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Journal articles on the topic 'Professional goals'

Author: Grafiati

Published: 5 June 2025

Last updated: 24 June 2025

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1

Soloviev, V. P., and T. A. Pereskokova. "Professional Education: Goals, Objectives, Processes." Alma mater. Vestnik Vysshey Shkoly, no. 8 (August 2021): 9–15. http://dx.doi.org/10.20339/am.08-21.009.

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Discussed is the problem of achieving the required quality of professional education from the point of view of implementing a systematic approach: goals, tasks, processes. Shown the importance of the correct formulation of goals and objectives in the curricula, which have become available on the websites of universities. Their formulation helps the teacher to correctly build the learning process. Examples of structuring the goals of studying educational material are given. Shown the advantages of the integrated educational process carried out by the project team — the scientific and methodological council for the specialty. Attention is paid to the need for teachers to demonstrate their leadership qualities.

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Wright, Craig, Steve Atkins, Remco Polman, Bryan Jones, and Lee Sargeson . "Factors Associated with Goals and Goal Scoring Opportunities in Professional Soccer." International Journal of Performance Analysis in Sport 11, no. 3 (2011): 438–49. http://dx.doi.org/10.1080/24748668.2011.11868563.

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Rake, P. Angela. "Combining professional goals and personal lives." Journal of Oral and Maxillofacial Surgery 61, no. 3 (2003): 409. http://dx.doi.org/10.1053/joms.2003.50103.

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Robinson, Mike. "Professional Practice Goals on a Budget." Strategies 8, no. 1 (1994): 15–17. http://dx.doi.org/10.1080/08924562.1994.11000284.

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Louws, Monika L., Jacobiene A. Meirink, Klaas van Veen, and Jan H. van Driel. "Understanding teachers’ professional learning goals from their current professional concerns." Teachers and Teaching 24, no. 1 (2017): 63–80. http://dx.doi.org/10.1080/13540602.2017.1383237.

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McGreevy-Nichols, Susan, and Shannon Dooling-Cain. "Supporting You in Your Professional Development Goals." Dance Education in Practice 8, no. 1 (2022): 4–6. http://dx.doi.org/10.1080/23734833.2022.2027166.

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Carter, Michael A. "The self-serving goals of professional nursing." Journal of Professional Nursing 4, no. 3 (1988): 149. http://dx.doi.org/10.1016/s8755-7223(88)80129-7.

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Marquardt, Michael K., Ana P. Gantman, Peter M. Gollwitzer, and Gabriele Oettingen. "Incomplete professional identity goals override moral concerns." Journal of Experimental Social Psychology 65 (July 2016): 31–41. http://dx.doi.org/10.1016/j.jesp.2016.03.001.

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Flannery Wainwright, Susan, and Kevin Brueilly. "Demonstrating Teaching Expertise to Achieve Professional Goals." Journal of Physical Therapy Education 33, no. 3 (2019): 175–76. http://dx.doi.org/10.1097/jte.0000000000000123.

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Gutor, Lyubov V. "Academic Requirements of Medical Students in the Context of Their Professional Education." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, no. 3 (2023): 19–29. http://dx.doi.org/10.17951/j.2023.36.3.19-29.

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The research aims at studying academic requirements of medical students in the context of their professional education. The paper defines the appropriateness of academic goals in relation to modern professional trends and requirements of future health care professionals. The survey involved 407 participants. It was directed at defining the state of student’s learning environment at the department of Latin and foreign languages, in particular it concerned the quality and efficacy of learning and teaching the subject “English for professional purposes”. The results prove that all of the defined academic aims of the subject “English for professional purposes” correspond to academic requirements of medical students. The following is confirmed by a significantly higher number of responses “very important” and “important” compared to the responses “unimportant” and “absolutely unimportant” (p<0.05), while evaluating the importance of the academic aim. Thus, the performed analysis of survey results concerning the academic requirements of medical students confirmed the appropriateness of setting academic goals in the context of professional education of future physicians. The system of academic goals aids realization of competence-based approach in higher medical education and consequently the development of professional readiness to communicate in a medical setting with health care professionals and patients.

