. This indicates that many people understand professional training in free economic education as a process of acquiring a certain amount of knowledge that is directly related to the content of future professional activities. Disciplines that reflect the requirements of educational and professional standards and are also compulsory may remain outside the realm of relevance. It is known that productive activity is possible only on the basis of intrinsic motivation. How to form students' intrinsic motivation for the compulsory components of the educational program? The process of such formation is considered on the example of studying one of the disciplines of the educational-scientific program of the second (master's) level of higher education in the specialty 011 educational, pedagogical sciences – "Higher Education Pedagogy"