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Journal articles on the topic 'Professionalism'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Dwi Susanto, Aris Cai. "Program Promoter Kapolri dalam rangka Mewujudkan Profesionalisme Polri." Jurnal Ilmu Kepolisian 12, no. 1 (2018): 10. http://dx.doi.org/10.35879/jik.v12i1.15.

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Abstract: The Promoter Programe were accured for increasingly Polriâ€™s professionalism, modern and trusted. These are described in eleven items programe. Otherwise, on practicaly there are still many reports and complaines bear on police performance. Using the concept â€˜pursuit to professionalismâ€™, the police are hoped to be have ability as a professional institution. Key words: Pursuit Professionalism, Promoter, Professionalism of Polri Abstraksi : Program Promoter kapolri telah dicanangkan untuk meningkatkan profesionalisme Polri. Profesional, modern dan terpercaya dijabarkan dalam sebel

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2

Freathy, Rob, Stephen G. Parker, Friedrich Schweitzer, and Henrik Simojoki. "Professionalism, professionalisation and professionality in Religious Education." British Journal of Religious Education 38, no. 2 (2016): 111–13. http://dx.doi.org/10.1080/01416200.2016.1139886.

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3

Alvehus, Johan, Netta Avnoon, and Amalya L. Oliver. "‘It’s complicated’: Professional opacity, duality, and ambiguity—A response to Noordegraaf (2020)." Journal of Professions and Organization 8, no. 2 (2021): 200–213. http://dx.doi.org/10.1093/jpo/joab006.

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Abstract In this comment to Noordegraaf’s ‘Protective or connective professionalism? How connected professionals can (still) act as autonomous and authoritative experts’, we argue that Noordegraaf has contributed significant insights into the development of contemporary professionalism. However, we argue for a less binary and more complex view of forms of professionalism, and for finding ways of understanding professionalism grounded in a relational view of everyday professional work. The first section (by Johan Alvehus) suggests that Noordegraaf’s ‘connective professionalism’ is primarily abo

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4

., Johannes, Edward ., and Suhaibah Kadarsih. "PENGARUH PROFESIONALISME DAN KOMPETENSI TERHADAP KINERJA AUDITOR BADAN PENGAWAS KEUANGAN." Jurnal Dinamika Manajemen 2, no. 1 (2014): 47–58. http://dx.doi.org/10.22437/jdm.v2i1.2130.

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High expectation on BPKperformance makes BPK continously make effort to improve the quality of auditor by increasing auditors’s professionalisme and competencies. The purpose of this research is to explain the effect of professionalism and competency on auditor’s performance. Samples is as many as 49 auditors that chosen from the population inBPK. Research result showed that the professionalism and competency has a positive effect on auditor’s performance. Based on the research result it is recommended that all the auditors shoul be encouraged to self competencies and professionalism to make B

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5

Evans, Linda. "PROFESSIONALISM, PROFESSIONALITY AND THE DEVELOPMENT OF EDUCATION PROFESSIONALS." British Journal of Educational Studies 56, no. 1 (2008): 20–38. http://dx.doi.org/10.1111/j.1467-8527.2007.00392.x.

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Napitupulu, Nurasyah Dewi. "PROFESIONALITAS DAN PERSONALITAS GURU KRISTEN: PENGEMBANGAN SUMBER DAYA MANUSIA BERKARAKTER DAN KOMPETEN MENUJU INDONESIA UNGGUL." Voice of Wesley: Jurnal Ilmiah Musik dan Agama 3, no. 1 (2020): 16–26. http://dx.doi.org/10.36972/jvow.v3i1.39.

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Many studies assume that the professionalism of teachers is influenced by his personality. Personality is a psychological characteristic that contributes to learning outcomes and academic achievement. However, research that proves this assumption is limited in the domain of Christian teachers as part of teachers inIndonesia. This study aims to analyze the correlation between teachers’ personality and professionalism obtained through questionnaires and interviews. The analysis was carried out on 16 Christian teachers participated who were attending the Postgraduate Program in "Educational Profe

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7

Brown, Nick, and Dinesh Bhugra. "‘New’ professionalism or professionalism derailed?" Psychiatric Bulletin 31, no. 8 (2007): 281–83. http://dx.doi.org/10.1192/pb.bp.107.016543.

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8

Verkerk, M. A., M. J. de Bree, and M. J. E. Mourits. "Reflective professionalism: interpreting CanMEDS' "professionalism"." Journal of Medical Ethics 33, no. 11 (2007): 663–66. http://dx.doi.org/10.1136/jme.2006.017954.