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GORB, VIKTOR. "Professional and educational goals of training civil servants." Public Administration 23, no. 2 (2021): 55–62. http://dx.doi.org/10.22394/2070-8378-2021-23-2-55-62.

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The article presents a system-activity approach to implementing the new federal state educational standard of higher education in the training direction 03.38.04 “State and Municipal Administration”. The article substantiates the methodology for designing a model of activities for public servants as the basis for determining professional goals of the educational process at a university. The author defines and differentiates the types of their activities according to the functional characteristics of various categories of civil servants. Professional goals are achieved through the development of professional competence of students, which implies the setting of the following educational goals: developing the student’s leadership potential; developing the citizenship as the ability to realize the rights and responsibilities of a citizen of the country; forming and developing meta subject skills, which are the signs of a civil servant’s professional qualities; mastering management technologies in a certain area of activity. The work presents the experience of approbation of the system-activity approach in the process of teaching. A special role is assigned by the author of information and communication activities of civil servants in the process of exercising their powers.

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Willens, Joyce S. "Make Mentoring One of Your Professional Career Goals." Pain Management Nursing 13, no. 1 (2012): 1. http://dx.doi.org/10.1016/j.pmn.2011.12.001.

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Scanlan, Craig L. "Practicing with purpose: Goals of continuing professional education." New Directions for Adult and Continuing Education 1985, no. 27 (1985): 5–19. http://dx.doi.org/10.1002/ace.36719852703.

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Bee, Richard H., Terry Ann Beronja, and Genevra Mann. "Analysis of the Unionization of Academic Advisors." NACADA Journal 10, no. 1 (1990): 35–40. http://dx.doi.org/10.12930/0271-9517-10.1.35.

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Professionalladministrative personnel at colleges and universities must address not only the challenges of a changing student population but also their own personal and professional needs. The relatively small number in this “middle-management” group (e.g., academic advisors, career counselors, admissions counselors) has been a hindrance to its collective strength in obtaining economic, career, and professional goals. The professionalladministrative staff at Youngstown State University pursued an innovative course, unionization, in an attempt to achieve these desired goals. The question examined is whether unionization produced the outcomes these professionals had envisioned it would.

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Craig, Jennifer. "Establishing a Clinical Research Collaboration: An SLP Perspective." Perspectives on Voice and Voice Disorders 24, no. 1 (2014): 15–20. http://dx.doi.org/10.1044/vvd24.1.15.

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Conducting research as a practicing clinician is difficult. Barriers include lack of time, education, and funding. Collaborating with other professionals is one way to facilitate research in the clinical setting. Practicing clinicians are exposed to real-world, clinically relevant, patient-centric problems on a daily basis. Refinement of these clinical questions makes excellent research questions, whose answers can guide clinical practice. Selection of a collaborative research team requires consideration toward interpersonal communication styles and each professional's knowledge, skills, and scope of practice. Establishment of professional goals and an understanding of what each professional can dedicate to the research endeavor are key to maintaining the health of a research team. Promoting collaboration at the pre-professional level and seeking out collaborative opportunities will advance clinical research and ultimately improve patient outcomes.

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Parganas, Petros, Roman Liasko, and Christos Anagnostopoulos. "Scoring goals in multiple fields." Sport, Business and Management: An International Journal 7, no. 2 (2017): 197–215. http://dx.doi.org/10.1108/sbm-11-2016-0072.

