Relevant bibliographies by topics / Regional training and professional development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Regional training and professional development'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Regional training and professional development"

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Молчанова, Наталья, and Natalya Molchanova. "Training of tourism industry in regional universities." Universities for Tourism and Service Association Bulletin 10, no. 1 (2016): 21–26. http://dx.doi.org/10.12737/17732.

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The issue of training in the tourism sector is one of the most priorities. Today tourism is the most promising, rapidly
 developing social, cultural, and leisure activities. The article describes tourist activities from the point of view of its
 staffing. The main purpose is to identify the peculiarities of professional education in the field of tourism, to define
 a circle of competences, which a specialist in this field should have. The specificity of the regions of our country
 requires more attention to the development of skills in the sphere of tourism. System of professional education in the
 sphere of tourism should be comprehensive, i. e. it should foresee professional integration of theory and practice,
 formation and correction of professional values, motivation, and quality and virtues of personality. Tourism development
 is one of the promising directions of optimization of cultural and social-economic growth of life of population
 of regions. The experience of the Olympic and Paralympics games in Sochi in 2014 shows that the organization
 of international sports events allows to implement projects and programs for the optimization and development of
 tourist potential. In this regard, most of the educational institutions of regions and cities aim at training highly
 qualified personnel not only in tourism, but also in related fields. Modern trends in the tourism sector must respond
 to prevailing needs, the education and training of specialists in the sphere of tourism. Training should be tailored to
 actual customers of present and future tourist market. Thus, the article aims to examine the specifics of formation
 of professional competencies of personnel of tourism sector, which are necessary for the future development of the
 tourism industry of our country and its separate regions.
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Kapustina, T. A., and N. A. Turanina. "Professional further education of librarians in the regional space." Bibliosphere, no. 4 (December 30, 2017): 84–88. http://dx.doi.org/10.20913/1815-3186-2017-4-84-88.

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The successful implementation of tasks facing libraries requires constant improvement of library professionals’ skills. Therefore, the most important directions of library activities is concerning about the library staff professional growth. The article indicates a high interest of researchers to training and retraining library staff according to reference analysis; contains theses on current status and tendencies of developing the additional professional education regional system of librarians in frames of monitoring specialists professional preferences of Belgorod libraries; shows the most effective and successful examples of implementing innovative forms of education; elaborates priorities of the modern system of additional professional development of library professionals.
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SERDYUK, Olga, and Artur KORNIYCHUK. "ADVANCED TRAINING IN POSTGRADUATE EDUCATION INSTITUTIONS IN THE CONDITIONS OF MARTIAL LAW." Herald of Khmelnytskyi National University. Economic sciences 322, no. 5 (2023): 204–10. http://dx.doi.org/10.31891/2307-5740-2023-322-5-34.

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The article focuses on the need to meet the needs of public sector professionals in acquiring new knowledge and skills through the proposals of educational service providers in the field of vocational training under the legal regime of martial law. It is established that under the legal regime of martial law, postgraduate education institutions providing professional training, in particular, advanced training of public servants, continue to operate fully despite various restrictions on the organization of operational activities. They are free to choose the forms, methods and means of training that correspond to the professional development programs. For most postgraduate education institutions, distance learning became the only available form in the system of professional development of civil servants in 2022. Based on the analysis of the Poltava Regional Center for Professional Development, it can be stated that the number of educational events, groups of participants, and the number of participants in professional training has increased. In 2022, vocational training was mainly provided to local government officials and civil servants of regional and district state (military) administrations, and the number of participants in vocational training decreased compared to the pre-war year. The task of providing professional information and explanatory support on topical issues of public service under martial law was a companion to educational services for postgraduate education institutions. The high quality of educational services of postgraduate education institutions can be ensured by expanding the range of educational services in the field of professional training of officials with the simultaneous introduction of innovative educational technologies, various forms and methods of teaching, and wider involvement of practicing teachers, representatives and experts of civil society institutions. Priority areas of training should be determined by the needs of customers of educational services for professional development.
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OKILOVA, KAMOLA SA'DULLOYEVNA. "Content Essence and Analysis of Teacher Training for Innovation Activities." International Journal of Academic Research in Business, Arts & Science ( IJARBAS.COM ) 3, no. 5 (2021): 117–22. https://doi.org/10.5281/zenodo.4825414.

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This article discusses the system of professional competence development of science teachers in schools and its role and advantages in life. Forms of professional competence of teachers are also mentioned. &nbsp; <strong>Keywords:</strong> competence, professional development, teacher, activity, innovation, education, upbringing, teacher, knowledge, problem, educational process, skill, qualification, interactive, continuing education,
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Федулин, Александр, Aleksandr Fedulin, Елена Сахарчук, and Elena Sakharchuk. "Moscow regional education cluster in tourism and service." Universities for Tourism and Service Association Bulletin 8, no. 2 (2014): 49–54. http://dx.doi.org/10.12737/3875.

