Academic literature on the topic 'Professionalization by research'
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Journal articles on the topic "Professionalization by research"
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Hoff, Paul, KWM (Bill) Fulford, and John Z. Sadler. "Professionalization of interdisciplinary research." Current Opinion in Psychiatry 19, no. 6 (2006): 593–94. http://dx.doi.org/10.1097/01.yco.0000245758.06374.8e.
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Guidotti, Tee L. "The professionalization of scientific research." Archives of Environmental & Occupational Health 71, no. 5 (2016): 245–46. http://dx.doi.org/10.1080/19338244.2016.1211885.
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Zhan, Jun. "Study on Manufacturing Firms’ Management Professionalization and Its Determinants: Research Design from a Quantitative Perspective." Advanced Materials Research 403-408 (November 2011): 5192–98. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.5192.
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The paper intends to lay a theoretical framework for quantitative studies on management professionalization and environmental influences. By defining management professionalization, explaining its constructs, and clarifying the environmental determinants, the paper hope to present a methodological design for solving the two questions: how the management professionalization can be measured and how the relevant influences can be investigated.
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Liu, Chuan Jin. "Research on Professional Development of PE Teachers from the View of Modern Educational Technology." Advanced Materials Research 187 (February 2011): 122–26. http://dx.doi.org/10.4028/www.scientific.net/amr.187.122.
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With the development of educational information, education capability has become an important tool to measure teachers’ professional level. Nowadays, modern educational technology can not only provide modern means for PE teaching but also accelerate the process of PE teacher’s professionalization. This paper starts from the relation between content of PE teacher’s professionalization and modern educational technology, explores the requirements of modern educational technology for PE teacher’s professionalization and analyzes new features of its development under the environment of modern educational technology.
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Lamm, Kevan, Alexa Lamm, Kristin Davis, Jyothi Swaroop, and Leslie Edgar. "Identifying Capacities an Extension Network May Need to Effectively Support the Professionalization of Extension Providers." Journal of International Agricultural and Extension Education 27, no. 2 (2020): 91–107. http://dx.doi.org/10.5191/jiaee.2020.27291.
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Professionalization is a critical component of organizational capacity and productivity. Yet, rural advisory service (RAS) providers who are charged with disseminating research-driven techniques and ideas that enhance agricultural production and addressing local stakeholder needs are often overlooked in this area. One of the critical disconnects is the lack of consistent capacities for RAS networks to effectively support the professionalization of RAS providers. Based on a framework analyzing the typical milestones associated with professionalization efforts, capacity building, and social capital the study provides insights into the support mechanism needed for professionalization. Specifically, a Delphi a panel of 31 experts from 24 countries arrived at consensus on 33 specific capacities a RAS network may need to effectively support the professionalization of RAS providers. The results of the research provide a practical framework for RAS networks to consider from a professionalization and capacity building perspective. Keywords: professionalization, delphi, evaluation, capacity assessment, extension, network
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Queeney, Donna S. "Research to Practice: The Professionalization of Continuing Education." Journal of Continuing Higher Education 49, no. 2 (2001): 43–44. http://dx.doi.org/10.1080/07377366.2001.10400431.
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Schleef, Debra. "Identity Transformation, Hegemonic Masculinity and Research on Professionalization." Sociology Compass 4, no. 2 (2010): 122–35. http://dx.doi.org/10.1111/j.1751-9020.2009.00265.x.
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Wardoyo, Cipto, Aulia Herdiani, Nurdian Susilowati, and Muhammad Syahril Harahap. "Professionalism and professionalization of early stage teachers in higher education." Journal of Applied Research in Higher Education 12, no. 5 (2020): 1175–87. http://dx.doi.org/10.1108/jarhe-04-2019-0100.
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PurposeThe aim of the study is to test whether an increase in professionalism has a reciprocal relationship with the professionalization of early-stage lecturers.Design/methodology/approachResearch with the topic of professionalism and professionalization of educators does not consider the reciprocal relationship. Most research only test the one-way relationship between professionalism and professionalization as the consequence of the application of government policies on colleges. Analysis in this research was carried out on the perspectives of early-stage lecturers on professionalism and professionalization, each conducted reciprocally for period tn from tn−1.FindingsIn the initial period of the profession, lecturers will tend to work hard to increase the competence and income they possess. The achieved increase in competence is based on the demand to develop professionalism, while the increase in income is based more on the demands of individual needs. In general, an increase in the professionalism of lecturers will be followed by an increase in income (professionalization). However, at some point, this increase in professionalism will experience stagnation, although the professionalization they possess continues to increase.Research limitations/implicationsThe data of material used in this research only consist of estimated figures from each respondent, while the components of appreciation for lecturers may vary depending on their respective institutions.Originality/valuePrevious studies have extensively observed the determinants of teachers’ professionalism and professionalization; however, how professionalism and professionalization reciprocally influence each other in terms of career periods has not been taken into account.
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Lang, Grazia, Torsten Schlesinger, Markus Lamprecht, et al. "Types of professionalization." Sport, Business and Management: An International Journal 8, no. 3 (2018): 298–316. http://dx.doi.org/10.1108/sbm-11-2017-0076.
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Purpose The purpose of this paper is to identify types of professionalization in Swiss national sport federations (NSFs) and analyze organizational characteristics associated with specific types of professionalization. Such types reveal common patterns among the increasingly complex organizational designs of NSFs and thus contribute to the understanding of professionalization in NSFs. Design/methodology/approach An online survey of all Swiss NSFs was conducted to identify types of professionalization in these organizations using hierarchical cluster analysis, based on a multi-dimensional framework of professionalization. Findings The analysis revealed four types of professionalization: formalized NSFs managed by paid staff, NSFs managed by volunteers and a few paid staff off the field, NSFs with differing formalization and paid staff on the field, and moderately formalized NSFs managed by volunteers. The types differ in terms of the NSFs’ organizational characteristics, in particular, size, financial resources, Olympic status, and performance. Originality/value Applying factor and cluster analysis is a new approach to analyzing professionalization in NSFs that makes uncovering distinctive organizational patterns among a large number of NSFs possible. These results lay the foundation for understanding the professionalization of NSFs, counseling NSFs on their organizational development, and conducting future research on the design types of sport organizations.
