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Journal articles on the topic 'Professional Integration'

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Published: 4 June 2021
Last updated: 21 September 2024

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1

Yu, Hongyang, and Veronika Pisarenko. "RETROSPECT AND PROSPECT: THE HISTORY OF CHINESE TEACHER PROFESSIONAL DEVELOPMENT MODEL." World of academia: Culture, Education, no. 9 (November 30, 2023): 65–71. http://dx.doi.org/10.18522/2658-6983-2023-9-65-71.

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The teacher professional development model is an important part of teacher education and the key aspect in developing teacher’s individual style, consolidating their professional knowledge, and improving their teaching methods. In retrospect to value connotations, the article explores the evolutionary characteristics of the macro design from governmentled to multi-subject collaboration, the development of teacher groups from scattered groups to integration, and the development of individual teachers from passive to active professionals. As for the prospective view, the authors claim the need to deepen the reform of the teacher professional development model by innovations from the governmental macro-regulation of teacher professional development policies, strengthening the integration concept of teacher professional development model, and integrating the elements of the teacher professional development model, as well as improving teachers’ knowledge, teaching techniques, and reflection on teaching
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2

Neiterman, Elena, and Ivy Lynn Bourgeault. "Professional integration as a process of professional resocialization: Internationally educated health professionals in Canada." Social Science & Medicine 131 (April 2015): 74–81. http://dx.doi.org/10.1016/j.socscimed.2015.02.043.

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3

Khryk, Vasyl. "FORMATION OF READINESS OF FUTURE FORESTRY SPECIALISTS FOR PROFESSIONAL ACTIVITY BASED ON META-SUBJECT INTEGRATION IN CLASSROOM AND EXTRACURRICULAR ACTIVITIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 6–15. http://dx.doi.org/10.31499/2307-4906.2.2022.262818.

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The article reveals the problem of the formation of readiness of future forestry specialists for professional activity on the basis of meta-subject integration in classroom and extracurricular activities. It is established that the training of future forestry specialists is based on the idea of integrating the efforts and capabilities of different objects and subjects of professional training, which provides for the interconnection of classroom and extracurricular activities. It is revealed that the effectiveness of training of future forestry specialists in classroom and extracurricular activities was provided by meta-subject integration which is the integration of educational material of disciplines of different scientific fields, synthesis of knowledge, skills, and competencies of higher education. It is proved that conducting integration classes on the basis of active teaching methods with the involvement of subject teachers allows to implement an integrative approach and to promote the readiness of future forestry professionals to work according to the following criteria: motivational-personal, cognitive-informational, and effective-practical. The use of methods of a problem statement, problem-solving and project method, etc. in the process of training allows considering potential possibilities of software on the basis of real, significant for the specialist of forestry professional situations, promoting the development of readiness.It is established that the formation of readiness of future forestry professionals for professional activities is achieved through the use of such forms and methods of organizing the educational process in classroom work as business games, defense of creative projects, case studies, teamwork, group discussions, independent work, and more. It is revealed that the current forms of extracurricular activities are electives, various forms of group and club work, quizzes, competitions, exhibitions, expeditions, tourist trips, tourist clubs, professional competitions, professional skills tournaments, and professional career passport development. A special place is given to manufacturing practice. Keywords: formation; readiness; future specialists; forestry; professional activity; meta-subject integration; forms; methods; classroom and extracurricular activities.
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Humenna, N. V. "INTERDISCIPLINARY INTEGRATION IN THE PROFESSIONAL TRAINING OF MEDICAL INDUSTRY PROFESSIONALS." Innovate Pedagogy 18, no. 1 (2019): 121–26. http://dx.doi.org/10.32843/2663-6085-2019-18-1-26.

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Cheng, Chi-Ying, and Cathleen Clerkin. "Female Professionals' Gender-Professional Identity Integration (G-PII) and Creativity." Academy of Management Proceedings 2015, no. 1 (January 2015): 14576. http://dx.doi.org/10.5465/ambpp.2015.14576abstract.

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6

Abreu, B. C. "Professional Identity and Workplace Integration." American Journal of Occupational Therapy 60, no. 5 (September 1, 2006): 596–99. http://dx.doi.org/10.5014/ajot.60.5.596.

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7

Kalyniuk, Natalia, Nadiia Humenna, and Taras Kadobnyi. "Features of achieving the program learning outcomes in the training process of the medical students." Engineering and Educational Technologies 10, no. 3 (September 30, 2022): 43–51. http://dx.doi.org/10.30929/2307-9770.2022.10.03.04.

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Abstract. It is substantiated that one of the effective ways to improve the quality of education is interdisciplinary integration. The interdisciplinary approach based on the new educational standards presupposes, first of all, the ability of the medical education seeker to solve problems and take responsibility; act in an unstable context; motivation of students to study a certain discipline, thorough understanding and comparison; application of the acquired knowledge in practice; broadening the horizons, increasing the independence and creativity of future medical professionals; integration of the acquired knowledge, skills and abilities into one whole and perception of the material mastered during all training as inseparable unity. Methodological aspects of training a future medical specialist in the system of higher professional education in the conditions of interdisciplinary integration are considered. The main directions of improving the professional training of medical students on the basis of integration of different approaches are identified. The importance of applying interdisciplinary integration in the training of future medical professionals on the example of a combination of clinical, bioethical and legal knowledge is substantiated. The issue of application of interdisciplinary integration in the training of medical students is covered. The factors of optimization of the process of training future medical specialists on the basis of interdisciplinary connections are considered. It is shown that the application of interdisciplinary integrative technologies provides grounds for the formation and development of future medical professionals in the field of analytical and critical thinking, which is the key to improving the quality of medical education. It is proved that the professional training of future specialists in the medical field is in dynamic development, which is due to the priority of improving the quality of medical education. It was found that the effectiveness of the integration approach in the training of future medical professionals, in order to improve the quality of their education, requires improvement of the methodological concept in the development of educational and methodological complex of professional training on the basis of interdisciplinary integration. This can be ensured by considering the following factors: social demands for professional activity; the specifics of training at clinical departments and the peculiarities of mastering non-core disciplines; providing scientific, informational and methodological support of the educational process; formation and development of future medical professionals of analytical and critical types of thinking. The proposed will ensure high-quality readiness of future medical professionals for their professional activities. Key words: program learning outcomes, higher education, medical student, interdisciplinary integration, professional training, quality of education.
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8