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The article substantiates the relevance of a cluster model integrating the resources of those participating&#x0D; in the system of personnel training for the Moscow region tourism and service industry with the view to&#x0D; alleviating the personnel shortage and the inadequate professional training of the employees in the target&#x0D; sphere of regional activity. The principle of continuous professional development based on the strategic&#x0D; complex approach to the demand-for-personnel forecasting is used as the conceptual foundation for the&#x0D; cluster formation. The authors propose a solution to the personnel issues concerning multisector spheres of&#x0D; activity: 1) at the regional level; 2) on the intersectoral and interdepartmental basis. The authors describe the&#x0D; efficiency factors of a cluster-model-based organization of professional training systems providing personnel&#x0D; training fordifferent spheres of activity. Among these factors are: 1) regional and local authority’s engagement&#x0D; in solving the staffing problems of the major sector; 2) a recognition by the administrative bodies, educational&#x0D; establishments, business and society in general of the necessity to consider not only the narrow utility task&#x0D; of vacancy-filling, but also, more importantly, the task of equipping the learners with valuable personality&#x0D; tools potentially promoting effective socialization, professionalization, and continuous development through&#x0D; common cultural, methodical and professional competence formation; 3) the readiness level of participants in&#x0D; the system of professional training to take a systematic, purposeful and progressive perspective on developing the on-mid-and-long-term-demand training programmes: from professional induction at the initial stages of&#x0D; learning to advanced training at graduate and postgraduate levels.
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KONOVALOV, Aleksey Yurevich, Yuriy Nikolaevich KONOVALOV, and Esedulla Mallaalievich OSMANOV. "ADAPTIVE PHYSICAL EDUCATION DEVELOPMENT IN THE SYSTEM OF INCLUSIVE PROFESSIONAL EDUCATION." Tambov University Review. Series: Humanities, no. 174 (2018): 71–76. http://dx.doi.org/10.20310/1810-0201-2018-23-174-71-76.

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The formation of a new ideology, legislation and practice in the field of inclusive professional education of disabled people is developed in Tambov Region under the Ministry of Education and Science of the Russian Federation, the Federal Educational and Methodical Center. The center of this model is the basic professional educational organization (Tambov Regional State Autonomous Professional Educational Institution “Training College of Field Technologies”), which provides support for the functioning of the system of inclusive professional education of people with disabilities. In the regional state professional organizations there are 169 students of the disabled people and 134 people with disabilities. The socio-demographic characteristics of persons with disabilities who study in the conditions of the Center of Inclusive Education (structural subdivision of the Training College of Field Technologies) are considered. The studied characteristics will allow to use them for events to develop adaptive physical education in secondary professional education.
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Juraev, Risbay Xaydarovich. "DEVELOPMENT OF PROFESSIONAL EDUCATION OF CHILDREN'S LEISURE ORGANIZERS IN THE THEORY AND PRACTICE OF PEDAGOGICAL ANIMATION." American Journal of Social Science and Education Innovations 6, no. 6 (2024): 220–26. http://dx.doi.org/10.37547/tajssei/volume06issue06-28.

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The article offers a description of the possible content and methods of training specialists in the organization of children's and youth leisure, receiving education at a pedagogical university. The technology for organizing professional training of a teacher as an organizer of children's leisure presented in the article reflects the contextual specificity of such training in professional pedagogical education and is manifested at all levels of implementation of the conceptual model of pedagogical animation. The theoretical principles and conclusions contained in the article can be used for scientific and technological support of the process of training teachers and organizers of children's leisure in the system of higher and postgraduate professional pedagogical education, taking into account regional characteristics and the processes of its modernization.
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Wei, Yaoyang, and Qifeng Zhou. "Regional Promotion of School-Based Training to Promote the Professional Development of Rural Teachers." International Journal of Education and Humanities 7, no. 2 (2023): 123–29. http://dx.doi.org/10.54097/ijeh.v7i2.5518.

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Regional promotion of school-based research and study to improve the relevant systems, Focusing on the actual situation of rural schools, Found that school-based study in rural schools, Uneven development, Lack of teachers in rural schools, Insufficient funds for school-based research and training, The reward mechanism causes the vicious competition among teachers, The knowledge structure of the left-behind teachers is old, Teachers have limited competence, School-based teaching and research interest is not high, The lack of organizational forms of school-based training, The ways to solve these problems include the following aspects: turning regional resources into teaching materials, Integrating school-based research and training to promote teachers' professional development, Give full play to the practical advantages of the region, Promote the diversification of school-based research and study forms, Establish a mechanism for sustainable development, Realize the normalization of regional school-based research and training.
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Boyko, Volodymyr. "Organization and content of activities of centers advanced trainings: what needs to change." Collection of scientific papers «Rozumovskyi meetings» 8 (November 3, 2021): 14–22. https://doi.org/10.5281/zenodo.5643951.