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Simaku, Xheni. "A Comparative Research Between Italian and Turkish Journalists: Professionalism, Autonomy, Clientelism, and Ethic." SAGE Open 11, no. 2 (2021): 215824402110101. http://dx.doi.org/10.1177/21582440211010173.
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The global society which we live in nowadays makes us rethink about media system, global dynamics, and the operation of the influences that these dynamics have on national media systems. Starting from the book by Hallin and Mancini’s (2004) Comparing Media Systems: Three Models of Media and Politics, and under the Polarized Pluralist Model they proposed, the aim of this work is to compare Turkish and Italian journalists’ professionalization. This research has been conducted under the concept of professionalization that these authors suggested in their work and, more specifically, under the Polarized Pluralist Model, in which Hallin and Mancini recognize countries like Italy have the main characteristics described by the model; Turkey can also be included. The main goal of this work is to underline not only the similarities but also the differences that are encountered in these two countries in the journalistic professionalization. The methodology used is in-depth interviews with 10 journalists: five Italian and five Turkish journalists chosen from the biggest journals in their respective countries. Main topics taken into consideration were autonomy, clientelism, and professionalization in journalism based on ethics values. Even if the Polarized Pluralist Model seems to fit in both countries from a macro perspective, with the in-depth interviews, it is clearly seen that different cross-national nuances come out.
Dissertations / Theses on the topic "Professionalization by research"
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Johnson, Sherrill (Sherrill Anne) Carleton University Dissertation Geography. "The professionalization and institutionalization of participatory research; an examination of the International Development Research Centre's experience." Ottawa, 1995.
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Chen, Zheng. "The Role of Research in Landscape Architecture Practice." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23095.
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The profession of landscape architecture has not managed to sufficiently build a body of solid knowledge through research, which weakens the profession in terms of justifying its practice. In order to investigate why the profession has not built its knowledge-base sufficiently, this dissertation collected first-hand empirical data on the use and need of research in current landscape architecture practice, as well as the perceptions about research among landscape architects. Four questions were asked in this study: 1) What are the concerns of landscape architecture practice? 2) What is the significance of research in landscape architecture? 3) How do landscape architects perceive the need of research? 4) How are research findings disseminated in landscape architecture? To answer the questions, an online survey was given to randomly sampled ASLA members (adjusted response rate = 31%, n=239). The data was then analyzed through descriptive statistics, comparative statistics, and dimension analysis.
Modern professions are expected not only to successfully perform professional actions, but also to justify these actions with rational explanations. To meet this expectation, the scope of landscape architecture knowledge has expanded from design knowledge into systems knowledge. While design knowledge concerns how to do design, systems knowledge concerns why certain design actions should be taken. Meanwhile, with expanding systems knowledge, research becomes more and more important to landscape architecture practice. Sixty-seven percent of landscape architects are using research findings often in making design decisions.
However, results indicates that landscape architects expect research to generate rational solutions based on solid understanding of the phenomena and problems involved in design. Based on a review of literature, this expectation is unrealistic. The profession, if it expects to build a research-oriented practice, needs to change its perceptions about research, and advance its knowledge through studies and evaluations of built design work.
Despite the increasing use of research, this study also found that landscape architects today still make their design decisions largely based on a body of tacit knowledge, such as professional experience and intuition. This body of tacit knowledge is often learned in an apprentice manner between practitioners in their workplace, and is rarely shared in the whole profession. While practitioners do not share much beyond their workplace, educators primarily share within academia, which limits the profession from improving its work in a fast changing world. The profession should encourage practitioners to do research by promoting the examples of practicing researchers, and offer places to share knowledge. The profession should also encourage educators to share knowledge beyond academia and to be more aware of the potential implications of their research findings.<br>Ph. D.
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Ludwig, Joachim. "Lehre im Format der Forschung." Universität Potsdam, 2014. http://opus.kobv.de/ubp/volltexte/2014/7110/.
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Lehre im Format der Forschung hat nicht nur das Potential zur Anknüpfung an das traditionelle Humboldt‘sche Ideal der Verschränkung von Forschung und Lernen und bietet damit eine Alternative zur vielfach beklagten „Verschulung“ der Bologna-Ära. Darüber hinaus unterstützt Lehre im Format der Forschung die Professionalisierung und fachspezifische Identitätsbildung der Studierenden.
Der Beitrag ist in drei Abschnitte mit eigenen Fragestellungen unterteilt: Der erste Teil fragt nach einem grundlegenden Ziel der Hochschullehre und beschreibt dieses Ziel als wissenschaftsbasierte Professionalität, die zwingend Forschungskompetenz benötigt. Lehre im Format der Forschung wird als ein geeigneter Weg zu diesem Ziel beschrieben. Im zweiten Teil werden die Ähnlichkeiten und Unterschiede von Forschungs- und Lernprozessen herausgearbeitet, die als lerntheoretische Begründung für Lehre im Format der Forschung angesehen werden können. Abschließend werden unterschiedliche Typen einer Lehre im Format der Forschung vorgestellt – Typen, die sich hinsichtlich des intendierten Forschungsumfangs und des erforderlichen Aufwands unterscheiden.<br>Teaching in the format of research is founded in two ways. First it is an approriate way to achieve the aim of every academic study: professional competence. Professional competence needs research skills because the province of professionals is a form of applied research when they are using theories to interpret problematic cases of praxis (as a doctor, a lawyer, a pedagogue etc.). In a second way teaching in the format of research supports learning, because the structure of research and the structure of learning are quite similar. Therefore teaching in the format of research is reaching the logic of learning students. The third chapter describes three formats or types of teaching in the format of research.
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El-Karnichi, Fouad. "Exploring pedagogical and curricular practices in postgraduate and undergraduate translation programs in Qatar : towards the development of a localized competency-based approach." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/10967.