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Purpose Professional football clubs currently strive for a number of concurrent goals, ranging from on-field success to profit maximization to fan expansion and engagement. The purpose of this paper, theoretically informed by the social penetration theory, is to analyze the economics behind such goals and examine the association between team performance, commercial success, and social media followers in professional team sports. Design/methodology/approach A data set relating to 20 European professional football clubs that combines financial (revenues and costs), sporting, and digital-reach measures for three consecutive football seasons (2013/2014 to 2015/2016) was used. In addition, to elaborate on this data in terms of a descriptive study, the study constructs a range of correlation statistical tests and linear modeling techniques to obtain quantitative results. Findings The results indicate that all the three main sources of club revenues (match-day, commercial/sponsorship, and broadcasting) are positive drivers for Facebook followers. Staff investments (staff costs) are also positively related to Facebook followers, albeit to a lesser extent, while higher-ranked clubs seem to follow a constant approach in terms of their revenues and cost structure. Originality/value This study seeks to bridge the communication and sport economic research, providing evidence that Facebook followers are part of the cyclical phenomenon of team revenues and team performance. In doing so, it initiates a debate on the relationship between the digital expansion of a football club and its sports and financial indicators.

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Itolmasova, Zarina. "GOALS AND CONTENT OF LANGUAGE TRAINING OF SPECIALISTS IN RUSSIAN HIGHER EDUCATION." European International Journal of Pedagogics 4, no. 11 (2024): 217–20. https://doi.org/10.55640/eijp-04-11-44.

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In this article, we will talk about the socio-economic importance of higher professional education, the scientific research carried out to increase its status and effective strategies for its improvement, the innovative paradigm of higher education, the role and necessity of higher professional education in the formation of the intellectual elite of society. will go. Also, the issue of the linguistic component of the block of humanities, which determines the content of the comprehensive training of specialists in this field, and the integrated scientific and methodological concept of teaching students to professional speech communication are discussed.

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Khryk, Vasyl. "PROFESSIONAL COMPETENCIES OF FUTURE FORESTRY PROFESSIONALS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 50–58. http://dx.doi.org/10.31499/2307-4906.1.2022.256174.

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The article reveals the essence of professional competencies of future forestry specialists and requirements for training of the future specialists (including the forestry ones) in three groups: society, employer, state – depending on who nominates them and for what purpose, it is in the “area of immediate interest”. It establishes that the general competencies of future forestry specialists include general cultural and professional ones. It also reveals that general cultural competencies include: awareness of the social significance of their future profession, high motivation to perform professional activities; ability to analyze socially significant problems and processes; the ability to imagine the modern picture of the world, to be guided by the values of life, culture, etc. It is established that the professional competencies of the future forestry specialist, depending on the specifics of his professional activity include: professional communication, management, environmental, research field, information. It proves that the essential characteristics of the professional competence of the future forestry specialist are: integrated characterization of personal qualities (mastery of thinking culture, ability to generalize, analyze, perceive information, set goals and choose ways to achieve them); mastering the knowledge and skills necessary to work in the specialty; developed cooperation with colleagues (willingness to cooperate, teamwork); unity of combination of knowledge, abilities, and attitudes (ability to logically correct, reasoned and clearly build oral and written language); the ability to do something good, effectively with a high degree of self-regulation, self-reflection, self-esteem; quick, flexible and adaptive response to the dynamics of circumstances and the environment (the ability to find organizational and managerial solutions in unusual situations and the willingness to take responsibility for them). Keywords: forestry education; professional competencies; requirements; forestry industry; training; future specialists; professionally significant qualities; forestry; professional activity.

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Brennan, Barrie. "School Psychologists as Professionals." Australian Educational and Developmental Psychologist 7, no. 2 (1990): 16–21. http://dx.doi.org/10.1017/s0816512200026158.

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ABSTRACTThe article discusses the occupational status of school psychologists, and the implications of that status. The question as to whether school psychologists are professionals is quickly dealt with. They are. Then questions are raised concerning problems in professional practice in contemporary Australia, and possible sources of support for the professional in his or her own practice. Continuing professional education (CPE) is suggested as the means of supporting professionals, such as school psychologists, in their practice. Three bases for the type of CPE being advocated are suggested: professional practice; a consortium for provision; clearly defined goals. The perspective of the article is that of all professionals working in Australia. Experience and research in other professions in Australia and from overseas are related to the professional practice of school psychologists in Australia.