Egerau, Anca. "PROFESSIONAL INTEGRATION AND CAREER DEVELOPMENT - BETWEEN NECESSITY AND REALITY." Journal Plus Education 19, no. 1/2018 (2017): 66–76. http://dx.doi.org/10.24250/jpe/1/2018/ae.

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9

Jesus Valle Rivera, Jose, and Nadia Serrano Herreria. "The Professional Performance of the Teacher of Pedagogical Careers with a Technical Profile in the Integration of ICT to the Professional Pedagogical Process." International Journal of Information and Communication Sciences 7, no. 2 (July 13, 2022): 43–47. http://dx.doi.org/10.11648/j.ijics.20220702.12.

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The use of Information and Communication Technologies (ICT) is becoming increasingly evident and necessary for updating, streamlining and disseminating professional training processes. Higher education is not exempt from this situation, so its institutions must provide methodological preparation and professional development in this regard. Consequently, there is a need to develop in teachers an improvement that enables the improvement of professional performance by integrating ICT into the professional pedagogical process. The following article addresses in its generality, some of the theoretical references that support the professional performance of the professor of pedagogical careers with a technical profile in the integration of ICTs into the professional pedagogical process, from which it exposes the definition of this process in the pedagogical careers of technical profiles. It is the result of the theoretical systematization carried out on the contents around the use of technologies in the training of education professionals in specialties of this type. In this way, it proposes to the interested researcher, to reflect on the particularities of professional performance, taking into account the integration of ICT, as well as the potential that these offer for its improvement.
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10

Løken, Therese Dwyer, Marit Kristine Helgesen, Halvard Vike, and Catharina Bjørkquist. "Being bound and tied by the ropes of frugality: a case study on public management values and service integration." Journal of Health Organization and Management 36, no. 9 (March 16, 2022): 95–111. http://dx.doi.org/10.1108/jhom-10-2020-0401.

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PurposeNew Public Management (NPM) has increased fragmentation in municipal health and social care organizations. In response, post-NPM reforms aim to enhance integration through service integration. Integration of municipal services is important for people with complex health and social challenges, such as concurrent substance abuse and mental health problems. This article explores the conditions for service integration in municipal health and social services by studying how public management values influence organizational and financial structures and professional practices.Design/methodology/approachThis is a case study with three Norwegian municipalities as case organizations. The study draws on observations of interprofessional and interagency meetings and in-depth interviews with professionals and managers. The empirical field is municipal services for people with concurrent substance abuse and mental health challenges. The data were analyzed both inductively and deductively.FindingsThe study reveals that opportunities to assess, allocate and deliver integrated services were limited due to organizational and financial structures as the most important aim was to meet the financial goals. The authors also find that economic and frugal values in NPM doctrines impede service integration. Municipalities with integrative values in organizational and financial structures and in professional approaches have greater opportunities to succeed in integrating services.Originality/valueApplying a public management value perspective, this study finds that the values on which organizational and financial structures and professional practices are based are decisive in enabling and constraining service integration.
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11

Kalyniuk, Natalia Mykolayvna. "On the question of training of future medical specialists on the basis of interdisciplinary integration." Engineering and Educational Technologies 8, no. 2 (June 30, 2020): 44–52. http://dx.doi.org/10.30929/2307-9770.2020.08.02.04.

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It is substantiated that one of the effective ways to improve the quality of education is interdisciplinary integration. The interdisciplinary approach based on the new educational standards presupposes, first of all, the ability of the medical education seeker to solve problems and take responsibility; act in an unstable context; motivation of students to study a certain discipline, thorough understanding and comparison; application of the acquired knowledge in practice; broadening the horizons, increasing the independence and creativity of future medical professionals; integration of the acquired knowledge, skills and abilities into one whole and perception of the material mastered during all training as inseparable unity. Methodological aspects of training a future medical specialist in the system of higher professional education in the conditions of interdisciplinary integration are considered. The main directions of improving the professional training of medical students on the basis of integration of different approaches are identified. The importance of applying interdisciplinary integration in the training of future medical professionals on the example of a combination of clinical, bioethical and legal knowledge is substantiated. The issue of application of interdisciplinary integration in the training of medical students is covered. The factors of optimization of the process of training future medical specialists on the basis of interdisciplinary connections are considered. It is shown that the application of interdisciplinary integrative technologies provides grounds for the formation and development of future medical professionals in the field of analytical and critical thinking, which is the key to improving the quality of medical education. It is proved that the professional training of future specialists in the medical field is in dynamic development, which is due to the priority of improving the quality of medical education. It was found that the effectiveness of the integration approach in the training of future medical professionals, in order to improve the quality of their education, requires improvement of the methodological concept in the development of educational and methodological complex of professional training on the basis of interdisciplinary integration. This can be ensured by taking into account the following factors: social demands for professional activity; the specifics of training at clinical departments and the peculiarities of mastering non-core disciplines; providing scientific, informational and methodological support of the educational process; formation and development of future medical professionals of analytical and critical types of thinking. The proposed will ensure high-quality readiness of future medical professionals for their professional activities.
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12

Alrabie, Nour. "Integrating professionals in French multi-professional health homes: Fostering collaboration beyond the walls." Health Services Management Research 33, no. 2 (June 27, 2019): 86–95. http://dx.doi.org/10.1177/0951484819858828.