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The number of translation programs within a university context has multiplied in many countries worldwide, which led to the need to question their quality (Gambier, 2012). In the Arab world, especially in the Gulf region, translator education is an emerging practice. For instance, in Qatar, the first translation programs were launched in 2012 at both Qatar University (BA minor in translation ) and the MA programs in translation studies at the Translation and Interpreting Institute (College of Humanities and Social Sciences; Hammad bin Khalifa University). Arabic scholars in the field of translation have highlighted the ongoing curriculum and pedagogical issues at the regional level. Many university programs in the Gulf region prefer to import foreign curriculum packages rather than invest in creating localized programs (Badry & Willoughly, 2015); hence, there is a need for programs relevant to the local and regional communities and contexts (Taibi, 2016). This could only be done through ground exploratory research to identify the problems and address them through a consensus process between the various stakeholders: academia, society and the profession.
This doctoral thesis is a result of an exploratory and descriptive study carried out on the two existing translation programs in Qatar (a postgraduate program at the translation and interpreting Institute at Hammad Bin Khalifa University; and an undergraduate program at Qatar University) to identify the type of pedagogical and curricular practices in these institutions and align them with the findings from the practices in the translation and interpreting professions as well as translation professionals' perceptions in the state of Qatar.
The present study has focused on the following objectives: 1) the identification and description of the professional translator profile in the Qatari context; 2) the identification of the pedagogical (teaching and learning) practices used in translation programs at Arabic universities in the Gulf region, such as Qatar; 3) knowledge required according to the opinions of professionals working in the field, and the competencies that these professionals believe should be developed in a translation program; and 4) a description of the necessary conditions to integrate such professional requirements in these types of professionally-oriented programs.
The findings obtained from the study suggest that a knowledge of the working environments of translators and the required knowledge, skills and abilities to exercise the translation profession is crucial to a translation instructor as well as to a translation or interpreting curriculum developer. Such an awareness would result in the transfer of a different meaning of translation and translator status in society than the one it carries at present in Qatar. Also, there is a need to update the pedagogical and curriculum practices within a university context in Qatar to further integrate professionally oriented types of content, and adopt innovative pedagogies to educate multilingual service providers in the country. Although participants claimed that they are willing to integrate dynamic teaching practices, at the same time they also declared that they would keep the same curricular practices privileged by the institutions. The Interviewees from the profession reported the poor students’ performance in an internship in the local context. Other interviewed practising translators - who graduated from one of the translation programs in Qatar- suggested that the current modes of instruction need to be revised and that more situated, project and problem-based types of activities need to be implemented in the classroom.
The results may be useful for teaching staff, instructors, administrators, and the management to improve and reconsider their existing curriculum and pedagogical practices within a university-based program by including the integration of research-based professional practices in the initial design of courses. The positive and consensus-based partnership between academic instances and the professional practitioners is a key solution in this regard. The addition or deletion of courses in a program and the focus on the importance of textbooks without diagnosing the social and community needs, as well the lack of a clear framework to assess faculty or instructor competency and eligibility to educate and train translators, has led to quality issues in existing programs.
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Cognat, Aurélie Sara. "Dynamique des rôles managériaux dans une administration publique en transformation : du manager idéal au management réparti." Thesis, Paris, ENMP, 2013. http://www.theses.fr/2013ENMP0090/document.
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Quand le contexte organisationnel d'une entreprise évolue, quelles sont les conséquences sur le rôle des managers ? La littérature traitant du travail managérial a longtemps considéré que le rôle du manager était stable et unique quel que soit l'environnement organisationnel dans lequel il prenait place. Pourtant les recherches en design organisationnel montrent que les évolutions profondes des modes de coordination ont un impact sur la hiérarchie et la chaîne d'encadrement verticale qui la caractérise, donc sur le rôle des managers dans la coordination. On peut alors se demander comment procéder pour faire évoluer les rôles managériaux. Quels leviers peuvent servir à transformer les pratiques des managers ? Pour étudier cette question, nous avons suivi pendant plusieurs années en recherche intervention une administration publique qui a entrepris de transformer ses rôles managériaux suite à une évolution forte de son environnement et de ses missions. Nous avons appliqué une grille d'analyse conçue à partir des travaux sur les dynamiques de rôles des managers qui permet d'étudier le nouveau rôle de manager et la capacité des managers à entrer dans ce rôle. Pour parvenir à jouer leur rôle les managers mobilisent des ressources cognitives, stratégiques et subjectives. Un diagnostic des ressources disponibles individuellement et collectivement est donc nécessaire pour étudier la capacité des managers à entrer dans le nouveau rôle.L'étude de la démarche de professionnalisation des managers mise en place dans cette administration montre la volonté de faire acquérir des compétences aux managers. Or nous démontrons la difficulté à expliciter et à transmettre ces compétences via ce type de formation. D'autre part les managers ne disposent pas collectivement des ressources stratégiques nécessaires pour faire ce qu'on leur demande. Et on constate parfois individuellement des déficits de ressources subjectives. On pourrait donc anticiper un blocage dans la dynamique d'appropriation des rôles.Une étude des évolutions sur plusieurs années permet de constater trois situations où les blocages sont levés :1. les rôles ne sont pas les mêmes pour tous les managers et certains disposent de davantage de ressources que les autres quand l'activité requiert une évolution forte de leur rôle. 2. quand ils ne disposent pas des ressources suffisantes, certains managers s'efforcent d'acquérir de nouvelles ressources 3. ou bien, il arrive que l'organisation évolue vers des situations de management partagé pour prendre en charge une fonction managériale que les managers ne peuvent prendre en charge, faute de ressources individuelles et/ou collectives suffisantes<br>When organisational context is evolving, what are the consequences for the role of managers ? Litterature about managerial work considered for a long time that the managerial role was single and steady whatever was its organisational background. Nevertheless, researches in organizational design point that a deep development of organizational configuration impact the company's hierarchy and the managerial role of coordination. How to proceed to change managerial roles ? Which actions can transform managers practices?This thesis adressed this issue on the basis of a several years collaborative research in a public administration. This administration decided to transform managerial roles after a deep change of its environment and its missions. We applied an analytical framework built from a review of managerial identity work litterature. The framework guides us to study the new managerial role and how managers can perform this new role. The study implies a diagnosis of cognitive, strategic and subjective ressources available for managers individually and collectivelly.The case of a procedure of management professionalization, set up in this administration, shows the means used to have managers acquire new competences. This also shows how difficult it is to explicit and to transfer the managerial competences by this type of training. Moreover, managers don't have collectively the required strategic ressources to do what they are supposed to do. Besides, some managers don't have individually the needed subjective ressources. Hence a block of role dynamic could be anticipated.A study of evolutions during severals years allow to show three situations where block are resolved :1. roles are not the same for all managers and some of them have more ressources than others when activity requires a deep role evolution. 2. when ressources are insufficient, some managers tried to acquire new ressources. 3. or, sometimes the organization evolved towards situations of shared management to take charge of the managerial function, which managers can't stand because of a lack of ressources, collectively and/or individually
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Orellana, Fernandez Rosa Pamela. "Le projet d'école et l'émergence de problématiques professionnelles dans la recherche de l´innovation : un défi pour la formation continue des enseignants." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100140/document.