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<em>In the article the author attempt to identify and analyze the problems (internal and external) which faced by providers of educational services for short-term training of civil servants, local government officials, deputies of local councils. The focus is, first of all, the regional training centers as the ones that provide the largest volume of these services. The material draws attention to rather strange and (according to the author) harmful legislative restrictions on their activities, formulated proposals for their elimination. At the same time, can see the emphasis on the internal transformations that should take place in these institutions: change of forms and methods of studying the needs of the target audience, taking into account significant changes in the structure of participants, transition from activity which mainly process-oriented to results-oriented, increasing the volume and diversity of project activities, diversification and expansion of paid services, mastering such directs of activity as assessment centers, cooperation of efforts in areas of interest to the system as a whole, etc. Given the rather modest resources of the centers, this means an increase in the need for their coordination and cooperation, which will save the resources of institutions and allow us to focus on innovation. The mechanism of such association is prescribed in the legislation in the form of a self-regulatory organization of providers of vocational training service providers. Thus, they can become a significant factor in the implementation of state regional policy. At the same time, training centers, as regional by definition, must prove the relevance and relevance of their activities in the context of regional development objectives and promote the local.</em><em> </em><em>It is concluded that in combination with the solution of the number of long-standing legal and organizational problems, this approach will ensure the sustainability of the system together with its ability to update on the principle </em>&ndash;<em> mobile in a mobile environment.</em>
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Trubavina, Iryna, Ludmyla Petryshyn, Andrew M. Cwer, et al. "Content substantiation of the regional advanced training educational program “Kaizen Technology”." SHS Web of Conferences 104 (2021): 01006. http://dx.doi.org/10.1051/shsconf/202110401006.

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The relevance of the article is related to the need to modernize school education in Ukraine in the context of reform on the basis of the best world standards and models. The purpose of the article is to reveal the essence of Kaizen technology in secondary education, to substantiate the content of the regional educational program of teachers’ professional development on this basis. The research methods are theoretical analysis, synthesis, modeling, systematization, generalization and survey. The results of the research are following: the essence of the possibilities of Kaizen technology in secondary education is revealed, the complex of approaches to the program content development is determined and its content is substantiated. There are three modules such as “The essence and origins of Kaizen technology”, “Lean-education”, “Management in education based on Kaizen technology”. Conclusions: Kaizen technology is a long-term strategy of personal development, based on the creativity of the teacher; mastery of Kaizen is carried out in three stages; the updated content of teacher advanced training is based on a set of scientific approaches; the criterion for the effectiveness of Kaizen technology and its purpose is the professional readiness of teachers for creative and constructive professional activity and continuous self-development.
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Dissertations / Theses on the topic "Regional training and professional development"

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Santos, Nilton de Santana dos. "Fatores endógenos e exógenos que afetam o desempenho de Institutos Federais de Educação, Ciência e Tecnologia: os casos da Bahia e do Espírito Santo." Universidade Catolica de Salvador, 2018. http://ri.ucsal.br:8080/jspui/handle/prefix/412.