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Current evidence of the effectiveness of multi-disciplinary co-location for healthcare integration is mixed. This case study investigates a territorial healthcare project that is implemented across four French rural healthcare practices that co-locate multi-disciplinary healthcare practitioners. Two levels of collaboration were identified: (i) local, intra-team collaboration (i.e., care and prevention) and (ii) territorial, inter-team collaboration (i.e., patient therapeutic education and knowledge sharing). An analysis of 50 interviews with healthcare professionals uncovers important aspects of successful multi-disciplinary collaboration, which is an intermediary between co-location and care integration. By highlighting the social dimension of care integration, with a specific focus on the professional component of interpersonal integration, this study expands the theory of care integration by identifying three antecedents of multi-disciplinary collaboration: (i) prior general practitioner joint-practice experience, (ii) professional impetus (i.e., initiated by practitioners) and (iii) general practitioner peer group membership. Successful multi-disciplinary co-location and, in turn, collaboration offer a range of benefits to both patients and practitioners and advance progress towards promising perspectives, such as local competence transfer and territorial contagion.
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13

Duan, Jinkai. "Research on the Integration Paths and Strategies of Professional Education and Innovation and Entrepreneurship Education under the Perspective of “Kecheng-Sizheng”: A Case Study of Basic Information Technology Application Course." Yixin Publisher 2, no. 4 (April 30, 2024): 141–46. http://dx.doi.org/10.59825/jet.2024.2.4.141.

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The effective integration of professional education and innovation and entrepreneurship education has become key to enhancing educational quality and meeting societal demands. This paper takes the “Basic Information Technology Application Course” as an example, discussing the paths and strategies for integrating professional education with innovation and entrepreneurship education under the course ideology and politics perspective. It summarizes the existing problems between professional education and innovation and entrepreneurship education, and proposes specific integration paths: reconstructing course objectives by integrating ideological elements with professional skills; optimizing course content by incorporating knowledge related to innovation and entrepreneurship; and improving assessment mechanisms to focus on a comprehensive evaluation of students’ abilities and accomplishments. The paper also explores specific teaching strategies, such as gamification, simulation, project-based, seminar-style, and case study teaching, aiming to cultivate students’ professional interest, work ethics, moral values, teamwork, and problem-solving skills. This contributes to deepening the integration of professional knowledge with innovative and entrepreneurial capabilities, providing a direction for modernizing education and promoting comprehensive student development.
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14

Tousijn, Willem. "Integrating health and social care: Interprofessional relations of multidisciplinary teams in Italy." Current Sociology 60, no. 4 (June 22, 2012): 522–37. http://dx.doi.org/10.1177/0011392112438335.

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Integrating health and social care has been a major objective of recent policy reforms in Italy. Integration has been implemented on three levels, namely institutional, organizational and professional. At the professional level multiprofessional teams have been created or adapted (if existing) in several areas, including among others, care of the elderly, the disabled and the addicted. This article discusses the findings of an empirical study based on 57 interviews with managers and members of community-based, multiprofessional teams in the Turin area, Italy. The topics addressed include the effects of integration on the traditionally dominant role of the medical profession, on relationships between professionals and managers and on work organization and interprofessional strains. The findings point to a more balanced role of medicine and other professions than before the policy reforms, and to a reconsideration of the managerialism–professionalism dichotomy, since professionals tend to capture managerial work and co-opt it into a new professionalism.
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15

Cifuentes, Lauren, Gerri Maxwell, and Sanser Bulu. "Technology Integration Through Professional Learning Community." Journal of Educational Computing Research 44, no. 1 (January 2011): 59–82. http://dx.doi.org/10.2190/ec.44.1.d.

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16

JESSON, JILL, ASIA RASHID, and KEITH WILSON. "Professional integration within health centre pharmacies." International Journal of Pharmacy Practice 9, S1 (September 2001): 41. http://dx.doi.org/10.1111/j.2042-7174.2001.tb01101.x.

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17

Anderson, Lisa Marie. "Toward professional integration in the humanities." Arts and Humanities in Higher Education 10, no. 1 (February 2011): 103–19. http://dx.doi.org/10.1177/1474022210389143.

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Agustin, Chona Pajarillo. "Work Integration on the Family Life of Professional Working Mothers." International Journal of Psychosocial Rehabilitation 24, no. 3 (February 28, 2020): 2290–303. http://dx.doi.org/10.37200/ijpr/v24i3/pr200977.

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19

Романченко, М., M. Romanchenko, Б. Филиппов, and B. Filippov. "Innovative Approach to the Integration of Federal State Standard and Professional Standard." Profession-Oriented School 6, no. 1 (March 5, 2018): 51–58. http://dx.doi.org/10.12737/psh_1_2018_6.

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The article presents a study of the problems of integrating Federal state and professional standards in the training of specialists with secondary vocational education institutions. Federal state standard of new generation set up for the teachers of special disciplines of secondary vocational education institutions the problem of creating conditions to ensure the implementation of standard requirements to results of education, and the formation of professional competencies with the purpose of achievement of the standard of professional education. The process of implementing these requirements is complicated by the diff erent approaches to FSS and professional standard. The study is based on a practical methodology that focuses on solving practical problems and purposeful transformation of vocational training programmes, to ensure integration of FSS and professional standards in the training of specialists. The article provides an example of integration of requirements of the FSS and professional standards on the basis of professional educational organizations. The results consist in the description of the experience of the competence approach to organization of educational process, integration of standards by the example of one educational institution. This experience is applicable in any professional educational organization, regardless of the provisioning profile. The authors observed the diff erential nature of the main types of professional competencies of the FSS and the integrative nature of job functions of the professional standard, the necessity of designing professional modules having leading nature. The article describes the experience of integrating the standards applicable in any professional educational organization, regardless of the provisioning profile.
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Kravchyna, Tetiana. "Benchmarks for developing future socionomic professionals’ pedagogical reflection via foreign language training." Social pedagogy: theory and practice, no. 1 (2024): 95–101. http://dx.doi.org/10.12958/1817-3764-2024-1-95-101.