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Povaryonkov, Yuri P. "Systemogenetic approach to the analysis of a professional’s career goals." Yaroslavl Pedagogical Bulletin 3, no. 120 (2021): 118–26. http://dx.doi.org/10.20323/1813-145x-2021-3-120-118-126.

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The purpose of this study is to identify and analyze the psychological structure of career goal-setting (goal-setting) as a type of metaprofessional activity of the subject of career development and professionalization in general. The psychological analysis of the structure of goal formation is carried out from the standpoint of the basic principles of the systemic genetic approach developed in the works of V. D. Shadrikov. The article provides a psychological definition of the concept of «professional career» from the standpoint of the activity approach. It is shown that a career as a type of meta-professional activity includes the design (orientation) stage and the implementation (execution) stage. Within the framework of the first stage, the motives, goal and plan of a professional career are designed and determined, the implementation of which is carried out at the second stage. The author gives a detailed definition of the concept of a professional's career. It has been established that in the course of career design, the leading role is assigned to the formation of a career goal, which unfolds in the form of goal-setting (goal-setting). The article defines the concept of career goal-setting, highlights its structural components, discloses their psychological content and structural – functional connections. Based on the classification of A. I. Prigogine, the author reveals the specifics of career goal-setting motivation, the analysis of which makes it possible to determine the reasons prompting a professional to design specific goals and sub-goals of his own career. The article defines the concept of the information basis of career goal-setting. It is considered as a systemic complex of information about objective and subjective factors that must be taken into account in the process of career goal-setting. they affect his success. The article concretizes the concepts of goal and career goal-setting plan, clarifies the specifics of such a component of this type of activity as «decision-making». Theconcept of career important qualities of a professional is defined as a subsystem of career goal-setting, prospects for its psychological analysis are outlined.

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Yang, Yongbing, Lin Zhang, and Bo Li. "Exploration of Talent Training in Medical Beauty Technology under the Dimension of “Dual System” Vocational Education Teaching." Yixin Publisher 1, no. 6 (2023): 13–22. http://dx.doi.org/10.59825/jet.2023.1.6.13.

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Vocational colleges are the main channel for cultivating talents in the medical beauty industry. After conducting research on some medical beauty clinics in Kunming, Qujing, Nanning and other cities, it was found that currently, medical beauty technology professionals trained solely in schools either have practical abilities but lack professional theoretical knowledge, or learn widely and have broad skills but not precise. Their professional competence is not high, and their lack of professional dedication makes it difficult to meet their employment needs. From the perspective of the “dual system” vocational education teaching dimension in Germany, it is possible to establish a medical beauty technology professional talent training institution with schools and enterprises as the main body of education, and both schools and enterprises jointly undertake the responsibility of education; According to the requirements of national vocational education, combined with factors such as the employment situation and professional qualifications of medical beauty technology professionals, professional settings, design of education system guarantees, and teaching management measures are carried out; Based on professional settings, educational system guarantees, and teaching management measures, the dual goals of talent cultivation are jointly formulated by schools and enterprises; Focusing on talent cultivation goals, innovating the curriculum system and teaching mode based on career needs and action orientation, implementing the integration of courses and certificates based on vocational qualifications, and supervising students to participate in qualification exams and graduation exams, we aim to explore the training methods for medical beauty technology professionals in vocational colleges and promote the cultivation of talents in China’s medical beauty industry.

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Klepper, Betty. "Long-term career goals for professional women in agriculture." Journal of Agronomic Education 15, no. 1 (1986): 29–33. http://dx.doi.org/10.2134/jae1986.0029.

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Roth, Linda M., and Susan A. Esdaile. "Action Research: A Dynamic Discipline for Advancing Professional Goals." British Journal of Occupational Therapy 62, no. 11 (1999): 498–506. http://dx.doi.org/10.1177/030802269906201105.