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Cette thèse porte sur le processus de décision, exécution, régulation et évaluation des projets d'école réalisés par des enseignants des écoles en France. Cette recherche, géographiquement située dans le département du Val d'Oise, a été menée sous les principes de la recherche ethnographique. Toutes les informations recueillies ont été analysées selon les préceptes de la méthode de la Théorie enracinée. Cela a permis de décrire la portée des travaux des enseignants lors de l'exécution de cette tâche imposée par le ministère de l'Education nationale depuis 1989. Ainsi l’usage que les enseignants font de ce dispositif révèle de nombreux paradoxes. Alors que pour beaucoup d’enseignants, il n’est rien de plus qu'un exercice bureaucratique, le projet est également une opportunité pour innover sur le plan pédagogique et d’installer de nouvelles formes d'interaction sociale au sein de la communauté éducative. La principale difficulté réside dans le fait que le processus projet d'école met en lumière un certain nombre de questions transversales pours lesquelles les enseignants ne se considèrent guère compétents. Cela motive, dans de nombreux cas, une série d'initiatives, une sorte d’activisme, que par la suite les enseignants ne parvenaient plus à évaluer. Le sentiment d’expérimenter en aveugle et de ne pas alimenter les processus de changement laisse chez les enseignants une forte frustration professionnelle et une grande démotivation à l’heure d’envisager des nouvelles actions. Le projet d’école met en évidence la nécessité des enseignants de disposer des outils professionnels pour, d’une part, interpréter les différents aspects de phénomènes éducatifs auxquels ils sont confrontés et, d'autre part, être en mesure de construire leurs propres dispositifs pédagogiques et évaluatifs. L'autonomie des enseignants est plus que l’autorisation institutionnelle à entreprendre des actions au sein de chaque école, elle revient plutôt à la capacité à comprendre et à rendre intelligibles leurs propres processus de travail pour améliorer la qualité de l'apprentissage et la vie à l'école. Cette thèse prône la nécessité d'associer la formation continue des enseignants et les activités réelles – la réflexion et la prise de décisions - qui concourent dans le lieu de travail des enseignants<br>This thesis deals with the process of decision, execution, control and evaluation of educational projects in schools - les projets d'école - conducted by French primary education teachers. This research, geographically located in the department of Val d'Oise, was conducted under the principles of ethnographic research. The data collected was analyzed according to the precepts of the Grounded Theory Method. This allows describing the scope of teachers work when performing this mandatory task imposed by the Ministry of National Education since 1989. The teacher’s use of this obligation reveals many paradoxes. While for many teachers it is nothing more than a bureaucratic exercise, the project is also an opportunity to innovate pedagogically and install new forms of social interaction within the educational community. The main difficulty lies in the fact that the school project process brings to light a number of cross-cutting issues in which teachers do not feel competent. This motivates, in many cases, a series of initiatives, a kind of activism which teachers aren't able to later evaluate. The feeling of experimenting blindly not to feed the change process and leaves a strong professional frustration that declines motivation when teacher are to consider to engage in new activities. The educational project highlights the need for teachers to have professional tools, in order to both interpret the various aspects of the educational phenomena they face, and be able to build their own pedagogical and evaluative settings. The teacher’s autonomy is fare more than the mere institutional authorization to take action, it rather refers to the ability to understand their own work processes to improve the quality of learning and life at school. This thesis advocates the need to associate the continuous training of teachers to the actual activities - reflection and decision-making-that take place in the teacher’s workplace<br>Esta tesis aborda el proceso de realización, ejecución, regulación y evaluación de los proyectos educativos de las escuelas – les projets d’école - llevados a cabo por los profesores de la educación primaria en Francia. Esta investigación situada geográficamente en el departamento de Val d'Oise, se realizó bajo los principios de la investigación etnográfica. El conjunto de las informaciones recogidas fueron analizadas según los preceptos de la metodología fundamentada en los hechos. Esto permite describir el panorama de trabajo de los profesores a la hora de realizar esta tarea impuesta por el ministerio de la Educación nacional desde el año 1989. La utilización que los profesores hacen de este dispositivos revela numerosas paradojas. Si bien para muchos no es más que una actividad burocrática, el proyecto es también la oportunidad de innovar a nivel pedagógico y de instalar nuevas formas de interacción social en el seno de la comunidad educativa. La principal dificultad reside en el hecho que el proceso projet d'école saca a luz una serie de problemáticas transversales para las cuales los profesores no se consideran competentes. Esto motiva, en numerosas ocasiones, una serie iniciativas, una especie de activismo, que posteriormente los docentes logran apenas evaluar. El sentimiento de experimentar a ciegas y de no retroalimentar los procesos de cambio dejan en los profesores una fuerte frustración profesional y una consecuente desmotivación para emprender nuevas acciones. El proyecto educativo pone en relieve la necesidad de los profesores de contar con las herramientas profesionales que les permitan por un lado interpretar las distintas dimensiones de los fenómenos educativos a los que se enfrentan y por otro, ser capaces de construir sus propios dispositivos pedagógicos y evaluativos. La autonomía de los docentes es más que la autorización institucional para realizar acciones, ésta se refiere más bien a la capacidad de entender y volver inteligibles sus propios procesos de trabajo para la mejora de la calidad de los aprendizajes y de la vida en la escuela. Esta tesis preconiza la necesidad de asociar la formación continua de los profesores a las actividades reales - a la reflexión y a la toma de decisiones- que se llevan a cabo en el lugar de trabajo de los maestros
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Mounou, Yotoungabe. "Professionnalisation par la recherche en formation initiale des agents socio-sanitaires au Tchad." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3072/document.