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In today’s globalized society, the demand for professionals equipped with both specialized knowledge and comprehensive intercultural communication skills is at an all-time high. This is particularly true in the field of socionomics, where understanding social and economic dynamics across cultures is crucial. The integration of foreign language training into the development of pedagogical reflection presents a novel approach to preparing future socionomic professionals for the challenges of a multicultural world. Despite the clear need for enhanced intercultural competence among future professionals, current educational models often compartmentalize language learning and professional training, overlooking the potential synergies between linguistic skills and pedagogical reflection. This gap limits students' ability to effectively apply theoretical knowledge in diverse cultural contexts and hinders their development as globally competent professionals. The study proposes a set of benchmarks aimed at integrating foreign language training with the development of pedagogical reflection in socionomic education. The essential components encapsulated within these benchmarks are: intercultural competence, advanced cognitive and metacognitive abilities, reflective practice in foreign language training, language proficiency as a tool for pedagogical innovation, professional development and lifelong learning. The integration of foreign language training with pedagogical reflection not only enhances the linguistic and cultural competence of future socionomic professionals but also fosters a deeper, more nuanced understanding of their field. By adopting this comprehensive approach, educational institutions can better prepare students for the complexities of working in a globalized socio-economic landscape, ultimately contributing to more effective and empathetic professional practices.
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Majadley, Enas. "The Effect of Teachers' Professional Specialization on Their Attitude towards SEN Integration in Arab Schools in Israel." Journal Human Research in Rehabilitation 14, no. 2 (September 1, 2024): 323–31. http://dx.doi.org/10.21554/hrr.092408.

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Teachers’ attitudes regarding the integration of students with special education needs (SEN) into the regular classroom play a very important role in the success of student integration. There is a paucity of knowledge about and hence a need to research the attitudes of teachers in schools in the Arab community in Israel regarding SEN integration, to better understand their knowledge and activities in this field. This research examined the skills that underlie teachers’ attitudes toward SEN integration, to identify the professional skills that teachers see as a condition for successfully integrating students with special needs into the regular classroom. The aim of this study was to determine whether teachers’ professional specialization and skill set influences their attitudes toward integrating students with special needs into their classrooms.
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GE, Fan. "Research on training mode of innovative management professionals under school-enterprise cooperation system." Integration of Industry and Education 2, no. 1 (February 29, 2020): 27–31. http://dx.doi.org/10.6938/iie.202002_2(1).0007.

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"Integration of industry and education, integration of industry, education and research" is an important thought in talent training in colleges and universities. Through the combination of industry and education and school-enterprise joint training, students' comprehensive quality and employment competitiveness are improved through the practice of the actual professional working environment, and schools and enterprises are also "win-win". The research on the cultivation mode of innovative management talents based on "integration of industry and education, school-enterprise cooperation" will make innovative management talents not only limited to their professional direction, but also continuously expand their professional fields, in line with the development trend of society and school. Through the reform of the talent training program, the optimization of the professional and curriculum system, the adoption of diversified innovation and entrepreneurship education content, the promotion of practical teaching, the establishment of a practical innovation platform, the establishment of the production-teaching integration training mechanism based on the improvement of ability, for the cultivation of innovative management professionals to provide reference and reference.
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Olimov, Kakhramon Tanzilovich, and Shahlo Sadullaevna Sharipova. "The Importance Of Interdisciplinary Integration In Preparing Future Vocational Education Teachers For Professional Activities." American Journal of Social Science and Education Innovations 03, no. 01 (January 10, 2021): 55–60. http://dx.doi.org/10.37547/tajssei/volume03issue01-11.

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This article highlights the importance of interdisciplinary integration in preparing future vocational education teachers for professional work, interdisciplinary relationships, mechanisms for forming professional competencies in the development of student learning activities, and pedagogical conditions for effective interdisciplinary integration. The emphasis is placed on systematic inclusion of university teachers in achieving the goals and objectives of building professional competence of students through interdisciplinary integration.
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Hanline, Mary Frances, and Ann Halvorsen. "Parent Perceptions of the Integration Transition Process: Overcoming Artificial Barriers." Exceptional Children 55, no. 6 (April 1989): 487–92. http://dx.doi.org/10.1177/001440298905500601.

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The parents of 14 students with disabilities participated in interviews to evaluate the support they received during their child's transition to an integrated educational placement, to explore their concerns, and to discuss the effects of integration. Although parents identified areas of concern, they consistently expressed satisfaction regarding the outcomes of integrating their child, including professional and personal support. Responses emphasized the importance of commitment from local school districts and professionals, an individualized approach to parent involvement, and ongoing communication with parents.
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Уманець, Володимир, Світлана Кізім, and Богдан Розпутня. "Using DALL-E in the professional training of future artists and cultural professionals." Мистецтво в культурі сучасності: теорія та практика навчання, no. 2 (December 18, 2023): 77–83. http://dx.doi.org/10.31652/3041-1017-2023(2)-10.