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Barbieri, Robert L., Michael Tesoro, and Fredric D. Frigoletto. "Twin Goals: Continuing Professional Development and Improved Patient Care." Obstetrics & Gynecology 109, no. 2, Part 1 (2007): 435–40. http://dx.doi.org/10.1097/01.aog.0000252713.24737.9a.

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Louws, Monika L., Klaas van Veen, Jacobiene A. Meirink, and Jan H. van Driel. "Teachers’ professional learning goals in relation to teaching experience." European Journal of Teacher Education 40, no. 4 (2017): 487–504. http://dx.doi.org/10.1080/02619768.2017.1342241.

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Sweeney, Breda, and Clodagh McGarry. "Commercial and Professional Audit Goals: Inculcation of Audit Seniors." International Journal of Auditing 15, no. 3 (2011): 316–32. http://dx.doi.org/10.1111/j.1099-1123.2011.00437.x.

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Selivanova, Z. K. "The Life Goals and Professional Preferences of Older Adolescents." Sociological Research 58, no. 3-4 (2019): 106–11. http://dx.doi.org/10.1080/10610154.2019.1792234.

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Bey, Theresa M. "Complete Procedural Record: Helping Beginning Teachers Set Professional Goals." Clearing House: A Journal of Educational Strategies, Issues and Ideas 59, no. 8 (1986): 366–68. http://dx.doi.org/10.1080/00098655.1986.9955692.

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Clark, John. "Patient-Centered Practice: Aligning Professional Ethics with Patient Goals." Seminars in Hearing 28, no. 3 (2007): 163–70. http://dx.doi.org/10.1055/s-2007-982897.

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Sutton, Halley. "Honestly evaluate staff goals to build professional development pathways." Dean and Provost 19, no. 6 (2018): 8. http://dx.doi.org/10.1002/dap.30421.

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Sutton, Halley. "Honestly evaluate staff goals to build professional development pathways." Recruiting & Retaining Adult Learners 20, no. 5 (2018): 9. http://dx.doi.org/10.1002/nsr.30320.

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Sutton, Halley. "Honestly evaluate staff goals to build professional development pathways." Successful Registrar 17, no. 12 (2018): 8. http://dx.doi.org/10.1002/tsr.30395.

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Sutton, Halley. "Honestly evaluate staff goals to build professional development pathways." Enrollment Management Report 21, no. 12 (2018): 9. http://dx.doi.org/10.1002/emt.30397.

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Sutton, Halley. "Honestly evaluate staff goals to build professional development pathways." Disability Compliance for Higher Education 23, no. 7 (2018): 8. http://dx.doi.org/10.1002/dhe.30391.

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Sutton, Halley. "Honestly evaluate staff goals to build professional development pathways." Campus Security Report 14, no. 10 (2018): 7. http://dx.doi.org/10.1002/casr.30345.

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Nenn, Kerry. "Volunteer Your Time While Meeting Your Personal, Professional Goals." Volunteer Management Report 28, no. 7 (2023): 8. http://dx.doi.org/10.1002/vmr.32118.

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Njingang Mbadjoin, Théodore, and Rawad Chaker. "Les liens entre les objectifs de formation, les facteurs sociodemographiques et la reussite chez des participants a un MOOC professionnalisant." McGill Journal of Education 56, no. 1 (2022): 149–70. http://dx.doi.org/10.7202/1087053ar.

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This article explores the success factors in a professional Massive Open Online Course (MOOC). On the one hand, we are investigating whether professional goals, success goals, and certification goals are linked to success. On the other hand, we seek to verify whether socio-professional, demographic factors or the time available for training are also linked to success. Our results show that external factors such as gender, occupational group, being employed or not, and availability influence success in continuing online education, rather than conative factors related to professional and learning goals. These results underline the importance of ecological elements in the educational accomplishment in a training situation.