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9

Patterson, Caitlin, Alexandra Goodwin, Kathleen Collins, Scott Oliver, and Catherine Paton. "When, where and how should we assess professionalism in undergraduate medical education? Practical tips from an international conference roundtable discussion." MedEdPublish 14 (November 18, 2024): 280. http://dx.doi.org/10.12688/mep.20532.1.

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The assessment of professionalism in healthcare disciplines is a challenging and nuanced topic in medical education. The literature, although continually emerging, remains in its infancy in regards to the role of the assessment of professionalism, appropriate timing for assessment, methods to assess professionalism and the benefits and implications of assessment of professionalism. With emergence of healthcare professionalism in both undergraduate and postgraduate curricula and increasing awareness of professionalism’s pertinent role in developing as a healthcare practitioner, the concept of a

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10

Torres, A. Chris, and Jennie Weiner. "The New Professionalism? Charter Teachers’ Experiences and Qualities of the Teaching Profession." education policy analysis archives 26 (February 12, 2018): 19. http://dx.doi.org/10.14507/epaa.26.3049.

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While teacher professionalism remains a contested topic, scholars increasingly acknowledge the field has entered a “new professionalism” wherein its parameters are dictated by management and the organization rather than those within the occupation. Many argue that this shift has served to decrease teachers' sense of professionalism, efficacy and persistence. Simultaneously, no-excuses charter schools, considered to embrace this new professionalism, continue to proliferate. Yet little is known about how teachers within these schools view teaching and the qualities of teacher professionalism. To

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11

Toronto, Nathan W. "Why Professionalize? Economic Modernization and Military Professionalism1." Foreign Policy Analysis 13, no. 4 (2016): 854–75. http://dx.doi.org/10.1111/fpa.12093.

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AbstractWhy do states professionalize the military? Professionalizing the military represents a strategic commitment to a particular set of ideas about the role of the military, and the timing and strength of this commitment to military professionalism have varied widely between countries, especially non-European ones. Understanding this process is important in an era of defense austerity, when the choice of how to spend defense resources has deeper political consequences than it used to. Despite the importance of this question, there have been almost no large-n studies of military professiona

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12

Hasan, Salim, Akhmad Bazith, Ahmad Wakka, and Abd Rauf Assegaf. "Optimalisasi Keterampilan Mengajar Guru PAI Berbasis Kompetensi Profesional dan Pedagogik." Journal of Gurutta Education 3, no. 2 (2024): 58–68. http://dx.doi.org/10.33096/jge.v3i2.1792.

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This study aims to analyze teacher professionalism and professionality as professional educators. The problem examined is the competencies that professional teachers must possess according to the mandate of the law. The method used is a literature study by examining various sources related to teacher professionalism. The results show that professional teachers must master four main competencies, namely pedagogical, professional, social, and personality competencies. Teacher professionalism is determined by the quality of attitudes towards the profession and the level of knowledge and expertise

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13

Ridwan, Ahmad, Yudistira, Hikmatun Zillah, and Siti Khomisah. "The Role of Principal Supervision in Improving Teacher Professionalism at SMAN 1 Batang Gansal Indragiri Hulu Regency Riau Province." EduLine: Journal of Education and Learning Innovation 3, no. 4 (2023): 654–60. http://dx.doi.org/10.35877/454ri.eduline2261.

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Enhancing the professionality of educators is an essential component of guaranteeing the caliber of instruction in each and every educational establishment. The point of this research is to look at the professionalism of teachers at SMAN 1 Batang Gansal, to see how to improve the professionalism of teachers at SMAN 1 Batang Gansal, and to examine the contribution of principal supervision at SMAN 1 Batang Gansal, Indragiri Hulu Regency, Riau Province to teacher professionalism. The method that is being used is qualitative. Data is gathered from a variety of sources using techniques including cl

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14

Johnston, Alan, and Lyn Johnston. "Considering the mystery of professionalism: Further education in the UK." Forum for Education Studies 2, no. 2 (2024): 1209. http://dx.doi.org/10.59400/fes.v2i2.1209.

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The paper considers the concept of professionalism, within the UK Further Education (FE) through an analysis of the literature. The paper identifies professionalism as a key feature of the changing landscape within UK FE since the Further and Higher Education Act (1992) which incorporated FE Colleges, allowing them levels of autonomy and discretion not seen before. With it, came new staffing contracts and changes to the expectations of a ‘professionalised’ staff teams. This paper suggests that despite 30 years having passed since incorporation, FE Colleges and their management still struggle w

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15

Guttormsen, Sissel, Artemisa Gogollari, Uyen Huynh-Do, et al. "Developing an Instrument to Evaluate Undergraduate Healthcare Students’ Professionalism." Praxis 111, no. 15 (2022): 863–70. http://dx.doi.org/10.1024/1661-8157/a003934.