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Submitted by Rômulo Aguiar (romulo.aguiar@ucsal.br) on 2018-05-10T15:01:20Z No. of bitstreams: 1 TESENILTONSANTOS.pdf: 1617957 bytes, checksum: 360889a0bbaac44b9a8f5a986a891050 (MD5)<br>Approved for entry into archive by Rosemary Magalhães (rosemary.magalhaes@ucsal.br) on 2018-05-10T15:49:06Z (GMT) No. of bitstreams: 1 TESENILTONSANTOS.pdf: 1617957 bytes, checksum: 360889a0bbaac44b9a8f5a986a891050 (MD5)<br>Made available in DSpace on 2018-05-10T15:49:06Z (GMT). No. of bitstreams: 1 TESENILTONSANTOS.pdf: 1617957 bytes, checksum: 360889a0bbaac44b9a8f5a986a891050 (MD5) Previous issue date: 2018-01-25<br>Este estudo, com o objetivo de investigar e identificar os fatores endógenos e exógenos que interferem no desempenho educacional e na qualidade do ensino dos Institutos Federais de Educação Ciência e Tecnologia da Bahia e do Espírito Santo, teve o propósito de verificar porque estes institutos pertencentes à mesma rede federal de ensino, vinculados à Secretaria de Educação, Ciência e Tecnologia (SETEC/MEC), demonstraram uma disparidade em relação ao desempenho educacional dos alunos no Exame do Enem/2014, considerando que ambos adotam a mesma política de ensino, defendida pelo MEC, e com dotações orçamentária/financeira equitativas para o desempenho de suas atividades administrativas e didático-pedagógicas. Nesse sentido, foi realizada esta pesquisa, de natureza comparativa, valendo-se, também, da pesquisa exploratória e explicativa, tendo como fonte de dados os relatórios de gestão, além da pesquisa bibliográfica, para inquirir e compreender o processo educacional, desde a colonização até os dias atuais, e as leis que regem a educação brasileira. Através da pesquisa de campo, foram aplicados questionários e entrevistas com os Pró-Reitores de Ensino, Desenvolvimento Institucional, Pesquisa e Extensão, o que possibilitou identificar e analisar uma série de dificuldades relacionadas com os fatores endógenos e exógenos que afetam o desempenho institucional, como: a questão do processo seletivo, estágios, recursos financeiros para as bolsas, alto índice de evasão, engajamento dos professores, participação da família no processo ensino-aprendizagem, dentre outros. Esses pontos relatados pelos entrevistados reforçam o dualismo do ensino no Brasil, historicamente implantado, que ainda persiste nos tempos atuais. Os resultados deste estudo indicam que os fatores endógenos e exógenos que repercutem em detrimento da qualidade do ensino podem ser amenizados com políticas educacionais mais efetivas e algumas ações mais eficientes do próprio MEC, que pode auxiliar os gestores para a tomada de decisões mais coerentes com a realidade, através de planejamento e avaliação de desempenho mais efetivos.<br>The present research aimed to investigate and identify the endogenous and exogenous factors of influence in the educational performance and the quality of the teaching of the Federal Education Institutes of Science and Technology of Bahia and Espírito Santo was designed to understand why these institutes belonging to the same federal education network, and under the guidance and supervision of the (SETEC / MEC), demonstrated disparity in student’s performance during the Enem / 2014 Examination, despite the fact that both have the same teaching policies, implemented by the MEC, and with equitable budgetary / financial allocations for the implementation of its administrative and didactic-pedagogical activities. In this sense, this research was carried out in a comparative nature, using exploratory and explanatory investigation as data source management reports, as well as bibliographical research, to inquire and understand the educational process, from colonization to present day, as well as the set of guidance and rules by which the Brazilian educational system is designed and organized. A field inquiry with questionnaires and interviews targeting Pro-Rectors of Teaching, Institutional Development, Research and Extension made it possible to identify and analyze a series of endogenous and exogenous factors that affect institutional performance such as: screening and enrolling process; internships; financial resource for scholarships; high dropout rate; teacher engagement; family participation in the teaching-learning process; among others. These points reported by the interviewees reinforce the dualism of teaching in Brazil, historically implanted, that still persists in the present times. The results of this study indicate that the endogenous and exogenous factors that affect the quality of teaching can be mitigated by more effective educational policies and some more efficient actions of the MEC itself, which can help managers make decisions that are more coherent with reality through a more effective planning and evaluation of performance.
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Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.

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This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.<br>174 leaves ; 29 cm.
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Blood, Kenneth J. "Professional Development of Novice Athletic Training Faculty." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.

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Henderson, Dylan. "Interactive learning and regional development : new departures in regional policy in Wales." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364470.

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Brown, Julie Miller. "Professional Development| The Teacher's Perspective." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.

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<p>The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district. </p>
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Smith, Prudence M. "Professional development : teachers' learning in reading recovery." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.

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With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers' understandings in the Reading Recovery professional development program, key aspects of teacher development were identified and some suggestions given regarding the preparation and support of literacy teachers generally.
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Sharp, Sara J. "Standardized Professional Development Content Validation for Educators." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646183.

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<p> Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content validation for the 21st century looks like. A sequential exploratory mixed-methods design was used on a purposive sample of 8 teachers, who participated in semistructured, open-ended interviews. A quantitative questionnaire collected perceptions of teachers at the school. Interview data were analyzed via an inductive analysis approach, and survey data were analyzed via descriptive statistics. The findings of this sequential mixed methods research revealed that the content of PD activities often lacked structured validation for teachers to master important skills in their content area, new skills were undiscovered, and their pedagogy was underdeveloped. The outcome was a 3-day workshop designed to provide PD content validation for educators in 1 district in Washington State. Positive social change implications include teachers who can engage students in an informed, confident, professional manner, and increased teacher satisfaction at the research site as well as in other rural schools. Implementing this workshop will provide useful knowledge for policymakers, educators, and other researchers who are looking for a clearer definition of PD content for the 21st century.</p>
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Shayshon, Bruria. "The professional development of teacher-leaders." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365959.

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Osborne, M. B. "The professional development of teachers : issues in development and control." Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357994.

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Kjelgaard, Peggy Anne. "Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278553/.