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Tleuzhanova, G. K., A. A. Palina, and E. A. Uteubaeva. "Conditions for the formation of professional identity of students — future foreign language teachers." Bulletin of the Karaganda University. Pedagogy series 105, no. 1 (2022): 161–67. http://dx.doi.org/10.31489/2022ped1/161-167.

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The authors of the article reveal the topic of the formation of the professional identity of students — future foreign language teachers — in the context of higher professional education system. The paper considers the elements of identity, which are goals, values, and beliefs. It presents the spheres in which identity is realized, namely profession, religion, politics, and social roles. The authors reflect the emotional and behavioral levels at which identity is expressed. They also reveal personal and professional needs according to A. Maslow’s hierarchical pyramid of needs, in which being satisfied brings a person closer to his self-actualization, selfrealization in his professional practice. The paper presents the characteristics of three components of professional identity (according to L.B. Schneider): cognitive, emotional, and behavioral; which form its structure. Besides these, the article presents the developed pedagogical conditions that contribute to the formation of professional identity of students — future foreign language teachers. The main emphasis of the developed conditions was made on the idea of transforming the academic process of future foreign language teachers which develops the three components of students’ professional identity, namely: raising high motivation for self-reflection and self-development, nourishing professional knowledge and beliefs that contribute to students’ self-determination as professionals, and modeling pedagogical situations that develop the ability to set professional goals, solve problems and tasks and elaborate their own style of interaction with others.

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Zamurueva, N. A. "MULTICULTURAL EDUCATION: CONCEPT, GOALS AND OBJECTIVES." Education and Science without Limits: Fundamental and Applied Researches, no. 10 (November 25, 2019): 256–57. http://dx.doi.org/10.36683/2500-249x-2019-10-256-257.

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In the modern world, there are practically no mono-ethnic countries. Multicultural education, as a complex multidimensional concept, combines different approaches to solving problems related to racial, ethnic, cultural heterogeneity of modern society. It is an integral part in the system of general and professional education.

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Militello, Jacqueline. "Networking in the Time of COVID." Languages 6, no. 2 (2021): 92. http://dx.doi.org/10.3390/languages6020092.

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This study examines how during COVID professionals in the financial sector in Hong Kong experienced adaptations to previous ways of networking and what the material outcomes were. Becoming acquainted traditionally relies heavily on face-to-face interaction to advance and cement feelings of trust that eventually lead to successfully concluded transactions. Using linguistic ethnography, I interviewed 36 professionals about networking during COVID. For all three aspects of networking (creating, cultivating, and utilizing relationships for attaining professional goals), participants indicated significant changes as embodied co-present interactions all but ceased and were replaced by computer-mediated communication, including video platforms such as Zoom. Many, but not all, participants indicated that they had made either no new, or a greatly decreased number of new professional acquaintances, compared to pre-COVID times. The cues that would be present in face-to-face interaction were largely viewed as essential for establishing trust in deepening relationships and achieving professional goals such as concluding transactions. There were some compensatory affordances such as more ‘objective’ evaluations and equalization for those in more peripheral geographic locations. The material outcomes were that, for most, new relationships were significantly handicapped, resulting in networks in a state of stasis, a situation that privileged extant connections and those with strong professional networks.

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Kasimova, Ramilya, and Gulfiia Parfilova. "Professional Standard of a Teacher in Extended Education: Goals and Implementation Issues." ARPHA Proceedings 1 (November 5, 2019): 309–14. https://doi.org/10.3897/ap.1.e0291.