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Abstract. Professionalism is a multidimensional quality acquired over time. Undergraduate years lay a foundation for the development of professionalism. Tools monitoring the students’ professional development are needed. Our tool development followed three phases: 1) identifying meaningful criteria for professionalism adapted to the education level, 2) developing an evaluation instrument in a process maximising construct validity, 3) testing the evaluation instrument in an interprofessional study. The evaluation instrument proved to be applicable in the field and it meets validity standards. S

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16

Ludwig, Stephen. "Professionalism." Pediatrics in Review 41, no. 5 (2020): 217–23. http://dx.doi.org/10.1542/pir.2018-0234.

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17

Lindeque, Bennie G. "Professionalism." Orthopedics 38, no. 2 (2015): 79. http://dx.doi.org/10.3928/01477447-20150204-02.

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18

Lindeque, B. G. "Professionalism." Current Oncology 22, no. 4 (2015): 232. http://dx.doi.org/10.3747/co.22.2615.

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19

D'Ambrosia, Robert, and Jennifer A. Kilpatrick. "Professionalism." Orthopedics 25, no. 4 (2002): 382. http://dx.doi.org/10.3928/0147-7447-20020401-03.

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20

Latif, Muhammad Zahid, Intzar Hussain, Rahila Nizami, and Muhammad Athar Khan. "PROFESSIONALISM;." Professional Medical Journal 25, no. 08 (2018): 1134–37. http://dx.doi.org/10.29309/tpmj/18.4675.

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21

Mahboob, Usman, and Phillip Evans. "PROFESSIONALISM." Professional Medical Journal 22, no. 05 (2015): 664–69. http://dx.doi.org/10.29309/tpmj/2015.22.05.1308.

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Objectives: This paper describes a practical and valid technique for curriculumaudit of professionalism theme of an MBChB programme in a UK medical school. The objectivewas to match the learning outcomes of professionalism covered in an MBChB course, with theguidelines laid by the GMC in Tomorrows Doctors 2003. The benefit being to determine theissues that needs to be addressed in response to the GMC Tomorrows Doctors 2009. StudyDesign: A qualitative study design. Period: 2011. Setting: University of Glasgow. Methods: Toanalyse the learning outcomes set out in the curriculum documents. All the

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22

Latif, Muhammad Zahid, Intzar Hussain, Rahila Nizami, and Muhammad Athar Khan. "PROFESSIONALISM;." Professional Medical Journal 25, no. 08 (2018): 1134–37. http://dx.doi.org/10.29309/tpmj/2018.25.08.79.

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Medical professionalism is an ethical phenomena which is based on therequirements about competence, truthfulness and high moral values during the practice ofmedicine. It develops the foundation of the trust between doctor, patient and the society. It isrobustly associated with concepts of social responsibility and accountability. There is a needto study the concepts of professionalism in the context of cultural diversity related with crosscultural believes, values and attitudes. The conflicting values of different cultures may affectthe perception about professionalism in the local and global

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23

Simkln, John E. "Professionalism." Indexer: The International Journal of Indexing: Volume 20, Issue 4 20, no. 4 (1997): 178–81. http://dx.doi.org/10.3828/indexer.1997.20.4.2.

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Contrasts technical vs professional aspects of the practice of indexing, and concludes that indexers must take professionalism seriously if they are to raise their own status or contribute to the development of modern information management.

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24

Brennan, Michael D. "Professionalism." International Journal of Dermatology 49, no. 10 (2010): 1210–12. http://dx.doi.org/10.1111/j.1365-4632.2010.04781.x.

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25

Frye, Victoria, Marlene Camacho-Rivera, Kaliris Salas-Ramirez, et al. "Professionalism." Academic Medicine 95, no. 6 (2020): 860–63. http://dx.doi.org/10.1097/acm.0000000000003266.

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26

Bryan-Brown, Christopher W., and Kathleen Dracup. "Professionalism." American Journal of Critical Care 12, no. 5 (2003): 394–96. http://dx.doi.org/10.4037/ajcc2003.12.5.394.

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27

Rughani, Amar. "Professionalism." InnovAiT: Education and inspiration for general practice 3, no. 11 (2010): 702–3. http://dx.doi.org/10.1093/innovait/inq061.