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In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development schools (PDSs) and provide preservice and inservice teachers with extensive professional development. This study investigated the design and effects of the professional development models in these Texas Centers for Professional Development and Technology (CPDTs). This study used qualitative data collection and analysis procedures. Raw data were collected in the form of individual interviews, focus group interviews, documentation, and fieldnotes. Forty-six interviews were completed involving a total of 83 respondents representing all partnering entities: university representatives, school representatives, education service center representatives, and policymakers. Documentation included annual and quarterly reports, grant applications, and program approval requests. Fieldnotes included observational data from site visits. Data analysis was an iterative process using a constant comparative analysis of coded categories emerging fromtranscribed data. This comparison examined: the vision of professional development as perceived by the respondents, the enactment of professional development as experienced by the respondents, and the effects that the CPDT initiative had on professional development as perceived by the respondents. This study revealed 18 themes that were common across all eight Texas CPDTs. The themes revealed patterns of vision which included: developing a common ground, breaking barriers, evolving visions, and partnership tradeoffs. Patterns of enactment included formal and informal professional development opportunities. Patterns of effects included: empowerment of teachers, updating of university faculty on public school issues, better prepared classroom-ready interns, and more attention for K-12 students. Another pattern of effect included the distraction of "technology toys" and the difficulty keeping pace with new technologies. The study provided strong evidence that relationship building processes are crucial for building a sustained learning situation for a community of learners. The themes also provided information regarding the demands of institutionalizing and reculturing required to sustain the Professional Development School model.
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Books on the topic "Regional training and professional development"

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Brunet, Ignasi, and Mikel Olazaran, eds. Entorno regional y formación profesional: Los casos de Aragón, Asturias, Cataluña, Madrid, Navarra y País Vasco. Publicacions URV, 2013.

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Golubeva, Elena, Aleksandr Fedorov, and Irina Stecenko. Professional self-development training. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1861078.

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The training manual offers training for professional self-development. A theoretical justification is given, a program and an approbation are given, which showed its effectiveness.&#x0D; Meets the requirements of the federal state educational standards of higher education of the latest generation.&#x0D; It is intended for students, undergraduates studying relevant courses, managers of personnel management services, as well as anyone interested in self-development in the profession.
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Roberta, Tovey, ed. Professional development. Harvard College, 1998.

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Ray, Bard, ed. The Trainer's professional development handbook. Jossey-Bass, 1987.

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Brown, Bettina Lankard. Vocational teacher professional development. ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Colburn, Alan. Creating professional development schools. Phi Delta Kappa Educational Foundation, 1993.

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Colburn, Alan. Creating professional development schools. Phi Delta Kappa Educational Foundation, 1993.

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Díaz-Maggioli, Gabriel. Teacher-centered professional development. Association for Supervision and Curriculum Development, 2004.

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Jones, Jeff. Training for appraisal and professional development. Cassell, 1995.

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Victoria. Office of the Auditor-General., ed. A competent workforce: Professional development. L.V. North, Govt. Printer, 1994.

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Book chapters on the topic "Regional training and professional development"

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Kuzmin, Aleksey M., Olga O. Kunina, Artem M. Fedorov, and Julia V. Timofeeva. "From Career Guidance of Schoolchildren to Professional Training of Future Engineers at University of Engineering and Technology." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93907-6_70.

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Fernández-García, Carmen-María, Mercedes Inda-Caro, and María-Paulina Viñuela-Hernández. "Teaching Effectiveness in Spain: Towards an Evidence–Based Approach for Informing Policymakers." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_13.

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AbstractThis chapter uses a three-stage process of documentary analysis to illustrate how teaching effectiveness is assessed and studied in Spain. We begin by presenting the Spanish legal context, giving a historical overview of the most important education legislation. This is important, as there have been several reforms over recent years, and because of the decentralized model in Spain, which means that competencies and responsibilities are split between the Ministry of Education, Culture, and Sport and the regional administrations in the autonomous communities.The second part focuses on educational innovations and effective teaching behaviors resulting from policy changes and the traditional and dominant paradigms in the Spanish educational landscape. We use the six teaching effectiveness domains from the ICALT project as a reference: safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching-learning strategies, and differentiation. The third part describes empirical research undertaken in three autonomous communities in Spain to assess teaching quality. We look at organizational, human, and curricular factors which can help in interpreting teaching standards and their impact on student engagement.Finally, the conclusions from the research are considered and discussed in terms of potential policy recommendations and practical decisions at both regional and national levels about teachers’ initial training, continued training, and professional development.
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Waite, Lisa. "Professional development." In The Handbook of Communication Training. Routledge, 2018. http://dx.doi.org/10.4324/9781315185859-19.

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Janiak, Becca. "Professional Development and Training." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_2600.

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Goodwin, Tommy F., and Paul A. Miller. "Professional Development and Training." In The Palgrave Encyclopedia of Interest Groups, Lobbying and Public Affairs. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-13895-0_11-1.

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Goodwin, Tommy F., and Paul A. Miller. "Professional Development and Training." In The Palgrave Encyclopedia of Interest Groups, Lobbying and Public Affairs. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-13895-0_11-2.

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Janiak, Becca. "Professional Development and Training." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31816-5_2600-1.

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Herbert, Carrie. "Training and Professional Development." In Eliminating Sexual Harassment at Work. Routledge, 2024. http://dx.doi.org/10.4324/9781003568032-15.

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Tod, David, and Hayley McEwan. "Training and Professional Development." In Routledge Handbook of Applied Sport Psychology, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003173588-4.