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La professionnalisation par la démarche de recherche est de plus en plus utilisée par les organismes de formation professionnelle, aussi bien initiale que continue. La présente étude tente d’analyser les composantes et les conditions d’existence d’une telle recherche. En quoi la recherche est-elle professionnalisante et quelles seraient les conditions pour qu’elle le soit. Plusieurs dimensions sont à l’œuvre. La pluralité des formateurs et le déroulement d’un tutorat, la production de savoirs académiques qui ne sont ni théoriques ni d’action, mais en relation avec des représentations nouvelles. Des possibilités offertes par la pratique et, enfin, le passage par une obligation d’écriture scientifique dont les caractéristiques se nichent dans le métissage théorie/pratique des modèles théoriques de santé et du processus d’apprentissage de ceux-ci. L’étude prend comme exemple, l’enseignement des modèles théoriques/pratiques et du processus d’Apprentissage pour la mise en place d’une écriture scientifique en formation initiale des Agents Socio-Sanitaires. La formation professionnelle initiale présentant des caractéristiques plus fragiles face à ce genre de formation compte tenu de sa qualité<br>The professionalization by the approach of research is increasingly used by vocational, as well original a organization that continues. This study attempts to analyze the components and the conditions of the existence of such a search. What is research professional and what would be the conditions for it to be. Several dimensions are at work. The plurality of the trainers and the conduct of a tutoring, academic knowledge which are neither theoretical production of action, not in relation to new representations. Opportunities offered by the practice and, finally, passing through an obligation to scientific writing whose characteristics Nestle in the interbreeding theory/practice of theoretical models of health and learning of these processes.The study takes as an example, the teaching of theoretical/practical models and learning process for the establishment of scientific writing in initial training of health staff. Initial vocational training with more fragile characteristics to this sort of training in view of its quality
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Pilotti, Anne. "Masseurs-kinésithérapeutes salariés à l’ère numérique : Ce que leurs usages du courrier électronique disent de leur professionnalisation." Thesis, Cergy-Pontoise, 2016. http://www.theses.fr/2016CERG0827/document.
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Cette recherche doctorale concerne la professionnalisation des masseurs-kinésithérapeutes. Le courrier électronique, une des nombreuses formes de l’écriture professionnelle, est utilisé dans cette recherche comme un analyseur (Lourau, 1969). Les courriels modifient les pratiques professionnelles et en même temps ils permettent d’observer la professionnalisation des masseurs-kinésithérapeutes, comprise comme institutionnalisation de la profession, dans leur vie quotidienne. En m’appuyant sur une démarche ethnographique et sur le cadre théorique de l’analyse institutionnelle, je relève dans le quotidien des masseurs-kinésithérapeutes salariés les changements de pratiques, de valeurs ainsi que les résistances aux transformations en cours.Le parcours de la chercheuse, ici praticienne-chercheuse, est pris en compte en ce qu’il est lui-même impliqué dans l’objet de recherche. L’analyse des implications professionnelles des masseurs-kinésithérapeutes salariés est menée pour comprendre le processus de professionnalisation et d’universitarisation à partir des observations de terrain.En modifiant les pratiques de communication et d’organisation autour du patient, le courriel agit également sur la structuration du corps professionnels et sur l’activité quotidienne des masseurs-kinésithérapeutes. Cependant, comme en résistance à la progression du numérique, l’attachement à la centralité du corps dans les implications professionnelles des masseurs-kinésithérapeutes salariés reste central<br>This doctoral research grant is about physiotherapists’ professionalization. E-mails, one of the numerous forms of professional writing, are employed as an analyzer in this research (Lourau, 1969). As e-mails modify professional practices, they allow us to notice physiotherapists’ professionalization, understood as a daily life institutionalization of their job. Based on an ethnographical approach and on the theoretical setting of institutional analysis, I’m taking, in employed physiotherapists’ daily life, their changes of practices, of values and their reluctance to current developments.The researcher’s record, here a practitioner-researcher, is taking into consideration because it is also involved in the research work. Salaried physiotherapists’ professional involvement analysis is taken to understand professionalization and universitarisation process, from ground observations. By changing communication and organization practices, e-mails are also working on professional body structure and on physiotherapists’ daily practice. As a reluctance to digital progress, the attachment to patient’s body central place in professional physiotherapists’ involvement stay crucial
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Darroman, Mélanie. "Renaissance de l'habitat participatif en France : vers de nouvelles formes négociées de fabrication de la ville ? Deux études de cas dans l'agglomération bordelaise : le projet HNord (Bordeaux) et La Ruche (Bègles)." Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0485.