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In the modern world, scientific and technological progress, the development of production and technology, as well as the changing labor market require the constant development of the professional skills and competences of an employee. Qualification directories, in turn, gradually become obsolete: neither they do not have any new professions at all nor their description does not correspond to reality. This is why it is needed to change the current system of qualifications by changing the system of professional standards. The need to develop and introduce professional standards was determined by Presidential Decree No. 597 of May 7, 2012 "On Measures to Implement State Social Policy." In accordance with this order, the professional standard is defined as a characteristic of a qualification necessary for the employee to perform a certain type of professional activity and is applied by: - employers when forming HR policy and management, in the organization of training and certification of employees, the development of job descriptions, work rats, the confement of tariff categories to employees and the establishment of wage systems, taking into account the specifics of work organization, labor and management; - educational organizations of professional education when developing professional educational programs; - in terms of developing federal state educational standards for vocational education according to established procedure. The implementation of a professional standard also affects the system of extended education. (Order of the Ministry of Labor and Social Protection of the Russian Federation of September 8, 2015 No. 613N "On the Approval of the Professional Standard" Teacher of Extended Education for Children and Adults, "an order of the Deputy Minister of Education and Science of the Russian Federation V. Kaganov of April 29, 2016). The paper presents the results of a survey of teachers working in extended education in Kazan. The research objective is to study the teachers` opinion about implementing professional standard in their work, career growth and professional development with the help of our special questionnaire.

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Farhan Saputra. "Leadership, Communication, and Work Motivation in Determining the Success of Professional Organizations." Journal of Law, Politic and Humanities 1, no. 2 (2021): 59–70. http://dx.doi.org/10.38035/jlph.v1i2.54.

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An organization is said to be professional if several indicators indicate the organization is professional. The leadership that regulates or manages the organization is the first indicator of an organization’s professionalism because, without leadership, the organization cannot run and achieve its goals. Then after leadership, there are indicators of communication as a determinant and the professionalism of an organization. Moreover, another critical factor in professional organizations is work motivation, which if an organization has good motivation or goals, the organization will achieve its goals quickly. In his study, a literature review study was produced. This review article is Leadership, Communication, and Work Motivation in determining the success of Professional Organizations. The results of this library research are that: 1) Leaderhip determines the success of Professional Organizations; 2) Communication determines the success of Professional Organizations; 3) Work Motivation determines the success of Professional Organizations.

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Soloviev, Victor P., and Tatyana A. Pereskokova. "Management of Goals in Vocational Education Organizations." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2023): 7–17. http://dx.doi.org/10.20339/am.01-23.007.

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In the article is considered the problem of using the principle of management by goals in professional education organizations in accordance with the requirements of a number of directive government documents. Shown that educational organizations are “captivated” by prescribed accreditation indicators. The analysis of development programs up to 2030 of some technical universities is carried out. Attention is drawn to the absence in the development programs of solving the problems of branches, distance learning, secondary vocational education. It is recommended to pay attention to the domestic university experience of training engineering personnel. Doubts are expressed about the achievement of the set goals for preparing students for modern professional activity when switching to the model 2+2+2. The expediency of using interactive learning in teachers' classrooms is shown.

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Çetin, Güler, and Altay Eren. "Turkish prospective teachers’ professional goals, beliefs about the attainability of these goals, identities, and possible selves." Asia Pacific Education Review 20, no. 3 (2018): 423–47. http://dx.doi.org/10.1007/s12564-018-9561-6.

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Pustovit, Hryhorii. "SOCIAL CONTEXT OF FORMATION HEALTH-SAVING COMPETENCE OF FUTURE BACHELORS OF PHYSICAL THERAPY." Social work and social education, no. 1(10) (May 31, 2023): 163–71. http://dx.doi.org/10.31499/2618-0715.1(10).2023.282283.

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The article on the basis of theoretical analysis of the issue under investigation is defined different approaches to the hierarchy goals of professional training of future bachelors of physical therapy in higher education institutions. These include social goals, general and theoretical goals of professional education; goals of studying certain professional or special disciplines; goals of studying additional courses; goals of particular sections and topics; goals of particular training sessions. Considering the social context of the organization professional training of future bachelors of physical therapy in higher education institutions are identified and characterized by five leading conceptual provisions on the formation of health-saving competence to the future bachelors of physical therapy as a pedagogical system. The article highlights and characterizes the requirements for the readiness of the teachers of higher education institutions for the implementation of quality professional training of future bachelors of physical therapy directed at the formation of their health-saving competence: formed professional, general cultural, and humanitarian, civil and social, information and communication competence, creativity, innovation, entrepreneurship, and financial literacy. In the article is established that the function of the health-saving environment in higher education institutions is the formation of the health-saving competence in future bachelors of physical therapy in combination with didactic, educational, stimulating, and psychological functions. The paper establishes that it is the social context for the formation of health-saving competence is a certain indicator of the processes of socialization in future bachelor of physical therapy in higher education institutions.