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Janiak, Becca. "Professional Development and Training." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-66252-3_2600.

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Conference papers on the topic "Regional training and professional development"

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Chernenko, Oleksandr, Oksana Filonenko, Tetiana Babenko, Viktoriia Chetaikina, Anton Butkevych, and Vlada Bilohur. "ENVIRONMENTAL EDUCATION AS A HOLISTIC CULTURAL PHENOMENON IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s19.36.

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This article is dedicated to the topical issue of environmental education as a holistic cultural phenomenon in the context of the professional training of future teachers. Environmental education is considered as a multifaceted process that integrates ecological knowledge with cultural, social, and ethical aspects of the interaction between man and nature. The methodological basis of the study was based on the integration of three scientific approaches to the consideration of environmental education as a holistic cultural phenomenon in the professional training of future teachers, namely: cultural approach, which allowed to consider environmental education as a holistic cultural phenomenon and its impact on the formation of the general pedagogical culture of the future teacher; systemic approach, which provided a comprehensive study of environmental education, taking into account the interrelationships between the various components of the educational process; competency-based approach, which focuses on the formation of professional competencies of future teachers, guaranteeing a practical orientation in training specialists capable of solving environmental problems in their professional activities. The article presents the author's definitions of the concepts of " environmental education as a holistic cultural phenomenon", " environmental culture of the future teacher" and " environmental educational project". Descriptions are provided for the concepts of innovative projects for the development of environmental education and culture, implemented in pedagogical educational institutions of the Kirovograd region: "Green Campus," "Virtual Ecological Laboratory," "Eco-locations of the City of Kropyvnytskyi," "EcoArt," "Mini-farm." Recommendations are formulated for improving environmental education within the framework of the professional training of future teachers, including: compiling an "ecological portfolio of a young teacher", creating a virtual information space of ecological didactics, introducing ecological mentoring and introducing a special course "Ecological Culture". Conclusions have been drawn that hold theoretical and practical significance for the development of environmental education and culture of future teachers in the context of European integration processes in Ukraine.
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Ribau Coutinho, Isabel Cristina. "DOCTORAL SCHOOLS, TRAINING AND ACADEMIC AND PROFESSIONAL DEVELOPMENT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1136.

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Gatti, Emmanuele, and Cristiano Zappa. "ONLINE TRAINING FOR THE PROFESSIONAL DEVELOPMENT AND SUPPORT OF TEACHERS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1038.

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Dimitrova, Anushka. "Sustainable Development in the Training and Professional Competence of Nurses in Intensive Care Structures." In International Scientific and Practical Conference on Sustainable Development of Regional Infrastructure. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010595506560661.

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Shestakova, N. N. "The ambiguity of the impact of digitalization on the composition and structure of employed in the economy." In REGIONAL ECONOMY AND TERRITORIAL DEVELOPMENT. INSTITUTE OF PROBLEMS OF REGIONAL ECONOMICS OF THE RUSSIAN ACADEMY OF SCIENCES, 2022. http://dx.doi.org/10.52897/978-5-7310-5861-2-2022-16-1-217-224.

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The article explores some aspects of changes in the composition and structure of the employed under the influence of the digitalization of the national economy. Among the selected aspects of employment, territo-rial and sectoral, technological (differentiated into professional and qualification), labor aspects, as well as the aspect of training or the formation of human potential, preceding labor activity. Conclusions are drawn: a) regarding the presence of a close relationship and / or mutual interweaving of almost all of the mentioned aspects and the resulting need for their coordinated solution; b) regarding the upcoming return to the content of economic activity, the search for better business solutions as people employed in the economy are satu-rated with digital skills, which is expected as early as 2023
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Potasheva, O. V., M. V. Kuzmenko, and M. I. Plutova. "Digital-Pedagogic Training Helping to Develop a Regional System of Life-Long Professional Development." In 2nd International Scientific and Practical Conference “Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth” (MTDE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200502.081.

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Porumb, Ioana, and Simona Gabureanu. "PROFESSIONAL DEVELOPMENT OF TECHNOLOGICAL SCIENCES TEACHERS - FINDINGS OF A RESEARCH EVALUATION REPORT." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-214.