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The development of artificial intelligence technologies opens up new opportunities for optimizing the educational process. The integration of artificial intelligence (AI) tools DALL-E and GPT-3 allows us to transform approaches to the professional training of future specialists in the field of culture and art, expanding their creative potential. During the research, the authors analyzed the theoretical and practical aspects of introducing AI technologies to improve the professional training of specialists in the field of culture and art in higher education institutions. The authors of the article analyzed the features of using the DALL-E neural network to create original creative ideas, create and visualize concepts, speed up the sketching process, etc. The integration of the GPT-3 language model is presented in order to automate the collection of necessary text information and improve interaction with participants in the educational process when developing projects. Particular attention is paid to highlighting the synergistic combination of AI capabilities and human creativity as the key to successful training of specialists in the field of culture and art of the new generation, capable of effectively competing in the modern creative labor market. The team of authors formulated recommendations for the integration of AI tools to optimize the educational process of future specialists in the field of culture and art, increasing its interactivity and effectiveness. The conducted research proves that the introduction of AI into the process of professional training has high potential. The integration of AI tools opens up new opportunities for developing creativity, improving professional competencies, and increasing the competitiveness of future artists and cultural professionals.
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Duc, Le Doan Minh. "Enhancing Auditor Independence in Developing Countries in Context of Globalization – Evidence in Vietnam." Journal of Accounting, Business and Finance Research 13, no. 2 (November 16, 2021): 37. http://dx.doi.org/10.20448/2002.132.37.48.

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Purpose: Globalization brings many opportunities and challenges for developing countries. So, does globalization create a motivation to improve the auditing profession's ethics? Independence is one of the most important components of auditing professional ethics, which must be maintained throughout the audit process. This article delivers a full insight into identifying factors that enhance the auditor independence promoted in the international integration process. Design/methodology/approach: This article approached from international integration process that affect auditor independence from auditors’ awareness, working environment and professional association. This article used a mixed approach based on the experimental methodology. This article used the archival research method and group discussions method to analyze and assess the research problems and verified by experimental data. The article took the group discussions with experts and survey 280 directors, auditors, auditor assistants who are working in 70 auditing firms. Findings: The results showed that globalization support auditors, audit firms, and professional Association to improve auditor independence. Especially, the factors that enhance the auditor independence driven by international integration: Knowledge, Technology, Competition, Management, Monitoring. Practical implications: The article implied to improve auditor independence in the context that Vietnam is strongly integrating internationally. Originality/value: The article has taken a new approach on auditor independence from globalization in Vietnam.
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Shalatska, Hаnnа M. "THE EFFICIENCY OF MOOCS IMPLEMENTATION IN TEACHING ENGLISH FOR PROFESSIONAL PURPOSES." Information Technologies and Learning Tools 66, no. 4 (September 30, 2018): 186. http://dx.doi.org/10.33407/itlt.v66i4.2106.

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The article considers the way of integrating Massive Open Online Courses (MOOCs) into the educational process and determining their role in students’ motivation to learn a foreign language for professional purposes. The goal of the research is studying the efficiency of implementation of MOOCs as part of students’ independent work while learning a foreign language for professional purposes at the university. Considering the increasing need for education around the world, the role of MOOCs will become more important than ever before. Consequently, engaging students whose major is Information Technology in learning the integrating course could enhance their skill and knowledge of programming. The integration of MOOCs in the process of learning English for professional purposes will help to personalize learning environments and prepare future professionals. Research shows that the successful implementation of MOOCs can bring new opportunities to learners, such as increasing English proficiency level, developing critical thinking, decision-making, problem-solving and time management. We consider the scientific problem connected with the efficiency of using Internet resources and MOOCs, ways of using interactive online technologies in the traditional educational process, potential and identified new opportunities offered by e-learning. Our observations are also related to the problem of integrating MOOCs into the curriculum; adapting them to the thematic modules and different subjects. Research shows that successful integration of MOOCs in the process of learning a foreign language for professional purposes depends on a number of factors. Each stage of our research has been carefully considered in the article. This study shows the efficiency of MOOCs as additional resources in studying English for professional purposes and describes the use of information and communication technology of distance learning in the traditional educational process. In this article, we describe how this idea is being realized and can be adopted by universities willing to use benefits of MOOCs in teaching English for professional purposes.
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Ndibu Muntu Keba Kebe, Nicolas, François Chiocchio, Jean-Marie Bamvita, and Marie-Josée Fleury. "Profiling mental health professionals in relation to perceived interprofessional collaboration on teams." SAGE Open Medicine 7 (January 2019): 205031211984146. http://dx.doi.org/10.1177/2050312119841467.

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Objectives: This study aims at identifying profiles of mental health professionals based on individual, interactional, structural and professional role characteristics related to interprofessional collaboration. Methods: Mental health professionals ( N = 315) working in primary health care and specialized mental health teams in four Quebec local service networks completed a self-administered questionnaire eliciting information on individual, interactional, structural and professional role characteristics. Results: Cluster analysis identified four profiles of mental health professionals. Those with the highest interprofessional collaboration scores comprised two profiles labeled “highly collaborative female professionals with fewer conflicts and more knowledge sharing and integration” and “highly collaborative male professionals with fewer conflicts, more participation in decision-making and mutual trust.” By contrast, the profile labeled “slightly collaborative professionals with high seniority, many conflicts and less knowledge integration and mutual trust” had the lowest interprofessional collaboration score. Another profile positioned between these groups was identified as “moderately collaborative female psychosocial professionals with less participation in decision-making.” Discussion and conclusion: Organizational support, participation in decision-making, knowledge sharing, knowledge integration, mutual trust, affective commitment toward the team, professional diversity and belief in the benefits of interdisciplinary collaboration were features associated with profiles where perceived interprofessional collaboration was higher. These team qualities should be strongly encouraged by mental health managers for improving interprofessional collaboration. Training is also needed to promote improvement in interprofessional collaboration competencies.
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Чудовская and N. Chudovskaya. "Interdisciplinary Integration Service Disciplines." Modern Communication Studies 4, no. 4 (August 10, 2015): 41–43. http://dx.doi.org/10.12737/12867.