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Cette thèse interroge les effets combinés des enjeux d’un urbanisme durable et d’un impératif participatif grandissant des habitants – usagers – citoyens, dans le cadre de la fabrication métropolitaine contemporaine. Depuis le début des années 2000, des expériences alternatives d’habitat émergent en France sous l’impulsion de revendications sociales portées par la société civile. Le terme générique d’« habitat participatif », définit récemment par la loi pour l’Accès au Logement et à un Urbanisme Négocié (ALUR), publiée au Journal Officiel le 26 mars 2014, rassemble ainsi d’une même voix la variété de ces initiatives à l’œuvre, contribuant à pérenniser les dynamiques de structuration et de diffusion d’un mouvement de l’habitat participatif. Faisant référence aux expressions citoyennes contestataires des années 1970-1980, avec la critique d’un urbanisme moderne et des politiques publiques, les projets actuels marquent la renaissance des questionnements autour de la place de la maîtrise d’usage – incarnée par les habitants-usagers – dans la chaîne de production des logements et, plus largement, dans les processus décisionnels d’aménagement des territoires. Porteuse de pratiques participatives innovantes, la résurgence de l’habitat participatif révèle des logiques diverses d’engagements citoyens, militants ou professionnels, et des formes négociées de fabrication de l’habitat. Dès lors, s’opposent des dynamiques « bottom-up » – illustrées par des demandes et des initiatives habitantes, et des dynamiques « top-down » – portées par des instances politico-institutionnelles en plein renouvellement de leurs modes d’action et savoir-faire. Supportée par une trame multidimensionnelle de négociations, la thèse propose alors une analyse des interactions et des formes d’hybridation de cette production collective en cours à travers trois dimensions : la dimension valorielle, pour fixer le socle des transactions sociales ; la dimension organisationnelle et relationnelle, pour observer la micropolitique des groupes-projets ; la dimension processuelle, pour saisir les temporalités du projet et les moments clés de la négociation sur l’ensemble du processus. Pour cela, nous nous appuyons sur deux cas d’étude dans l’agglomération bordelaise, en pleine métropolisation : le cas de la coopérative d’habitants HNord, sur l’îlot Dupaty à Bordeaux ; et celui d’un projet d’habitat participatif multi-partenarial, La Ruche, sur la commune de Bègles au sein de l’Opération d’Intérêt National (OIN) Bordeaux-Euratlantique. Encadrée par un dispositif CIFRE avec l’Etablissement Public d’Aménagement Bordeaux-Euratlantique (EPA), la recherche repose sur une approche ethnographique, basée sur de nombreuses situations d’observation participante, des entretiens d’acteurs cibles et une analyse documentaire. Les enquêtes menées à différentes échelles offrent une vision macro, méso et microsociale des processus de production et de diffusion de l’habitat participatif. Les résultats de la thèse mettent alors en évidence les modalités de partenariats entre différentes sphères d’acteurs – les habitants, les institutions et les experts – dans la production de l’habitat participatif conduisant à un changement de paradigme sociétal et professionnel à travers le renouvellement des modes d’habiter, des savoirs et savoir-faire. Ainsi, nous proposons une réflexion sur les moyens et possibilités d’intégration de cette dynamique collective et citoyenne au sein des processus décisionnels d’aménagement urbain pour la fabrication métropolitaine et, de voir en quoi ce phénomène participatif et collaboratif peut-il constituer un outil de management territorial novateur préfigurant le futur de nos cités<br>This PhD thesis questions the combined effects of the challenges of sustainable urban development and a growing priority for inhabitants – users – citizens, to participate in contemporary metropolitan production. Since the early 2000s, there is in France an emergence of alternative housing experiences as a result of social demands. The generic term of « participative housing », recently defined by the bill for access to housing and urban renovation (ALUR), published in the Official Journal on March 26, 2014, gathers with one voice, the variety of these initiatives at work, contributing to ensure the dynamic structuring and dissemination of the participative housing movement. Referring to the civil protests of 1970-1980, criticizing modern urban planning and public policy, the current projects tackle once again of how to combine the inhabitants expertise with professional expertise in the production of housing, and more broadly in the decision-making processes of regional planning. Producing innovative participatory practices, the resurgence of participative housing reveals different logics of social commitments on the part of citizens, activists and professionals, and negotiated forms of housing production. As a consequence, the « bottom-up » dynamic, based on the demands and initiatives of the inhabitants, opposes the « top-down » dynamic, based on the initiative of politico-institutional bodies in full renewal of their modes of action and know-how. Supported by a multi-dimensional framework of negotiations, the thesis analyzes the interactions and forms of hybridization of this ongoing collective production through a three dimensional approach : the value related dimension, to set the base of social transactions ; the organizational and relational dimension to observe the micro-political groups-projects ; the procedural dimension to grasp the temporality of the project and the key moments of negotiation of the whole process. For this, we build on two case studies in the Bordeaux area, being subject to processes of metropolization : the case of the residents cooperative HNord in the Dupaty housing block in Bordeaux ; and the multi-partnered participative housing project, La Ruche, in the town of Bègles within the framework of the « Operation of National Interest » (OIN) Bordeaux-Euratlantique. Governed by a CIFRE program with the « Local Planning and Development authority » (EPA) Bordeaux-Euratlantique, the research is based on an ethnographic approach : participant observation, interviews with target stakeholders and a literature review. The investigations conducted at different scales offer a macro, meso and micro-social understanding of the process of participative housing production and dissemination. The results of the thesis highlight the partnership conditions between different groups of stakeholders – inhabitants, institutions and expertsn – in the production of participative housing leading to a societal and professional paradigm shift through a renewal of ways of living, knowledge and expertise. Thus, we propose a reflection on ways and possibilities how to integrate this collective and civic dynamics in the decision-making processes of urban planning for metropolitan production and to see how this participatory and collaborative phenomenon can serve as an innovative tool in territorial management for our future cities
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Wu, Chiu-Yen, and 巫秋燕. "The Research of Professionalization of Public Administration Organization." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/16326716536637441989.
Full textBooks on the topic "Professionalization by research"
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1959-, Thomas Janice, and Project Management Institute, eds. Professionalization of project management: Exploring the past to map the future. Project Management Institute, 2004.
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Chan, Janet B. L. Learning the craft of policing: Police training, occupational culture & professional practice : final report to the New South Wales Police Service and the Australian Research Council. s.n., 1999.
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Reay, Trish, Elizabeth Goodrick, and Bob Hinings. Institutionalization and Professionalization. Edited by Ewan Ferlie, Kathleen Montgomery, and Anne Reff Pedersen. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198705109.013.1.
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Health care systems are both highly institutionalized and highly professionalized. We suggest that both characteristics should be considered to understand the underlying power dynamics and how organizational change can occur. Although these characteristics have mostly been considered separately, we identify three ways they are being brought together and show how each reveals different underlying power dynamics that in turn suggest different explanations of organizational change. To conclude, we set out three avenues for future research that will continue to advance our knowledge of change in health care.