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Teachers play a key role in modernising education. Their competences have a direct effect upon students' achievements. In the context of rapid technological, economic, social and cultural change, teachers are facing new demands as well as changes in their professional roles. The quality of continuous professional development is essential not only for improving educational performance, but also for enhancing teachers' professional identity, responsibility and awareness of their own professional development. The project titled Continuous Professional Development of Technological Sciences Teachers in the Knowledge Society, co-funded by the European Commission through the Sectoral Operational Programme Human Resources Development, provided technological sciences teachers in Romania with relevant opportunities for continuous professional development, consisting in teacher training and experience exchange with teachers in this specific curricular area, using a collaborative online platform. A blended instructional approach was used in the curriculum design and delivery of the course modules - Habilitation on Curriculum, and Continuous Professional Development on Differentiated Instruction. This paper aims to present some findings of the evaluation report on the teacher training program mentioned above, following: the curriculum design and program implementation; the impact of the training program; the program outcomes, according to the perceptions of the direct beneficiaries - technological sciences teachers; the degree of the portal accessibility and usage. The retrospective appreciation of the training program value is subsumed to the objectives of providing education and training professionals with recommendations for improving the training program and activities promoted through the portal, and developing similar programmes at local, regional or national level.
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HORNYÁK GREGÁŇOVÁ, Radomíra, Dana ORSZÁGHOVÁ, and Jarmila HORVÁTHOVÁ. "THE ROLE OF TERTIARY EDUCATION IN REGIONAL DEVELOPMENT IN CONDITIONS OF SLOVAK REPUBLIC." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.126.

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In addition to the infrastructure of the regions, an essential aspect of their development is their educational structure and the demographic potential according to the predominance of the age composition. The education is basic tool for acquiring expert knowledge, which affects human capital of the labor market and professional mobility and adaptability of human resources at the labor market. It is important to educate the university undergraduates for practice by using appropriate and suitable educational methods. In Slovakia the share of inhabitants with the university education is increasing. This group represents the development potential of the regions. Great possibilities consist in the training of a new generation of graduates for different fields of regional development. Therefore, the educational structure and also the active working and networking of universities with other actors in the region are important. The objective of this paper is focused on the tertiary education and study programs for the regional development. We will analyze the development of number of students at universities with regard to the individual levels of study (bachelor, engineer/master and PhD.) and study programs within the individual regions of the Slovak Republic. The evaluation of the obtained data will be made by using the methods of comparative statistics.
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Slikishina, I. V., and Yu V. Korovina. "A future teacher training for professional activity in a digital school." In Proceedings of the 1st International Scientific Conference "Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth" (MTDE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/mtde-19.2019.118.

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Hauser, Michael, Donald Paul, Jim Crompton, and Iraj Ershaghi. "Workforce Development for the Energy Industry." In SPE Western Regional Meeting. SPE, 2025. https://doi.org/10.2118/224208-ms.

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Abstract This paper provides a new analysis of the impending workforce shortage in the energy industry. The study considers retirement and energy transition-related factors confusing the younger generation and their lack of interest in pursuing energy-related areas. It shows how the supply chains in all energy sectors require systematic progression in producing a trained workforce for the energy industry. We examined various data sources across engineering, production and operations, service, utilities, and power and noted the magnitude of the shortfall. Our analysis also includes data from typical trade schools and mainstream universities that cannot attract students to energy-related areas. We also analyzed data from a recent high school STEM teacher colloquium. We observe that while retirements will have a major impact on production growth in energy-related industries, the new energy industry requires skilled workers who are not yet in the training stages. Our analysis also shows the critical shortfalls in the education of high school teachers regarding awareness of the opportunities. We believe the need will be in all phases of the energy industry, from oil and gas to alternative sources. We emphasize the need for recruiting efforts at different levels. Also, we show how a more diversified curriculum is needed across public education, starting in high schools. Both professional/engineering roles &amp; trade roles for operational aspects of the various energy industries need to be addressed. Engagements between universities and technical trade schools are in scope. This study provides a tangible description of the realities of the workforce shortages for the "Energy Transition" and increasing power generation demand. It also offers some solutions associated with workforce development that require changes in engineering education, including environmental issues.
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Reports on the topic "Regional training and professional development"

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Burov, Oleksandr Yu, Svitlana H. Lytvynova, Сергій Олексійович Семеріков, et al. ICT for disaster-resilient education and training. CEUR Workshop Proceedings, 2023. http://dx.doi.org/10.31812/123456789/7826.

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The 3L-Person 2022 workshop was held in Kryvyi Rih, Ukraine, on October 25, 2022. The workshop aimed to provide a platform for researchers and practitioners from different domains and regions, who are interested in exploring the opportunities and challenges of information and communication technologies (ICT) for lifelong learning and professional development. The workshop addressed various topics related to the design, development, evaluation, and application of ICT for education and training, such as personal learning environment design, advanced ICT for professional retraining and training in the workplace, blended and remote learning/teaching with emerging ICT, educational robots, databases and language technologies for open learning and research, ICT in education of a person with special needs, ICT in education safety and security, ICT-support of STEM education and professional career, and synthetic learning environment. The workshop featured 13 papers selected by a diverse and qualified program committee. The workshop also facilitated the discussion and networking among the participants,who shared their experiences and insights on the emerging trends and issues in this interdisciplinary field. This paper presents the theme, aims, topics of interest, program committee, accepted papers, and outcomes of the workshop.
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Shaposhnikov, Gennadii, Irina Airapetova, and Andrey Ustinov. Electronic training course "History of Medicine (Department of History, Economics and Law)". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0866.12122024.