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In the article the problem of formation of professional competences of the bachelor in service through training integrated education on the basis of the Russian language and culture of speech. An interdisciplinary application of knowledge and skills will prepare the employee in the services sector, with extensive set of professional and cultural competences.
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Raman, Arumugam, and Raamani Thannimalai. "Importance of Technology Leadership for Technology Integration: Gender and Professional Development Perspective." SAGE Open 9, no. 4 (July 2019): 215824401989370. http://dx.doi.org/10.1177/2158244019893707.

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Technology leadership is being redesigned to accelerate technology integration in schools to develop and sustain the skills needed to produce skilled manpower. Previous studies showed that the factors that prevented leaders and teachers from integrating information and communication technologies (ICT) in schools are lack of ICT training, teacher ICT competency, and access to ICT resources. This shows that there is a gap in technology integration in schools. This study aims to identify the importance of technology leadership for technology integration based on gender and professional development. This is a quantitative study using cross-sectional design. A total of 90 respondents were selected by systematic random sampling from 190 national secondary schools. The importance and performance matrix analysis revealed that professional development had high performance and was an important variable in the prediction of teachers’ technology integration, but gender was not. Thus, school management should give priority to digital age learning culture and digital citizenship constructs to accelerate teachers’ technology integration in schools.
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Thaanyane, Mamosa Esther, and Thuthukile Jita. "Pre-Service Teachers’ Professional Competence in Integrating ICT in Business Education in Lesotho: A Systematic Literature Review." International Journal of Learning, Teaching and Educational Research 23, no. 4 (April 30, 2024): 462–75. http://dx.doi.org/10.26803/ijlter.23.4.24.

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Information and communication technology (ICT) is a concern in educational settings in developing and developed countries. Studies have shown that the increasing interest in integrating ICT into teaching practices has pressed teacher education institutions to incorporate 21st-century skills in training pre-service teachers to develop these skills for their classroom instruction in the future. However, studies on the integration of ICT in business education are lacking. The purpose of this study was to examine pre-service teachers’ professional competence in integrating ICT into business education during teaching practice, in Lesotho. A systematic literature review examined pre-service teachers’ professional competence in integrating ICT into business education. Hence, an integrative method of analysis was used to extract the influencing factors on the competence of pre-service teachers in integrating ICT in the teaching of business education. The findings revealed that pre-service teachers’ ICT professional competence is influenced by self-efficacy, which relates to the beliefs they hold about their capabilities to integrate ICT into business education. Furthermore, the findings revealed that professional competence is influenced by attitudes toward using ICT, inadequate training, and institutional infrastructure. Teacher education institutions should improve their training programmes to adequately meet the needs of pre-service teachers and develop policies regarding the integration of ICT in their curriculum. If teacher education does not address these issues, pre-service teachers will continue struggling with the integration of ICT in their teaching. Therefore, teacher education should refine its curriculum and support the integration of ICT into business education.
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Winman, Thomas. "Standardization and Professional Knowledge in Integration Work." International Journal of Social Work and Human Services Practice 8, no. 2 (July 2021): 17–26. http://dx.doi.org/10.13189/ijrh.2021.080201.

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MacDonald, Ronald J. "Professional Development for Information Communication Technology Integration." Journal of Research on Technology in Education 40, no. 4 (June 2008): 429–45. http://dx.doi.org/10.1080/15391523.2008.10782515.

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Opriş, Narcisa. "Analysis of Socio Professional Integration for Homelessness." Procedia - Social and Behavioral Sciences 149 (September 2014): 680–84. http://dx.doi.org/10.1016/j.sbspro.2014.08.253.

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Stanley, Trevor, and Stephen Marsden. "Accountancy capstone: Enhancing integration and professional identity." Journal of Accounting Education 31, no. 4 (December 2013): 363–82. http://dx.doi.org/10.1016/j.jaccedu.2013.08.002.

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Pulinkala, Ivan. "Integration of a professional dancer into college." Research in Dance Education 12, no. 3 (December 2011): 259–75. http://dx.doi.org/10.1080/14647893.2011.614331.

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Brown, Stephanie T., Jeanette McGreevy, and Nick Berigan. "Evidence-Informed Improvement through Collaborative Professional Integration." New Directions for Teaching and Learning 2018, no. 155 (September 2018): 55–64. http://dx.doi.org/10.1002/tl.20303.

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Peterson, Marvin W., and Mary Corcoran. "Proliferation or professional integration: Transition or transformation." New Directions for Institutional Research 1985, no. 46 (June 1985): 99–112. http://dx.doi.org/10.1002/ir.37019854608.

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Martinho, Ana Luisa. "Challenges and Dilemmas Faced by Labor Market Integration Support Providers in Portugal." Socialinė teorija, empirija, politika ir praktika 27 (December 28, 2023): 182–99. http://dx.doi.org/10.15388/stepp.2023.27.11.

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This research delves into the challenges and dilemmas faced by both professionals and people in vulnerable situations in the process of social and professional inclusion. Grounded in a theoretical framework that underscores the persistent rates of labor exclusion among specific social groups and the fragmented social policies in Portugal, the study aims to understand the structural framework and practices in this field. This research adopts a qualitative approach to investigate the challenges of the social and professional integration of people in vulnerable situations. For this purpose, the study employs nine in-depth case studies within the context of social economy organizations in Portugal. The findings illuminate the complex challenges faced by professionals supporting people with complex needs, including the nonlinearity and multifaceted nature of the inclusion process, resource inadequacies, the need for specialized training and guidance, and a labor market unaligned with the needs and abilities of the clients. The study underscores the necessity for a more holistic, supportive, and inclusive approach to address the intricate dynamics of social and professional integration for people in vulnerable situations.
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Hutchison, Amy C., and Lindsay Woodward. "Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers’ Instructional Practices." Teachers College Record: The Voice of Scholarship in Education 120, no. 10 (October 2018): 1–44. http://dx.doi.org/10.1177/016146811812001002.