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Glasman, Joël. What is the Concept of Professionalization Good for? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190676636.003.0003.
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Drawing on archival material and oral sources from historical research on the Togolese police, this chapter argues that the notion of professionalization, until now a hidden passenger of police studies, is not a useful analytical category to make sense of police organisations. Like many of the notions used in police support and Security Sector Reform projects, it is both teleological and Eurocentric, and as such creates analytical problems. The underlying presupposition is that African police are still not professional enough; and professionalization is often equated with adherence to strict bureaucratic standards. Yet this chapters shows that the bureaucratizsation of late colonial Togolese police was also perfectly in line with a rise in police violence and the neglect of legal norms.
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History, Reflection, and Narrative: The Professionalization of Composition 1963-1983 (Perspectives on Writing: Theory, Research, Practice). Ablex Publishing, 1999.
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Dupuy, Béatrice, and Muriel Grosbois, eds. Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.44.9782490057757.
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In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume’s eight chapters underscore that research findings should inform the design of learning experiences so that people’s communication needs in fast-changing work environments are met and the link between language education and professionalization, within a lifelong learning perspective, is sustained.
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Kwame Harrison, Anthony. Introduction to Ethnography. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199371785.003.0001.
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This introductory chapter introduces ethnography as a distinct research and writing tradition. The author begins by historically contextualizing ethnography’s professionalization within the fields of anthropology and sociology. While highlighting the formidable influences of, for example, Bronislaw Malinowski and the Chicago school, the author complicates existing understandings by bringing significant, but less-recognized, influences and contributions to light. The chapter next outlines three principal research methods that most ethnographers utilize—namely, participant-observation, fieldnote writing, and ethnographic interviewing. The discussion then shifts from method to methodology to explain the primary qualities that separate ethnography from other forms of participant-observation-oriented research. This includes introducing a research disposition called ethnographic comportment, which serves as a standard for gauging ethnography throughout the remainder of the book. The author presents ethnographic comportment as reflecting both ethnographers’ awarenesses of and their accountabilities to the research tradition in which they participate.
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Freeland, Richard M. Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.001.0001.
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This book examines the evolution of American universities during the years following World War II. Emphasizing the importance of change at the campus level, the book combines a general consideration of national trends with a close study of eight diverse universities in Massachusetts. The eight are Harvard, M.I.T., Tufts, Brandeis, Boston University, Boston College, Northeastern and the University of Massachusetts. Broad analytic chapters examine major developments like expansion, the rise of graduate education and research, the professionalization of the faculty, and the decline of general education. These chapters also review criticisms of academia that arose in the late 1960s and the fate of various reform proposals during the 1970s. Additional chapters focus on the eight campuses to illustrate the forces that drove different kinds of institutions--research universities, college-centered universities, urban private universities and public universities--in responding to the circumstances of the postwar years.
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Rios, Jane Adriana Vasconcelos Pacheco, and Luciana de Araújo Pereira. Cenários e Perspectivas da Profissão Docente. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-487-6.
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This publication shares perspectives built on teacher training, educational policies, the profession and other educational settings related to teaching, learning and research. From a collection of texts, it reveals walks through research and pedagogical experiences built in the school's daily life, which is an incarnated and reconfigured scenario in the lives of teachers who appear in publications as authors and/or as collaborators of search. It is an e-book that emerges from the debates held in the Thematic Group gathered at the Colloquium on Teaching and Diversity in Basic Education, organized by the Diverso Research Group, from the State University of Bahia – Uneb and which presents texts that dialogue with the current scenario of the Teaching Profession, considering the professionalization processes with a focus on the teaching career at its different levels and teaching modalities, in addition to enabling the broadening of the debate about the collective organization of the category in view of the current educational policies and teaching working conditions in a scenario in which the new political and sanitary agendas call the profession to destabilizations, uncertainties and ruptures.
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Simon, Josep. Physics Textbooks and Textbook Physics in the Nineteenth and Twentieth Centuries. Edited by Jed Z. Buchwald and Robert Fox. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199696253.013.22.
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This article focuses on physics textbooks and textbook physics in the nineteenth and twentieth centuries, with particular emphasis on developments in France, Germany, Britain, and the United States. It first examines the role that physics textbooks played in the early stages of the professionalization of the history of science before presenting a general overview of the genesis of textbook physics in the nineteenth century. It also looks at major textbooks produced in France and the German states while making some reference to British and American textbooks. Finally, it considers recent scholarship dealing with textbooks in the history of physics. The article shows how our views on textbooks have been shaped by events that have established particular hierarchies between scientific research and science education, and between universities and schools. It argues that the study of textbooks would benefit from greater reflexivity.
Book chapters on the topic "Professionalization by research"
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Kotte, Silja, Katrin Oellerich, Denise Elisabeth Hinn, and Heidi Möller. "The Ambivalent Relationship Between Coaching Research and Coaching Practice: Discreetly Ignoring, Critically Observing or Beneficially Cooperating?" In The Professionalization of Coaching. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16805-6_2.
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Müller-Stewens, Günter, Tami Dinh, Bettina Hartmann, Martin J. Eppler, and Fabienne Bünzli. "The ICRC as a Research Site: An Organization on the Move." In The Professionalization of Humanitarian Organizations. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03248-7_2.
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Galtung, Johan, and Dietrich Fischer. "What Does Professionalization Mean in Peace Research?" In Johan Galtung. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-32481-9_11.
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Amsterdamski, Stefan. "The Institutionalization and Professionalization of Scientific Research." In Boston Studies in the Philosophy of Science. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2706-6_5.
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Norton, Lin S. "Why is the professionalization of university teaching important?" In Action Research in Teaching and Learning. Routledge, 2018. http://dx.doi.org/10.4324/9781315147581-3.
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Gupta, Amita. "Policy Trends in Teacher Professionalization and Professionalism in India." In New Frontiers of Educational Research. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2207-4_13.
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Fendler, Lynn. "Psychology in Teacher Education: Efficacy, Professionalization, Management, and Habit." In Educational Research: The Attraction of Psychology. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5038-8_4.