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The electronic training course "History of Medicine" is compiled in accordance with the requirements of the federal state educational standard of higher education 3++ for specialties 05/31/2011. Medical care, 05/32.01. Preventive medicine, 05/31/02. Pediatrics, 05/31/03. Dentistry The purpose of the course is to study the history, patterns and logic of the development of healing, medicine and healthcare of the peoples of the world from antiquity to the beginning of the XXI century. Course objectives: to teach students to objectively analyze historical phenomena, achievements and prospects for the development of medicine and healthcare; to reveal the achievements of outstanding civilizations in the field of medicine in the context of the progressive development of mankind; to show the interaction of national and international factors in the formation of medical science and practice in various regions of the globe; to inculcate ethical principles of medical practice and the historical conditions of their formation in various countries; to cultivate high moral qualities in students: love for their profession, loyalty to duty, feelings of humanism and patriotism; expand the general scientific and cultural horizons of students. to form among students the most important cultural and historical guidelines for the civil self-identification of the individual, the assimilation of basic professional values and competencies; to develop the ability to analyze and compare medical information about the past contained in various sources; to motivate students to maintain their health and lead a healthy lifestyle. The complexity of the course: 72 classroom hours are allocated for the study of this discipline, including 36 hours of lectures and 36 hours of seminars.
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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire, and Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. To seize the opportunity to strengthen the teaching skills of K12 teachers in the region, the Inter-American Development Bank (IDB) and UNESCO are partnering to promote pedagogically driven remote and hybrid education. For that, professional development is key. Based on existing international teacher competency frameworks and drawing on promising global practices, this framework publication presents recommendations for: (i) Initial education programmes to enable new teachers to operate in all modes: face-to-face, remote, and hybrid; and (ii) Short professional development opportunities for in-service teachers to design, plan, implement, and assess lessons in hybrid and remote formats.
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CORPS OF ENGINEERS WASHINGTON DC. Training: Professional Development of First Tour USACE Officers. Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada404314.

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Porter, Joanne, Sambath My, Megan Simic, et al. Evaluation of the new wave Gippsland capacity building project: evaluation 2023-2024. Federation University, 2024. http://dx.doi.org/10.35843/enwgcbpe24.

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Funded by the Australian Government National Disability Insurance Agency (NDIA) Information, Linkages and Capacity Building (ILC) grant, the New Wave Gippsland Capacity Building Project aimed to build capacity and develop skills, knowledge, and abilities of people with an intellectual disability, acquired brain injury (ABI) or complex communication in the Gippsland region. The key element of this project was the engagement, training, and support of Peer Educators in developing and delivering the Sexual Lives &amp; Respectful Relationships (SL&amp;RR) program and network in Gippsland. It also aimed to engage with community professionals from the sexual assault, community development and advocacy sectors to participate in violence and abuse prevention and respectful relationships education, training, and community work. SL&amp;RR is an ecological model of violence and abuse prevention that has people with an intellectual disability at the centre. It utilises a community development approach that works from the individual out to society and systems that impact the experiences of safety and well-being in relationships and communities. The model has been co-developed by people with intellectual disabilities and is co-facilitated by people with intellectual disabilities in partnership with community professionals in the sexual assault sector. The SL&amp;RR model provided the opportunity for GCASA to engage in dialogue with people with an intellectual disability, ABI, or complex communication, who are impacted significantly by sexual violence to contribute to the knowledge of people with intellectual disabilities around their rights to relationships which are free from violence. To coordinate the SL&amp;RR program and support New Wave Gippsland (NWG), a Project Coordinator and a Program Developer were appointed. To deliver the program, employment opportunities for self-advocates to deliver education and build community capacity in relation to disability awareness were provided. The program aimed to undertake the following activities: • Build the capacity of the Gippsland SL&amp;RR network to engage with people with an intellectual disability, ABI, LGBTIQA+ people with disability, community health and sexual assault professionals and services across a wider scope in Gippsland. • Deliver the SL&amp;RR program including the new ABI and LGBTIQ+ programs, in Central and East Gippsland • Promote the Gippsland SL&amp;RR network through free information / professional development sessions for the health, community, and disability sectors. Conduct sessions and engage Peer Educators as co-presenters. • Increase social and economic participation by Peer Educators/self-advocates employed through NWG and include paid work for up to 12 Peer Educators. Project Coordinators, counsellors and Peer Educators provided a robust team to support the SL&amp;RR network and implementation of the model across Gippsland.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Foster, Courtney. Examining Training Needs of Elementary Paraprofessionals to Provide Applicable Professional Development. Iowa State University, 2020. http://dx.doi.org/10.31274/cc-20240624-683.

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Davignon, Laure-Jeanne. Integration of Solar Training into Allied Professional Development Platforms - Final Technical Report. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1488920.

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Piland, William. Surface Warfare Officer Training: A Study of Undergraduate Education and Professional Development. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada212661.

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