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Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.
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DETCOVA, Anna. "Integration potential of discrete mathematics." Acta et commentationes: Științe ale Educației 31, no. 1 (March 2023): 85–92. http://dx.doi.org/10.36120/2587-3636.v31i1.85-92.

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The article presents a holistic analysis of the possibility of integrating Discrete Mathematics in the system of vocational education based on the establishment of interdisciplinary links, the introduction of professionally oriented tasks, the creation of a set of special conditions to increase the level of mathematical and general cultural training, and professional motivation. On the example of the specialty "Computer Systems and Complexes", the experience of using the integration potential of Discrete Mathematics in the study of professional disciplines is demonstrated.
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Gifford, Rachel, Taco van der Vaart, Eric Molleman, and M. Christien van der Linden. "Working together in emergency care? How professional boundaries influence integration efforts and operational performance." International Journal of Operations & Production Management 42, no. 13 (March 15, 2022): 54–78. http://dx.doi.org/10.1108/ijopm-10-2021-0644.

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PurposeEmergency care delivery is a process requiring input from various healthcare professionals within the hospital. To deliver efficient and effective emergency care, professionals must integrate rapidly at multiple interfaces, working across functional, spatial and professional boundaries. Yet, the interdisciplinary nature of emergency care presents a challenge to the optimization of patient flow, as specialization and functional differentiation restrict integration efforts. This study aims to question what boundaries exist at the level of professionals and explores how these boundaries may come to influence integration and operational performance.Design/methodology/approachTo provide a more holistic understanding of the inherent challenges to integration at the level of professionals and in contexts where professionals play a key role in determining operational performance, the authors carried out an in-depth case study at a busy, Level 1 trauma center in The Netherlands. In total, 28 interviews were conducted over an 18-month period.FindingsThe authors reveal the existence of structural, relational and cultural barriers between (medical) professionals from different disciplines. The study findings demonstrate how relational and cultural boundaries between professionals interrupt flows and delay service processes.Originality/valueThis study highlights the importance of interpersonal and cultural dynamics for internal integration and operational performance in emergency care processes. The authors unveil how the presence of professional boundaries creates opportunity for conflict and delays at important interfaces within the emergency care process, and can ultimately accumulate, disrupting patient flow and increasing lead times.
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Wang, Yihan. "Integration and Innovation: Collaborative Development Path of Interior Design Professional Courses and Ideological and Political Education." International Journal of Management Science Research 7, no. 4 (August 29, 2024): 10–18. http://dx.doi.org/10.53469/ijomsr.2024.07(04).03.

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In the current educational context, it is particularly important to cultivate both professional skills and ideological and political literacy. This paper explores the necessity of integrating interior design professional education with ideological and political education, including the challenges of content integration, the need for innovative teaching methods, the development of teachers' professional capabilities, and the enhancement of students' acceptance. Through literature review, case analysis, and effect evaluation, this research proposes a series of strategies and recommendations aimed at optimizing the teaching process and improving educational quality. These strategies include innovation in teaching content and methods, integration and optimization of teaching resources, professional development and training of teachers, policy support and environmental construction, student development guidance and services, and improvement of the curriculum evaluation system. The research results show that the integration of interior design professional education and ideological and political education can promote the comprehensive development of students, cultivating design talents with both professional skills and social responsibility. However, the research also has certain limitations, including the breadth of case analysis, the accuracy of evaluation tools, and the necessity of long-term tracking studies. Future research can further deepen these aspects, expand the scope of case analysis, improve evaluation methods, and conduct interdisciplinary cross-research. This research has important theoretical and practical significance for the integration of professional education and ideological and political education in higher education, providing useful reference and inspiration for relevant educational reforms.
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Jatkauskienė, Birutė, Rūta Marija Andriekienė, and Modestas Nugaras. "PROFESSIONAL INTEGRATION OF UNIVERSITY FACULTY IN TERMS OF ORGANISATIONAL CULTURE AND TRANSITION OF PROFESSIONAL IDENTITY." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 1, no. 7 (July 29, 2017): 88. http://dx.doi.org/10.21277/sw.v1i7.290.

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<p>This article analyses theoretical insights and empirical findings of university faculty’s professional integration. The first part of the research delves into the changes in attitudes and behaviour of university faculty; the second part highlights the factors of teachers’ professional integration in terms of the interiorisation of organisational culture, transition of professional identity. Different approaches to studying the professional integration allows to analyse and then to plan the beginning of a university lecturer’s careers, upon revealing the fact that the career readiness, becoming a professional is not limited only to the knowledge and competencies of any discipline or science. A successful professional integration needs other elements that are important as well. They include the understanding of academic activities, knowledge and performance of various roles by the university faculty, interiorisation of university norms and values, as well as the construction and reconstruction of professional identity.</p>
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Presta, Valentina, Costanza Vitale, Luca Ambrosini, and Giuliana Gobbi. "Stereopsis in Sports: Visual Skills and Visuomotor Integration Models in Professional and Non-Professional Athletes." International Journal of Environmental Research and Public Health 18, no. 21 (October 27, 2021): 11281. http://dx.doi.org/10.3390/ijerph182111281.

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Visual skills in sport are considered relevant variables of athletic performance. However, data on the specific contribution of stereopsis—as the ability to perceive depth—in sport performance are still scarce and scattered in the literature. The aim of this review is therefore to take stock of the effects of stereopsis on the athletic performance, also looking at the training tools to improve visual abilities and potential differences in the visuomotor integration processes of professional and non-professional athletes. Dynamic stereopsis is mainly involved in catching or interceptive actions of ball sports, whereas strategic sports use different visual skills (peripheral and spatial vision) due to the sport-specific requirements. As expected, professional athletes show better visual skills as compared to non-professionals. However, both non-professional and professional athletes should train their visual skills by using sensory stations and light boards systems. Non-professional athletes use the visual inputs as the main method for programming motor gestures. In contrast, professional athletes integrate visual information with sport expertise, thus, they encode the match (or the athletic performance) through a more complex visuomotor integration system. Although studies on visual skills and stereopsis in sports still appear to be in their early stages, they show a large potential for both scientific knowledge and technical development.
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Paulus, Michelle Toor, Sonimar Garcia Villegas, and Jennifer Howze-Owens. "Professional Learning Communities: Bridging the Technology Integration Gap Through Effective Professional Development." Peabody Journal of Education 95, no. 2 (March 14, 2020): 193–202. http://dx.doi.org/10.1080/0161956x.2020.1745610.