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28

Levine, M. "Professionalism." IEEE Potentials 12, no. 3 (1993): 5–7. http://dx.doi.org/10.1109/45.282285.

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29

Burrow, Gerard N., John S. Hughes, and Robert H. Gifford. "Professionalism." Journal of Craniofacial Surgery 23, no. 2 (2012): 353–54. http://dx.doi.org/10.1097/scs.0b013e31824c5b7a.

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&NA;. "Professionalism." Dimensions of Critical Care Nursing 30, no. 2 (2011): 131–32. http://dx.doi.org/10.1097/dcc.0b013e31820525f4.

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31

Corbally, Martin T., and Jaffar Albareeq. "Professionalism." Bahrain Medical Bulletin 39, no. 3 (2017): 137–39. http://dx.doi.org/10.12816/0047627.

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32

Kleffner, Frank. "Professionalism." Seminars in Speech and Language 10, no. 02 (1989): 95–101. http://dx.doi.org/10.1055/s-0028-1082494.

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33

Garman, Andrew N., Rupert Evans, Mary Katherine Krause, and Janis Anfossi. "Professionalism." Journal of Healthcare Management 51, no. 4 (2006): 219–22. http://dx.doi.org/10.1097/00115514-200607000-00004.

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Finnie, Virginia. "Professionalism." Plastic Surgical Nursing 9, no. 1 (1989): 7–8. http://dx.doi.org/10.1097/00006527-198900910-00002.

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35

Phillips, J. D. "Professionalism." Police Journal: Theory, Practice and Principles 64, no. 2 (1991): 124–33. http://dx.doi.org/10.1177/0032258x9106400204.

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36

Bradley, Norm. "Professionalism." Canadian Journal of Medical Sonography 2, no. 2 (2011): 18–20. http://dx.doi.org/10.3138/cjms.v2i2.18.

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Gelinas, Lillee. "Professionalism." American Nurse Journal 19, no. 9 (2024): 04. http://dx.doi.org/10.51256/anj092404.

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38

Ott, Jeffrey L. "“Professionalism”." Information Systems Security 8, no. 3 (1999): 3–4. http://dx.doi.org/10.1201/1086/43306.8.3.19990901/31068.1.

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39

Bligh, John. "Professionalism." Medical Education 39, no. 1 (2005): 4. http://dx.doi.org/10.1111/j.1365-2929.2004.02075.x.

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40

Huffmyer, Julie L., and Susan E. Kirk. "Professionalism." Anesthesia & Analgesia 125, no. 2 (2017): 378–79. http://dx.doi.org/10.1213/ane.0000000000002269.

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41

Talan, Jamie. "Professionalism." Neurology Today 17, no. 15 (2017): 15–16. http://dx.doi.org/10.1097/01.nt.0000522270.13563.c3.

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Baruchin, Aliyah. "Professionalism." Neurology Today 17, no. 16 (2017): 1. http://dx.doi.org/10.1097/01.nt.0000524435.61771.09.

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43

Avitzur, Orly. "Professionalism." Neurology Today 17, no. 18 (2017): 19–20. http://dx.doi.org/10.1097/01.nt.0000525669.20141.3a.

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44

Butcher, Lola. "Professionalism." Neurology Today 17, no. 19 (2017): 1. http://dx.doi.org/10.1097/01.nt.0000526504.98791.4d.

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Avitzur, Orly. "Professionalism." Neurology Today 17, no. 19 (2017): 42–44. http://dx.doi.org/10.1097/01.nt.0000526514.38695.94.

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46

Hurley, Dan. "Professionalism." Neurology Today 17, no. 20 (2017): 20–22. http://dx.doi.org/10.1097/01.nt.0000526684.14066.b8.

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47

Fallik, Dawn. "Professionalism." Neurology Today 18, no. 1 (2018): 23–24. http://dx.doi.org/10.1097/01.nt.0000530039.95305.bc.

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48

Avitzur, Orly. "Professionalism." Neurology Today 18, no. 3 (2018): 10–11. http://dx.doi.org/10.1097/01.nt.0000530610.70921.c8.

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49

Butcher, Lola. "Professionalism." Neurology Today 18, no. 6 (2018): 1. http://dx.doi.org/10.1097/01.nt.0000532087.70759.5f.

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Avitzur, Orly. "Professionalism." Neurology Today 18, no. 7 (2018): 47–51. http://dx.doi.org/10.1097/01.nt.0000532352.59539.62.

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