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Maccario, Daniela. "Professionalization of Teachers and Problematization Processes." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.26.
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This article presents the path and the results of research aimed at developing innovative teaching approaches in the context of academic courses for in-service teachers as regards their professional training
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Varsori, Antonio. "From Normative Impetus to Professionalization: Origins and Operation of Research Networks." In European Union History. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281509_2.
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Saarinen, Jani. "Professionalization of Research and Development Activities in Finnish Companies before the 1970s." In Changes in Innovation. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230248625_3.
Full textConference papers on the topic "Professionalization by research"
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Berente, Nicholas, Stan Ahalt, James Bottum, et al. "The Professionalization of Cyberinfrastructure Personnel?" In PEARC '19: Practice and Experience in Advanced Research Computing. ACM, 2019. http://dx.doi.org/10.1145/3332186.3332225.
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Huang, Zhaoyuan. "Research into the Professionalization of China's Sports Brokers." In International Conference on Education, Management, Computer and Society. Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.149.
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Kárpáti, Zoltán. "Professionalization of Family Firms: Striking a Balance Between Personal and Non-Personal Factors." In New Horizons in Business and Management Studies. Conference Proceedings. Corvinus University of Budapest, 2021. http://dx.doi.org/10.14267/978-963-503-867-1_12.
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The amount of research on family businesses’ analysis has increased significantly in recent years, thus showing the high importance of the topic. In most countries, family businesses occupy a prominent place in contributing to the economy with the added value they produce. However, less attention has been paid to the professionalization of family businesses and the exploration and presentation of the related literature. The professionalization of family business is a significant research concern in the entrepreneurship and governance literature. In the context of family businesses, professionalization initially meant nothing more than hiring an outside, non-family manager. For today, the content of professionalization has expanded, and a multidimensional model has evolved: a broader, deeper understanding has evolved, which involves other vital aspects such as developing formal control and human resource systems, decentralization of authority, formal strategic planning, or top-level activeness. This study aims to present the essential international literature on professionalization and provide a comprehensive overview of the studies published. The literature review mainly summarizes the results of the last twenty years and closely related articles. The paper follows the next logic; in the first part, the definition of professionalization is introduced along with its benefits and challenges. Then, based on the research methodology presented, the related empirical and theoretical studies are examined. In the end, the review summarizes the key findings in a table.
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Wei, Fengyun. "Research on the Professionalization of Administrative Personnel in Colleges and Universities." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.210.
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He, Jie. "Research on the Professionalization Development of Ideological and Political Theory Teachers in Colleges." In 4th Annual International Conference on Management, Economics and Social Development (ICMESD 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icmesd-18.2018.87.
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Marco-Fondevila, Miguel, Sabina Scarpellini, María Pilar Portillo, et al. "ADVANCED MULTIMEDIA IMPLEMENTATION OF CIRCULAR ECONOMY PILLS IN THE CLASSROOM, FOSTERING MULTIDISCIPLINARY, COLLABORATIVE LEARNING AND PROFESSIONALIZATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1684.
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Peres, Anemona, and Amalia Nitu. "WHEN PRACTITIONERS BECOME TRAINERS: A PEDAGOGICAL FRAMEWORK FOR PROFESSIONALIZATION OF EUROPEAN BORDER AND COAST GUARD TRAINERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1678.
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Chowdhury, Asiful Haidar, KM Zahiduzzaman, and Ismat Ara Bhuiya. "018: PROSPECTS, CHALLENGES AND WAY FORWARD REGARDING DEPLOYMENT OF MIDWIVES AND PROFESSIONALIZATION OF MIDWIFERY: EVIDENCE FROM DEVELOPING MIDWIVES PROJECT IN BANGLADESH." In Global Forum on Research and Innovation for Health 2015. British Medical Journal Publishing Group, 2015. http://dx.doi.org/10.1136/bmjopen-2015-forum2015abstracts.18.
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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.
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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of teacher training models in higher education. Therefore, it involves a methodology close to the learning communities, so that both the design and implementation involve professors from the university with a background in educational research (6 mentors), pedagogical advisors and experts in different subject areas related to research in higher education. In this first edition of INED, 25 professors participate and have been selected according to criteria of teaching experience, participation in educational innovation projects and pedagogical training received in different formats.
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Povarenkov, Yu P., and A. E. Tsymbalyuk. "Development of the system of self-regulation of activity in the process of personal professionalization." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.617.630.
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The article is devoted to the study of the practical and theoretical issue of the formation and realization of a system of conscious self-regulation of professional activity. The purpose of the study is to identify patterns of development of the procedural subsystem of self-regulation of the surgeon’s activities at different stages of his professionalization. The choice of goal is due to the fact that the study of the patterns the formation of a system of self-regulation of professional activity is given insufficient attention against the background of a large number of psychological works devoted to the study of various aspects of self-regulation. The methodological basis of this research is the psychological theory of conscious self-regulation, developed by O. A. Konopkin, his students and followers. Self-regulation is defined as a structurallevel metasystem, reflecting the level of formation of general and special regulatory resources and capabilities. The research is identified the qualitative, quantitative and structural patterns of development of the procedural subsystem of self-regulation of activity. It is shown that structural transformations determine the essence of the development of the procedural subsystem of self-regulation. The cyclical development of the procedural subsystem of self-regulation is revealed, which indicates a change in the leading trends in its formation and realization. A critical or transitional point in the development of the procedural subsystem of self-regulation of the surgeon’s activity, which falls on the professional experience of 20 years, is determined. The constructive, stagnation and destructive trends in the development of the procedural subsystem of self-regulation of the surgeon’s activity are analyzed. It is defined that in the course of constructive development there is an active growth of the components of the procedural subsystem of self-regulation and the formation of its effective structure. In the course of stagnation and destructive development, the growth of the components of the self-regulation subsystem stabilizes and decreases, their differentiation increases and the destruction of its structure begins. The relationship between the development of the procedural subsystem of self-regulation and the effectiveness of the surgeon’s professional activity is fixed.