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Kostina, Ludmyla. "Teacher Professional Development Strategies in Australian Government and Professional Associations Documents." Comparative Professional Pedagogy 5, no. 1 (2015): 120–26. http://dx.doi.org/10.1515/rpp-2015-0031.

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Abstract Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve secondary school teacher professional expertise in Australia. These are initiatives approved by Australian specific organizations at government and non-government levels. The author describes the goals and directions of secondary school teacher government support and government strong requirements for teacher professional learning. The article also considers the role of Australian professional education organizations in teacher professional growth. The analysis of the goals is carried out by means of government and professional education organizations documents. The author reports that social context of secondary school teacher professional development in Australia is provided through government education institutions. In support of this fact there is a range of government projects, programmes and documents approved at international and national levels and aimed to encourage lifelong quality teacher development. Furthermore, teacher professional development support is also organized by various Australian professional associations that work collaboratively. Moreover, these associations are not only focused on teacher professional development national standards, requirements and forms but global trends in professional learning and performance.

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XIN, HUILI. "LEGAL PROFESSIONAL ETHICS EDUCATION IN CHINESE COLLEGES AND UNIVERSITIES FROM THE PERSPECTIVE OF EDUCATIONAL ETHICS." ECONOMIC PROBLEMS AND LEGAL PRACTICE 19, no. 1 (2023): 30–39. http://dx.doi.org/10.33693/2541-8025-2023-19-1-30-39.

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To carry out legal professional ethics education for law students is the common requirement of social order, professional attributes and integrity of moral education. Meaningful legal professional ethics education is not simply the imposition of ethics, but the development of higher value goals and the teaching of ways to achieve ethical goals, and realize the coordination of the relationship between the internal and external value of the moral subject, the individual morality and the professional ethics, and the actualization of legal professional ethics education in legal professional ethics education rationalization.

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Benauer, Maria. "“You May Think You Are Alone, But You Are Not”: A Personal Statement on Embracing Failure as Part of Archival Practice." Comma 2022, no. 2 (2022): 331–43. https://doi.org/10.3828/coma.2022.26.

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It is easy to tell others about graduation days, dissertation awards, job offers, fellowships, or first days. However, what about the hours spent on anxiety about not getting a foot into the door? The doubts that it might never work out in the end? The news that it eventually did not work out for some friends in the end? The feeling of low-paid or even volunteer work “opportunities”? The financial pressure of archival education, and its lifelong impact? The enthusiasm of writing job applications and the hurt of job rejections? Overall, these events and feelings also make up life. Failure is an important part of professional life, and so is rethinking and realigning goals. This article is the story of my first big professional crisis, how I have overcome it, and how this experience has shaped my professional identity. I hope that it will be an encouragement for professionals at all career levels who decide to change their goals in order to follow their archival calling.

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KURYSHZHAN, Aliya, Karlygash KHAMZINA, Gulmira SAGATOVA, and Karlygash NURZHANOVA. "Goals and Objectives of Professional Training in the Kazakh Language." Trudy Universiteta, no. 4 (2021): 18–23. http://dx.doi.org/10.52209/1609_1825_2021_4_18.

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Graebe, Jennifer. "Leveraging Continuing Professional Development to Meet Your Organizationʼs Strategic Goals". JONA: The Journal of Nursing Administration 48, № 7/8 (2018): 353–54. http://dx.doi.org/10.1097/nna.0000000000000627.

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