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Agnimitra, Neera, and Seema Sharma. "Professional Pledge in Social Work: Implications for Professional Identity and Value Integration." International Journal of Social Work Values and Ethics 20, no. 1 (March 31, 2023): 98–128. http://dx.doi.org/10.55521/10-020-110.

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The social work profession lays a strong emphasis on internalizing and reinforcing core social work values and ethical standards in order to create a cadre of social workers who can withstand the criticalities of any crisis and commit themselves to firmly stand with those whose survival and well-being is fragile and “on the brink”. The performance of this role not only requires a dynamic and contextual knowledge base and evolving skills set, it mandates a deep rooted acquiescence with a fundamental set of values that shape the profession’s vision and mission, and establish the goals and priorities of the practitioners. The transition from an entry level neophyte to a competent social work professional entails a journey which is characterized by the assumption and bolstering of a professional persona that grounds the incumbent within the functional niche of social work. The present paper looks at the integration of a social work pledge as a viable means for social work incumbents to establish identification with social work values, don a professional identity, and assimilate with professional peers. It looks at the existing practice of pledge taking by highlighting the experience of a distinguished school of social work. It envisions the ‘pledge’ and the tradition of ‘taking the pledge’ evolving as a strong and more universal medium for creating an emotional connect of social work students with the value driven profession of social work. Keywords: Pledge, values, ethics, social work, profession
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Gadolin, Christian, and Ewa Wikström. "Organising healthcare with multi-professional teams:." Scandinavian Journal of Public Administration 20, no. 4 (December 15, 2016): 53–72. http://dx.doi.org/10.58235/sjpa.v20i4.14917.

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Multi-professional teams are now common when organising healthcare. Such teams are considered to resolve fragmentation issues amongst units and their functions, facilitate efficient and high quality care and are also deemed to enable different professions to meet and exchange experience and knowledge. The expected consequence is superior decisions and improved care. However, research suggests that the deployment of multi-professional teams within healthcare organisations is problematic with regard to knowledge sharing and integration between different professional groups. While often recognised, the reason for this shortcoming has rarely been explored in depth. This study consequently elaborates on the factors hindering knowledge sharing through illustrating and discussing the logics of different professional groups and the ensuing consequences when multi-professional teams interact. The finding is that the teams are being utilised by the medical professions in accordance with their professional logic. This results in the coordination of activities, incorporating the patient flow logistics amongst the different professions; making the impact of multi-professional teams concrete in practice and illustrating their potential positive outcomes for professionals and patients, even though they are not operating as forums for overt knowledge integration for the different professions.
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Tleuzhanova, G., O. Andreyeva, and Zh Akhmadieva. "Interdisciplinary integration as a pedagogical condition for preparing students for professional activities." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 92–97. http://dx.doi.org/10.31489/2020ped4/92-97.

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The strategic objectives of trilingual education in Kazakhstan have actualized the need to prepare students of pedagogical specialties to use English in their professional activities in the context of modernization of educa-tion in the Republic of Kazakhstan. On the basis of the research carried out, the authors of the article present their vision of the success of this process, which, in their opinion, lies in the careful selection of pedagogical conditions, one of which is interdisciplinary integration, as a tool that contributes to the integrated educational and methodological support of the process of teaching professionally oriented English with taking into ac-count the specifics of the specialty. A consistent transition between disciplines will contribute to the for-mation of a consistency of knowledge based on the development of general scientific ideas and concepts, the improvement of professionally oriented knowledge and skills of students, coordination in the work of teach-ers of various disciplines, their cooperation, a unified interpretation of general scientific concepts, consistency in the implementation of complex forms of organizing the educational process, integrated educational and methodological support of the process of teaching professionally oriented English, taking into account the specifics of the specialty.
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Marchuk, Iryna, Natalia Nagorna, and Nataliia Ivanova. "INTERDISCIPLINARY INTEGRATION IN THE PROCESS OF TEACHING HUMANITIES IN HIGHER EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 27, 2024): 81–91. http://dx.doi.org/10.31499/2307-4906.1.2024.302202.

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This research aims to demonstrate how interdisciplinary integration enhances the teaching of humanities to higher education applicants. We found that interdisciplinary integration is essential for preparing future specialists. It helps to achieve the strategic goal of professional training – developing a personality as a modern professional. We proved the effectiveness of this approach.We showed that certain conditions can address a key challenge of the current education sphere – developing professional competencies of a future specialist, who needs to be creative, competitive in theoretical, technical and technological issues.We used the following research methods: theoretical: analyzing and synthesizing scientific and pedagogical literature on the issues of theory and practice of professional training of future specialists; examining educational and methodological works and the best pedagogical practices to define the nature of interdisciplinary integration; assessing and comparing its effectiveness with the conventional approach to teaching humanities in the academic setting. Empirical: interviewing and testing future professionals on the levels of professional qualities; observing the process and outcomes of interdisciplinary integration in the teaching of humanities in higher education institutions. Statistical: analyzing and verifying the validity of the research results.We identified the components of the integrative training of future specialists: didactic and methodological, active and substantive.The researches established the principles of integrative learning and the methods of its implementation.The authours of the paper indicated the proportion of fundamental and applied knowledge.We outlined the criteria for selecting the optimal proportion of special and humanitarian disciplines.
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